This document provides instruction and examples for making comparisons in English using comparative and superlative forms of adjectives and adverbs. It covers the structures "as...as", comparisons with "than", modifying comparatives with words like "very" and "much", unclear comparisons, using "more" with nouns, repeating comparatives, double comparatives, and superlative forms. Examples are provided to illustrate each concept, along with exercises for practice. Key rules and structures are emphasized for forming comparatives and superlatives in English.
This document contains a table of contents and sections about active and passive sentences, transitive and intransitive verbs, and the use of different verb forms and constructions in passive sentences like the passive voice, participial adjectives, modal auxiliaries, and expressions like "be used to" and "be supposed to". It provides examples and exercises for practicing forming passive sentences and identifying appropriate uses of these grammatical structures.
This document provides instruction on various English grammar topics, including pronunciation of final -s/-es, plural forms of nouns, subjects/verbs/objects, prepositions, word order, subject-verb agreement, adjectives, nouns as adjectives, and personal pronouns. It defines key terms, provides examples for each topic, and includes practice exercises for learners to test their understanding. The overall content covers foundational rules of English grammar.
This document provides instruction on various English grammar topics, including plural forms of nouns, pronunciation of final -s and -es, subjects, verbs and objects, objects of prepositions, prepositions of time, word order, subject-verb agreement, using adjectives and nouns, personal pronouns, and possessive pronouns. Each topic includes explanations, examples, and practice exercises. The document is organized into numbered sections covering different grammar rules and concepts.
This document provides an introduction and overview of adjective clauses in English grammar. It discusses the use of who, whom, that, which, and whose in adjective clauses, including examples and exercises. The main topics covered are:
- Defining adjective clauses and their structure
- Using who, whom, that, and which in adjective clauses
- Agreement of verbs in adjective clauses
- Using prepositions in adjective clauses
- Using whose to indicate possession in adjective clauses
This document provides a summary of key grammar concepts related to gerunds and infinitives, including:
- Verb + gerund constructions
- Go + -ing expressions
- Verb + infinitive
- Verb + gerund or infinitive
- Preposition + gerund
- Expressing how something is done using by and with
- Gerunds as subjects and it + infinitive
- It + infinitive using for someone
- Expressing purpose with in order to and for
- Using infinitives with too and enough
The document uses examples and exercises to illustrate each grammar point in 3 sentence explanations or less.
This document provides instruction on connecting ideas in sentences using conjunctions such as and, but, or, so, even though, although, and because. It includes examples of how to correctly use commas with these conjunctions when joining two independent clauses or listing items. The document also discusses using auxiliary verbs after but and and. Exercises are provided throughout for practice applying the concepts.
This document provides a lesson on using the modal verb "can" to express ability, possibility, and permission in English. It covers the basic uses and forms of can in affirmative, negative and question sentences. It also discusses related modal verbs like "could", "be able to", and the differences between "very" and "too" when used with adjectives. Examples are provided to illustrate the proper uses and students are given practice exercises to apply what they've learned.
This document contains a table of contents and sections about active and passive sentences, transitive and intransitive verbs, and the use of different verb forms and constructions in passive sentences like the passive voice, participial adjectives, modal auxiliaries, and expressions like "be used to" and "be supposed to". It provides examples and exercises for practicing forming passive sentences and identifying appropriate uses of these grammatical structures.
This document provides instruction on various English grammar topics, including pronunciation of final -s/-es, plural forms of nouns, subjects/verbs/objects, prepositions, word order, subject-verb agreement, adjectives, nouns as adjectives, and personal pronouns. It defines key terms, provides examples for each topic, and includes practice exercises for learners to test their understanding. The overall content covers foundational rules of English grammar.
This document provides instruction on various English grammar topics, including plural forms of nouns, pronunciation of final -s and -es, subjects, verbs and objects, objects of prepositions, prepositions of time, word order, subject-verb agreement, using adjectives and nouns, personal pronouns, and possessive pronouns. Each topic includes explanations, examples, and practice exercises. The document is organized into numbered sections covering different grammar rules and concepts.
This document provides an introduction and overview of adjective clauses in English grammar. It discusses the use of who, whom, that, which, and whose in adjective clauses, including examples and exercises. The main topics covered are:
- Defining adjective clauses and their structure
- Using who, whom, that, and which in adjective clauses
- Agreement of verbs in adjective clauses
- Using prepositions in adjective clauses
- Using whose to indicate possession in adjective clauses
This document provides a summary of key grammar concepts related to gerunds and infinitives, including:
- Verb + gerund constructions
- Go + -ing expressions
- Verb + infinitive
- Verb + gerund or infinitive
- Preposition + gerund
- Expressing how something is done using by and with
- Gerunds as subjects and it + infinitive
- It + infinitive using for someone
- Expressing purpose with in order to and for
- Using infinitives with too and enough
The document uses examples and exercises to illustrate each grammar point in 3 sentence explanations or less.
This document provides instruction on connecting ideas in sentences using conjunctions such as and, but, or, so, even though, although, and because. It includes examples of how to correctly use commas with these conjunctions when joining two independent clauses or listing items. The document also discusses using auxiliary verbs after but and and. Exercises are provided throughout for practice applying the concepts.
This document provides a lesson on using the modal verb "can" to express ability, possibility, and permission in English. It covers the basic uses and forms of can in affirmative, negative and question sentences. It also discusses related modal verbs like "could", "be able to", and the differences between "very" and "too" when used with adjectives. Examples are provided to illustrate the proper uses and students are given practice exercises to apply what they've learned.
