The document is a lesson on coordinating conjunctions and their function. It defines FANBOYS as an acronym for the coordinating conjunctions for, and, nor, but, or, yet, and so. It provides examples of how each conjunction is used to join independent clauses. The lesson then provides exercises where students practice adding the appropriate conjunction to join sentences. The high-level purpose is to teach students about coordinating conjunctions and how they are used to connect independent clauses.
The document discusses the four types of sentences: declarative, imperative, exclamatory, and interrogative. It provides examples of each type and explains their punctuation. It then gives a pop quiz to test identifying sentence types. Finally, it demonstrates how to make writing more interesting by incorporating different sentence structures.
This document discusses comparison and contrast as a writing technique. It provides examples of comparing trivial topics like food choices as well as more complex comparisons of legal systems or sports. The document outlines two basic patterns for organizing a comparison/contrast paper: block pattern and alternating pattern. The block pattern discusses one subject at a time in separate sections while the alternating pattern discusses points about both subjects together. Key elements to compare like audience, purpose, and outcomes are given. Finally, common transition words for comparing and contrasting are listed.
This document discusses appositives and their proper punctuation. An appositive is a word or phrase that identifies or provides details about a noun, and should be set off by commas. Commas are used both before and after an internal appositive, while an end appositive only requires a leading comma. The document provides examples of sentences containing appositives and instructs the reader to write 10 sentences of their own using appositives with correct comma usage.
A possessive noun shows ownership or possession. To form a possessive noun, add an apostrophe s ('s) to most singular nouns. For plural nouns ending in s, add only an apostrophe ('), while plural nouns not ending in s add an apostrophe s. There are also special cases like nouns already ending in s, where only an apostrophe is added without an additional s. Possessive nouns indicate who or what the modified noun belongs to.
The document provides examples and explanations of different types of chronological order and narrative techniques:
1. It defines chronological order as events presented in the actual sequence in which they occurred.
2. It explains "story-within-a-story" as a narrative technique where the story jumps from present events to the past through flashbacks to explain how the characters arrived at their current situation.
3. It demonstrates these concepts through examples of ordering events chronologically and using alternating scene formats to signify flashbacks in a story.
The document provides information about common and proper nouns. It defines common nouns as names that do not refer to specific people, places, things, or ideas, while proper nouns name particular people, places, things, or ideas. Examples are given of common nouns like "bread" and "city" and proper nouns like "Mount Fuji" and "National Bookstore". Readers are then asked to identify common and proper nouns in sample sentences.
Singular and Plural Form of Regular and Irregular NounsJohdener14
Singular nouns refer to one person, thing, animal, place or event, while plural nouns refer to more than one. There are five rules for making nouns plural in English: 1) add -s for regular nouns, 2) add -es for nouns ending in s, sh, ch, or x, 3) change -y to -i and add -es for nouns ending in -y, 4) change -f to -v and add -es for nouns ending in -f or -fe, and 5) some irregular nouns like child, mouse and goose undergo spelling changes to become plural.
The document discusses adverbial phrases and their use in sentences. It defines adverbial phrases as groups of words that modify verbs, adjectives, or other adverbs by describing how, why, where, or when an action occurred. Several examples of sentences are provided that contain adverbial phrases answering "how," "where," "why," or "when." A quiz section then gives additional sentences for the reader to identify the verb being modified and determine which question (how, where, why, when) the adverbial phrase in each sentence answers.
The document discusses the four types of sentences: declarative, imperative, exclamatory, and interrogative. It provides examples of each type and explains their punctuation. It then gives a pop quiz to test identifying sentence types. Finally, it demonstrates how to make writing more interesting by incorporating different sentence structures.
This document discusses comparison and contrast as a writing technique. It provides examples of comparing trivial topics like food choices as well as more complex comparisons of legal systems or sports. The document outlines two basic patterns for organizing a comparison/contrast paper: block pattern and alternating pattern. The block pattern discusses one subject at a time in separate sections while the alternating pattern discusses points about both subjects together. Key elements to compare like audience, purpose, and outcomes are given. Finally, common transition words for comparing and contrasting are listed.
This document discusses appositives and their proper punctuation. An appositive is a word or phrase that identifies or provides details about a noun, and should be set off by commas. Commas are used both before and after an internal appositive, while an end appositive only requires a leading comma. The document provides examples of sentences containing appositives and instructs the reader to write 10 sentences of their own using appositives with correct comma usage.
