The document provides a list of verbs that are followed by gerunds or infinitives. It includes 44 verbs that take gerunds and 47 verbs that take infinitives. There are also examples of verbs followed by pronouns and gerunds/infinitives, as well as prepositional phrases followed by gerunds. Several quizzes are included to test understanding of gerund and infinitive usage.
This document contains a vocabulary and grammar practice test with multiple choice and fill-in-the-blank questions. The vocabulary section includes questions about replacing words to make sentences logical and identifying true/false statements. The grammar section covers topics like adding relative pronouns, verb conjugation, and rewriting sentences using different words. The test focuses on English language skills like logical thinking, grammar rules, and rephrasing content while maintaining the same meaning.
The New York municipality has launched a program to help reduce homelessness by paying to relocate families with housing elsewhere. Over 550 families have been sent to locations around the US and world since 2007. However, critics argue the program does not truly address the root causes of homelessness and relocated families may become homeless again once temporary housing ends. The writer believes New York must provide more affordable housing rather than just sending homeless families away.
The diary of anne frank act 1 scene 4 5Carol Claudio
- Anne has a nightmare in the middle of the night, screaming and waking up the others hiding in the secret annex. Dussel is angry at the noise but Mrs. Frank comforts Anne.
- Anne refuses Mrs. Frank's comfort and asks for her father instead, hurting Mrs. Frank. Mr. Frank gives Anne a pill to calm her nerves.
- Anne admits to her father that she only loves him and does not get along with her mother. Mr. Frank tells her she must work on building her character.
The document contains vocabulary and grammar exercises with answer keys for students. There are 6 sections with different exercise types, including matching, filling in blanks, choosing the correct option, and replacing words. The exercises focus on topics like travel, daily activities, past and present tenses, prepositions, adjectives and more. Overall, the document provides practice for students to improve their English language skills.
The document provides a worksheet to practice rewriting sentences using modal verbs. It gives 13 sentences to rewrite using modal verbs like "have to", "should", and "must" in either their present or past form. The worksheet is meant for teachers to use after reviewing modal verbs, with options to either provide the modal choices for students or have students select the modal verb to use when rewriting each sentence.
This document provides vocabulary and grammar practice exercises covering multiple topics:
1. The first section defines vocabulary words related to peer relationships, emotions, personality traits, and common verbs.
2. Grammar concepts covered include simple present and past tense verbs, future tense, modals, and conditional sentences.
3. Exercises test understanding of vocabulary in context and the ability to identify and use correct grammar structures.
This document contains 50 fill-in-the-blank style exercises to practice transforming sentences using specific words. For each question, the first sentence establishes context and the second sentence requires completing using a provided word to maintain a similar meaning. Answers can be checked by visiting the listed webpage.
This document contains vocabulary words and grammar lessons about reflexive pronouns. It defines reflexive pronouns as pronouns that refer back to the subject of the sentence, such as myself, yourself, himself, herself, itself, ourselves and yourselves. It provides examples of how to use reflexive pronouns correctly, including when the subject and object are the same, for emphasis, to mean "also" or "alone." It includes practice questions for the reader to test their understanding of reflexive pronoun usage.
This document contains a vocabulary and grammar practice test with multiple choice and fill-in-the-blank questions. The vocabulary section includes questions about replacing words to make sentences logical and identifying true/false statements. The grammar section covers topics like adding relative pronouns, verb conjugation, and rewriting sentences using different words. The test focuses on English language skills like logical thinking, grammar rules, and rephrasing content while maintaining the same meaning.
The New York municipality has launched a program to help reduce homelessness by paying to relocate families with housing elsewhere. Over 550 families have been sent to locations around the US and world since 2007. However, critics argue the program does not truly address the root causes of homelessness and relocated families may become homeless again once temporary housing ends. The writer believes New York must provide more affordable housing rather than just sending homeless families away.
The diary of anne frank act 1 scene 4 5Carol Claudio
- Anne has a nightmare in the middle of the night, screaming and waking up the others hiding in the secret annex. Dussel is angry at the noise but Mrs. Frank comforts Anne.
- Anne refuses Mrs. Frank's comfort and asks for her father instead, hurting Mrs. Frank. Mr. Frank gives Anne a pill to calm her nerves.
- Anne admits to her father that she only loves him and does not get along with her mother. Mr. Frank tells her she must work on building her character.
The document contains vocabulary and grammar exercises with answer keys for students. There are 6 sections with different exercise types, including matching, filling in blanks, choosing the correct option, and replacing words. The exercises focus on topics like travel, daily activities, past and present tenses, prepositions, adjectives and more. Overall, the document provides practice for students to improve their English language skills.
The document provides a worksheet to practice rewriting sentences using modal verbs. It gives 13 sentences to rewrite using modal verbs like "have to", "should", and "must" in either their present or past form. The worksheet is meant for teachers to use after reviewing modal verbs, with options to either provide the modal choices for students or have students select the modal verb to use when rewriting each sentence.