This document provides a lesson on grammar concepts related to adjectives, adverbs, pronouns and subject-verb agreement. It includes definitions and examples of key grammar structures such as modifying nouns with adjectives, word order of adjectives, linking verbs and adjectives, adjectives vs. adverbs, expressions of quantity and their effect on subject-verb agreement, and indefinite pronouns. Practice examples are provided to reinforce understanding of each concept.
The document discusses various modal auxiliaries in English including expressions of ability, possibility, permission, advice, necessity, lack of necessity, and prohibition. It provides examples of how each modal auxiliary is used in affirmative, negative, and question forms. The modals discussed include can, could, may, might, should, had better, must, will, would, have to, have got to, ought to, and do not have to. It also addresses polite questions formed with these modals and differences in formality.
This document provides a lesson on using the modal verb "can" to express ability, possibility, and permission in English. It covers the basic uses and forms of can in affirmative, negative and question sentences. It also discusses related modal verbs like "could", "be able to", "know how to", and the differences between "very" and "too" when used with adjectives. Examples are provided to illustrate the proper uses and students are given practice exercises to reinforce their understanding.
This document provides an overview of key grammar concepts covered in Chapter 6, including nouns, pronouns, adjectives, singular and plural forms, and possessive forms. It begins with definitions and examples of nouns as subjects and objects, nouns as objects of prepositions. It then covers adjectives with nouns, subject and object pronouns, and singular and plural noun forms including regular and irregular plural forms. The document concludes with sections on possessive pronouns, possessive nouns, questions with "whose", and irregular plural possessive nouns. Accompanying each section are examples and exercises to practice the concepts.
This document provides a preview and review of key concepts around using be verbs like is, am, are in questions and statements. It covers yes/no questions with be, short answers, questions using where, have and has, possessive adjectives like my and our, demonstrative adjectives like this and that, these and those, and questions with what and who. Examples and practice questions are provided to illustrate the uses of these grammar structures in different contexts.
This document contains a chapter about verb tenses and time clauses in English. It includes examples of questions using words like where, why, when and what time in the simple past tense. It also discusses irregular verbs in the past tense. Sections cover using before, after and when in time clauses, the present and past progressive tenses, and the difference between the simple past and past progressive. Practice exercises with answers are provided to help learners practice these grammar points.
This document provides an overview of noun clauses, including different types of noun clauses and how to use them. It covers noun clauses that begin with question words, who/what/whose + be, if/whether, and that. It also discusses quoted and reported speech, substituting "so" for that-clauses in responses, and the differences between quoted and reported speech. The document is made up of introductory explanations, examples, exercises, and a table of contents to help learn about various aspects of noun clauses.
This document provides instruction on using different verb tenses and structures to express future time in English, including "be going to", the present progressive, and "will". It includes examples of each structure in both positive and negative statements and questions. Practice exercises are provided throughout for the learner to test their understanding.
This document provides a summary of key concepts around using articles (a, an, the) and quantifiers (some, many, much) in the English language. It covers topics such as count vs. noncount nouns, rules for using a vs. an, differences between a/an and some, using measurements with noncount nouns, various quantifiers and when to use them, the use of the definite article, using no article for generalizations, and the difference between some and any. Examples are provided for each concept, and exercises are included for practice.
This document contains a slideshow presentation on grammar topics such as modifying nouns with adjectives and nouns, word order of adjectives, expressions of quantity, indefinite pronouns, linking verbs, and the difference between adjectives and adverbs. The slideshow contains examples and exercises for each topic to help teach English grammar concepts. It is copyrighted by Pearson Education and intended for use with PowerPoint presentations.
This document provides a preview and overview of the key concepts covered in Chapter 3, which discusses different ways to express future time in English, including using "be going to", "will", the present progressive, and the simple present tense. It previews and gives examples of expressing certainty, distinguishing between "be going to" and "will", using time clauses and parallel verbs. The chapter contrasts the meanings and uses of different constructions for talking about the future in English.
This document provides an overview of key concepts for expressing past time and tense in English, including:
- The simple past tense is used to express actions or situations that began and ended completely in the past. Examples of its forms are given for regular and irregular verbs.
- The past progressive expresses actions that were ongoing or in progress at a specific time in the past. It uses the past tense of "be" plus the present participle verb form ending in "-ing."
- Time clauses beginning with words like "after," "before," "until," "as soon as," "while," and "when" can be used to express the sequence or timing of past events. The time clause is usually followed
This document contains an English grammar lesson about using "it" to talk about time, prepositions of time, using "it" and "what" to talk about weather, the structure "there is/are", asking questions with "how many", prepositions of place, and expressing preferences with "would like". It includes examples, exercises, and brief explanations of grammar points. The document is an English grammar reference and teaching material.
This document discusses various English grammar structures related to expressing future events including: the use of may/might vs will; maybe vs may be; future time clauses with before, after, when; clauses with if; expressing future and habitual present with time clauses and if clauses; and using what + form of do. Each structure is explained through examples and practice questions are provided to help reinforce understanding.
This document contains an agenda for a reading, writing and grammar class. The agenda includes the following items:
1. Answering detail questions about the weather for different days.
2. Explaining the humor of a Nancy cartoon.
3. Spelling numbers, colors, days and months.
4. Writing simple present and present continuous verb forms and sentences.
5. Identifying singular and plural nouns.
6. Orally reading "The Bad Leg."
7. Practicing short vowel sounds.
8. Writing sentences using weather and clothing vocabulary.
9. Activities related to the stories "Hiccup! Hiccup!" and "The Wrong Number."
The document is a teacher's resource containing slides for a PowerPoint presentation on using modal verbs like "can", "could", "be able to", and "know how to" to express ability in English. It includes examples of these verbs in affirmative and negative sentences and questions. Accompanying exercises provide practice identifying and using these modal verbs correctly.