A possessive noun shows ownership or possession. To form a possessive noun, add an apostrophe s ('s) to most singular nouns. For plural nouns ending in s, add only an apostrophe ('), while plural nouns not ending in s add an apostrophe s. There are also special cases like nouns already ending in s, where only an apostrophe is added without an additional s. Possessive nouns indicate who or what the modified noun belongs to.
The document provides examples and explanations of different types of chronological order and narrative techniques:
1. It defines chronological order as events presented in the actual sequence in which they occurred.
2. It explains "story-within-a-story" as a narrative technique where the story jumps from present events to the past through flashbacks to explain how the characters arrived at their current situation.
3. It demonstrates these concepts through examples of ordering events chronologically and using alternating scene formats to signify flashbacks in a story.
The document provides information about common and proper nouns. It defines common nouns as names that do not refer to specific people, places, things, or ideas, while proper nouns name particular people, places, things, or ideas. Examples are given of common nouns like "bread" and "city" and proper nouns like "Mount Fuji" and "National Bookstore". Readers are then asked to identify common and proper nouns in sample sentences.
Singular and Plural Form of Regular and Irregular NounsJohdener14
Singular nouns refer to one person, thing, animal, place or event, while plural nouns refer to more than one. There are five rules for making nouns plural in English: 1) add -s for regular nouns, 2) add -es for nouns ending in s, sh, ch, or x, 3) change -y to -i and add -es for nouns ending in -y, 4) change -f to -v and add -es for nouns ending in -f or -fe, and 5) some irregular nouns like child, mouse and goose undergo spelling changes to become plural.
The document discusses adverbial phrases and their use in sentences. It defines adverbial phrases as groups of words that modify verbs, adjectives, or other adverbs by describing how, why, where, or when an action occurred. Several examples of sentences are provided that contain adverbial phrases answering "how," "where," "why," or "when." A quiz section then gives additional sentences for the reader to identify the verb being modified and determine which question (how, where, why, when) the adverbial phrase in each sentence answers.
1) Abstract nouns refer to ideas, qualities and conditions that cannot be seen or touched.
2) Examples of abstract nouns include greed, unhappiness, fear, anger, delivery, embarrassment, intelligence, beauty, courage, victory, activity, conclusion, imagination, appointment, happiness, friendship, disturbance, beginning, removal, ability, clumsiness, invasion, and pride.
3) Abstract nouns identified in sentences include honesty, year, hunger, thirst, days, and weeks.
Narrative elements are the key components of most stories and include characters, setting, plot, and conflict/resolution. Characters are the people or animals in a story, while setting refers to the location and time period. The plot moves the story along from beginning to end and involves a conflict that gets resolved. Understanding these narrative elements can provide insight into why characters act the way they do.
The document discusses two types of nouns: concrete nouns and abstract nouns. Concrete nouns refer to people, places, or things that can be detected by the senses, while abstract nouns refer to more abstract concepts that cannot be detected by physical senses, such as emotions or ideas. The document then provides examples of concrete and abstract nouns and instructs the reader to stand up or sit down depending on whether the noun shown is concrete or abstract.
Relative pronouns are used to combine sentences and provide additional information about a person, place, or thing without starting a new sentence. There are different relative pronouns including who/that for people, that/which for things/animals, when for time, where for place, and whose for possession. Some examples are provided of combining sentences using relative pronouns like who, that, which, when, and whose.
The document discusses different patterns of text organization, including cause and effect, compare and contrast, problem and solution, sequential, and description. It provides examples of each pattern and tips for identifying them. Readers are asked to read passages and determine the pattern of organization used in each one. The patterns are then defined to help with identification.
This document defines and provides examples of adverbs of degree. Adverbs of degree indicate the intensity or strength of what they modify, answering questions like "how much" or "how little." They can make adjectives or other adverbs stronger by using adverbs like "very" or "really" or weaker by using adverbs like "quite," "fairly," or "a bit." The document provides a list of common single-word adverbs of degree and examples of how they are used in sentences.
The document discusses the four kinds of sentences: interrogative, declarative, imperative, and exclamatory. Interrogative sentences ask questions and end with a question mark. Declarative sentences make statements and end with a period. Imperative sentences give commands and also end with a period. Exclamatory sentences show strong feeling and end with an exclamation point. Examples of each kind of sentence are provided.