This document provides vocabulary and grammar practice exercises covering multiple topics:
1. The first section defines vocabulary words related to peer relationships, emotions, personality traits, and common verbs.
2. Grammar concepts covered include simple present and past tense verbs, future tense, modals, and conditional sentences.
3. Exercises test understanding of vocabulary in context and the ability to identify and use correct grammar structures.
This document contains 50 fill-in-the-blank style exercises to practice transforming sentences using specific words. For each question, the first sentence establishes context and the second sentence requires completing using a provided word to maintain a similar meaning. Answers can be checked by visiting the listed webpage.
This document contains vocabulary words and grammar lessons about reflexive pronouns. It defines reflexive pronouns as pronouns that refer back to the subject of the sentence, such as myself, yourself, himself, herself, itself, ourselves and yourselves. It provides examples of how to use reflexive pronouns correctly, including when the subject and object are the same, for emphasis, to mean "also" or "alone." It includes practice questions for the reader to test their understanding of reflexive pronoun usage.
The document discusses the future simple tense in English using will and won't. It states that will is an auxiliary verb that indicates future time and is followed by the simple form of the main verb. It provides examples of questions and answers using will/won't in the affirmative and negative. It then gives a practice activity where students fill in blanks with will to complete predictions about a person's future.
The document discusses the uses of will and going to for expressing the future in English. It explains that will is used for instant decisions, predictions based on opinion, and promises or offers. Going to is used for future plans and intentions, as well as predictions based on observable evidence. The document provides examples of affirmative, negative, and interrogative forms using will and going to. It also includes exercises for readers to practice using will and going to in different contexts.
The document provides instruction on English tenses, including the present simple, present continuous, past simple, past continuous, and present perfect. It includes examples of each tense and exercises for students to practice filling in verbs in sentences using the correct tense. The exercises cover topics like daily routines, past events, ongoing actions, and experiences up until the present. The goal is to help students understand and distinguish between the main English tenses.
This document discusses vacation activities like sightseeing, trying local food, and visiting landmarks. It also mentions gerund verbs ending in "-ing" like being, buying, and going. Several pages provide exercises for students to identify gerunds and answer questions about preferences for vacation activities and places to visit.
This document contains a vocabulary and grammar practice test with multiple choice and fill-in-the-blank questions. The vocabulary section covers choosing the correct words to complete sentences, replacing words with similar meanings, and completing sentences with provided word options. The grammar section involves using the correct verb forms, rewriting sentences in future tenses, and completing a passage with the correct verb forms. The test focuses on assessing English language skills related to vocabulary and grammar.
Simon was watching a match on TV when it broke down. The document is a test containing questions about verb tenses, specifically the past simple, past continuous, and modal verbs. It contains 24 questions requiring the student to fill in blanks with the correct verbs in the specified tenses. The questions cover a range of everyday activities people engage in, events that occurred in the past, and what people were doing at certain times.
The document provides exercises to practice using expressions like "would rather", "had better", and "it's (high/about) time". The exercises include situations and examples of how to use the expressions to show preferences, give advice, or indicate that it is time to do something. Students are asked to look at situations and write sentences using the target expressions to complete the exercises.
This document provides 50 fill-in-the-blank style exercises to practice transforming sentences using keywords. For each blank, the sentence must maintain a similar meaning to the original while incorporating the given keyword of 3-6 words. An example is provided. The exercises cover a range of grammar structures including reported speech, conditionals, passive voice, and more. A link is provided to check answers.
The passage describes a robotic teacher named Engkey used in South Korean classrooms to teach English. Engkey is controlled remotely by a human teacher who can be located anywhere. While robots may help motivate students and allow teachers assistance, they currently have limited capabilities. Their conversations are restricted to pre-programmed responses and they lack a human teacher's understanding. Therefore, while technology may continue advancing, human teachers will remain essential for their understanding and ability to adapt based on a student's response.
This document provides examples to illustrate the difference between using the present simple and present continuous tenses in English. It includes exercises where learners must fill in verbs in the appropriate present tense. The exercises cover common situations involving habits, repeated actions, temporary states, and ongoing actions happening now. The document aims to help learners properly select and use the present simple versus present continuous tenses.
This document provides sample test questions for a Vietnamese language midterm exam for 7th grade English students. It includes multiple choice questions testing vocabulary, grammar, reading comprehension and rearranging words/phrases into sentences. It also provides the answers and grading guidelines.
The document discusses different verb structures used in reported speech. It provides examples of verbs followed by prepositions and infinitives or "-ing" verbs to report commands, requests, and statements. Some common reporting verbs can be followed by "that" and a subject/verb clause. The end exercises learners to correct typical reporting verb mistakes and change direct speech to reported speech.
This document contains a list of 50 common English idioms and phrases. Some key examples include "didn't beat around the bush" meaning didn't avoid the main point, "turn a deaf ear" meaning ignore, "put me in the picture" meaning explain the situation, and "not to mention" meaning and also. The document provides an overview of various English expressions and idioms.
