This document summarizes a unit from the book "Grammar in Use" about the usage of "to", "for", and "so that". It explains that "to" is used with an infinitive to indicate purpose or reason. It distinguishes between the adverbial and adjectival uses of "to". It also explains that "for" is used with a noun or gerund, while "to" is used with a verb. Finally, it notes that "so that" is used to indicate purpose, especially with negative purposes or when used with modal verbs like "can" and "could".
The document is a series of worksheets for English language learners. It includes exercises to complete the alphabet, write out jobs, spell words, ask and answer questions about personal details, identify opposites, write sentences about places in a town, and describe people's lives and daily routines. The exercises become progressively more advanced and require connecting words, verbs and nouns, as well as producing original writing. Key or model answers are provided after each exercise section.
The document provides rules and objectives for a class on developing speech and understanding foreign speech. The rules include not being shy, being active, not making noise, and listening attentively. The objectives are to develop speech, understand foreign speech, read, and learn to describe different people's appearances. The rest of the document includes exercises on describing people's appearances using vocabulary like hair color, eye color, nose shape, and completing sentences to describe boys and girls.
A couple with 3 boys and 5 girls wanted to have a family dinner at a restaurant. Two of the boys fought and did not want to sit together. They were sitting at a round table and the couple wanted to sit beside each other. The summary provides the key details about the family, their seating preferences and constraints, and sets up the two questions that are asked.
A family with 3 boys and 5 girls went out to a restaurant for dinner. Two of the boys fought and did not want to sit together. They were sitting at a round table and the couple wanted to sit beside each other. The summary provides the key details about the family composition and seating situation in a concise manner.
Multiculturalism Training Worksheet for TutorsSam Cash
The document provides a sample make-up activity on cultural awareness and intercultural communication. It includes tasks such as researching demographic data from a school institutional report, listing categories of discrimination, describing communication styles among cultures, and identifying appropriate questions to ask international students. The activity also includes decoding the meanings of idioms in different languages.
The document is a grid listing 12 composition assignments. It includes the type of writing, background information page, language elements expected, space to record if the assignment was assigned and its deadline, and space to record the grade. The compositions cover a variety of text types including emails, stories, letters, articles, reviews, descriptions and essays. The language elements expected include various verb tenses and structures, opinions, feelings, descriptions and connectors.
わかる中級英文法 Grammar in Use Unit 64 (不定詞、前置詞 + Ving)iacer
This document is a lesson on infinitives and gerunds from Unit 64 of the textbook "Grammar in Use" by Raymond Murphy. It discusses the differences between being afraid to do something and being afraid of something, as well as the differences between being interested to do something and being interested in doing something. It also covers using sorry to do something versus sorry for doing something. Examples are provided to illustrate the concepts and exercises are included for practice.
The document is a series of worksheets for English language learners. It includes exercises to complete the alphabet, write out jobs, spell words, ask and answer questions about personal details, identify opposites, write sentences about places in a town, and describe people's lives and daily routines. The exercises become progressively more advanced and require connecting words, verbs and nouns, as well as producing original writing. Key or model answers are provided after each exercise section.
The document provides rules and objectives for a class on developing speech and understanding foreign speech. The rules include not being shy, being active, not making noise, and listening attentively. The objectives are to develop speech, understand foreign speech, read, and learn to describe different people's appearances. The rest of the document includes exercises on describing people's appearances using vocabulary like hair color, eye color, nose shape, and completing sentences to describe boys and girls.
A couple with 3 boys and 5 girls wanted to have a family dinner at a restaurant. Two of the boys fought and did not want to sit together. They were sitting at a round table and the couple wanted to sit beside each other. The summary provides the key details about the family, their seating preferences and constraints, and sets up the two questions that are asked.
A family with 3 boys and 5 girls went out to a restaurant for dinner. Two of the boys fought and did not want to sit together. They were sitting at a round table and the couple wanted to sit beside each other. The summary provides the key details about the family composition and seating situation in a concise manner.
Multiculturalism Training Worksheet for TutorsSam Cash
The document provides a sample make-up activity on cultural awareness and intercultural communication. It includes tasks such as researching demographic data from a school institutional report, listing categories of discrimination, describing communication styles among cultures, and identifying appropriate questions to ask international students. The activity also includes decoding the meanings of idioms in different languages.
The document is a grid listing 12 composition assignments. It includes the type of writing, background information page, language elements expected, space to record if the assignment was assigned and its deadline, and space to record the grade. The compositions cover a variety of text types including emails, stories, letters, articles, reviews, descriptions and essays. The language elements expected include various verb tenses and structures, opinions, feelings, descriptions and connectors.