This presentation shows readers how to find the theme of a text. For a study guide for students, and stories and activities for finding themes, purchase my Teaching About Theme unit on TeachersPayTeachers:
http://www.teacherspayteachers.com/Product/Teaching-About-Theme-342213
This document provides two links to practice regular and irregular verbs using short films. The first link is to a website with videos lessons sorted by grammar focus, vocabulary, type and level that can be used for a practice activity. The second link directs to a specific video called "Mayas Garden" on the same website which can be used for a second practice activity on verbs.
Be verbs such as am, is, are are used to express a state of being. Am is used for the pronoun I, is is used for singular nouns and pronouns, and are is used for plural nouns and pronouns. The most common uses of be verbs are to talk about names, age, feelings, place and professions. Examples are provided to demonstrate the correct usage of am, is, and are based on whether the subject is singular or plural.
Cause - the reason something happened. it answers the question "WHY"
Effect - the result of something. it answers the question "WHAT"
CAUSE happens FIRST before the EFFECT
CAUSE AND EFFECT RELATIONSHIP
An onomatopoeia is a word that imitates or suggests the source of the sound that it makes. The document provides examples of onomatopoeic words like splash, boom, honk, moo, neigh, clap, waah, quack, shhh, ruuff, and meow that mimic the sounds made by things like water, thunder, cars, cows, horses, babies, ducks, kids, dogs, and cats. It includes a poem and exercises to help identify onomatopoeic words.
This document defines and provides examples of subordinating conjunctions. It explains that a subordinating conjunction makes a clause dependent on a main clause in order to be grammatically correct. Some common subordinating conjunctions are given such as after, although, as, because, before, since, when, while. A few examples are then given demonstrating how a subordinating conjunction connects a dependent clause to an independent clause. The document concludes by providing sentences for the reader to identify the subordinating conjunction, subject, and predicate.
The document provides guidelines for using quotation marks, including enclosing direct quotes but not indirect quotes. Direct quotes use quotation marks at the beginning and end and retain the speaker's exact words. Indirect quotes do not use quotation marks and rephrase the speaker's words. Punctuation like periods and commas go inside the closing quotation mark, while question marks and exclamation points go inside or outside depending on whether they are part of the quote. Dialogue in a story is indicated with quotation marks and a new paragraph each time the speaker changes. Several examples are provided to demonstrate proper punctuation and formatting of direct quotes.
The document provides a lesson on irregular verbs in English. It defines past tense verbs as those expressing actions that occurred in the past. The lesson notes that irregular verbs do not follow the regular pattern of adding "-ed" to form the past tense like regular verbs. Examples are provided of sentences using both present and past tense forms of irregular verbs like run, eat, get, go, know, ring, throw, win, teach, and write. Students are instructed to practice forming sentences using irregular verb forms with partners.
This document discusses different types of conditional sentences in English:
- Zero conditional describes straightforward cause and effect or scientific truths using present simple in both clauses.
- First conditional expresses likelihood or promises using "if + present, will + infinitive".
- Second conditional expresses improbability using "if + past simple, would/could/might + infinitive".
- Third conditional expresses regret or imaginary past situations using "if + past perfect, would/could/have + past participle".
It also covers alternatives to "if", mixed conditionals combining different tenses, and uses of "I wish" and "if only".
The document discusses wishes and regrets. It begins by asking the reader to imagine having 3 wishes granted by a genie. It then poses questions about what one would wish for regarding wealth, health, and things they hope never change. It also asks what wishes one has for their country. The document continues by explaining the different ways "wish" is used in English to express present, continuous, and past regrets. It distinguishes between using "wish" to express wanting a change and using "hope" to express wanting something in the future without change. Finally, it notes that "wish" and "if only" can be used interchangeably to express regret.
The document discusses how to use connectives to make more interesting and effective sentences. It provides examples of connectives like however, although, and, because, but, furthermore, meanwhile, and so. It shows how to connect two simple sentences using connectives and emphasizes using commas. Finally, it provides examples of sentences using different connectives and encourages the reader to practice using connectives to tell stories and play games.
This document provides information about complex sentences. It defines a complex sentence as having one independent clause connected to one or more dependent clauses with subordinating conjunctions. Examples are given using common conjunctions like "because", "if", and "unless". The independent clause is underlined in each example. Periodic complex sentences are also explained, where the dependent clause comes first followed by a comma and the independent clause. A quiz is included to test forming complex sentences using different conjunctions.
