This document is a lesson on using comparatives and superlatives in English. It covers the use of -er, more, -est, and most with adjectives and adverbs to form comparisons. It also discusses using the same as, similar to, different from, like, and alike in comparisons. Additionally, it provides examples of using but to connect contrasting ideas with verbs. The lesson provides explanations, examples, and exercises for learners to practice each comparative and contrastive structure.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Biological screening of herbal drugs: Introduction and Need for
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Antifertility, Toxicity studies as per OECD guidelines
2. Using Be and Have
CONTENTS
1. The Comparative: Using -er and More
2. The Superlative: Using -est and Most
3. Using One Of + Superlative + Plural Noun
4. Making Comparisons with Adverbs
5. Comparisons: Using The Same (As), Similar (To),…
6. Comparisons: Using Like and Alike
7. Using But
8. Using Verbs after But
4. 4
THE COMPARATIVE: USING -ER AND MORE
(a) Nicola is taller than Bradley.
Nicola is more tall than Bradley.?
5. THE COMPARATIVE: USING -ER AND MORE
(b) Happiness is more important than money.
5
Happiness is importanter than money.?
6. (a) Nicola is taller than Bashir.
(b) Happiness is more important than money.
6
THE COMPARATIVE: USING -ER AND MORE
To compare two persons or things:
-er
more
adjective + + than
7. 7
ier
ier
er g
funn
prett
yy
ADJECTIVES WITH
ONE SYLLABLE
ADJECTIVES
THAT END IN -Y
ADJECTIVE COMPARATIVE
big
cheap
old
funny
pretty
er
er
THE COMPARATIVE: USING -ER AND MORE
8. 8
ADJECTIVE COMPARATIVE
more famous
more important
more interesting
better
worse
farther/further
THE COMPARATIVE: USING -ER AND MORE
ADJECTIVES WITH
TWO OR MORE
SYLLABLES
IRREGULAR
COMPARATIVE
FORMS
famous
important
interesting
good
bad
far
9. 9
Ivana is o_l_d_e_r than Paris.
Ivana 19
Paris 17
Justine 15
Let’s Practice
old
10. 10
Let’s Practice
important
Family is _m_o_r_e_ i_m_p_o_r_ta_n_t_ than money.
11. The woman with the smile looks ______
than the woman with the frown.
11
happier
Let’s Practice
happy
12. 12
THE SUPERLATIVE: USING -EST AND MOST
We have a big family.
My brother is older than me.
Grandpa is the oldest of all.
My Me
brother
13. 13
THE SUPERLATIVE: USING -EST AND MOST
(a) COMPARATIVE
My brother is older than me.
(b) SUPERLATIVE
Grandpa is the oldest of all.
14. 14
older
bigger
ADJECTIVES
WITH ONE
SYLLABLE
old
big
the oldest
the biggest
THE SUPERLATIVE: USING -EST AND MOST
ADJECTIVE COMPARATIVE SUPERLATIVE
15. 15
THE SUPERLATIVE: USING -EST AND MOST
ADJECTIVES
THAT END
IN -Y
ADJECTIVE COMPARATIVE SUPERLATIVE
pretty
easy
prettier
easier
prettiest
easiest
16. 16
THE SUPERLATIVE: USING -EST AND MOST
more
expensive
more
important
ADJECTIVES
WITH TWO
OR MORE
SYLLABLES
ADJECTIVE COMPARATIVE SUPERLATIVE
expensive
important
the most
expensive
the most
important
17. 17
the best
the worst
the
farthest/
furthest
THE SUPERLATIVE: USING -EST AND MOST
IRREGULAR
FORMS
ADJECTIVE COMPARATIVE SUPERLATIVE
good
bad
far
better
worse
farther/
further
18. 18
Justine is ______than Paris.
Ivana is the __ta_l_le_s_t _o_f _a_ll__ the sisters.
Ivana
Paris
Justine
Let’s Practice
tall
taller
19. 19
A good bicycle is expensive.
A motorcycle is more expensive.
A car is ______________________.
the most expensive (of all)
Let’s Practice
expensive
20. 20
Let’s Practice
heavy
heavier
A horse is ________than a dog.
An elephant is _th_e_ _h_e_a_v_ie_s_t of all.
21. 21
USING ONE OF + SUPERLATIVE + PLURAL NOUN
Kyung is one of the
cutest babies I know.
22. USING ONE OF + SUPERLATIVE + PLURAL NOUN
(a) Kyung is one of the cutest babies I know.
(b) Angel Falls is one of the most beautiful
waterfalls in the world.
(c) Jackson is one of the best students
22
in school.
one of + superlative + plural noun
23. 23
Let’s Practice
Tahiti beautiful places
in the world most
Tahiti most beautiful places
in the world
_________ is one of the __________________
______________.
24. Bo’s Barbecue worst restaurants
in this town
24
Let’s Practice
Bo’s Barbeque
in this town
restaurants
worst
____________ is one of the ______________
_________________.
25. buildings
the Eiffel Tower
tallest
in France
_____________ is one of the ______________
_________________.
25
Let’s Practice
The Eiffel Tower tallest buildings
in the world
27. MAKING COMPARISONS WITH ADVERBS
COMPARATIVE
(a) Jamie works more quickly than Pat (does).
(b) Ben works the most quickly of all.
27
SUPERLATIVE
COMPARATIVE
adverbs ending in -ly
SUPERLATIVE
adverbs ending in -ly
the more
most
carefully
the more
most
neatly
the more
most
slowly
28. 28
MAKING COMPARISONS WITH ADVERBS
COMPARATIVE
(c) Angie works faster than Debbie (does).