わかる中級英文法 Grammar in Use Unit 64 (不定詞、前置詞 + Ving)iacer
This document is a lesson on infinitives and gerunds from Unit 64 of the textbook "Grammar in Use" by Raymond Murphy. It discusses the differences between being afraid to do something and being afraid of something, as well as the differences between being interested to do something and being interested in doing something. It also covers using sorry to do something versus sorry for doing something. Examples are provided to illustrate the concepts and exercises are included for practice.
わかる中級英文法 Grammar in Use Unit 56-60復習 (動名詞と不定詞)iacer
This document contains notes from an English grammar class covering units 56-60 on gerunds and infinitives. The notes provide examples and explanations of when to use gerunds versus infinitives after certain verbs like "like" and "love." It also discusses the differences between "prefer" and "would prefer" as well as uses of "get used to" and "be used to." Throughout, prepositions are explained when used before gerund verb forms.
The document is from an English grammar textbook. It covers the grammatical pattern of adjectives followed by "to" and an infinitive verb. There are several examples and exercises provided to illustrate how to use this pattern correctly, such as "It is easy to understand" and "Mon is easy to understand." The document also discusses when to include "for" after the adjective and compares levels of certainty that different adjectives imply when used with this pattern, like "bound," "certain," and "likely."
わかる中級英文法 Grammar in Use Unit 30 have to and mustiacer
This document is a lesson on the English grammar points "have to" and "must" from Raymond Murphy's book Grammar in Use. It is divided into multiple sections (A-D) that provide explanations and examples of when to use "have to" versus "must". Key points covered include:
- "Have to" is used for obligations due to external factors, while "must" can be used for personal reasons.
- However, there is little practical difference in speaking. "Have to" is generally safer to use.
- The negatives, past forms, past negatives and future forms of "must" and "have to" are explained.
- Section D notes that "have got to" can
わかる中級英文法 Grammar in Use Unit 56-60復習 (動名詞と不定詞)iacer
This document contains notes from an English grammar class covering units 56-60 on gerunds and infinitives. The notes provide examples and explanations of when to use gerunds versus infinitives after certain verbs like "like" and "love." It also discusses the differences between "prefer" and "would prefer" as well as uses of "get used to" and "be used to." Throughout, prepositions are explained when used before gerund verb forms.
The document is from an English grammar textbook. It covers the grammatical pattern of adjectives followed by "to" and an infinitive verb. There are several examples and exercises provided to illustrate how to use this pattern correctly, such as "It is easy to understand" and "Mon is easy to understand." The document also discusses when to include "for" after the adjective and compares levels of certainty that different adjectives imply when used with this pattern, like "bound," "certain," and "likely."
わかる中級英文法 Grammar in Use Unit 30 have to and mustiacer
This document is a lesson on the English grammar points "have to" and "must" from Raymond Murphy's book Grammar in Use. It is divided into multiple sections (A-D) that provide explanations and examples of when to use "have to" versus "must". Key points covered include:
- "Have to" is used for obligations due to external factors, while "must" can be used for personal reasons.
- However, there is little practical difference in speaking. "Have to" is generally safer to use.
- The negatives, past forms, past negatives and future forms of "must" and "have to" are explained.
- Section D notes that "have got to" can
This document is from the website ace-up.net and contains an English grammar lesson on prepositions from Raymond Murphy's book Grammar in Use. The lesson, taught by ACERS School on July 25, 2013, covers using prepositions like "by", "to", and "on" correctly with verbs and expressions involving means of transportation, passive voice, and indicating differences in scores or amounts. Examples are provided for each case to illustrate the proper uses of these prepositions.
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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わかる中級英文法 Grammar in Use Unit 62 (to, for, so that)
1. Grammar in Use
Raymond Murphy
3rd edition(参考)
Unit 62
(to, for, so that)
ACERS School
March 14, 2013
http://ace-up.net
2. 2
Unit 62-A to / for / so that
(目的)
to 不不定詞はどのように使う?
I went to Ever Mall to buy bananas.
ACE exists to help Japanese students.
http://ace-up.net
3. 3
Unit 62-A to / for / so that
(目的)
to 不不定詞はどのように使う?
I went to Ever Mall to buy bananas. ⽬目的
ACE exists to help Japanese students. 理理由
http://ace-up.net
4. 4
Unit 62-A to / for / so that
(目的)
to 不不定詞はどのように使う?
・I went to Ever Mall to buy bananas.
⾏行行為の⽬目的
・ACE exists to help Japanese students.
存在理理由
所有している理理由
必要としている理理由
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5. 5
Unit 62-A to / for / so that
(目的)
to 不不定詞はどのように使う?
・I went to Ever Mall to buy bananas.
⾏行行為の⽬目的
・ACE exists to help Japanese students.
存在理理由
所有している理理由
必要としている理理由
いわゆる副詞的⽤用法(混乱するので細かく覚えなくて良良い)
⾜足りない情報を付け⾜足している。
http://ace-up.net
6. 6
Unit 62-B to / for / so that
(目的)
この場合のto 不不定詞の役割は?
