The document provides information about gerunds and infinitives in English grammar. It defines gerunds as verb forms ending in "ing" that function as nouns. Infinitives are verb forms preceded by "to" that can function as nouns, adjectives, or adverbs. Some key points include: certain verbs are commonly followed by gerunds or infinitives; gerunds can be subjects or objects in sentences; and a few verbs can take either a gerund or infinitive without changing the sentence's meaning. Examples are provided to illustrate proper usage of gerunds and infinitives.
This document provides an overview of different types of pronouns in English including subject pronouns, object pronouns, possessive pronouns, and possessive adjectives. It defines each type of pronoun and provides examples to illustrate their usage. The document concludes with practice questions to help readers identify the different pronoun types in sample sentences.
The document discusses different types of pronouns in English including subject pronouns, object pronouns, possessive pronouns, and possessive adjectives. It provides examples for each type and a practice section where students identify which type of pronoun is being used in sample sentences. The key information covered includes defining characteristics of each pronoun type and example sentences to illustrate proper usage.
The document discusses skimming and scanning as reading strategies. Skimming involves quickly reading a text to get the general idea, while scanning means quickly finding specific information. Some techniques for skimming include reading the title, subtitles, and last paragraph. Scanning techniques involve looking for keywords, dates, numbers, and reading questions closely. Both strategies can be used when reading articles, schedules, recipes and other materials.
The document discusses the five main types of adverbs in English: adverbs of time, manner, degree, frequency, and place. It provides examples of each type using sentences from a paragraph about a family moving to Manitoba. It then analyzes which type of adverb is used in each of 13 additional sentences through an interactive exercise. The types are defined and examples are given to illustrate how adverbs modify verbs, adjectives, and other adverbs.
The document discusses the five main types of adverbs in English: adverbs of time, manner, degree, frequency, and place. It provides examples of each type using sentences from a paragraph about a family moving to Manitoba. It then analyzes which type of adverb is used in each of 13 additional sentences through an interactive exercise. The types are defined and examples are given to illustrate how adverbs modify verbs, adjectives, and other adverbs.
This document provides information about using the modal verbs "can" and "could" in English. It discusses when to use "can" versus "could", including for talking about abilities in the present or past, possibilities, requests, and offers of help. Examples are given for different uses. The last sections provide practice identifying whether sentences discuss abilities, possibilities, requests, offers, or permissions and whether they refer to the past, present or future.
This document provides information on run-on sentences and how to fix them. It defines a run-on sentence as two or more independent clauses joined together without proper punctuation or conjunctions. It then discusses the three main ways to fix run-on sentences: 1) separate the clauses with a period to make two complete sentences, 2) join the clauses with a coordinating conjunction, or 3) use a comma followed by a coordinating conjunction. The document provides examples of each method and practices identifying and correcting run-on sentences. It concludes by summarizing the key ways to fix run-on sentences in 3 sentences or less.
The document provides information about gerunds and infinitives in English grammar. It defines gerunds as verb forms ending in "ing" that function as nouns. Infinitives are verb forms preceded by "to" that can function as nouns, adjectives, or adverbs. Some key points include: certain verbs are commonly followed by gerunds or infinitives; gerunds can be subjects or objects in sentences; and a few verbs can take either a gerund or infinitive without changing the sentence's meaning. Examples are provided to illustrate proper usage of gerunds and infinitives.
This document provides an overview of different types of pronouns in English including subject pronouns, object pronouns, possessive pronouns, and possessive adjectives. It defines each type of pronoun and provides examples to illustrate their usage. The document concludes with practice questions to help readers identify the different pronoun types in sample sentences.
The document discusses different types of pronouns in English including subject pronouns, object pronouns, possessive pronouns, and possessive adjectives. It provides examples for each type and a practice section where students identify which type of pronoun is being used in sample sentences. The key information covered includes defining characteristics of each pronoun type and example sentences to illustrate proper usage.