This document contains a teacher resource on English modal verbs and expressions. It includes 13 sections that provide examples, explanations and exercises on using verbs like "should", "have to", "must", "may", "let's" and modal auxiliaries in sentences. The slides contain questions for students to practice using these verbs correctly in different contexts.
This document contains a slideshow presentation on modal auxiliaries and expressions in English. It includes 13 sections that explain and provide examples of how to use modals such as "should", "have to", and "must" as well as polite questions with "may", "could", and "would". Each section contains practice exercises for the topic. The slides also include a summary chart comparing different modals and similar expressions.
This document contains a chapter about asking questions in English. It provides examples of different types of questions using question words like who, what, when, where, why, how, etc. It discusses yes/no questions and information questions. It also covers contractions in spoken questions and question formation with verbs like do, be, have. Each section provides examples and exercises to practice asking and answering different kinds of questions.
The document provides an overview of comparative and superlative structures in English. It discusses the forms of adjectives and adverbs in the comparative and superlative degrees. Examples are given for regular and irregular forms. Constructions such as "as...as", "less...than", "not as...as" are examined, along with modifiers like "very", "much". The use of "more" with nouns and double comparatives are also covered.
The document provides an overview of comparative and superlative structures in English. It discusses the forms of adjectives and adverbs in the comparative and superlative degrees. Examples are given for regular and irregular forms. Constructions such as "as...as", "less...than", "not as...as" are examined, along with modifiers like "very", "much". The use of "more" with nouns and double comparatives are also covered.
The document provides instruction and examples for using comparative and superlative forms in English. It covers comparisons using "as...as", "less...than", and "not as...as". It discusses forming comparatives and superlatives of adjectives and adverbs, including irregular forms. Examples are given for completing comparatives with "than" and modifying them. Unclear comparisons are distinguished from clear ones. The use of "more" with nouns is explained. Repeating comparatives and "double comparatives" patterns are also covered.
This document provides a lesson on grammar concepts related to adjectives, adverbs, pronouns and subject-verb agreement. It includes definitions and examples of key grammar structures such as modifying nouns with adjectives, word order of adjectives, linking verbs and adjectives, adjectives vs. adverbs, expressions of quantity and their effect on subject-verb agreement, and indefinite pronouns. Practice examples are provided to reinforce understanding of each concept.
The document discusses various modal auxiliaries in English including expressions of ability, possibility, permission, advice, necessity, lack of necessity, and prohibition. It provides examples of how each modal auxiliary is used in affirmative, negative, and question forms. The modals discussed include can, could, may, might, should, had better, must, will, would, have to, have got to, ought to, and do not have to. It also addresses polite questions formed with these modals and differences in formality.
This document provides a lesson on using the modal verb "can" to express ability, possibility, and permission in English. It covers the basic uses and forms of can in affirmative, negative and question sentences. It also discusses related modal verbs like "could", "be able to", "know how to", and the differences between "very" and "too" when used with adjectives. Examples are provided to illustrate the proper uses and students are given practice exercises to reinforce their understanding.
This document provides an overview of key grammar concepts covered in Chapter 6, including nouns, pronouns, adjectives, singular and plural forms, and possessive forms. It begins with definitions and examples of nouns as subjects and objects, nouns as objects of prepositions. It then covers adjectives with nouns, subject and object pronouns, and singular and plural noun forms including regular and irregular plural forms. The document concludes with sections on possessive pronouns, possessive nouns, questions with "whose", and irregular plural possessive nouns. Accompanying each section are examples and exercises to practice the concepts.
This document provides a preview and review of key concepts around using be verbs like is, am, are in questions and statements. It covers yes/no questions with be, short answers, questions using where, have and has, possessive adjectives like my and our, demonstrative adjectives like this and that, these and those, and questions with what and who. Examples and practice questions are provided to illustrate the uses of these grammar structures in different contexts.
This document contains a chapter about verb tenses and time clauses in English. It includes examples of questions using words like where, why, when and what time in the simple past tense. It also discusses irregular verbs in the past tense. Sections cover using before, after and when in time clauses, the present and past progressive tenses, and the difference between the simple past and past progressive. Practice exercises with answers are provided to help learners practice these grammar points.
This document provides an overview of noun clauses, including different types of noun clauses and how to use them. It covers noun clauses that begin with question words, who/what/whose + be, if/whether, and that. It also discusses quoted and reported speech, substituting "so" for that-clauses in responses, and the differences between quoted and reported speech. The document is made up of introductory explanations, examples, exercises, and a table of contents to help learn about various aspects of noun clauses.
This document provides instruction on using different verb tenses and structures to express future time in English, including "be going to", the present progressive, and "will". It includes examples of each structure in both positive and negative statements and questions. Practice exercises are provided throughout for the learner to test their understanding.
This document provides a summary of key concepts around using articles (a, an, the) and quantifiers (some, many, much) in the English language. It covers topics such as count vs. noncount nouns, rules for using a vs. an, differences between a/an and some, using measurements with noncount nouns, various quantifiers and when to use them, the use of the definite article, using no article for generalizations, and the difference between some and any. Examples are provided for each concept, and exercises are included for practice.