The document describes the past continuous tense, which is used to describe actions that were in progress at some point in the past. The structure is subject + was/were + verb+ing. Examples are given of affirmative, negative, and interrogative sentences using the past continuous tense. The past continuous describes longer actions or situations that were interrupted by actions described using the past simple tense.
New Headway Intermediate - Unit 11 tell me about it .. ..
New Headway Intermediate Unit 11 tell me about it
New Headway Intermediate UNIDAD 11 Tell me about it !.
TEMAS: Indirect questions, Question tags, The body, Informal English.
1) Linda crashed her car while driving home from a friend's house on a rainy night. She lost control of the vehicle after hitting a tree.
2) When she got out to inspect the damage, Linda discovered her front tire was flat, which caused the accident. After trying unsuccessfully to call her friend for help, she changed the tire herself, which took half an hour.
3) However, when Linda tried to drive home after finishing, her car wouldn't start. She was forced to walk back to her friend's house along the road in the rain, arriving at midnight.
¿Quieres exámenes de inglés adecuados para tus alumnos? Estoy realizando pruebas escritas para mis estudiantes que me gustaría compartir contigo.Tienes plena libertad para imprimirlas y utilizarlas con tus estudiantes.
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Do you want proper English exams for your pupils? I am writing some tests for my students that I would like to share with you. You are free to print them out and use them with your students.
Antonio Sánchez-Migallón Jiménez.
The document discusses the passive voice in English grammar. It defines the passive voice as forming the verb "to be" in the same tense as the active verb and adding the past participle of the active verb. The subject of the active verb becomes the agent of the passive verb. Various passive verb tenses and their active counterparts are provided in a table. The document also covers uses of the passive voice, forming the passive from active sentences, and other grammatical rules regarding the passive voice.
The document provides a list of verbs that can be followed by gerunds or infinitives in English. It includes 44 verbs that take gerunds and 47 verbs that take infinitives. There are also examples provided to illustrate the different verb patterns. The document then provides quizzes to test understanding of using gerunds and infinitives after different verbs.
The document provides sentences with missing verbs to be completed in either the gerund (verb+ing) or infinitive (to+verb) form. It contains two sections - the first with 15 sentences to be completed with verbs in gerund or infinitive form, and the second with 15 sentences to be completed with verbs from a provided box in their base form. The document is testing verb conjugation and parts of speech.
The document discusses the future simple tense in English using will and won't. It states that will is an auxiliary verb that indicates future time and is followed by the simple form of the main verb. It provides examples of questions and answers using will/won't in the affirmative and negative. It then gives a practice activity where students fill in blanks with will to complete predictions about a person's future.
The document discusses the uses of will and going to for expressing the future in English. It explains that will is used for instant decisions, predictions based on opinion, and promises or offers. Going to is used for future plans and intentions, as well as predictions based on observable evidence. The document provides examples of affirmative, negative, and interrogative forms using will and going to. It also includes exercises for readers to practice using will and going to in different contexts.
The document provides instruction on English tenses, including the present simple, present continuous, past simple, past continuous, and present perfect. It includes examples of each tense and exercises for students to practice filling in verbs in sentences using the correct tense. The exercises cover topics like daily routines, past events, ongoing actions, and experiences up until the present. The goal is to help students understand and distinguish between the main English tenses.
This document discusses vacation activities like sightseeing, trying local food, and visiting landmarks. It also mentions gerund verbs ending in "-ing" like being, buying, and going. Several pages provide exercises for students to identify gerunds and answer questions about preferences for vacation activities and places to visit.
This document contains a vocabulary and grammar practice test with multiple choice and fill-in-the-blank questions. The vocabulary section covers choosing the correct words to complete sentences, replacing words with similar meanings, and completing sentences with provided word options. The grammar section involves using the correct verb forms, rewriting sentences in future tenses, and completing a passage with the correct verb forms. The test focuses on assessing English language skills related to vocabulary and grammar.
Simon was watching a match on TV when it broke down. The document is a test containing questions about verb tenses, specifically the past simple, past continuous, and modal verbs. It contains 24 questions requiring the student to fill in blanks with the correct verbs in the specified tenses. The questions cover a range of everyday activities people engage in, events that occurred in the past, and what people were doing at certain times.
The document provides exercises to practice using expressions like "would rather", "had better", and "it's (high/about) time". The exercises include situations and examples of how to use the expressions to show preferences, give advice, or indicate that it is time to do something. Students are asked to look at situations and write sentences using the target expressions to complete the exercises.
This document provides 50 fill-in-the-blank style exercises to practice transforming sentences using keywords. For each blank, the sentence must maintain a similar meaning to the original while incorporating the given keyword of 3-6 words. An example is provided. The exercises cover a range of grammar structures including reported speech, conditionals, passive voice, and more. A link is provided to check answers.