The document discusses skimming and scanning as reading strategies. Skimming involves quickly reading a text to get the general idea, while scanning means quickly finding specific information. Some techniques for skimming include reading the title, subtitles, and last paragraph. Scanning techniques involve looking for keywords, dates, numbers, and reading questions closely. Both strategies can be used when reading articles, schedules, recipes and other materials.
The document discusses the five main types of adverbs in English: adverbs of time, manner, degree, frequency, and place. It provides examples of each type using sentences from a paragraph about a family moving to Manitoba. It then analyzes which type of adverb is used in each of 13 additional sentences through an interactive exercise. The types are defined and examples are given to illustrate how adverbs modify verbs, adjectives, and other adverbs.
The document discusses the five main types of adverbs in English: adverbs of time, manner, degree, frequency, and place. It provides examples of each type using sentences from a paragraph about a family moving to Manitoba. It then analyzes which type of adverb is used in each of 13 additional sentences through an interactive exercise. The types are defined and examples are given to illustrate how adverbs modify verbs, adjectives, and other adverbs.
This document provides information about using the modal verbs "can" and "could" in English. It discusses when to use "can" versus "could", including for talking about abilities in the present or past, possibilities, requests, and offers of help. Examples are given for different uses. The last sections provide practice identifying whether sentences discuss abilities, possibilities, requests, offers, or permissions and whether they refer to the past, present or future.
This document provides information on run-on sentences and how to fix them. It defines a run-on sentence as two or more independent clauses joined together without proper punctuation or conjunctions. It then discusses the three main ways to fix run-on sentences: 1) separate the clauses with a period to make two complete sentences, 2) join the clauses with a coordinating conjunction, or 3) use a comma followed by a coordinating conjunction. The document provides examples of each method and practices identifying and correcting run-on sentences. It concludes by summarizing the key ways to fix run-on sentences in 3 sentences or less.
This document appears to be notes from an English language class about quantifiers and countable/uncountable nouns. It begins by welcoming students to the class and emphasizing a zero tolerance policy for discrimination. It then reviews what countable and uncountable nouns are, providing examples of each. It discusses quantifiers that indicate amounts of countable or uncountable nouns like "many", "much", "a little". It provides examples of nouns that can be both countable and uncountable depending on context. The document also covers partitives, quantifiers that can be used with both types of nouns, and the use of quantifiers with "of".
This document appears to be notes from an English language class about quantifiers and countable/uncountable nouns. It begins by welcoming students to the class and emphasizing a zero tolerance policy for discrimination. It then reviews what countable and uncountable nouns are, providing examples of each. It discusses quantifiers that indicate amounts of countable or uncountable nouns like "many", "much", "a little". It provides examples of nouns that can be both countable and uncountable depending on context. The document also covers partitives, quantifiers that can be used with both types of nouns, and the use of quantifiers with "of".
This document provides information and examples about prepositions and prepositional verbs. It begins by defining prepositions as words that describe relationships between persons, objects, and locations. Examples are provided of common prepositions like "under", "at", and "to". The document then discusses prepositional verbs, which are verbs combined with a preposition that do not typically change the verb's meaning. Rules and examples are given for identifying and using prepositional verbs correctly in sentences. The purpose is to help readers understand and identify prepositions and prepositional verbs.
The document discusses infinitive phrases, including what an infinitive verb is, what a complement is, and examples of infinitive phrases being used as subjects and objects in sentences. It provides examples of identifying the infinitive verb and complement in sentences. It then gives a practice section where the reader identifies the infinitive phrase in different sentences by determining if it is the subject or object. This allows the reader to practice recognizing infinitive phrases and their use in sentences.
The document discusses run-on sentences and how to fix them. It explains that a run-on sentence contains two or more independent clauses joined together without proper punctuation or conjunctions. Run-on sentences can be fixed by using (1) a period to separate the clauses into separate sentences, (2) a coordinating conjunction like "and" or "but" to join the clauses, or (3) a comma followed by a coordinating conjunction, though the comma is optional. Several examples of run-on sentences are provided and corrected.