Possessive nouns are used to show possession or ownership. To form possessive nouns, add 's to singular nouns and plural nouns not ending in s, and add only an apostrophe to plural nouns already ending in s. There are also optional rules for singular nouns ending in s. Examples are provided to demonstrate forming possessive nouns and identifying them in sentences.
The document discusses infinitive phrases, including what an infinitive verb is, what a complement is, and examples of infinitive phrases being used as subjects and objects in sentences. It provides examples of identifying the infinitive verb and complement in sentences. It then gives a practice section where the reader identifies the infinitive phrase in different sentences by determining if it is the subject or object. This allows the reader to practice recognizing infinitive phrases and their use in sentences.
This document provides information on run-on sentences and how to fix them. It defines a run-on sentence as two or more independent clauses joined together without proper punctuation or conjunctions. It then discusses the three main ways to fix run-on sentences: 1) separate the clauses with a period to make two complete sentences, 2) join the clauses with a coordinating conjunction, or 3) use a comma followed by a coordinating conjunction. The document provides examples of each method and practices identifying and correcting run-on sentences. It concludes by summarizing the key ways to fix run-on sentences in 3 sentences or less.
1) Abstract nouns refer to ideas, qualities and conditions that cannot be seen or touched.
2) Examples of abstract nouns include greed, unhappiness, fear, anger, delivery, embarrassment, intelligence, beauty, courage, victory, activity, conclusion, imagination, appointment, happiness, friendship, disturbance, beginning, removal, ability, clumsiness, invasion, and pride.
3) Abstract nouns identified in sentences include honesty, year, hunger, thirst, days, and weeks.
Narrative elements are the key components of most stories and include characters, setting, plot, and conflict/resolution. Characters are the people or animals in a story, while setting refers to the location and time period. The plot moves the story along from beginning to end and involves a conflict that gets resolved. Understanding these narrative elements can provide insight into why characters act the way they do.
The document discusses two types of nouns: concrete nouns and abstract nouns. Concrete nouns refer to people, places, or things that can be detected by the senses, while abstract nouns refer to more abstract concepts that cannot be detected by physical senses, such as emotions or ideas. The document then provides examples of concrete and abstract nouns and instructs the reader to stand up or sit down depending on whether the noun shown is concrete or abstract.
Relative pronouns are used to combine sentences and provide additional information about a person, place, or thing without starting a new sentence. There are different relative pronouns including who/that for people, that/which for things/animals, when for time, where for place, and whose for possession. Some examples are provided of combining sentences using relative pronouns like who, that, which, when, and whose.
The document discusses different patterns of text organization, including cause and effect, compare and contrast, problem and solution, sequential, and description. It provides examples of each pattern and tips for identifying them. Readers are asked to read passages and determine the pattern of organization used in each one. The patterns are then defined to help with identification.
This document defines and provides examples of adverbs of degree. Adverbs of degree indicate the intensity or strength of what they modify, answering questions like "how much" or "how little." They can make adjectives or other adverbs stronger by using adverbs like "very" or "really" or weaker by using adverbs like "quite," "fairly," or "a bit." The document provides a list of common single-word adverbs of degree and examples of how they are used in sentences.
The document discusses the four kinds of sentences: interrogative, declarative, imperative, and exclamatory. Interrogative sentences ask questions and end with a question mark. Declarative sentences make statements and end with a period. Imperative sentences give commands and also end with a period. Exclamatory sentences show strong feeling and end with an exclamation point. Examples of each kind of sentence are provided.
This presentation shows readers how to find the theme of a text. For a study guide for students, and stories and activities for finding themes, purchase my Teaching About Theme unit on TeachersPayTeachers:
http://www.teacherspayteachers.com/Product/Teaching-About-Theme-342213
This document provides two links to practice regular and irregular verbs using short films. The first link is to a website with videos lessons sorted by grammar focus, vocabulary, type and level that can be used for a practice activity. The second link directs to a specific video called "Mayas Garden" on the same website which can be used for a second practice activity on verbs.
Be verbs such as am, is, are are used to express a state of being. Am is used for the pronoun I, is is used for singular nouns and pronouns, and are is used for plural nouns and pronouns. The most common uses of be verbs are to talk about names, age, feelings, place and professions. Examples are provided to demonstrate the correct usage of am, is, and are based on whether the subject is singular or plural.
