The document discusses the zero conditional, which is used to talk about facts or things that are generally true. There are two types of facts: those true for everyone, like "if water reaches 100°C, it boils"; and those true for a specific group, like "if I eat peanuts, I get sick." Zero conditional sentences use the present simple tense in both the if-clause and main clause, such as "if you heat ice, it melts." The if-clause can come first or second. "If" can often be replaced by "when" without changing the meaning. Examples are provided to illustrate zero conditional grammar rules and usage.
The definite article "the" is used before nouns that are specific or defined. There are a few key uses of the definite article:
1) Before singular and plural nouns that are unique, such as "the Earth" or refer to an entire class, such as "the whale" representing all whales.
2) When the noun is previously mentioned or modified by additional information like "the girl in the blue dress."
3) With superlative adjectives or ordinals like "the tallest building."
The definite article is also used with names of languages, dances, newspapers, and geographical areas and directions.
The document discusses relative clauses, which are parts of sentences that begin with relative pronouns like who, which, that, where, when, and why. It explains the difference between defining and non-defining relative clauses. Defining clauses provide essential information to identify a noun, while non-defining clauses provide extra, non-essential information. The document provides examples of forming relative clauses and choosing the correct relative pronouns, and emphasizes the importance of punctuation in non-defining clauses. It concludes by noting that practice is needed to fully understand relative clauses.
The document discusses the past perfect tense, which is used to indicate that an action was completed before something else in the past occurred. It provides examples of using the past perfect tense to refer to actions that had been finished prior to other past events, such as "I had visited my sister before she went to Mexico." The construction of the past perfect tense is also explained as auxiliary verb + had + past participle.
This document discusses questions without auxiliary verbs. It provides examples of questions without auxiliaries, including who, what, which questions. It also shows the structure of these questions, with the question word followed by the main verb and any complements. Examples provided include questions about who wrote Harry Potter, who played certain roles, and which country won competitions in particular years.
The document discusses the zero conditional, which is used to talk about facts or things that are generally true. There are two types of facts: those true for everyone, like "if water reaches 100°C, it boils"; and those true for a specific group, like "if I eat peanuts, I get sick." Zero conditional sentences use the present simple tense in both the if-clause and main clause, such as "if you heat ice, it melts." The if-clause can come first or second. "If" can often be replaced by "when" without changing the meaning. Examples are provided to illustrate zero conditional grammar rules and usage.
The definite article "the" is used before nouns that are specific or defined. There are a few key uses of the definite article:
1) Before singular and plural nouns that are unique, such as "the Earth" or refer to an entire class, such as "the whale" representing all whales.
2) When the noun is previously mentioned or modified by additional information like "the girl in the blue dress."
3) With superlative adjectives or ordinals like "the tallest building."
The definite article is also used with names of languages, dances, newspapers, and geographical areas and directions.
The document discusses relative clauses, which are parts of sentences that begin with relative pronouns like who, which, that, where, when, and why. It explains the difference between defining and non-defining relative clauses. Defining clauses provide essential information to identify a noun, while non-defining clauses provide extra, non-essential information. The document provides examples of forming relative clauses and choosing the correct relative pronouns, and emphasizes the importance of punctuation in non-defining clauses. It concludes by noting that practice is needed to fully understand relative clauses.
The document discusses the past perfect tense, which is used to indicate that an action was completed before something else in the past occurred. It provides examples of using the past perfect tense to refer to actions that had been finished prior to other past events, such as "I had visited my sister before she went to Mexico." The construction of the past perfect tense is also explained as auxiliary verb + had + past participle.
This document discusses questions without auxiliary verbs. It provides examples of questions without auxiliaries, including who, what, which questions. It also shows the structure of these questions, with the question word followed by the main verb and any complements. Examples provided include questions about who wrote Harry Potter, who played certain roles, and which country won competitions in particular years.