The document discusses the rules for using definite and indefinite articles in English. It explains that the indefinite article "a/an" is used when referring to something in a general sense or when the identity is unknown, while the definite article "the" is used when referring to something specific or already mentioned. The document provides numerous examples and exercises to illustrate the differences between definite and indefinite article usage.
The document discusses quantifiers in English. It begins by defining countable and uncountable nouns. It then explains that quantifiers indicate amounts of nouns and lists examples like "many", "much", "a few". The document discusses which quantifiers can be used with countable versus uncountable nouns. It also provides examples of nouns that can be used with different quantifiers. Finally, it gives practice exercises on choosing the correct quantifier in sentences.
This document discusses the differences between -ed and -ing adjective endings. It provides examples of words with each ending and their meanings. -Ed endings describe how someone feels about something, like "tired" or "bored." -Ing endings describe what causes the feeling, like "boring" or "frightening." The document tests readers with sentences using words with these endings and identifies the correct form. It emphasizes that -ed describes a feeling and -ing describes what causes the feeling.
This document is a presentation on adverbs of time and place. It defines adverbs as words that modify verbs, adjectives, and other adverbs. It then discusses the five main types of adverbs and focuses on two types - adverbs of time and adverbs of place. Adverbs of time indicate when an action occurred, how long, or how often. Adverbs of place specify where an action takes place. The presentation provides examples and exercises for identifying and using adverbs of time and place correctly in sentences.
This document outlines a lesson on the "be" verb in English. It begins with an introduction and welcome. It then discusses the forms and tenses of the "be" verb, including examples. It also covers using the "be" verb for small talk conversations and provides sample dialogues. Homework is assigned to practice using the "be" verb to describe oneself. The lesson aims to help English language learners better understand and use this important irregular verb.
The document discusses prepositional verbs. It begins by defining prepositions and prepositional verbs. It notes that prepositional verbs have the same meaning as the regular verb. It provides rules for prepositional verbs - they do not typically change the verb's meaning, can sometimes be separated, and are used in the middle or at the end of sentences. Examples are provided to illustrate these rules. The document concludes by providing practice matching prepositional verbs to their meanings and filling in blanks with prepositional verbs.
The document discusses the difference between using "bring" and "take" in sentences. It explains that "bring" is used to refer to movement toward someone or something, while "take" refers to movement away from someone or something. Several examples are provided to illustrate this distinction. A quiz with multiple choice questions then tests the reader on choosing the correct word to use in different scenarios.
The document discusses intonation and its importance in communication. It defines intonation as the rising or falling of voice pitch across phrases and sentences. The document notes that intonation conveys meaning and emotion. It provides examples of using rising intonation for yes/no questions and surprise, and falling intonation to indicate choices or when listing items. The document concludes with a review of intonation and when to use rising and falling intonation.
The document is a lesson on coordinating conjunctions and their function. It defines FANBOYS as an acronym for the coordinating conjunctions for, and, nor, but, or, yet, and so. It provides examples of how each conjunction is used to join independent clauses. The lesson then provides exercises where students practice adding the appropriate conjunction to join sentences. The high-level purpose is to teach students about coordinating conjunctions and how they are used to connect independent clauses.
The document provides instruction on forming wh-word questions in English. It discusses three main rules: 1) The wh-word goes at the beginning of the question. 2) If the wh-word is the subject, the word order is the same as a statement. 3) If the wh-word is not the subject, the word order is inverted and an auxiliary verb is needed. Examples are provided to illustrate each rule. Learners then practice forming questions based on statements and correcting incorrectly formed questions. The document aims to teach learners how to properly structure wh-word questions in English.
The document provides an overview of the uses and rules for commas. It discusses the three main uses of commas: 1) to separate items in a series, 2) to join two independent clauses, and 3) after introductory phrases or non-essential information. Examples are given for each use and practice sentences are provided for learners to insert commas correctly. Key points about commas are reinforced such as only using commas with FANBOYS conjunctions and the optional Oxford comma.