The passage describes a robotic teacher named Engkey used in South Korean classrooms to teach English. Engkey is controlled remotely by a human teacher who can be located anywhere. While robots may help motivate students and allow teachers assistance, they currently have limited capabilities. Their conversations are restricted to pre-programmed responses and they lack a human teacher's understanding. Therefore, while technology may continue advancing, human teachers will remain essential for their understanding and ability to adapt based on a student's response.
This document provides examples to illustrate the difference between using the present simple and present continuous tenses in English. It includes exercises where learners must fill in verbs in the appropriate present tense. The exercises cover common situations involving habits, repeated actions, temporary states, and ongoing actions happening now. The document aims to help learners properly select and use the present simple versus present continuous tenses.
This document provides sample test questions for a Vietnamese language midterm exam for 7th grade English students. It includes multiple choice questions testing vocabulary, grammar, reading comprehension and rearranging words/phrases into sentences. It also provides the answers and grading guidelines.
The document discusses different verb structures used in reported speech. It provides examples of verbs followed by prepositions and infinitives or "-ing" verbs to report commands, requests, and statements. Some common reporting verbs can be followed by "that" and a subject/verb clause. The end exercises learners to correct typical reporting verb mistakes and change direct speech to reported speech.
This document contains a list of 50 common English idioms and phrases. Some key examples include "didn't beat around the bush" meaning didn't avoid the main point, "turn a deaf ear" meaning ignore, "put me in the picture" meaning explain the situation, and "not to mention" meaning and also. The document provides an overview of various English expressions and idioms.
The document describes the past continuous tense, which is used to describe actions that were in progress at some point in the past. The structure is subject + was/were + verb+ing. Examples are given of affirmative, negative, and interrogative sentences using the past continuous tense. The past continuous describes longer actions or situations that were interrupted by actions described using the past simple tense.
New Headway Intermediate - Unit 11 tell me about it .. ..
New Headway Intermediate Unit 11 tell me about it
New Headway Intermediate UNIDAD 11 Tell me about it !.
TEMAS: Indirect questions, Question tags, The body, Informal English.
1) Linda crashed her car while driving home from a friend's house on a rainy night. She lost control of the vehicle after hitting a tree.
2) When she got out to inspect the damage, Linda discovered her front tire was flat, which caused the accident. After trying unsuccessfully to call her friend for help, she changed the tire herself, which took half an hour.
3) However, when Linda tried to drive home after finishing, her car wouldn't start. She was forced to walk back to her friend's house along the road in the rain, arriving at midnight.
¿Quieres exámenes de inglés adecuados para tus alumnos? Estoy realizando pruebas escritas para mis estudiantes que me gustaría compartir contigo.Tienes plena libertad para imprimirlas y utilizarlas con tus estudiantes.
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Do you want proper English exams for your pupils? I am writing some tests for my students that I would like to share with you. You are free to print them out and use them with your students.
Antonio Sánchez-Migallón Jiménez.
The document discusses the passive voice in English grammar. It defines the passive voice as forming the verb "to be" in the same tense as the active verb and adding the past participle of the active verb. The subject of the active verb becomes the agent of the passive verb. Various passive verb tenses and their active counterparts are provided in a table. The document also covers uses of the passive voice, forming the passive from active sentences, and other grammatical rules regarding the passive voice.
The document provides a list of verbs that can be followed by gerunds or infinitives in English. It includes 44 verbs that take gerunds and 47 verbs that take infinitives. There are also examples provided to illustrate the different verb patterns. The document then provides quizzes to test understanding of using gerunds and infinitives after different verbs.
The document provides sentences with missing verbs to be completed in either the gerund (verb+ing) or infinitive (to+verb) form. It contains two sections - the first with 15 sentences to be completed with verbs in gerund or infinitive form, and the second with 15 sentences to be completed with verbs from a provided box in their base form. The document is testing verb conjugation and parts of speech.
The document discusses gerunds and infinitives. It provides examples of how gerunds and infinitives can be used as subjects, complements, or objects of sentences. It also discusses how some verbs are followed by gerunds, while others are followed by infinitives. Finally, it lists some commonly used adjective + preposition combinations that can be followed by gerunds.
This document discusses verbs that are followed by infinitives or gerunds. It provides lists of verbs and their constructions, such as verbs followed by an infinitive like "agree to speak" or verbs followed by a gerund like "enjoy working". It also notes that some verbs can be used with either an infinitive or gerund with no change in meaning, such as "I like to read" and "I like reading". The document concludes with practice questions to test understanding of infinitives and gerunds.
This document provides exercises to practice using verbs in different forms - gerund (-ing form) and infinitive (to + verb). The exercises involve completing sentences with appropriate verbs, writing second sentences with the same meaning, and answering questions using specified verbs. Key activities include identifying correct verb forms, choosing suitable verbs to complete sentences, and transforming sentences while maintaining the same meaning. The focus is on practicing and demonstrating mastery of different verb forms in English.