Modal auxiliaries are verbs that are used with other verbs to indicate modality, or express meanings like ability, permission, obligation, possibility, and necessity. Some common modal auxiliaries in English include can, could, may, might, must, should, would, will, shall, need to, have to, and be able to. Modal auxiliaries are always followed by the base form of the main verb and have no changes in tense. They are used to convey different meanings depending on the context.
The document discusses the past continuous and simple past tenses. It provides examples of situations using each tense and explains that the past continuous is used for an action that was ongoing simultaneously with another action expressed in the simple past. It then provides exercises for students to practice using these tenses to describe past events and activities.
The document discusses compound adjectives and provides examples. It explains that compound adjectives are frequently hyphenated between the words, with the second word often ending in "-ed" or "-ing". Examples of compound adjectives are given, including those with a number/measurement plus noun, adjective plus noun, noun plus adjective, adjective/adverb plus "-ed"/"-ing", verb plus preposition/adverb, and self plus verb/adjective/noun. The document notes that compound adjectives commonly use a hyphen to join the elements.
1. The document discusses different types of linkers used to connect ideas, including linkers that introduce result, reason, purpose, and contrast.
2. It provides examples of how each type of linker is used and the grammatical structures that typically follow each one, such as verbs, gerunds, and clauses.
3. The document also notes differences in formality between linkers and preferences for their placement within sentences.
This document provides information about modal verbs and their uses in English. It defines modal verbs and distinguishing them from primary/auxiliary verbs. It then explains the uses of individual modal verbs like will, would, shall, should, can, could, may, might, must, need, dare, used to, and ought to through examples. It also includes an exercise with blanks to be filled in using the appropriate modal verbs.
Satire is a genre that uses humor and irony to criticize or reveal flaws in society. It can take the form of short stories, novels, plays, TV shows or movies. A work is considered satirical if it employs techniques like irony, sarcasm, ridicule, parody, exaggeration, juxtaposition or comparisons to reveal truths about a topic. Common subgenres of satire include social satire as seen in shows like The Simpsons, and parody which mimics a specific work for comedic effect. Satire relies on techniques like exaggeration, incongruity and reversal to present absurd or out of place perspectives that expose faults.
The document discusses common noun suffixes in English and their meanings. It identifies suffixes that can be added to adjectives (-ness, -ity), verbs (-tion, -sion, -ment, -ance, -ence) and nouns (-ship, -hood) to form new nouns. Examples are provided for each suffix like happiness from happy and information from inform. Readers are encouraged to practice identifying word types and choosing the correct suffix to form new nouns like sadness from sad.
The document defines and describes the four types of conditional sentences in English: zero conditional, first conditional, second conditional, and third conditional. The zero conditional uses the present simple tense and describes real, factual situations. The first conditional uses the present simple in the if-clause and will in the result to talk about possible future events. The second conditional uses the past simple in the if-clause and would in the result to describe unlikely or imaginary present/future situations. The third conditional uses the past perfect in the if-clause and would have in the result to talk about unlikely past events.
Figurative Language. This power point is made to fulfill Introduction to Literature lesson's task in English Education Department. The data taken from many sources.
Must, must not, have to, don't have to, can, can'tRenata Tonasso
This document discusses the proper usage of modal verbs including must, must not, have to, don't have to, can, and can't. Must and have to are used to talk about rules and obligations, must not is used when something is prohibited, don't have to means there is no obligation, can is used to discuss ability, and can't and must not both refer to things that are not allowed. Examples are provided for how to use each modal verb in a sentence.
This document contains notes from an English grammar lesson that covered possessive adjectives and pronouns, relative clauses, and relative pronouns. The lesson included examples and exercises for students to practice these grammar topics in pairs or by completing sentences. Warm-up and review activities were also included at the beginning and end of the class.
The document discusses different types of figurative language including simile, metaphor, personification, hyperbole, idioms, imagery, alliteration and onomatopoeia. It provides examples for each type and a short description of what each figurative language technique means. It also includes a quiz with sentences to identify the figurative language being used. Finally, it lists some lesson plan and resource links for teaching these different figurative language techniques.