The document provides an overview of a lesson on compound structures:
- It reviews lesson two and introduces compound sentences and FANBOYS conjunctions.
- Students practice writing tips for conversations and identifying clauses, fragments, and compound sentences.
- The lesson defines independent clauses, simple sentences, and compound sentences. It discusses run-on sentences and how to correct them.
- Students are assigned homework to write tips for conversations following Canadian cultural norms.
The document discusses correlative conjunctions, which are conjunctions that work in pairs to join sentence fragments. It provides examples of common correlative conjunctions like either/or, neither/nor, both/and, whether/or, and not only/but also. It then presents practice sentences for the reader to identify which correlative conjunction is being used in each case. The document aims to teach the different types of correlative conjunctions and provide interactive practice identifying them.
The document discusses the differences between the modal verbs "could", "would", and "should". It explains that "could" is used to express possibilities, "would" is used to express hypothetical or unreal situations, and "should" is used to ask for or give advice. It provides examples of each modal verb in sentences. It then gives a practice section where the reader chooses which modal verb fits in sentence blanks. This allows the reader to apply their understanding of when to use could, would, and should.
This document provides an overview of a lesson on prepositions of direction. It defines prepositions of direction and provides examples like between, in front of, behind. The document gives practice identifying and using prepositions of direction in sentences describing locations. It also covers giving directions using words like walk, turn, and expressions like north, south, east, west.
This document appears to be notes from an English language class about quantifiers and countable/uncountable nouns. It begins by welcoming students to the class and emphasizing a zero tolerance policy for discrimination. It then reviews what countable and uncountable nouns are, providing examples of each. It discusses quantifiers that indicate amounts of countable or uncountable nouns like "many", "much", "a little". It provides examples of nouns that can be both countable and uncountable depending on context. The document also covers partitives, quantifiers that can be used with both types of nouns, and the use of quantifiers with "of".
This document appears to be notes from an English language class about quantifiers and countable/uncountable nouns. It begins by welcoming students to the class and emphasizing a zero tolerance policy for discrimination. It then reviews what countable and uncountable nouns are, providing examples of each. It discusses quantifiers that indicate amounts of countable or uncountable nouns like "many", "much", "a little". It provides examples of nouns that can be both countable and uncountable depending on context. The document also covers partitives, quantifiers that can be used with both types of nouns, and the use of quantifiers with "of".
This document provides information and examples about prepositions and prepositional verbs. It begins by defining prepositions as words that describe relationships between persons, objects, and locations. Examples are provided of common prepositions like "under", "at", and "to". The document then discusses prepositional verbs, which are verbs combined with a preposition that do not typically change the verb's meaning. Rules and examples are given for identifying and using prepositional verbs correctly in sentences. The purpose is to help readers understand and identify prepositions and prepositional verbs.
The document discusses infinitive phrases, including what an infinitive verb is, what a complement is, and examples of infinitive phrases being used as subjects and objects in sentences. It provides examples of identifying the infinitive verb and complement in sentences. It then gives a practice section where the reader identifies the infinitive phrase in different sentences by determining if it is the subject or object. This allows the reader to practice recognizing infinitive phrases and their use in sentences.
The document discusses run-on sentences and how to fix them. It explains that a run-on sentence contains two or more independent clauses joined together without proper punctuation or conjunctions. Run-on sentences can be fixed by using (1) a period to separate the clauses into separate sentences, (2) a coordinating conjunction like "and" or "but" to join the clauses, or (3) a comma followed by a coordinating conjunction, though the comma is optional. Several examples of run-on sentences are provided and corrected.
The document discusses the rules for using definite and indefinite articles in English. It explains that the indefinite article "a/an" is used when referring to something in a general sense or when the identity is unknown, while the definite article "the" is used when referring to something specific or already mentioned. The document provides numerous examples and exercises to illustrate the differences between definite and indefinite article usage.
