Grammar explanation 7.3
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The document discusses the past continuous verb tense. It explains that the past continuous is formed using was or were plus the present participle (-ing) form of the verb. Examples are provided of affirmative, negative, and interrogative sentences using the past continuous tense. Comparisons are made between statements, yes/no questions, short answers, and wh- questions in the past continuous tense.
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Modals are used to express degrees of necessity and attitude toward actions. They include verbs like can, could, shall, should, will, would, may, might, must, and had better. Simple modals use the modal verb with the base form of another verb to talk about present and future necessity, while perfect modals use the modal with have and a past participle to discuss past necessity. Different modals express obligation, advice, expectation, and suggestion in both affirmative and negative forms in the present and past tense.
Whoreallydiscoveredamerica
The document discusses several possible early visitors to the Americas before Columbus, including the Vikings, Japanese, and Irish monk St. Brendan. Evidence suggests that Vikings such as Lief Erickson may have visited an area called Vinland around 1000 CE. Pottery fragments in Ecuador dating to 3000 BCE resemble Japanese pottery, suggesting possible early Japanese contact. A voyage by St. Brendan in the 6th century was recreated in the 1970s, proving Irish boats could have reached North America. Ultimately, Native Americans were the earliest inhabitants, migrating over 10,000 years ago, but Columbus initiated sustained contact between the Old and New Worlds.
Columbus test
The document discusses several possible early visitors to the Americas before Columbus, including the Vikings, Japanese, and Irish monk St. Brendan. Evidence suggests that Vikings such as Lief Erickson may have visited an area called Vinland around 1000 CE. Pottery fragments in Ecuador dating to 3000 BCE resemble Japanese pottery, suggesting possible early Japanese contact. A voyage by St. Brendan in the 6th century was recreated in the 1970s, proving Irish boats could have reached North America. Ultimately, Native Americans were the earliest inhabitants, migrating over 10,000 years ago, but Columbus initiated sustained contact between the Old and New Worlds.
Future time
This document discusses different ways to express future time in English using verb forms. There are four main verb forms: future with "will", future with "going to", future progressive, and simple future. Each form is used to indicate a different nuance about the timing or certainty of a future event. Examples are provided to illustrate the affirmative, negative, and question forms for each future verb construction.
Present perfect simple past.
The document discusses the differences between using the present perfect and simple past tenses. It states that the simple past should be used when a definite time in the past is provided, such as with phrases like "ago" or when specifying a date or time. Examples are provided that contrast using the present perfect versus simple past in sentences where the time of the action is clearly in the past.
Present perfect and present perfect progressive 1
The document provides explanations and examples of the present perfect and present perfect progressive tenses in English grammar. It states that these tenses are used to connect a past time or action to the present when used with "for" or "since." Without these words, the present perfect indicates a finished action or repeated action in an undefined time frame. The present perfect progressive describes an action that began in the past and continues in the present. It notes that stative verbs, which describe a state of being, cannot be used in the progressive form.
2. simple past and past progressive
The document discusses the simple past and past progressive tenses in English grammar.
The simple past is used to describe completed actions or events that happened at a specific time in the past. The past progressive describes actions or events that were ongoing or in progress over a period of time in the past. Some examples are provided to illustrate using the simple past to talk about completed actions and the past progressive to talk about background activities that were happening simultaneously with the main event.
Usage note 22 on page 417
This document discusses how to change pronouns, possessive forms, time and place expressions when converting direct speech to indirect speech. It provides examples of direct speech and the corresponding indirect speech, showing how "you" becomes "I", "tomorrow" becomes "the next day", and "here" becomes "there". Pronouns, possessives, and temporal and locational expressions may need to change to be accurate in indirect speech.
Azar 11 7
This document discusses using units of measure with noncount nouns to specify quantities. Noncount nouns like tea, toast, and cake can be measured using units like cups, slices, and pieces to indicate how much is being referred to rather than just using the noncount noun alone. Units of measure make noncount nouns more specific by associating a quantity with the noncount noun.