This document provides a summary of verbs and expressions followed by different grammatical structures in English. It discusses verbs followed by gerunds, infinitives with or without "to", prepositions plus gerunds, and expressions requiring gerunds or bare infinitives. Some verbs can be followed by both gerunds and infinitives but with a change in meaning, while others can use both structures without a change in meaning. It also covers verbs followed by question words and infinitives, and the patterns "too/enough + adjective + to + infinitive".
This document contains an English language exercise evaluating speaking, reading, writing and grammar skills. It includes conversations, summaries of events, opinions on honesty, exercises with verb tenses like simple past and future with "will", and questions to practice these tenses. The exercises cover topics like daily activities, past experiences, and future plans and predictions.
Formato plano 10th p3week3_gerunds and infinitivesmichaeltisi85
This document contains a lesson plan on reported speech for a 10th grade English class. It includes learning objectives, contextualization questions, and conceptualization of the key concepts of gerunds and infinitives. Several examples are provided to illustrate how different verbs can be followed by gerunds or infinitives. Students are then given exercises to practice identifying and using gerunds and infinitives correctly in sentences.
Modal verbs are special verbs that indicate modality such as ability, possibility, permission, and obligation. There are several common modal verbs in English including can, could, may, might, must, shall, should, will, would, and ought to. Modal verbs are used with an infinitive verb without "to" and do not have tenses or forms like the -ing form. They provide additional meaning about the action of the main verb. Examples are given of how different modal verbs are used and their meanings.
This document contains a variety of sentences on different topics with some grammatical errors. It discusses smoking, studying for exams, football, and going to concerts alone. It also contains examples of uses of gerunds and infinitives as well as sentences to identify the correct use of gerunds and infinitives.
The document discusses English conditionals. It explains that conditionals contain an if-clause and main clause and are used to talk about real or imaginary situations. There are four main types of conditionals: zero, first, second, and third conditionals. The zero conditional describes certainties. The first conditional describes real possibilities in the future. The second conditional describes unlikely or imaginary future situations. The third conditional describes imaginary past situations. The document provides examples of each conditional type and discusses replacing "if" with other linking words like "unless" or "as long as."
This document provides information about celebrations. It discusses how people celebrate various holidays and festivals through activities like setting off fireworks on New Year's, decorating Christmas trees, making special foods for Thanksgiving, and dressing up for special occasions. It also mentions giving presents to neighbors and holding beauty contests on Loy Krathong day. The document encourages discussing different festivals, including when and where they are celebrated and personal opinions about them. It directs the reader to read a passage about Prom Night on page 64 and provides information about gerunds and infinitives.
This document contains vocabulary and grammar exercises from an English language textbook. It includes multiple choice questions testing vocabulary definitions, sentence rewrites applying grammar rules, and short paragraph completions. The exercises cover topics such as daily routines, weather, future tense grammar, conditional sentences, reported speech and passive voice.
This document discusses different ways to use adjectives with infinitives in English. It provides examples of adjectives that can be used before an infinitive, such as "difficult to understand". It also discusses using adjectives after "to be" followed by an infinitive, such as "She is difficult to understand". Additionally, it covers using infinitives after ordinal numbers and adjectives expressing feelings. Exercises are provided to practice these structures.
This document contains a pre-test, evaluation tests, and a final evaluation test for a sequential spelling lesson. The tests consist of fill-in-the-blank sentences with missing letters for students to complete. There are 4 evaluation tests given after 40, 80, 120, and 160 days of lessons respectively to check student progress. The final evaluation test contains 25 sentences to assess learning from the full sequential spelling lesson.
The document contains exercises on using conditionals in English. It presents examples of first conditional sentences with if clauses and main clauses. Learners are asked to fill in verbs in the correct tense, match if clauses with main clauses, write their own conditional sentences, and answer questions about conditional situations. The exercises focus on using the present simple or future simple verb tenses in the if clause and main clause of first conditional sentences.
The document contains exercises on using conditionals in English. It focuses on the first conditional, which is used to talk about possible or likely events in the future. The exercises include choosing the correct verb tenses, filling in blanks, matching conditional sentences, writing your own conditional sentences, rearranging words to form conditionals, answering questions that require a conditional response, and a quiz on conditionals. The goal is to practice forming and understanding conditional sentences using the first conditional structure in English.
The document provides examples of how to change direct speech into indirect or reported speech in English. It covers changing pronouns, adverbs, conjunctions, and other elements when moving from direct to indirect speech. It also addresses reporting verbs that can be used to introduce indirect speech and how they are followed by that-clauses, to-infinitive clauses, or gerund clauses.
The document provides examples of how to change direct speech into indirect or reported speech in English. It covers changing pronouns, adverbs, conjunctions, and other elements when moving from direct to indirect speech. It also addresses reporting verbs that can be used to introduce indirect speech and how they are followed by that-clauses, to-infinitive clauses, or gerund clauses.