Cause - the reason something happened. it answers the question "WHY"
Effect - the result of something. it answers the question "WHAT"
CAUSE happens FIRST before the EFFECT
CAUSE AND EFFECT RELATIONSHIP
An onomatopoeia is a word that imitates or suggests the source of the sound that it makes. The document provides examples of onomatopoeic words like splash, boom, honk, moo, neigh, clap, waah, quack, shhh, ruuff, and meow that mimic the sounds made by things like water, thunder, cars, cows, horses, babies, ducks, kids, dogs, and cats. It includes a poem and exercises to help identify onomatopoeic words.
This document defines and provides examples of subordinating conjunctions. It explains that a subordinating conjunction makes a clause dependent on a main clause in order to be grammatically correct. Some common subordinating conjunctions are given such as after, although, as, because, before, since, when, while. A few examples are then given demonstrating how a subordinating conjunction connects a dependent clause to an independent clause. The document concludes by providing sentences for the reader to identify the subordinating conjunction, subject, and predicate.
The document provides guidelines for using quotation marks, including enclosing direct quotes but not indirect quotes. Direct quotes use quotation marks at the beginning and end and retain the speaker's exact words. Indirect quotes do not use quotation marks and rephrase the speaker's words. Punctuation like periods and commas go inside the closing quotation mark, while question marks and exclamation points go inside or outside depending on whether they are part of the quote. Dialogue in a story is indicated with quotation marks and a new paragraph each time the speaker changes. Several examples are provided to demonstrate proper punctuation and formatting of direct quotes.
The document provides a lesson on irregular verbs in English. It defines past tense verbs as those expressing actions that occurred in the past. The lesson notes that irregular verbs do not follow the regular pattern of adding "-ed" to form the past tense like regular verbs. Examples are provided of sentences using both present and past tense forms of irregular verbs like run, eat, get, go, know, ring, throw, win, teach, and write. Students are instructed to practice forming sentences using irregular verb forms with partners.
This document discusses different types of conditional sentences in English:
- Zero conditional describes straightforward cause and effect or scientific truths using present simple in both clauses.
- First conditional expresses likelihood or promises using "if + present, will + infinitive".
- Second conditional expresses improbability using "if + past simple, would/could/might + infinitive".
- Third conditional expresses regret or imaginary past situations using "if + past perfect, would/could/have + past participle".
It also covers alternatives to "if", mixed conditionals combining different tenses, and uses of "I wish" and "if only".
The document discusses wishes and regrets. It begins by asking the reader to imagine having 3 wishes granted by a genie. It then poses questions about what one would wish for regarding wealth, health, and things they hope never change. It also asks what wishes one has for their country. The document continues by explaining the different ways "wish" is used in English to express present, continuous, and past regrets. It distinguishes between using "wish" to express wanting a change and using "hope" to express wanting something in the future without change. Finally, it notes that "wish" and "if only" can be used interchangeably to express regret.
The document discusses how to use connectives to make more interesting and effective sentences. It provides examples of connectives like however, although, and, because, but, furthermore, meanwhile, and so. It shows how to connect two simple sentences using connectives and emphasizes using commas. Finally, it provides examples of sentences using different connectives and encourages the reader to practice using connectives to tell stories and play games.
This document provides information about complex sentences. It defines a complex sentence as having one independent clause connected to one or more dependent clauses with subordinating conjunctions. Examples are given using common conjunctions like "because", "if", and "unless". The independent clause is underlined in each example. Periodic complex sentences are also explained, where the dependent clause comes first followed by a comma and the independent clause. A quiz is included to test forming complex sentences using different conjunctions.
Possessive nouns are used to show possession or ownership. To form possessive nouns, add 's to singular nouns and plural nouns not ending in s, and add only an apostrophe to plural nouns already ending in s. There are also optional rules for singular nouns ending in s. Examples are provided to demonstrate forming possessive nouns and identifying them in sentences.
The document discusses infinitive phrases, including what an infinitive verb is, what a complement is, and examples of infinitive phrases being used as subjects and objects in sentences. It provides examples of identifying the infinitive verb and complement in sentences. It then gives a practice section where the reader identifies the infinitive phrase in different sentences by determining if it is the subject or object. This allows the reader to practice recognizing infinitive phrases and their use in sentences.
This document provides information on run-on sentences and how to fix them. It defines a run-on sentence as two or more independent clauses joined together without proper punctuation or conjunctions. It then discusses the three main ways to fix run-on sentences: 1) separate the clauses with a period to make two complete sentences, 2) join the clauses with a coordinating conjunction, or 3) use a comma followed by a coordinating conjunction. The document provides examples of each method and practices identifying and correcting run-on sentences. It concludes by summarizing the key ways to fix run-on sentences in 3 sentences or less.