The document discusses stative and dynamic verbs in English. It explains that stative verbs refer to states or conditions that do not change, such as "hate" or "own", while dynamic verbs describe actions and events that can begin and finish, such as "play" or "melt". Several examples of each verb type are provided. The document also contains exercises for classifying verbs as stative or dynamic and practicing the correct verb forms.
Strong adjectives like exhausted already imply an extreme level and cannot be modified in the same way as gradable adjectives. Modifiers like very, incredibly, and extremely can be used with gradable adjectives to indicate level but not with strong adjectives. Absolutely can only be used to modify strong adjectives, while really can modify both strong and gradable adjectives.
Pretérito imperfecto de indicativo regularMocinha05
Este documento presenta las conjugaciones de varios tiempos verbales en español, incluyendo el pretérito imperfecto de indicativo regular e irregular, el pretérito perfecto simple regular e irregular, el pretérito perfecto compuesto regular e irregular, y el pretérito pluscuamperfecto. Explica las formas de conjugación para cada tiempo verbal y nota las irregularidades comunes en ciertos verbos.
The document defines and provides examples of different types of clauses:
1. A clause is a group of words containing a subject and predicate that forms part of a sentence or can stand alone. Clauses can be main or subordinate.
2. Noun clauses function as nouns. Nominal clauses contain a subject and predicate and do the work of a noun.
3. Adjective clauses modify nouns and contain a subject and predicate. They are introduced by relative pronouns.
4. Adverb clauses modify verbs, adjectives or other adverbs and contain a subject and predicate. They are introduced by subordinating conjunctions and provide information about time, place, manner, reason etc
This document calls for papers and panels for the 8th Quest for Global Competitiveness Conference to be held March 15-16, 2012 in San Juan, Puerto Rico. The conference theme is "The changing face of global competitiveness: Academia making the connection." Papers and panels on business and management topics are invited for presentation and publication. The submission deadline is September 23, 2011. Registration fees and discounts are outlined.
Modal auxiliaries are verbs that are used with other verbs to indicate modality, or express meanings like ability, permission, obligation, possibility, and necessity. Some common modal auxiliaries in English include can, could, may, might, must, should, would, will, shall, need to, have to, and be able to. Modal auxiliaries are always followed by the base form of the main verb and have no changes in tense. They are used to convey different meanings depending on the context.
The document discusses the past continuous and simple past tenses. It provides examples of situations using each tense and explains that the past continuous is used for an action that was ongoing simultaneously with another action expressed in the simple past. It then provides exercises for students to practice using these tenses to describe past events and activities.
The document discusses compound adjectives and provides examples. It explains that compound adjectives are frequently hyphenated between the words, with the second word often ending in "-ed" or "-ing". Examples of compound adjectives are given, including those with a number/measurement plus noun, adjective plus noun, noun plus adjective, adjective/adverb plus "-ed"/"-ing", verb plus preposition/adverb, and self plus verb/adjective/noun. The document notes that compound adjectives commonly use a hyphen to join the elements.
1. The document discusses different types of linkers used to connect ideas, including linkers that introduce result, reason, purpose, and contrast.
2. It provides examples of how each type of linker is used and the grammatical structures that typically follow each one, such as verbs, gerunds, and clauses.
3. The document also notes differences in formality between linkers and preferences for their placement within sentences.
This document provides information about modal verbs and their uses in English. It defines modal verbs and distinguishing them from primary/auxiliary verbs. It then explains the uses of individual modal verbs like will, would, shall, should, can, could, may, might, must, need, dare, used to, and ought to through examples. It also includes an exercise with blanks to be filled in using the appropriate modal verbs.
Satire is a genre that uses humor and irony to criticize or reveal flaws in society. It can take the form of short stories, novels, plays, TV shows or movies. A work is considered satirical if it employs techniques like irony, sarcasm, ridicule, parody, exaggeration, juxtaposition or comparisons to reveal truths about a topic. Common subgenres of satire include social satire as seen in shows like The Simpsons, and parody which mimics a specific work for comedic effect. Satire relies on techniques like exaggeration, incongruity and reversal to present absurd or out of place perspectives that expose faults.