This document contains a slideshow presentation on grammar topics such as modifying nouns with adjectives and nouns, word order of adjectives, expressions of quantity, indefinite pronouns, linking verbs, and the difference between adjectives and adverbs. The slideshow contains examples and exercises for each topic to help teach English grammar concepts. It is copyrighted by Pearson Education and intended for use with PowerPoint presentations.
This document provides a preview and overview of the key concepts covered in Chapter 3, which discusses different ways to express future time in English, including using "be going to", "will", the present progressive, and the simple present tense. It previews and gives examples of expressing certainty, distinguishing between "be going to" and "will", using time clauses and parallel verbs. The chapter contrasts the meanings and uses of different constructions for talking about the future in English.
This document provides an overview of key concepts for expressing past time and tense in English, including:
- The simple past tense is used to express actions or situations that began and ended completely in the past. Examples of its forms are given for regular and irregular verbs.
- The past progressive expresses actions that were ongoing or in progress at a specific time in the past. It uses the past tense of "be" plus the present participle verb form ending in "-ing."
- Time clauses beginning with words like "after," "before," "until," "as soon as," "while," and "when" can be used to express the sequence or timing of past events. The time clause is usually followed
This document contains an English grammar lesson about using "it" to talk about time, prepositions of time, using "it" and "what" to talk about weather, the structure "there is/are", asking questions with "how many", prepositions of place, and expressing preferences with "would like". It includes examples, exercises, and brief explanations of grammar points. The document is an English grammar reference and teaching material.
This document discusses various English grammar structures related to expressing future events including: the use of may/might vs will; maybe vs may be; future time clauses with before, after, when; clauses with if; expressing future and habitual present with time clauses and if clauses; and using what + form of do. Each structure is explained through examples and practice questions are provided to help reinforce understanding.
This document contains an agenda for a reading, writing and grammar class. The agenda includes the following items:
1. Answering detail questions about the weather for different days.
2. Explaining the humor of a Nancy cartoon.
3. Spelling numbers, colors, days and months.
4. Writing simple present and present continuous verb forms and sentences.
5. Identifying singular and plural nouns.
6. Orally reading "The Bad Leg."
7. Practicing short vowel sounds.
8. Writing sentences using weather and clothing vocabulary.
9. Activities related to the stories "Hiccup! Hiccup!" and "The Wrong Number."
The document is a teacher's resource containing slides for a PowerPoint presentation on using modal verbs like "can", "could", "be able to", and "know how to" to express ability in English. It includes examples of these verbs in affirmative and negative sentences and questions. Accompanying exercises provide practice identifying and using these modal verbs correctly.
This document contains a teacher resource on English modal verbs and expressions. It includes 13 sections that provide examples, explanations and exercises on using verbs like "should", "have to", "must", "may", "let's" and modal auxiliaries in sentences. The slides contain questions for students to practice using these verbs correctly in different contexts.
This document contains a slideshow presentation on modal auxiliaries and expressions in English. It includes 13 sections that explain and provide examples of how to use modals such as "should", "have to", and "must" as well as polite questions with "may", "could", and "would". Each section contains practice exercises for the topic. The slides also include a summary chart comparing different modals and similar expressions.
This document contains a chapter about asking questions in English. It provides examples of different types of questions using question words like who, what, when, where, why, how, etc. It discusses yes/no questions and information questions. It also covers contractions in spoken questions and question formation with verbs like do, be, have. Each section provides examples and exercises to practice asking and answering different kinds of questions.
The document provides an overview of comparative and superlative structures in English. It discusses the forms of adjectives and adverbs in the comparative and superlative degrees. Examples are given for regular and irregular forms. Constructions such as "as...as", "less...than", "not as...as" are examined, along with modifiers like "very", "much". The use of "more" with nouns and double comparatives are also covered.
The document provides an overview of comparative and superlative structures in English. It discusses the forms of adjectives and adverbs in the comparative and superlative degrees. Examples are given for regular and irregular forms. Constructions such as "as...as", "less...than", "not as...as" are examined, along with modifiers like "very", "much". The use of "more" with nouns and double comparatives are also covered.
The document provides instruction and examples for using comparative and superlative forms in English. It covers comparisons using "as...as", "less...than", and "not as...as". It discusses forming comparatives and superlatives of adjectives and adverbs, including irregular forms. Examples are given for completing comparatives with "than" and modifying them. Unclear comparisons are distinguished from clear ones. The use of "more" with nouns is explained. Repeating comparatives and "double comparatives" patterns are also covered.
The document discusses comparative and superlative forms of adjectives and adverbs in English. It provides rules and examples for forming comparatives and superlatives of one-syllable adjectives, two-syllable adjectives, irregular adjectives and adverbs. Examples are given for using comparative and superlative forms in sentences.
The document discusses comparative and superlative forms of adjectives and adverbs. It provides rules for forming comparatives and superlatives for one-syllable, two-syllable, irregular, and multi-syllable adjectives and adverbs. It also covers using comparatives with "than", superlatives to refer to the highest in a group, and modifiers like "less" and "more". Examples are provided to illustrate each concept along with practice questions.
1. The document discusses comparative and superlative forms of adjectives and adverbs in English.
2. It provides rules and examples for forming comparatives and superlatives of one-syllable, two-syllable, and multi-syllable adjectives as well as regular and irregular adverbs.
3. Examples are used to demonstrate how to make comparisons using comparative and superlative forms as well as comparative conjunctions like "than."
The document is a teacher's resource that contains slides for use in PowerPoint presentations about making comparisons in English. It includes slides on using terms like "the same as", "similar to", "different from", "like", "alike", and comparisons using "-er", "-est", "more", and "most". It provides examples and exercises for students to practice comparative and superlative forms of adjectives and adverbs.