The document provides examples of how to change direct speech into indirect or reported speech in English. It covers changing pronouns, adverbs, conjunctions, time expressions and other elements when moving from direct to indirect speech. Verbs used to report speech like said, told, asked, ordered etc. are also discussed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
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1. ğpk 1
GERUND & INFINITIVE
(V + V –ing) LIST of VERBS FOLLOWED by GERUNDS
1. admit He admitted stealing the money.
2. advise She advised waiting until tomorrow.
3. anticipate I anticipate having a good time on vacation.
4. appreciate I appreciated hearing from them.
5. avoid He avoided answering my question.
6. bear I can't bear waiting in long lines.
7. begin It began raining.
8. complete I finally completed writing my term paper.
9. consider I will consider going with you.
10. continue He continued speaking.
11. delay He delayed leaving for school.
12. deny She denied committing the crime.
13. discuss They discussed opening a new business.
14. dislike I dislike driving long distances.
15. enjoy We enjoyed visiting them.
16. finish She finished studying about ten.
17. forget I'll never forget visiting Napoleon's tomb.
18. hate I hate making silly mistakes.
19. can’t help I can't help worrying about it.
20. keep I keep hoping he will come.
21. like I like going to movies.
22. love I love going to operas.
23. mention She mentioned going to a movie.
24. mind Would you mind helping me with this?
25. miss I miss being with my family.
26. postpone Let's postpone leaving until tomorrow.
27. practice The athlete practiced throwing the ball.
28. prefer Ann prefers talking to driving to work.
29. quit He quit trying to solve the problem.
30. recall I don’t recall meeting him before.
31. recollect I don't recollect meeting him before.
32. recommend She recommended seeing the show.
33. regret I regret telling him my secret.
34. remember I can remember meeting him when i was a child.
35. resent I resent her interfering in my business.
36. resist I couldn't resist eating the dessert.
37. risk She risks losing all of her money.
38. stand I can't stand waiting in long lines.
39. start It started raining.
40. stop She stopped going to classes when she got sick.
41. suggest She suggested going to a movie.
42. tolerate She won't tolerate cheating during an examination.
43. try I tried changing the light bulb, but the lamp still didn't work
44. understand I don't understand his leaving school.
2. ğpk 2
(V + to V) VERBS FOLLOWED IMMEDIATELY BY AN INFINITIVE
1. afford I can't afford to buy it.
2. agree They agreed to help us.
3. appear She appears to be tired.
4. arrange I'11 arrange to meet you at the airport.
5. ask He asked to come with us.
6. can't bear I can't bear to wait in long lines.
7. beg He begged to come with us.
8. begin. It began to rain.
9. care I don't care to see that show.
10. claim She claims to know a famous movie star.
11. consent She finally consented to marry him.
12. continue. He continued to speak.
13. decide I have decided to leave on Monday.
14. demand I demand to know who is responsible.
15. deserve She deserves to win the prize.
16. expect I expect to enter graduate school in the fall.
17. fail She failed to return the book to the library on time.
18. forge. I forgot to mail the letter.
19. hate I hate to make sil1y mistakes.
20. hesitate Don't hesitate to ask for my help.
21. hope Jack hopes to arrive next week.
22. learn He learned to play the piano.
23. like I like to go to the movies.
24. love I love to go to operas.
25. manage She managed to finish her work early.
26. mean I didn't mean to hurt your feelings.
27. need I need to have your opinion.
28. offer They offered to help us.
29. plan I am planning to have a party.
30. prefer Ann prefers to walk to work.
31. prepare We prepared to welcome them.
32. pretend He pretends not to understand.
33. promise I promise not to be late.
34. refuse I refuse to believe his story.
35. regret. I regret to tell you that you failed.
36. remember I remembered to lock the do or.
37. seem That cat seems to be friendly.
38. can't stand I can't stand to wait in long lines.
39. start It started to rain.
40. struggle I struggled to stay awake.
41. swear She swore to tell the truth.
42. threaten She threatened to tell my parents.
43. try. I’m trying to learn English.
44. volunteer He volunteered to help us.
45. wait I will wait to hear from you.
46. want I want to tell you something.
47. wish She wishes to come with us.
3. ğpk 3
(V+ pro(noun)+to V)
VERBS FOLLOWED BY A (PRO) NOUN+AN INFINITIVE
1. advise She advised me to wait until tomorrow.
2. allow She allowed me to use her car.
3. ask I asked John to help us.
4. beg They begged us to come.
5. cause Her laziness caused her to fail.
6. challenge She challenged me to race her to the corner.
7. convince I couldn't convince him to accept our help.
8. dare He dared me to do better than he had done.
9. encourage He encouraged me to try again.
10. expect I expect you to be on time.
11. forbid I forbid you to tell him.
12. force They forced him to tell the truth.
13. hire She hired a boy to mow the lawn.
14. instruct He instructed them to be carefu1
15. invite Harry invited the Johnsons to come to his party.