・I have something to eat.
・Moto has a lot of HW to do.
・Tatsu has nobody to kiss.
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7. 7
Unit 62-B to / for / so that
(目的)
この場合のto 不不定詞の役割は?
・I have something to eat.
・Moto has a lot of HW to do.
・Tatsu has nobody to kiss.
これらは名詞を説明している。
↓
形容詞的⽤用法(参考)
⾜足りない情報を付け⾜足している。
http://ace-up.net
8. 8
Unit 62-B to / for / so that
(目的)
練習
次の単語を使って例例⽂文をつくる
1. money
2. time
3. chance
4. opportunity
5. energy
6. courage
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9. 9
Unit 62-B to / for / so that
(目的)
練習
次の単語を使って例例⽂文をつくる
1. Daiki has enough money to buy Yakult.
2. Beth has no time to cook dinner.
3. Mon gave me another chance to answer the
question.
4. Moto got an opportunity to get a job.
5. Alu has plenty of energy to teach pronunciation.
6. Tatsu has courage to ask her out.
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10. 10
Unit 62-B to / for / so that
(目的)
練習
次の単語を使って例例⽂文をつくる
1. music, listen
2. friends, talk
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11. 11
Unit 62-B to / for / so that
(目的)
練習
次の単語を使って例例⽂文をつくる
1. I have good music to listen to.
2. I have many friends to talk to.
⾃自動詞を使うときは注意
⽬目的語 ⽬目的語
他: Somebody to slap → to slap somebody (O)
⾃自: Something to listen → to listen something (☓)
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12. 12
Unit 62-C to / for / so that
(目的)
forとto(不不定詞)の違い
I would like fish for_̲_̲_̲_̲_̲_̲
I would like to _̲_̲_̲_̲_̲_̲
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13. 13
Unit 62-C to / for / so that
(目的)
forとto(不不定詞)の違い
I would like fish for dinner. for + 名詞
I would like to eat. to + 動詞の原形
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14. 14
Unit 62-C to / for / so that
(目的)
for + ing
⼀一般的な機能を表すときに
• A knife is for _̲_̲_̲_̲
• A dictionary is for _̲_̲_̲_̲
to 不不定詞でもOK
• A knife is used to_̲_̲_̲_̲
• A dictionary is used to_̲_̲_̲_̲
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15. 15
Unit 62-C to / for / so that
(目的)
for + ing
⼀一般的な機能を表すときに
• A knife is for cutting.
• A dictionary is for looking up unfamiliar words.
• What is this for?
to 不不定詞でもOK
• A knife is used to cut apples.
• A dictionary is used to look up unfamiliar words.
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16. 16
Unit 62-C to / for / so that
(目的)
for と toを⼀一緒に使う
There _̲_̲_̲ _̲_̲_̲ enough rooms _̲_̲_̲ new students _̲_̲_̲
_̲_̲_̲ _̲_̲_̲.
新⼊入⽣生のための⼗十分な部屋がない
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17. 17
Unit 62-C to / for / so that
(目的)
for と toを⼀一緒に
There are not enough rooms for new students to
stay in.
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18. 18
Unit 62-D to / for / so that
(目的)
so that はどのように使われる?
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19. 19
Unit 62-D to / for / so that
(目的)
so that はどのように使われる?
⽬目的〜~のため
特に
1.否定の⽬目的
2.can, couldと⼀一緒に
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20. 20
Unit 62-D to / for / so that
(目的)
so that はどのように使われる?
⽬目的〜~のため
1.否定の⽬目的
so that と so の違いは?
Tatsu left at 5 am so that he wouldnʼ’t be late.
Tatsu left at 5 am, so he was not late.
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21. 21
Unit 62-D to / for / so that
(目的)
so that はどのように使われる?
⽬目的〜~のため
1.否定の⽬目的
so that と so の違いは?
Tatsu left at 5 am so that he wouldnʼ’t be late. ⽬目的
Tatsu left at 5 am, so he was not late. 結果
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22. 22
Unit 62-D to / for / so that
(目的)
so that はどのように使われる?
⽬目的〜~のため
1.否定の⽬目的
Tatsu left at 5 am so that he wouldnʼ’t be late.
2.can, couldと⼀一緒に (能⼒力力)
Moto registered for a recruiting center so that he
could find a job easily.
例例⽂文をつくってみよう
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23. 23
Unit 62-D to / for / so that
(目的)
問題演習
P125
62.2
62.3
62.4
http://ace-up.net
24. Grammar in Use
Raymond Murphy
3rd edition(参考)
Unit 62
(to, for, so that)
ACERS School
March 14, 2013
http://ace-up.net