The document discusses quantifiers in English. It begins by defining countable and uncountable nouns. It then explains that quantifiers indicate amounts of nouns and lists examples like "many", "much", "a few". The document discusses which quantifiers can be used with countable versus uncountable nouns. It also provides examples of nouns that can be used with different quantifiers. Finally, it gives practice exercises on choosing the correct quantifier in sentences.
This document discusses the differences between -ed and -ing adjective endings. It provides examples of words with each ending and their meanings. -Ed endings describe how someone feels about something, like "tired" or "bored." -Ing endings describe what causes the feeling, like "boring" or "frightening." The document tests readers with sentences using words with these endings and identifies the correct form. It emphasizes that -ed describes a feeling and -ing describes what causes the feeling.
This document is a presentation on adverbs of time and place. It defines adverbs as words that modify verbs, adjectives, and other adverbs. It then discusses the five main types of adverbs and focuses on two types - adverbs of time and adverbs of place. Adverbs of time indicate when an action occurred, how long, or how often. Adverbs of place specify where an action takes place. The presentation provides examples and exercises for identifying and using adverbs of time and place correctly in sentences.
This document outlines a lesson on the "be" verb in English. It begins with an introduction and welcome. It then discusses the forms and tenses of the "be" verb, including examples. It also covers using the "be" verb for small talk conversations and provides sample dialogues. Homework is assigned to practice using the "be" verb to describe oneself. The lesson aims to help English language learners better understand and use this important irregular verb.
The document discusses prepositional verbs. It begins by defining prepositions and prepositional verbs. It notes that prepositional verbs have the same meaning as the regular verb. It provides rules for prepositional verbs - they do not typically change the verb's meaning, can sometimes be separated, and are used in the middle or at the end of sentences. Examples are provided to illustrate these rules. The document concludes by providing practice matching prepositional verbs to their meanings and filling in blanks with prepositional verbs.
The document discusses the difference between using "bring" and "take" in sentences. It explains that "bring" is used to refer to movement toward someone or something, while "take" refers to movement away from someone or something. Several examples are provided to illustrate this distinction. A quiz with multiple choice questions then tests the reader on choosing the correct word to use in different scenarios.
The document discusses intonation and its importance in communication. It defines intonation as the rising or falling of voice pitch across phrases and sentences. The document notes that intonation conveys meaning and emotion. It provides examples of using rising intonation for yes/no questions and surprise, and falling intonation to indicate choices or when listing items. The document concludes with a review of intonation and when to use rising and falling intonation.
The document is a lesson on coordinating conjunctions and their function. It defines FANBOYS as an acronym for the coordinating conjunctions for, and, nor, but, or, yet, and so. It provides examples of how each conjunction is used to join independent clauses. The lesson then provides exercises where students practice adding the appropriate conjunction to join sentences. The high-level purpose is to teach students about coordinating conjunctions and how they are used to connect independent clauses.
The document provides instruction on forming wh-word questions in English. It discusses three main rules: 1) The wh-word goes at the beginning of the question. 2) If the wh-word is the subject, the word order is the same as a statement. 3) If the wh-word is not the subject, the word order is inverted and an auxiliary verb is needed. Examples are provided to illustrate each rule. Learners then practice forming questions based on statements and correcting incorrectly formed questions. The document aims to teach learners how to properly structure wh-word questions in English.
The document provides an overview of the uses and rules for commas. It discusses the three main uses of commas: 1) to separate items in a series, 2) to join two independent clauses, and 3) after introductory phrases or non-essential information. Examples are given for each use and practice sentences are provided for learners to insert commas correctly. Key points about commas are reinforced such as only using commas with FANBOYS conjunctions and the optional Oxford comma.
The document provides an overview of a lesson on compound structures:
- It reviews lesson two and introduces compound sentences and FANBOYS conjunctions.
- Students practice writing tips for conversations and identifying clauses, fragments, and compound sentences.
- The lesson defines independent clauses, simple sentences, and compound sentences. It discusses run-on sentences and how to correct them.
- Students are assigned homework to write tips for conversations following Canadian cultural norms.