This document provides information about comma splices and how to correct them. It begins with definitions of a comma splice, independent clause, and dependent clause. A comma splice occurs when only a comma is used between two independent clauses, which is incorrect. To fix a comma splice, a conjunction such as "and," "but," or "so" should be added between the clauses, or a semicolon can be used. Several examples of comma splices and the corrected versions are provided. The document also discusses coordinating and subordinating conjunctions and provides practice identifying dependent and independent clauses.
The document discusses how to identify and fix run-on sentences. It provides examples of run-on sentences and explains how to correct them by adding a period to separate independent clauses, adding a comma and conjunction, or restructuring the sentence. Some common ways to fix run-on sentences include using a period, comma, or conjunction like "and," "but," or "so."
The document provides information about gerunds and infinitives in English grammar. It defines gerunds as verb forms ending in "ing" that function as nouns. Infinitives are verb forms preceded by "to" that can function as nouns, adjectives, or adverbs. Some key points include: certain verbs are commonly followed by gerunds or infinitives; gerunds can be subjects or objects in sentences; and a few verbs can take either a gerund or infinitive without changing the sentence's meaning. Examples are provided to illustrate proper usage of gerunds and infinitives.
This document provides information and examples about prepositions and prepositional verbs. It begins by defining prepositions as words that describe relationships between persons, objects, and locations. Examples are provided of common prepositions like "under", "at", and "to". The document then discusses prepositional verbs, which are verbs combined with a preposition that do not typically change the verb's meaning. Rules and examples are given for identifying and using prepositional verbs correctly in sentences. The purpose is to help readers understand and identify prepositions and prepositional verbs.
The document discusses conjunctions and conditions. It defines conjunctions as words that connect two ideas or clauses. It explains different types of conjunctions including coordinating conjunctions, subordinating conjunctions, and the subordinating conjunctions "if", "whether", "even if", and their uses. The document also defines conditions as things that may or may not happen depending on circumstances, and provides examples of conditional sentences using the conjunctions.
This document discusses the differences between -ed and -ing adjective endings. It provides examples of words with each ending and their meanings. -Ed endings describe how someone feels about something, like "tired" or "bored." -Ing endings describe what causes the feeling, like "boring" or "frightening." The document tests readers with sentences using words with these endings and identifies the correct form. It emphasizes that -ed describes a feeling and -ing describes what causes the feeling.
The document discusses run-on sentences and how to fix them. It explains that a run-on sentence contains two or more independent clauses joined together without proper punctuation or conjunctions. Run-on sentences can be fixed by using (1) a period to separate the clauses into separate sentences, (2) a coordinating conjunction like "and" or "but" to join the clauses, or (3) a comma followed by a coordinating conjunction, though the comma is optional. Several examples of run-on sentences are provided and corrected.
The document discusses subordinating conjunctions of contrast such as although, though, however, and nevertheless. It provides examples of how each conjunction is used and explanations of their meanings and functions in a sentence. For example, it states that although is used to introduce a statement that makes the main statement seem surprising, though and even though show something happened but could have been stopped, however introduces a contrasting statement, and nevertheless also introduces a contrast and is more formal than however.
Runon sentences and how to fix them. The document discusses runon sentences and provides examples of how to fix them using periods, coordinating conjunctions, and commas. It explains that runon sentences occur when two independent clauses are incorrectly joined and ways to fix this include using a period to separate the clauses, adding a coordinating conjunction like and, or, but to connect the clauses, or using a comma with a conjunction, though the comma is optional. It also notes that only using a comma between clauses is incorrect. The document provides practice examples and shows how to identify and correct runon sentences.
The document discusses the difference between using "bring" and "take" in sentences. It explains that "bring" is used to refer to movement toward someone or something, while "take" refers to movement away from someone or something. Several examples are provided to illustrate this distinction. A quiz with multiple choice questions then tests the reader on choosing the correct word to use in different scenarios.
The document discusses prepositional verbs. It begins by defining prepositions and prepositional verbs. It notes that prepositional verbs have the same meaning as the regular verb. It provides rules for prepositional verbs - they do not typically change the verb's meaning, can sometimes be separated, and are used in the middle or at the end of sentences. Examples are provided to illustrate these rules. The document concludes by providing practice matching prepositional verbs to their meanings and filling in blanks with prepositional verbs.