The document is a teacher's resource that contains slides for use in PowerPoint presentations about making comparisons in English. It includes slides on using terms like "the same as", "similar to", "different from", "like", "alike", and comparisons using "-er", "-est", "more", and "most". It provides examples and exercises for students to practice comparative and superlative forms of adjectives and adverbs.
Here are some examples of modifying comparatives:
- Tom is much older than I am.
- Ann drives very carefully.
- Ben is a little older than I am.
- Tom is a lot older than I am.
This document contains a slideshow presentation on making comparisons in English. It includes 16 sections that cover topics such as using "the same as", "similar to", and "different from"; the comparative forms using "-er" and "more"; the superlative forms using "-est" and "most"; and making comparisons with adverbs. Each section provides examples and exercises to practice the concepts. The slideshow is intended for use in teaching comparisons as part of an English language course.
This document discusses how to form comparatives and superlatives of adjectives and adverbs in English. It explains that one-syllable adjectives typically take -er and -est, two-syllable adjectives often take more/most or -er/-est depending on their ending, and adjectives with three or more syllables usually take more/most. It also covers irregular forms, comparatives/superlatives of adverbs, and expressing inferiority and equality. Links are provided for further practice with comparatives and superlatives.
This document contains a slideshow presentation on making comparisons in English. It includes 16 sections that cover topics such as using "the same as", "similar to", and "different from" in comparisons; the comparative forms using "-er" and "more"; the superlative forms using "-est" and "most"; combinations like "one of the + superlative + plural noun"; and making comparisons with adverbs. Each section provides examples, explanations, and practice exercises.
This document contains a slideshow presentation on possessive nouns, pronouns, and questions with "whose" for use in teaching English. It includes 15 sections that define and provide examples of:
- Possessive nouns formed from singular and plural nouns
- Possessive forms of irregular plural nouns like "children" and "people"
- Possessive pronouns like "mine", "yours", "his", "hers", "ours", and "theirs"
- Questions using "whose" to indicate possession
Interactive exercises are provided in each section to help students practice the concepts. The document was created by Pearson Education for use in PowerPoint presentations.
This document contains a teacher's resource slideshow for an English grammar lesson on verb tenses and time expressions in the past. It includes examples of questions and answers using the simple past and past progressive tenses, such as "Where did you go?" and "I was studying when Kyung emailed me." It also covers time expressions like "before", "after", "while" and "when" used in past time clauses. The slideshow provides exercises for students to practice identifying and using these grammar points.
This document contains a teacher resource slideshow for an English grammar lesson on verb tenses and time expressions in the past. It includes examples of questions and answers using the simple past and past progressive tenses, such as "Where did you go?" and "I was studying when Kyung emailed me." Various exercises are provided for students to practice forming questions and identifying verb tenses.
The document provides information on forming comparative and superlative adjectives in English. It discusses the rules for one-syllable, two-syllable, and multi-syllable adjectives. For one-syllable adjectives, -er is added to form the comparative and -est for the superlative. Two-syllable adjectives usually take more for the comparative and most for the superlative. Exceptions and irregular forms are also covered. Examples are provided to illustrate the different rules for forming comparatives and superlatives in English.
Segunda sesión de entrenamiento para la prueba SABER 11 (Inglés), para estudiantes de grado 11 en Colombia. Tipos de preguntas, tips, ejemplos y soluciones.
This document contains a teacher's resource for a PowerPoint presentation on possessive nouns, possessive pronouns, and questions with "whose". It includes examples and exercises on forming possessive nouns with singular and plural nouns, irregular plural possessives, and using possessive adjectives and pronouns. The content covers key rules and concepts to help teach English grammar on possession.
This document contains a teacher's resource for a PowerPoint presentation on possessive nouns, possessive pronouns, and questions with "whose". It includes examples and exercises on forming possessive nouns for both singular and plural nouns. It also covers irregular plural possessives and the use of possessive pronouns like "mine", "yours", "his", etc. The document concludes with examples and practice questions involving the word "whose".
This document provides a review of verb tenses including the past participle, present perfect, present perfect progressive, and past perfect tenses. It explains the forms, meanings, and uses of these tenses through examples and exercises. Key points covered include the difference between the simple past and present perfect tenses, using since and for with the present perfect, and distinguishing between the present perfect progressive and present perfect.
This document provides an overview of the simple present and present progressive tenses in English. It discusses the forms, uses, and spelling rules for regular and irregular verbs in the simple present and present progressive. Examples are provided to illustrate daily habits, repeated actions, ongoing activities and more. Short answers to yes/no questions are also demonstrated. The document contains various exercises for learners to practice identifying and using verbs in the simple present and present progressive tenses.
This document provides a summary of grammar rules for making comparisons in English using comparative and superlative forms of adjectives and adverbs. It addresses the use of -er and more in the comparative and -est and most in the superlative. Examples are given for regular and irregular forms. Additional comparison structures are covered including same/as, similar/to, different/from, like/alike, and but. The use of verbs after but in affirmative and negative comparisons is also explained.
This document contains a chapter about modals and expressions used to give advice or make requests in English. It includes sections on using "should", "have to/has to/had to", "must", polite questions with "may", "could" and "can", imperative sentences, modal auxiliaries like "can" and "may", and expressions with "let's". Each section provides examples and explanations of the grammar structures.