The document discusses correlative conjunctions, which are conjunctions that work in pairs to join sentence fragments. It provides examples of common correlative conjunctions like either/or, neither/nor, both/and, whether/or, and not only/but also. It then presents practice sentences for the reader to identify which correlative conjunction is being used in each case. The document aims to teach the different types of correlative conjunctions and provide interactive practice identifying them.
The document discusses the differences between the modal verbs "could", "would", and "should". It explains that "could" is used to express possibilities, "would" is used to express hypothetical or unreal situations, and "should" is used to ask for or give advice. It provides examples of each modal verb in sentences. It then gives a practice section where the reader chooses which modal verb fits in sentence blanks. This allows the reader to apply their understanding of when to use could, would, and should.
This document provides an overview of a lesson on prepositions of direction. It defines prepositions of direction and provides examples like between, in front of, behind. The document gives practice identifying and using prepositions of direction in sentences describing locations. It also covers giving directions using words like walk, turn, and expressions like north, south, east, west.
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This document provides an overview of adverbs of manner in English. It begins by defining what an adverb is and gives examples of how adverbs modify verbs, adjectives, and other adverbs. It then discusses the five main types of adverbs, including adverbs of manner. Examples of common adverbs of manner like slowly, happily, and loudly are provided. The document provides exercises for learners to practice identifying and using adverbs of manner correctly in sentences. It concludes by announcing a language contest on social media to help learners improve their English.
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2. 2
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3. Warm-up: Solve the riddle.
3
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It has hands and a face but it can’t hold anything or smile.
4. Warm-up: Solve the riddle.
4
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It has hands and a face, but it can’t hold anything or smile.
A clock.
5. What is a Pronoun…?
A pronoun is a word that:
5
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6. What is a Pronoun…?
A pronoun is a word that takes the place
of a noun.
6
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7. Pronouns:
7
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Read the sentence.
1. Ilya made chocolate chip cookies.
She made chocolate chip cookies.
What if we didn’t know who made the cookies?
We can use an indefinite pronoun…
8. Indefinite Pronouns:
8
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What is an indefinite pronoun?
An indefinite pronoun:
• is a pronoun that refers to a person or a thing without
being specific. We use indefinite pronouns when we don’t
know who, or where, or what…
Examples:
Someone made chocolate chip cookies!
I need something to hold this window open.
9. Indefinite pronouns:
9
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Some common examples:
anybody everybody nobody somebody
anyone everyone no one someone
anything everything nothing something
10. Indefinite pronouns:
10
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The most common indefinite pronouns begin with these
quantifiers:
• any (anything, anybody, anywhere)
• some (something, somebody, somewhere)
• every (everything, everybody, everywhere)
• no (nothing, nobody, nowhere)
11. 11
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The Quantifiers:
Some is unspecified. As a pronoun, it means we don’t know the
specific person/place/thing. We use “some” often in positive sentences.
Someone has eaten the cookies.
There is something in the bag.
Any is unspecified. As a pronoun, it means one possibility out of many,
or it doesn’t matter who. We also use “any” in negative sentences.
Anyone can come to the party.
There isn’t anything in the bag.
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The Quantifiers:
No is easy! No is ZERO (0).
No one is home right now.
Every means all.
Everyone loves cookies.
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1. Indefinite pronouns
a) For people: we use pronouns ending in “body” or
“one”(nobody, somebody, anyone)
b) For things: we use pronouns ending in “thing”
(anything, something, nothing)
c) For places: we use pronouns ending in “where”
(anywhere, somewhere, nowhere)
14. 2. Indefinite Pronouns:
14
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We generally use a singular verb after an indefinite
pronoun.
Examples:
1. Everyone is coming to the party.
2. Something is making a noise in the basement.
15. 3. Indefinite Pronouns:
15
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When we refer back to an indefinite pronoun, we
normally use a plural pronoun:
Example:
Everybody enjoyed the concert. They all stood up and
clapped.
16. 4. Indefinite Pronouns:
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We use pronouns with no-, with positive clauses.
Example:
.
Nobody came.
(NOT Nobody didn't come.)