SUPERLATIVE
(d) Melissa works the fastest of all.
-er and -est with irregular adverbs
hard, fast, early, late
29. 29
MAKING COMPARISONS WITH ADVERBS
COMPARATIVE
(e) Most people sing better than I (do).
SUPERLATIVE
(f) Steve sings the best of all.
better
best
forms of
well
30. 30
Sully had a good score on the English
test.
COMPARATIVE
Merna had a ______ score.
better
SUPERLATIVE
Paula had _______ score
of all.
English Test
Paula 100%
Merna 88%
the best Sully 75%
Let’s Practice
31. 31
I have to get up early on Monday.
COMPARATIVE
I have to get up _______ earlier
on Tuesday.
SUPERLATIVE
I have to get up _________ earliest
on Friday.
Let’s Practice
the
32. 32
Simone can run quickly.
COMPARATIVE
Majid can run ____________.
more quickly
SUPERLATIVE
Larry can run _______________ the
of all.
Let’s Practice
most quickly
33. 33
COMPARISONS: USING THE SAME (AS), SIMILAR
(TO), AND DIFFERENT (FROM)
Maura and Laura
are the same.
34. 34
COMPARISONS: USING THE SAME (AS), SIMILAR
(TO), AND DIFFERENT (FROM)
THE SAME (AS)
Maura and Laura are the same.
Maura is the same as Laura.
Maura Laura
35. 35
COMPARISONS: USING THE SAME (AS), SIMILAR
(TO), AND DIFFERENT (FROM)
SIMILAR (TO)
Nan and Jan are similar.
Nan is similar to Jan.
Nan Jan
36. 36
DIFFERENT (FROM)
Elias and Hannah are different.
Elias is different from Hannah.
Elias
Hannah
COMPARISONS: USING THE SAME (AS), SIMILAR
(TO), AND DIFFERENT (FROM)
37. 37
Let’s Practice
A
E
D
C
B
F
D is ___________ A.
the same (as)
similar (to)
different (from)
different from
38. 38
Let’s Practice
A
E
B
C D
F
B is ___________ E.
the same (as)
similar (to)
different (from)
the same as
39. 39
Let’s Practice
A
E
B
C D
F
C is _________F.
the same (as)
similar (to)
different (from)
similar to
41. 41
I have a brown bag with two straps.
You have a brown bag with two straps.
(a) Your bag is like my bag.
(b) Your bag and my bag are alike.
(c) Our bags are alike.
like = similar to
alike = similar
same
meaning
COMPARISONS: USING LIKE AND ALIKE
42. 42
COMPARISONS: USING LIKE AND ALIKE
(a) Your bag is like my bag.
This + be + like + that.
(b) Your bag and my bag are alike.
This and that + be + alike.
43. 43
Let’s Practice
Adelle’s car
Arthur’s car
like
alike
Adelle and Arthur have similar cars.
In other words, their cars are _a_li_ke__.
44. 44
A bus is _l_ik_e_ a train in some ways.
a bus a train
Let’s Practice
like
alike
45. 45
These girls are sisters. They look ____.
alike
Let’s Practice
like
alike
46. 46
USING BUT
Janet is sad, but Kendall is happy.
47. (a) Janet is sad, but Kendall is happy.
(b) He likes classical music, but she likes jazz.
47
,
but = “This is the opposite of that.”
, but
,
USING BUT
48. 48
Imelda is tall, but Jana is _____.
short
Let’s Practice
thirsty
short
difficult
funny
delicious
49. 49
Let’s Practice
The first test was easy, but this test is
_d_if_fi_cu_l_t___ .
thirsty
short
difficult
funny
delicious
50. 50
15-7 Let’s Practice
The dinner wasn’t very good,
but the dessert was _d_e_li_c_io_u_s_.
thirsty
short
difficult
funny
delicious
51. 51
USING VERBS AFTER BUT
Kendall is happy, but Janet isn’t.
52. AFFIRMATIVE + but + NEGATIVE
52
USING VERBS AFTER BUT
VERB VERB
(a) Kendall is happy, but Janet isn’t.
(b) Giraffes are tall, but lions aren’t.
(c) I was reading, but Lea wasn’t.
(d) Ali rides a bike, but Lisa doesn’t.
53. 53
USING VERBS AFTER BUT
AFFIRMATIVE + but + NEGATIVE
VERB VERB
(e) They like candy, but we don’t.
(f) Jay brought gum, but Alexi didn’t.
(g) Adults can cook, but babies can’t.
(h) Ann will jump rope, but Janet won’t.
54. USING VERBS AFTER BUT
NEGATIVE + but + AFFIRMATIVE
VERB VERB
54
(i) Janet isn’t happy, but Kendall is.
(j) Lions aren’t tall, but giraffes are.
(k) Ana wasn’t reading, but I was.
(l) Lisa doesn’t sing, but Ali does.
55. NEGATIVE + but + AFFIRMATIVE
VERB VERB
55
USING VERBS AFTER BUT
(m) We don’t like tea, but they do.
(n) Alexi didn’t laugh, but Ramona did.
(o) Babies can’t cook, but adults can.
(p) Janet won’t play, but Zoe will.
56. 56
USING VERBS AFTER BUT
Kendall is happy, but Janet isn’t happy.
Kendall is happy, but Janet isn’t.
but shortened verb phrase
57. 57
This dog is on a leash,
but that dog ____.
isn’t
Let’s Practice
58. 58
Yung won’t go on an airplane,
but her friend _w_il_l .
Let’s Practice