The document discusses common noun suffixes in English and their meanings. It identifies suffixes that can be added to adjectives (-ness, -ity), verbs (-tion, -sion, -ment, -ance, -ence) and nouns (-ship, -hood) to form new nouns. Examples are provided for each suffix like happiness from happy and information from inform. Readers are encouraged to practice identifying word types and choosing the correct suffix to form new nouns like sadness from sad.
The document defines and describes the four types of conditional sentences in English: zero conditional, first conditional, second conditional, and third conditional. The zero conditional uses the present simple tense and describes real, factual situations. The first conditional uses the present simple in the if-clause and will in the result to talk about possible future events. The second conditional uses the past simple in the if-clause and would in the result to describe unlikely or imaginary present/future situations. The third conditional uses the past perfect in the if-clause and would have in the result to talk about unlikely past events.
Figurative Language. This power point is made to fulfill Introduction to Literature lesson's task in English Education Department. The data taken from many sources.
Must, must not, have to, don't have to, can, can'tRenata Tonasso
This document discusses the proper usage of modal verbs including must, must not, have to, don't have to, can, and can't. Must and have to are used to talk about rules and obligations, must not is used when something is prohibited, don't have to means there is no obligation, can is used to discuss ability, and can't and must not both refer to things that are not allowed. Examples are provided for how to use each modal verb in a sentence.
This document contains notes from an English grammar lesson that covered possessive adjectives and pronouns, relative clauses, and relative pronouns. The lesson included examples and exercises for students to practice these grammar topics in pairs or by completing sentences. Warm-up and review activities were also included at the beginning and end of the class.
The document discusses different types of figurative language including simile, metaphor, personification, hyperbole, idioms, imagery, alliteration and onomatopoeia. It provides examples for each type and a short description of what each figurative language technique means. It also includes a quiz with sentences to identify the figurative language being used. Finally, it lists some lesson plan and resource links for teaching these different figurative language techniques.
The document discusses stative and dynamic verbs in English. It explains that stative verbs refer to states or conditions that do not change, such as "hate" or "own", while dynamic verbs describe actions and events that can begin and finish, such as "play" or "melt". Several examples of each verb type are provided. The document also contains exercises for classifying verbs as stative or dynamic and practicing the correct verb forms.
Strong adjectives like exhausted already imply an extreme level and cannot be modified in the same way as gradable adjectives. Modifiers like very, incredibly, and extremely can be used with gradable adjectives to indicate level but not with strong adjectives. Absolutely can only be used to modify strong adjectives, while really can modify both strong and gradable adjectives.
Pretérito imperfecto de indicativo regularMocinha05
Este documento presenta las conjugaciones de varios tiempos verbales en español, incluyendo el pretérito imperfecto de indicativo regular e irregular, el pretérito perfecto simple regular e irregular, el pretérito perfecto compuesto regular e irregular, y el pretérito pluscuamperfecto. Explica las formas de conjugación para cada tiempo verbal y nota las irregularidades comunes en ciertos verbos.
The document defines and provides examples of different types of clauses:
1. A clause is a group of words containing a subject and predicate that forms part of a sentence or can stand alone. Clauses can be main or subordinate.
2. Noun clauses function as nouns. Nominal clauses contain a subject and predicate and do the work of a noun.
3. Adjective clauses modify nouns and contain a subject and predicate. They are introduced by relative pronouns.
4. Adverb clauses modify verbs, adjectives or other adverbs and contain a subject and predicate. They are introduced by subordinating conjunctions and provide information about time, place, manner, reason etc
This document calls for papers and panels for the 8th Quest for Global Competitiveness Conference to be held March 15-16, 2012 in San Juan, Puerto Rico. The conference theme is "The changing face of global competitiveness: Academia making the connection." Papers and panels on business and management topics are invited for presentation and publication. The submission deadline is September 23, 2011. Registration fees and discounts are outlined.