This document provides content and examples for using simple past tense verbs in English. It covers using "be" verbs like "was" and "were" to talk about past time (Sections 1-3). It then discusses forming the past tense with regular verbs using "-ed" (Section 4) and using time words like "yesterday", "last" and "ago" (Section 5). The rest of the document is divided into sections on irregular verb groups: Group 1 verbs like "ate" (Section 6), negatives (Section 7), yes/no questions (Section 8), Group 2 verbs like "brought" (Section 9), Group 3 verbs like "broke" (Section 10) and Group 4 verbs (Section
This document provides instruction on using the present progressive tense in English. It covers forming sentences with be + -ing, spelling rules for the -ing verb form, using the present progressive for actions happening now versus habits, forming negatives and questions, and exceptions for certain verbs like see, think, want that are generally not used in the progressive form. Examples and exercises are provided to demonstrate each grammar point.
This document provides an overview of the simple present tense in English. It covers the basic form and meaning of the simple present tense, including frequency adverbs that are used with it. It discusses rules for adding -s or -es to verbs in the third person singular. It also covers forming negatives, yes/no questions, and information questions using the simple present tense. The document is divided into sections with examples and exercises for each grammar point.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
I9
1.
2. Preview
9-1 Making comparisons with as...as
9-2 Comparative and superlative
9-3 Comparative and superlative forms of adjectives...
9-4 Completing a comparative
9-5 Modifying comparatives
9-6 Comparisons with less...than and not as...as
9-7 Unclear comparisons
9-8 Using more with nouns
9-9 Repeating a comparative
9-10 Using double comparatives
9-11 Using superlatives
9-12 Using the same, similar, different, like, alike
CONTENTS
3. PREVIEW
0
10
20
30
40
1 2 3 4
short/tall bars
BAR 1 is taller than BAR 3.
BAR 3 is taller than BAR 2.
_____ is the shortest one of all.BAR 2
BAR 1 is shorter than _____.BAR 4
5. 9-1 MAKING COMPARISONS WITH AS… AS
(a) The boots and shoes are size 11.
The boots are as large as the shoes.
6. 9-1 MAKING COMPARISONS WITH AS… AS
(a) The boots and shoes are size 11.
The boots are as large as the shoes.
(b) The chef cuts the onion as finely as he can.
7. 9-1 MAKING COMPARISONS WITH AS… AS
(a) The boots and shoes are size 11.
The boots are as large as the shoes.
(b) The chef cuts the onion as finely as he can.
As…as parts are equal or same
as + adjective + as
as + adverb + as
8. 9-1 MAKING COMPARISONS WITH AS… AS
(c) Annapurna is not as high as Everest.
(d) Annapurna isn’t quite as high as Everest.
Annapurna – 8,091 m.Everest - 8,848 m.
9. 9-1 MAKING COMPARISONS WITH AS… AS
(c) Annapurna is not as high as Everest.
(d) Annapurna isn’t quite as high as Everest.
(e) Fuji isn’t nearly as high as Everest.
Everest - 8,848 m. Fuji – 3,776 m.
10. 9-1 MAKING COMPARISONS WITH AS… AS
(c) Annapurna is not as high as Everest.
(d) Annapurna isn’t quite as high as Everest.
(e) Fuji isn’t nearly as high as Everest.
not as…as negative form
not quite as…as small difference
not nearly as…as big difference
11. 9-1 MAKING COMPARISONS WITH AS… AS
(f) The boots are just as large as the shoes.
(g) The skates are nearly/almost as large as
the shoes.
size 11 size 11 size 10
12. 9-1 MAKING COMPARISONS WITH AS… AS
(f) The boots are just as large as the shoes.
(g) The skates are nearly/almost as large as
the shoes.
just = “exactly”
nearly/almost
common modifiers
of as…as
17. 9-2 COMPARATIVE AND SUPERLATIVE
(a) A feather is lighter than a brick.
(b) Feathers and bricks are lighter than
horses and trucks.
(c) Horses are more beautiful than trucks.
18. 9-2 COMPARATIVE AND SUPERLATIVE
(a) A feather is lighter than a brick.
(b) Feathers and bricks are lighter than
horses and trucks.
(c) A horse is more beautiful than a truck.
comparative + than
19. 9-2 COMPARATIVE AND SUPERLATIVE
(d) The purple box is the longest of all the boxes.
superlative one of a group
(e) The brown box is the biggest box in the group.
20. 9-2 COMPARATIVE AND SUPERLATIVE
(d) The purple box is the longest of all the boxes.
(e) The brown box is the biggest box in the group.
Everest - 8,848 m.
(f) Everest is the most massive mountain in
the world.
-est or most
the + superlative
superlative
24. 9-3 COMPARATIVE AND SUPERLATIVE FORMS OF
ADJECTIVES AND ADVERBS
Our company is doing better
than all of our competition.
We are the best!