17. 5. Indefinite Pronouns:
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We do not use another negative in a clause with
nobody, no one or nothing:
Examples:
Nobody came. (NOT Nobody didn't come.)
Nothing happened. (NOT Nothing didn't happen.)
18. 6. Indefinite Pronouns:
18
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We can add 's to an indefinite pronoun to make a
possessive:
Examples:
They were staying in somebody's house.
Is this anybody's coat?
20. Fill in the blanks with an indefinite pronoun. More than
one answer may be correct.
20
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1. Does _______________ (anyone/anywhere) know the answer?
2. I rang the doorbell but __________(somebody/no one) answered.
21. Fill in the blanks with an indefinite pronoun. More than
one answer may be correct.
21
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1. Does _anyone__ (anyone/anywhere) know the answer?
2. I rang the doorbell but _no one_(somebody/no one) answered.
22. Fill in the blanks with an indefinite pronoun. More than
one answer may be correct.
22
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3. Where is ___________ (everybody/everything) going?
4. Did you hear _____________(anything/anyplace) I’ve just said?
23. Fill in the blanks with an indefinite pronoun. More than
one answer may be correct.
23
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3. Where is _everybody_ (everybody/everything) going?
4. Did you hear _anything_(anything/anyplace) I’ve just said?
24. Fill in the blanks with an indefinite pronoun. More than
one answer may be correct.
24
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5. There is ___________(nowhere/somewhere/anyone) in the world
I’d rather be.
6. ______________(anyone/everyone) is angry with me.
25. Fill in the blanks with an indefinite pronoun. More than
one answer may be correct.
25
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5. There is nowhere/somewhere (nowhere/somewhere/anyone)
in the world I’d rather be.
6. _Everyone___(anyone/everyone) is angry with me.
26. Fill in the blanks with an indefinite pronoun. More than
one answer may be correct.
26
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7. I haven’t got ________(nothing/anything) to say.
8. Could we go __________ (somewhere/everywhere) sunny?
27. Fill in the blanks with an indefinite pronoun. More than
one answer may be correct.
27
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7. I haven’t got anything (nothing/anything) to say.
8. Could we go somewhere (somewhere/everywhere) sunny?
28. Fill in the blanks with an indefinite pronoun. More than
one answer may be correct.
28
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9. _______________ (no one/everyone) doesn’t like Winter in
Manitoba.
10. ____________ (No one/everyone) loves Winter in Manitoba.
29. Fill in the blanks with an indefinite pronoun. More than
one answer may be correct.
29
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9. Everyone (No one/everyone) doesn’t like Winter in Manitoba.
10. No one/everyone (No one/everyone) loves Winter in
Manitoba.
30. More practice:
30
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https://elt.oup.com/student/solutions/int/grammar/grammar_08_0
22e?cc=ca&selLanguage=en
https://www.perfect-english-grammar.com/indefinite-pronouns-
exercise-1.html
31. For each riddle, find the indefinite pronouns and
try to guess the answer.
31
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1. You walk into a room carrying something. Glass
breaks, everybody screams and something dies.
What happened?
32. For each riddle, find the indefinite pronouns and
try to guess the answer.
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1. You walk into a room carrying something. Glass
breaks, everybody screams and something dies.
What happened?
You dropped a fish bowl.
33. For each riddle, find the indefinite pronouns and
try to guess the answer.
33
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2. What can you find here, there and everywhere?
34. For each riddle, find the indefinite pronouns and
try to guess the answer.
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2. What can you find here, there and everywhere?
The word “here”.
35. For each riddle, find the indefinite pronouns and
try to guess the answer.
35
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3. What flies around all day but doesn’t go anywhere?
36. For each riddle, find the indefinite pronouns and
try to guess the answer.
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3. What flies around all day but doesn’t go anywhere?
A flag.
37. For each riddle, find the indefinite pronouns and
try to guess the answer.
37
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4. Somebody’s mother has four sons. North, South and East. What is the name
of the fourth son?