16. need We needed Chris to help us figure out the solution.
17. order The judge ordered me to pay a fine.
18. permit He permitted the children to stay up late.
19. persuade I persuaded him to come for a visit.
20. remind She reminded me to lock the door.
21. require Our teacher requires us to be on time.
22. teach My brother taught me to swim.
23. tell The doctor told me to take these pills.
24. urge I urged her to apply for the job.
25. want I want you to be happy.
26. warn I warned you not to drive too fast.
PREPOSIONAL EXPRESSIONS
FOLLOWED BY GERUNDS
VERBS FOLLOWED BY
GERUNDS OR INFINITIVES
IT + INFINITIVE OR A
GERUND SUBJECT
be accused of V-ing admit to V/V-ing mind be a bad experience
be accustomed to advise need be a bad idea
in addition to afford offer be better
be afraid agree permit be clever
apologize (to someone) for ask persuade be dangerous
believe in avoid plan be difficult
blame (someone) for beg postpone be easy
be capable of begin prefer be essential
be committed to consider prepare be foolish
complain about continue pretend be a good experience
dream of convince promise be a good idea
forgive (someone) for decide quit be fun
be excited about demand recall be hard
be guilty of deny refuse be important
instead of discuss regret be impossible
be interested in dislike remember be interesting
look forward to encourage remind be necessary
be opposed to enjoy risk be a pleasure
prevent (someone) from expect seem be possible
be scared of fail start be relaxing
stop (someone) from force stop take effort
succeed in forget struggle take energy
take advantage of hesitate suggest take money
be terrified of hope threaten take patience
thank (someone) for invite wait take time
think of learn want
be tired of like warn
be worried about manage
4. ğpk 4
QUIZ1: (10pts.)___ Change the verb in parentheses into a gerund:
1. (skydive)____________can be dangerous.
2. (eat) We finished _____________the meal three hours ago.
3. (swear) My grandmother won’t tolerate ______________.
4. (sweep) After ______________the floor, you can clean the windows.
5. (fight) ________________with your sister will get you in trouble.
6. (dance) He loves ________________.
7. (cough) His _______________kept his sister awake all night.
8. (lie) _______________is a terrible habit.
9. (waste) She insists on _____________ her time.
10.(gamble) _____________ is risky.
QUIZ 2: (5pts.)__For each question, change the sentence so that it uses a gerund, like this:
It is important to study hard. --> Studying hard is important.
1. It is difficult to read Japanese.
_________________________________________________________________
2. It is essential for a business person to have a laptop computer.
_________________________________________________________________
3. It is depressing to be poor.
_________________________________________________________________
4. It was exciting to climb Ararat Mountain in 1998.
_________________________________________________________________
5. It will be hard to pass the final test.
_________________________________________________________________
5. ğpk 5
QUIZ3: (9pts.)___Gerund and Preposition Use: Complete the sentences by using a
preposition and the words in parentheses. Remember that verbs should be put into the
gerund form as they follow a preposition.
1. Jack decided on chicken instead (order/steak).
Jack decided on chicken instead of ordering.
2. I'm interested (watch/film) by Alfred Hitchcock.
________________________________________________________________
3. He apologized (be/late).
________________________________________________________________
4. I certainly can't blame you (not/want) to come.
________________________________________________________________
5. She's thinking (study/England).
________________________________________________________________
6. We are really very excited (hike/Andes) this coming summer.
________________________________________________________________
7. Katherine isn't really used (walk/work).
________________________________________________________________
8. We thanked them (drive/us/home) after the football game.
________________________________________________________________
9. Could you please tell me who is responsible (accept/applications)?
________________________________________________________________
10. I'm sure she has a good reason (not/be/here).
________________________________________________________________
QUIZ 4: (10pts)___
GERUND OR INFINITIVE?
1. I remember _____ the President in Ankara.
a. meet b. to meet c. meeting d. to meeting
2. Did you remember _____ the letter?
a. post b. to post c. posting d. to posting
3. I'm not used _____ up this early.
a. get b. to get c. getting d. to getting
4. I used _____ to the cinema a lot.
a. go b. to go c. going d. to going
5. I regret _____ Mary about the weddding.
a. tell b. to tell c. telling d. to telling
6. Mrs Jones, I regret _____ you that your credit limit has been exceeded.
a. inform b. to inform c. informing d. to informing
7. Stop _____ this terrible noise at once!
a. make b. to make c. making d. to making
8. I wanted to stop _____ some presents, but we didn't have enough time.
a. to b. to buy c. buying d. to buying
9. Look, it's starting _____ .
a. rain b. to rain c. raining d. to raining
10.I started _____ English when I was four.
a. learn b. to learn c. learning d. to learning
6. ğpk 6
QUIZ 5: (19pts)___ GERUND AND INFINITIVE
THE GERUND (VERBAL NOUN/-ING FORM)
Sample:
1. He said that he had stolen the watch.
He admitted stealing the watch.