25. 9-3 COMPARATIVE AND SUPERLATIVE FORMS OF
ADJECTIVES AND ADVERBS
ONE-SYLLABLE
ADJECTIVES COMPARATIVE SUPERLATIVE
old
wise
older
wiser
the oldest
the wisest
add –er add –est
26. 9-3 COMPARATIVE AND SUPERLATIVE FORMS OF
ADJECTIVES AND ADVERBS
TWO-SYLLABLE
ADJECTIVES COMPARATIVE SUPERLATIVE
famous
pleasant
more famous
more pleasant
the most famous
the most pleasant
use more use the most
27. 9-3 COMPARATIVE AND SUPERLATIVE FORMS OF
ADJECTIVES AND ADVERBS
TWO-SYLLABLE
ADJECTIVES COMPARATIVE SUPERLATIVE
busy
pretty
busier
prettier
the busiest
the prettiest
add –er add –est
end in -y
change -y to -i
28. 9-3 COMPARATIVE AND SUPERLATIVE FORMS OF
ADJECTIVES AND ADVERBS
TWO-SYLLABLE
ADJECTIVES COMPARATIVE SUPERLATIVE
clever
gentle
cleverer
more clever
gentler
more gentle
the cleverest
the most clever
the gentlest
the most gentle
can use either
friendly friendlier
more friendly
the friendliest
the most friendly
29. 9-3 COMPARATIVE AND SUPERLATIVE FORMS OF
ADJECTIVES AND ADVERBS
ADJECTIVES WITH
3 OR MORE SYLLABLES
COMPARATIVE SUPERLATIVE
important
fascinating
more important
more fascinating
the most important
the most fascinating
use more use the most
30. 9-3 COMPARATIVE AND SUPERLATIVE FORMS OF
ADJECTIVES AND ADVERBS
IRREGULAR
ADJECTIVES
COMPARATIVE SUPERLATIVE
good
bad
better
worse
the best
the worst
irregular irregular
31. 9-3 COMPARATIVE AND SUPERLATIVE FORMS OF
ADJECTIVES AND ADVERBS
-LY ADJECTIVES
COMPARATIVE SUPERLATIVE
carefully
slowly
more carefully
more slowly
the most carefully
the most slowly
use more use the most
32. 9-3 COMPARATIVE AND SUPERLATIVE FORMS OF
ADJECTIVES AND ADVERBS
ONE-SYLLABLE
ADVERBS
COMPARATIVE SUPERLATIVE
fast
hard
faster
harder
the fastest
the hardest
use -er use -est
33. 9-3 COMPARATIVE AND SUPERLATIVE FORMS OF
ADJECTIVES AND ADVERBS
IRREGULAR
ADVERBS
COMPARATIVE SUPERLATIVE
well
badly
better
worse
the best
the worst
irregular irregular
far farther/further the farthest/furthest
35. 9-3 LET’S PRACTICE
The market is four miles from
Rosa’s house and five miles
from my house. I live _______________
from the market than Rosa does.
farther (or further)
36. 9-3 LET’S PRACTICE
I have many pleasant
memories from childhood.
The _____ _________
memory is going to the
zoo with my grandfather.
most pleasant
38. 9-4 COMPLETING A COMPARATIVE
(a) She’s taller than her husband (is).
(b) She’s taller than he is.
(c) She’s taller than him.
39. 9-4 COMPLETING A COMPARATIVE
(a) She’s taller than her husband (is).
(b) She’s taller than he is.
(c) She’s taller than him.
formal English than subject pronoun
informal English than object pronoun
40. 9-4 COMPLETING A COMPARATIVE
(d) She studies more than he does.
(e) She got a better exam grade than he did.
41. 9-4 COMPLETING A COMPARATIVE
(d) She studies more than he does.
(e) She got a better grade than he did.
than + subject auxiliary verb
42. 9-4 COMPLETING A COMPARATIVE
(f) His hair is curlier than hers.
(g) Her hair is longer than his.
43. 9-4 COMPLETING A COMPARATIVE
(f) His hair is curlier than Kate’s
(g) Her hair is longer than his.
than possessive pronoun
44. 9-4 LET’S PRACTICE
Mr. Poulos can carry heavy boxes. I can’t.
He is much stronger than ____. (formal)I am
45. 9-4 LET’S PRACTICE
Mr. Poulos can carry heavy boxes. I can’t.
He is much stronger than I am. (formal)
Mr. Poulos can carry heavy boxes. I can’t.
He is much stronger than ____. (informal)me
46. 9-4 LET’S PRACTICE
Mr. Poulos can carry heavy boxes. I can’t.
His arms are stronger than _____ are.mine
48. 9-5 MODIFYING COMPARATIVES
(a) My car is very old.
(b) They walk very slowly on icy sidewalks.
very adjectives
very adverbs
49. 9-5 MODIFYING COMPARATIVES
(c) INCORRECT: My car is very older than yours.
very comparative adjectives
very comparative adverbs
INCORRECT: They walk very more slowly
on icy sidewalks at night.
50. 9-5 MODIFYING COMPARATIVES
(d) Erina is much smarter than I am.
Erina is a lot smarter than I am.
Erina is far smarter than I am.
(e) Dan reads much faster than he used to.
Dan reads a lot faster than he used to.
Dan reads far faster than he used to.
much, a lot, far comparative adjectives
comparative adverbs
51. 9-5 MODIFYING COMPARATIVES
(f) Jake reads a little bit faster than I do.
Jake reads a little bit faster than me. (informal)
another common modifier
55. 9-6 COMPARISONS WITH LESS…THAN AND NOT
AS… AS
Miko is not as happy as Amanda.
Miko
Amanda
56. 9-6 COMPARISONS WITH LESS…THAN AND NOT
AS… AS
(a) A toy is less educational than a book.
(b) A toy is not as educational as a book.
(a) & (b) = same meaning
57. 9-6 COMPARISONS WITH LESS…THAN AND NOT
AS… AS
(c) A child is not as wise as an adult.
(d) INCORRECT: A child is less wise than an adult.
only not as … as
one-syllable
adjectives
or
adverbs
61. 9-7 UNCLEAR COMPARISONS
UNCLEAR
(a) Mindy likes music better than her mother.
CLEAR
(b) Mindy likes music better than her mother does.
(c) Mindy likes music better than she does her mother.
62. 9-7 UNCLEAR COMPARISONS
UNCLEAR
(a) Mindy likes music better than her mother.