38. For each riddle, find the indefinite pronouns and
try to guess the answer.
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4. Somebody’s mother has four sons. North, South and East. What is the name
of the fourth son?
Somebody.
39. For each riddle, find the indefinite pronouns and
try to guess the answer.
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5. Everyone has it but no one can lose it.
40. For each riddle, find the indefinite pronouns and
try to guess the answer.
40
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5. Everyone has it but no one can lose it.
A shadow.
41. For each riddle, find the indefinite pronouns and
try to guess the answer.
41
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6. It doesn’t belong to everyone, it belongs to you. But everybody uses it and
it doesn’t worry you.
42. For each riddle, find the indefinite pronouns and
try to guess the answer.
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6. It doesn’t belong to everyone, it belongs to you. But everybody uses it and
it doesn’t worry you.
Your name.
43. Look at the picture. Fill in the blanks with indefinite pronouns.
The woman looks sad. Maybe she fought
with …………….. or she wanted to have a
party and …………….. came.
Perhaps she failed an exam because she
didn’t know …………….., or a family member
fell ill and there is …………….. she can do.
43
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44. Look at the picture. Fill in the blanks with indefinite pronouns.
The woman looks sad. Maybe she fought
with someone or she wanted to have a
party and no one came.
Perhaps she failed an exam because she
didn’t know everything, or a family
member fell ill and there is nothing she
can do.
44
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45. Look at the picture. Fill in the blanks with indefinite pronouns.
Maybe she needs help but she can’t find
_____________ to help her, or she did
____________ silly and is embarrassed now.
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46. Look at the picture. Fill in the blanks with indefinite pronouns.
Maybe she needs help but she can’t find
anyone/someone to help her, or she did
something silly and is embarrassed now.
46
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47. Look at the picture. Make a sentence using an indefinite pronoun
about something happening in it.
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48. Look at the picture. Make a sentence using an indefinite pronoun
about something happening in it.
48
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49. Look at the picture. Make a sentence using an indefinite pronoun
about something happening in it.
49
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50. That’s Not My Job
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This is a story about four people named Everybody, Somebody, Anybody and
Nobody.
There was an important job to be done and Everybody was sure that Somebody
would do it. Anybody could have done it, but Nobody did it. Somebody got
angry about that, because it was Everybody's job. Everybody thought Anybody
could do it, but Nobody realized that Everybody wouldn't do it.
It ended up that Everybody blamed Somebody when Nobody did what
Anybody could have done.
51. Sources:
51
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
https://pixabay.com/photos/books-study-literature-learn-stack-2158737/ shared under CC0
https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
https://www.ef.com/ca/english-resources/english-grammar/indefinite-pronouns/
https://promova.com/english-grammar/indefinite-pronouns-in-english
https://www.grammar-monster.com/glossary/indefinite_pronoun.htm
https://learnenglish.britishcouncil.org/grammar/english-grammar-reference/indefinite-pronouns
https://www.ef.com/ca/english-resources/english-grammar/indefinite-pronouns/
https://www.englishclub.com/grammar/pronouns-notmyjob.php
https://eslbrains.com/wp-content/uploads/2021/11/ESL-Brains-Everyone-has-it-but-no-one-can-
lose-it-indefinite-pronouns-SV-1269.pdf
53. Your Homework is…
53
For each sentence, identify the indefinite pronoun.
Complete the sentences so they are true for you.
a) Nobody in my family gets up…
b) I don’t know anybody who speaks…
c) Today, I have eaten something…
d) Everybody in my family likes watching…
e) I know somebody who went…
f) Nothing on my desk is…
g) This week, I haven’t been anywhere…
54. HOMEWORK – The Details
1. Submit your homework to Lori on Skype: live:loramoren
2. I will correct your homework and offer feedback.
55. Language Contest
Want to learn more expressions, Canadian cultural
references and idioms?
Check English Online’s Facebook and Instagram
pages and take the challenge
of our Language Contest every
other Thursday!
You can win EO personalized
prizes and improve your English
skills one idiom at a time!