The document discusses the rules for using definite and indefinite articles in English. It explains that the indefinite article "a/an" is used when referring to something in a general sense or when the identity is unknown, while the definite article "the" is used when referring to something specific or already mentioned. The document provides numerous examples and exercises to illustrate the differences between definite and indefinite article usage.
This document discusses parts of speech and grammar rules. It explains that adjectives can come before nouns or after linking verbs. Linking verbs connect subjects to descriptions and include verbs like "be", "become", and verbs of perception like "look", "smell", and "taste". Verbs of perception describe how we use our senses to understand the world.
The document discusses the differences between the modal verbs "could", "would", and "should". It explains that "could" is used to express possibilities, "would" is used to express hypothetical or unreal situations, and "should" is used to ask for or give advice. It provides examples of each modal verb in sentences. It then gives a practice section where the reader chooses which modal verb fits in sentence blanks. This allows the reader to apply their understanding of when to use could, would, and should.
This document provides a lesson on prefixes. It begins by defining an affix as letters added to the root of a word that change its meaning. Examples are given of prefixes like over, under, pre, post, re and dis and how they affect the meaning of words. Common words using these prefixes are listed and their meanings explained. Students are assigned homework to write sentences using the prefixes. The purpose is to teach students how prefixes change the core meaning of words and help expand vocabulary.
This document provides an overview of different types of pronouns in English including subject pronouns, object pronouns, possessive pronouns, and possessive adjectives. It defines each type of pronoun and provides examples to illustrate their usage. The document concludes with practice questions to help readers identify the different pronoun types in sample sentences.
The document discusses intonation and its importance in communication. It defines intonation as the rising or falling of voice pitch across phrases and sentences. The document notes that intonation conveys meaning and emotion. It provides examples of using rising intonation for yes/no questions and surprise, and falling intonation to indicate choices or when listing items. The document concludes with a review of intonation and when to use rising and falling intonation.
The document provides instruction on forming wh-word questions in English. It discusses three main rules: 1) The wh-word goes at the beginning of the question. 2) If the wh-word is the subject, the word order is the same as a statement. 3) If the wh-word is not the subject, the word order is inverted and an auxiliary verb is needed. Examples are provided to illustrate each rule. Learners then practice forming questions based on statements and correcting incorrectly formed questions. The document aims to teach learners how to properly structure wh-word questions in English.
This document provides an overview of adverbs of manner in English. It begins by defining what an adverb is and gives examples of how adverbs modify verbs, adjectives, and other adverbs. It then discusses the five main types of adverbs, including adverbs of manner. Examples of common adverbs of manner like slowly, happily, and loudly are provided. The document provides exercises for learners to practice identifying and using adverbs of manner correctly in sentences. It concludes by announcing a language contest on social media to help learners improve their English.
This document provides an overview of a lesson on the simple present tense. It begins with welcoming students and establishing guidelines of inclusion and respect. It then defines verbs and verb tenses, focusing on the simple present tense. It provides examples of how to form affirmative, negative, and interrogative sentences in the simple present. The lesson includes exercises for students to practice using the simple present correctly. It concludes by discussing students' daily routines and answering any questions.
This document provides information about gradable and ungradable adjectives. It begins by defining adjectives as words that modify or describe nouns. It explains that gradable adjectives can have different degrees of a quality and lists common gradable adjectives like "angry" and "big". It discusses how modifiers like "very" and "quite" can be used with gradable adjectives. It then defines non-gradable or absolute adjectives that cannot be modified and lists examples like "dead" and "finished". It concludes by discussing non-gradable extreme adjectives that already imply a level of intensity and can be modified by words like "absolutely". The document provides examples and
The document is a lesson on parts of speech that provides definitions and examples of the 7 main parts of speech: verbs, nouns/pronouns, adjectives, adverbs, articles, prepositions, and conjunctions. It defines each part of speech and provides patterns and examples to illustrate how they are used in sentences. It then has exercises for learners to identify the different parts of speech in sample sentences.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
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An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. 2
Lesson Vocabulary!
Term Definition
acronym a word formed from the first letters of
the words that make up the name of
something
clause a group of words that includes a
subject and a verb, and forms a
sentence or part of a sentence
conjunction a word that joins words, phrases or
sentences, for example ‘and’, ‘but’,
‘or’ or ‘because’
3. What are FANBOYS and what is their
function?
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4. What are FANBOYS and what is their
function?
FANBOYS is the acronym for the
coordinating conjunctions for, and,
not, but, or, yet, so.