2. He said that she must go with him.
He insisted on her ________________________________
3. I would like to see the film again.
I wouldn't mind __________________________________
4. Let's leave the car here.
What about______________________________________?
5. He drove too quickly, so they arrested him.
He was arrested for ________________________________
6. Why don't we stop here?
What about ______________________________________?
7. Paul wonders if he might emigrate.
Paul is thinking of ________________________________.
8. He told us he was sorry that he was late.
He apologised for _________________________________
9. He will resign, no matter what I say.
I can't prevent him ________________________________.
10. Sorry to disturb you like this.
Forgive me for ___________________________________.
11. He told them that he was guilty.
He admitted _____________________________________.
12. He complained over and over again.
He kept on ________________________________.
13. The park attendant told them they were not allowed to walk on the grass.
The park attendant told them to stop __________________.
14. It cost too much.
It wasn't worth ________________________________(buy).
15. It was kind of you to meet me.
Thank you for ___________________________________.
16. It was kind of you to lend me the book.
Thank you for ___________________________________.
17. I t would be quite pleasant to go to the concert.
I wouldn't mind ________________________________.
18. I would be grateful if you would not play that rock music.
Would you mind not ________________________________.
19. "Why don't we stay at home and play Monopoly," he said.
He suggested _____________________________________.
20. "It wasn't me," he protested.
He denied _______________________________________.
7. ğpk 7
QUIZ 6: (10pts)___
1. We have agree----------- smoking
a. to quit b. quitting c. both to quit and quitting
2. We were afraid of -------------weight
a. to gain b. gaining c. both to gain and gaining
3. Have you considered-----------------to a specialist?
a. to go b. going c. both to go and going
4. Do you like --------------an evening watching television?
a. to spend b. spending c. both to spend and spending.
5. Even though it was raining very hard, we would like ------------- to the park.
a. to have gone b. going c. both to have gone and going
6. I remember -------------------- much more than I should have.
a. to drink b. drinking c. both to drink and drinking
7. If your TV remote doesn’t work, maybe you should try ----------------- the
batteries.
a. to change b. changing c. both to change and changing
8. We tried----------------the fire department, but the phone lines were down.
a. to call b. calling c. both to call and calling
9. I don’t min-----------------museums if they’re really interesting.
a. to visit b. visiting c both to visit and visiting
10. We advised Carlos------------------his attorney
a. to call b. calling c. both to call and calling
8. ğpk 8
QUIZ 6: (12pts)___
Gerund or Infinitive: "-ing" or "to"
Complete with the gerund or infinitive of the verb given.
1. I can't think of (go) ___________ to visit her in hospital without (buy)_________some flowers.
2. The examiner gave the students some time (think) ____________.
3. The band plans (start) (play) ____________ ____________ by 9pm.
4. The play is programmed (start) ________ at 7pm, so we have decided (meet) _________ at 6.30.
5. I am looking forward to (see) ____________ the film again.
6. I intend (study) ____________ English (understand) ____________ American business methods.
7. She still plans on _______ (marry) him even after he refused _______ (buy) an engagement ring.
8. I cannot resist ____________ (eat) fish and chips when I am in England.
9. She enjoys ____________ (go) to parties and (dance) in discos all night long.
10. I stopped (live) __________ in London when I realised it was time for me (move) _________ on.
11. Don't forget (turn) ____________ off the heating before (leave) ____________ the house.
12. I understood (buy) ____________ red roses for your girlfriend on St Valentine's Day was a bit
old-fashioned.
FCE Use of English
Part 3: 'Key' Word Transformation
7) Verb Patterns
You knowledge of verb patterns such as gerund and infinitive is frequently tested.
For Questions 1-8, complete the second sentence so that it has a similar meaning to the first
sentence using the word given. Do not change the word given. You must use between two and five
words.
1. It's really important that you pay the bill today.
REMEMBER
You must ................................................ the bill today.
2. I think it would be a good idea if you joined the beginner's class.
SUGGEST
I .................................................... the beginners class.
9. ğpk 9
3. Meeting John in town was really surprising.
EXPECT
I ..................................................... John in town.
4. In the future she became a successful business woman.
WENT
She ................................................... a successful business woman.
5. I'll help you with your homework.
MIND
I ...................................................... you with your homework.
6. I hated driving on the left at first but now it's OK.
USED
I ....................................................... on the left now.
7. Don't bother to apply for the job.
POINT
There ......................................................... for the job.
8. Were you successful in passing the exam?
MANAGE
Did ............................................................ the exam?
1-Correct answers:
remember to pay
2-suggest joining
suggest you join
suggest that you join
3-did not expect to meet
didn't expect to meet
4-went on to become
5-do not mind helping
don't mind helping
6-am used to driving
'm used to driving
've got used to driving
7-is no point in applying
's no point in applying
is no point applying
8-is no point in applying
's no point in applying
is no point applying