CLEAR
(b) Mindy likes music better than her mother does.
does means “likes music”
(c) Mindy likes music better than she does her mother.
does means “likes”
72. 9-9 REPEATING A COMPARATIVE
That baby gets cuter and
cuter every day.
73. 9-9 REPEATING A COMPARATIVE
(a) My workload got heavier and heavier.
(b) My headache got more and more painful.
idea of increasing in:
intensity
quality
quantity
74. 9-9 LET’S PRACTICE
Her sneezes are getting
_________ and ________
to stop.
smaller
better
harder
harder harder
77. 9-10 USING DOUBLE COMPARATIVES
The more you practice, the
better you will play.
78. 9-10 USING DOUBLE COMPARATIVES
(a) The more I learn, the more I want to know.
(b) The colder the weather, the better my dog
likes it.
(c) The longer the line, the better the restaurant.
1st part: reason
2nd part: result
2 parts both begin with the
79. 9-10 USING DOUBLE COMPARATIVES
Sure. The more,
the merrier.
(d) Should we ask
Annie to sit with
us?
80. 9-10 USING DOUBLE COMPARATIVES
(d) Should we
ask Annie to sit
with us?
(e) When?
Sure. The more, the
merrier.
two common expressions:
Having more people is
more fun.
It is good to ask her as
soon as we can.
The sooner
the better.
81. 9-10 LET’S PRACTICE
If the food is tasty, we eat more.
The tastier the food, ______________the more we eat.
82. 9-10 LET’S PRACTICE
Good tools make a job easier.
The better the tools,
_______________the easier the job.
83. 9-10 LET’S PRACTICE
Big poles catch big fish.
________________,
_______________.
The bigger the pole
the bigger the fish
86. 9-11 USING SUPERLATIVES
(a) Cape Town is one of the most beautiful
cities in Africa.
(b) My friend Mary is the most talented artist
I know.
87. 9-11 USING SUPERLATIVES
(a) Cape Town is one of the most beautiful
cities in Africa.
(b) My friend Mary is the most talented artist
I know.
(c) I’ve had many jobs in my life. Being a teacher
is the best (job) of all.
88. 9-11 USING SUPERLATIVES
(a) Cape Town is one of the most beautiful
cities in Africa.
(b) Mary Poulos is the most talented artist
I know.
(c) I’ve had many jobs in my life. Being a teacher
is the best (job) of all.
superlative + in a place
superlative + adjective clause
superlative + of all
89. 9-11 USING SUPERLATIVES
(d) Bradley went to three Italian cities. He said
that Venice was the least expensive of all.
90. 9-11 USING SUPERLATIVES
(d) Bradley went to three Italian cities. He said
that Venice was the least expensive of all.
the least
the most
opposites
91. 9-11 USING SUPERLATIVES
(e) Cape Town is one of the best places to surf.
(f) One of the best places to surf is Cape Town.
92. 9-11 USING SUPERLATIVES
(e) Cape Town is one of the best places to surf.
(f) One of the best places to surf is Cape Town.
one of + PLURAL noun (+ SINGULAR verb)
94. 9-11 LET’S PRACTICE
I like all the seasons, but spring is
the ______ (season) ____ all.best of
95. 9-11 LET’S PRACTICE
_____ ___ the most majestic _________
in the world ___ Mt. Everest.
ofOne mountains
is
96. 9-12 USING THE SAME, SIMILAR, DIFFERENT, LIKE,
ALIKE
My sisters look alike. My brother
looks similar to my dad. My mom
looks different from all of us.
97. 9-12 USING THE SAME, SIMILAR, DIFFERENT, LIKE,
ALIKE
(a) Albert and Andrea take the same classes.
(b) Gina and Tony take similar classes.
(c) Rajiv and Omar take different classes.
(d) Their classes are the same.
(e) Their classes are similar.
(f) Their classes are different.
the same
similar
different
used
as
adjectives
98. 9-12 USING THE SAME, SIMILAR, DIFFERENT, LIKE,
ALIKE
(g) My class is the same as yours.
(h) My class is similar to yours.
(i) My class is different from yours.
the same + as
similar + to
different + from
99. 9-12 USING THE SAME, SIMILAR, DIFFERENT, LIKE,
ALIKE
(j) She takes the same as Jeff does.
Jeff likes the same as she does.
classes
teachers
the same + noun + as
100. 9-12 USING THE SAME, SIMILAR, DIFFERENT, LIKE,
ALIKE
(k) Her bike is like his bike.
(l) Her bike and his bike are alike.
noun + be like + noun
noun and noun + be alike
101. 9-12 USING THE SAME, SIMILAR, DIFFERENT, LIKE,
ALIKE
(m) That looks like my car.
It looks like snow.
This pillow feels like feathers.
Your perfume smells like spring.
This snake meat tastes like chicken.
You are acting like a child.
This seems like an interesting class.
verbs
(senses) like
102. 9-12 USING THE SAME, SIMILAR, DIFFERENT, LIKE,
ALIKE
(n) You and he look alike.
They think alike.
Those siblings sometimes act alike.
You and your brother talk alike.
Sometimes twins dress alike.
some
verbs alike
103. 9-12 LET’S PRACTICE
the same
different
similar
The little girls are playing dress-up.
Their outfits look _________.similar
104. 9-12 LET’S PRACTICE
Alligators and crocodiles look ________, but
they are really __________ animals.
alike
different
like
different
alike
105. 9-12 LET’S PRACTICE
These telephones may look __________,
but one can call _________ number as
the other.
different
the same
the same
different
similar