Coordinating conjunctions connect
independent clauses.
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5. 5
Coordinating Conjunctions
Conjunction Meaning example
For Cause You should wear a jacket, for it is very cold
outside
And More information I usually eat breakfast, and I usually eat
supper.
Nor Double negative I do not eat breakfast, nor do I eat lunch.
But Contrast I like apples, but my brother hates them!
Or Option Would you like coffee, or would you like tea?
Yet But at the same time He studied very hard, yet he failed the exam.
So Effect (result) I woke up very late, so I missed the bus.
6. What is wrong with this paragraph?
Last week I had a fantastic party. We had a great time.
We had pizza. We also had salad. Many of my friends
could come. Some of my friends could not come. They
were too busy. We had a really good time. We are
planning another party next month.
6
7. What is wrong with this paragraph?
Last week I had a fantastic party, and we had a great
time. We had pizza and salad. Many of my friends could
come, but some of my friends them could not come.
They were too busy. We had a really good time, so we
are planning another party next month.
7
8. Let’s study each sentence
Last week I had a fantastic party. We had a great time.
Last week I had a fantastic party, and we had a great time.
In this case “and” is used to join 2 sentences together. It is used to
provide more information about the party.
8
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9. Let’s study each sentence
We had pizza. We had salad.
We had pizza and salad.
In this case “and” is used to combine 2 sentences into 1.
9
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10. Let’s study each sentence
Many of my friends could come. Some of my friends could not
come. They were too busy.
Many of my friends could come, but some of them could not
come.
In this case “but” is used to show contrasting information.
10
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11. Let’s study each sentence
We had a really good time. We are planning another party next
month.
We had a really good time, so we are planning another party
next month.
In this case “so” is used to connect 2 simple sentences. “so” is
used to show effect or cause of a previously mentioned action.
11
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12. 12
Coordinating Conjunctions
Conjunction Meaning example
For Cause You should wear a jacket, for it is very cold
outside
And More information I usually eat breakfast, and I usually eat
supper.
Nor Double negative I do not eat breakfast, nor do I eat lunch.
But Contrast I like apples, but my brother hates them!
Or Option Would you like coffee, or would you like tea?
Yet But at the same time He studied very hard, yet he failed the exam.
So Effect (result) I woke up very late, so I missed the bus.
13. Let’s practice
Add a coordinating conjunction
Tom put on his jacket. It is very cold outside.
13
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14. Let’s practice
Add a coordinating conjunction
Tom put on his jacket. It is very cold outside.
Tom put on his jacket, for it is very cold outside.
‘For’ expresses why Tom put on his jacket.
14
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15. Let’s practice
Add a coordinating conjunction
I like apples. Cathy likes oranges.
15
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16. Let’s practice
Add a coordinating conjunction
I like apples. Cathy likes oranges.
I like apples, and Cathy likes oranges.
‘And’ provides more information.
16
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17. Let’s practice
Add a coordinating conjunction
Ann does not like apples. Ann does not like oranges.
17
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18. Let’s practice
Add a coordinating conjunction
Ann does not like apples. Ann does not like oranges.
Ann does not like apples, nor does she like oranges.
‘Nor’ expresses a double negative.
18
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19. Let’s practice
Add a coordinating conjunction
Ann does not like apples. Ann likes oranges.
19
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20. Let’s practice
Add a coordinating conjunction
Ann does not like apples. Ann likes oranges.
Ann does not like apples, but she does like oranges.
‘But’ expresses contrast.
20
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21. Let’s practice
Add a coordinating conjunction
Would you like some tea? Would you like some coffee?
21
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22. Let’s practice
Add a coordinating conjunction
Would you like some tea? Would you like some coffee?
Would you like some tea, or would you like some coffee?
‘Or’ expresses a choice.
22
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23. Let’s practice
Add a coordinating conjunction
Cathy woke up early. She missed her bus.
23
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24. Let’s practice
Add a coordinating conjunction
Cathy woke up early. She missed her bus.
Cathy woke up early, yet she missed her bus.
‘Yet’ expresses a surprising contrast.
24
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25. Let’s practice
Add a coordinating conjunction
Cathy woke up late. Cathy missed her bus.
25
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26. Let’s practice
Add a coordinating conjunction
Cathy woke up late. Cathy missed her bus.
Cathy woke up late, so she missed her bus.
‘Yet’ expresses the result of a previously mentioned action.
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