Este documento presenta una introducción al alfabeto italiano. Explica que en italiano hay una correspondencia entre las letras y los sonidos que representan, por lo que la pronunciación no es difícil. Luego lista cada letra del alfabeto y provee ejemplos de palabras italianas para ilustrar su pronunciación equivalente en español. El objetivo es ayudar a los estudiantes a aprender los sonidos del alfabeto italiano.
El documento resume el alfabeto italiano, que consta de 21 letras propias del idioma. Explica la pronunciación de cada letra en paréntesis según el sistema español. Además, menciona que las letras j, k y x solo se usan para palabras extranjeras. Finalmente, desea buena suerte en el aprendizaje.
El documento presenta el temario de 40 clases para aprender italiano. Las clases cubren temas gramaticales como el alfabeto, pronombres personales, artículos, formación de género en nombres y adjetivos, verbos ser y estar, tiempos verbales como presente, pretérito, futuro e imperativo, así como vocabulario y ejercicios de traducción.
3. • Avere la luna: • Esempio:
• Essere di malumore, • Sembra che Daria abbia
arragionevolmente la luna. Ultimamente si
arritabili e proti al irrita per qualsiasi cosa.
litigio.
4. • Avere una memoria di • Esempio:
ferro:
• Puoi domandare Luigi
• Possede un’ottima su come sono andate le
memoria. cose quel giorno dato
che lui ha una
memoria di ferro e
sicuramente ricorderà
ogni detaglio.
5. • Avere grilli per la • Esempio:
testa:
• Si vede chiaramente che
• Avere grandi e mario abbia grilli per
fantasiose aspirazioni. la testa si pensa di
comprare una Ferrari
con il suo stipendio così
basso.
6. • Avere fegato: • Esempio:
• Essere coraggioso • La nazione ha bisogno
di persone che abbiano
fegato, cioè che siano
capaci di affrontare le
minacce che ci
allontanano dalla
democrazia.
7. • Avere la corda al collo: • Esempio:
• Trovarsi in una • Mariana ha la corda al
situazione difficile o collo, deve decidere tra
pericolosa, dalla quale andarsene all’estero per
non sembra possibile ottenere il lavoro che ha
uscire senza danno, o in voluto da sempre
una condizione di oppure restare quà e
costrizione. sposarsi con l’amore
della sua vita.
9. • Andare via: • Esempio:
• Sparire, lasciare il luogo • Nessuna sa di Genaro, è
dove si è. andato via prima che
qualcuno l’abbia chiesto
per dove partisse.
10. • Andare liscio: • Esempio:
• Procedere senza • Antonio mi ha
contrattempi. informato che il
progetto è andato
liscio, nessuno ha
protestato.
11. • Andare all’aria: • Esempio:
• Non realizzarsi. • Dopo il grande fiasco
finaziario che ha colpito
l’azienda, migliaia di
sogni di giovani sono
andati nell’aria.
13. • Essere a cavallo: • Esempio:
• Essere sicuro di • Mi pare che Marcello
raggiungere uno scopo. sia a cavallo rispetto al
obiettivo di smascherare
la mafia regionale. Non
sembra di averne nessun
dubbio.
14. • Essere al settimo cielo: • Esempio:
• Essere al colmo della • Sono al settimo cielo
felicità. dopo aver ricevuto la
bella notizia di poter
andare in Italia a
continuare i miei studi
della cultura italiana.
15. • Essere come il diavolo e • Esempio:
l’acqua santa:
• Carinna e Roberto sono
• Non sopportarsi, non come il diavolo e
andare assolutamente l’acqua, non possono
d’accordo. vedersi senza litigare.
16. • Essere nelle canne: • Esempio:
• Essere in difficoltà. • Ho saputo che Danilo è
stato nelle canne dopo
che la sua ex moglie
l’aveva lasciato senza
soldi.
17. • Essere un carciofo: • Esempio:
• Essere tonto, insulso e • Quella amica tua è un
sciocco carciofo, non sa altro
che parlare dei suoi
capelli.