Azar 11 7
Noncount nouns refer to things that cannot be counted individually or that are not thought of as individual units. Noncount nouns take singular verbs and are used with general quantities or amounts of measurement rather than specific counts. Common noncount nouns include types of food, liquids, abstract concepts and more.
Azar 10 11
Be supposed to is used to talk about an activity or event that is expected to happen. It expresses what is expected or intended to occur. For example, "Mike is supposed to call me tomorrow" means the speaker expects Mike to call. "We are supposed to write a composition" means the teacher expects the class to write a composition. In the past form, "was supposed to" often expresses that an expected event did not happen, such as "Alice was supposed to be home at ten, but she didn’t get in until midnight," indicating Alice did not meet the expected time of 10pm.
Azar 10 10
Used to expresses habitual past actions and is followed by the simple form of a verb, while be used to expresses being accustomed to something and is followed by a gerund. The document provides examples to illustrate the difference, showing that "I used to walk to work" refers to a past habit but "I am used to walking to work" refers to a current normal activity. Care must be taken with these similar but differently used structures.
Azar 10 9
This document discusses the verbs "to use" and "to accustom" and how they have the same meaning when used in certain sentences. It provides examples of sentences using each verb, such as "I am used to hot weather" and "I am accustomed to hot weather", and explains that they both mean living in hot weather is normal and usual. It also discusses how adding "-ing" can turn a verb into a noun and how this applies to sentences like "I am accustomed to living in a hot climate".
Azar 10 5
Modal auxiliaries such as will, can, should, ought to, must, have to, may, might, and could are often used in the passive form. To change an active sentence with a modal auxiliary into the passive voice, the modal auxiliary is placed before "be" followed by the past participle of the main verb, and the agent is introduced with "by".
Azar 10 4
The by-phrase is used in passive sentences to indicate who performs the action when it is important information. Usually there is no by-phrase in a passive sentence when the performer of the action is unknown or unimportant. The active voice is usually used when the speaker knows who performs the action and wants to focus attention on the subject. The by-phrase adds extra important information about who performed the action when used in a passive construction.
Azar 10 3
This document discusses the difference between transitive and intransitive verbs. Transitive verbs are followed by an object, while intransitive verbs are not. Common examples of transitive verbs include mailed, signed, and killed. Common intransitive verbs include agree, exist, live, and sleep. Only transitive verbs can be used in the passive voice. Intransitive verbs cannot be used in the passive voice. Some verbs can be either transitive or intransitive depending on how they are used.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Grammar explanation 7.3
- 1. Lesson 7, Page 180 7.3 The Past Continuous -- Form
- 2. 7.3 Review of verb tenses So far, we have studied the simple present tense, the present progressive and the simple past. Now we are going to learn the past progressive. Simple present I study, she studies, you study, we study, they study Present progressive I am studying, she is studying, you are studying, we are studying, they are studying Simple past I studied, she studied, you studied, we studied, they studied Past progressive I was studying, she was studying, you were studying, we were studying, they were studying
- 3. 7.3 The Past Continuous -- Form To form the past continuous, we use was or were + the present participle ( --ing) form of the verb. Subject Was/Were (+ not) Present Participle I was reading about refugees. Henri was working in a hospital. You were asking about Rwanda. They were not living in Rwanda.
- 4. 7.3 The Past Continuous -- Form Language Notes: 1. The contraction for was not is wasn’t. The contraction for were not is weren’t. 2. We can put an adverb between was/were and the present participle. • He was already studying English at that time.
- 5. 7.3 The Past Continuous -- Form Compare statements, yes/no questions, short answers and wh- questions. Statement Yes/No Questions and Short Answer Wh- Question They were living in Zambia in 2003. Were they living in a home? No, they weren’t. Where were they living? They weren’t living in their country. Were they living in a refugee camp? Yes, they were. Why were they living in a refugee camp? Why weren’t they living in their country? A volunteer was helping them in the U.S. Was the volunteer helping them with English? Yes, she was. Who else was helping them?