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The document provides information on using -ed and -ing adjectives in English. -ed adjectives are used to describe how people feel (tired, confused, etc.) while -ing adjectives describe things and situations (boring, confusing, etc.). Some adjectives can be both -ed and -ing depending on whether they are describing a person's state or an ongoing action/process. The document includes examples and exercises to practice using these adjective forms correctly.
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Adjectives ending in ed, -ing
The document discusses adjectives ending in -ed and -ing. Adjectives ending in -ed describe how people feel, such as "bored" or "tired." Adjectives ending in -ing describe things and situations, like "boring" or "confusing." It provides examples of common -ed and -ing adjectives and chooses the correct form to complete sentences describing feelings and experiences.
Participial Adjectives
This document discusses participial adjectives that describe feelings and end in "-ing" or "-ed". Adjectives like "boring" and "interesting" describe something that causes a feeling, while "-ed" adjectives like "bored" and "interested" describe the person or thing experiencing the feeling. It provides examples of how these types of adjectives are used and cautions that sometimes a person rather than an object can cause a feeling. Tables are included that list examples and provide practice identifying the correct adjective form based on whether something causes or experiences a feeling.
Participial Adjectives by Beth
The document discusses participial adjectives ending in -ed and -ing. It provides examples of word pairs where one adjective describes a feeling (-ed form) and the other describes something that would cause that feeling (-ing form). It explains that -ed adjectives describe how a person feels, while -ing adjectives describe personality, places, events, experiences. More examples of these types of adjective pairs are given to illustrate the difference.
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This document discusses -ed and -ing adjectives in English. It explains that -ed adjectives describe feelings or states, such as annoyed or tired. -Ing adjectives describe things or situations that cause feelings, such as amusing or frightening. The document provides examples of -ed and -ing adjectives and gives sentences where the reader must choose the correct form. It focuses on how the context determines whether to use an -ed or -ing adjective.
Ed and -ing
This document discusses participial adjectives ending in -ed and -ing. It explains that these words look like verbs but function as adjectives to describe nouns. It provides many examples of common -ed and -ing adjective pairs and explains that -ed adjectives describe how a person feels while -ing adjectives describe personality, places, events, or experiences. The document encourages practicing distinguishing between -ed and -ing forms through example sentences.
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Present and Past Participles as Adjectives
This document discusses present and past participles. It explains that present participles are formed with "-ing" and describe something, while past participles are formed with "-ed" or "-en" and describe how people feel. It provides examples of how participles can modify nouns and be used in comparisons. The document also gives examples of participles being used to describe feelings and situations. Finally, it includes some exercises asking the reader to identify the correct participle form.
-ed and -ing adjectives
This document discusses '-ed' and '-ing' adjectives in English. It explains that '-ed' adjectives are used to describe feelings, like being surprised, bored, or disappointed. '-Ing' adjectives describe things and situations, such as an interesting game or tiring trip. A table provides examples of adjectives that take both '-ed' and '-ing' forms and how they are used differently. The document encourages practice with '-ed' and '-ing' adjectives.
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Adjectives ending in ed, -ing
The document discusses adjectives ending in -ed and -ing. Adjectives ending in -ed describe how people feel, such as "bored" or "tired." Adjectives ending in -ing describe things and situations, like "boring" or "confusing." It provides examples of common -ed and -ing adjectives and chooses the correct form to complete sentences describing feelings and experiences.
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This document discusses participial adjectives that describe feelings and end in "-ing" or "-ed". Adjectives like "boring" and "interesting" describe something that causes a feeling, while "-ed" adjectives like "bored" and "interested" describe the person or thing experiencing the feeling. It provides examples of how these types of adjectives are used and cautions that sometimes a person rather than an object can cause a feeling. Tables are included that list examples and provide practice identifying the correct adjective form based on whether something causes or experiences a feeling.
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The document discusses participial adjectives ending in -ed and -ing. It provides examples of word pairs where one adjective describes a feeling (-ed form) and the other describes something that would cause that feeling (-ing form). It explains that -ed adjectives describe how a person feels, while -ing adjectives describe personality, places, events, experiences. More examples of these types of adjective pairs are given to illustrate the difference.
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This document discusses -ed and -ing adjectives in English. It explains that -ed adjectives describe feelings or states, such as annoyed or tired. -Ing adjectives describe things or situations that cause feelings, such as amusing or frightening. The document provides examples of -ed and -ing adjectives and gives sentences where the reader must choose the correct form. It focuses on how the context determines whether to use an -ed or -ing adjective.
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This document discusses participial adjectives ending in -ed and -ing. It explains that these words look like verbs but function as adjectives to describe nouns. It provides many examples of common -ed and -ing adjective pairs and explains that -ed adjectives describe how a person feels while -ing adjectives describe personality, places, events, or experiences. The document encourages practicing distinguishing between -ed and -ing forms through example sentences.
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The document provides vocabulary related to detective stories. It includes a matching activity with words like arrest, accuse, witness, etc. It also lists common objects found in detective stories like a torch, magnifying glass, fingerprints. The second part discusses suffixes like -ing and -ed and provides examples of how they are used to describe feelings and qualities.
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This document discusses present and past participles. It explains that present participles are formed with "-ing" and describe something, while past participles are formed with "-ed" or "-en" and describe how people feel. It provides examples of how participles can modify nouns and be used in comparisons. The document also gives examples of participles being used to describe feelings and situations. Finally, it includes some exercises asking the reader to identify the correct participle form.
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There is also a list of examples for both forms of adjectives.
E10 Mar3 2010
This document provides instructions and reviews content around fragments and the short story "The Tell-Tale Heart". It discusses turning fragments into complete sentences, types of fragments like added-detail and missing subject fragments, and applying literary elements to the story like point of view, setting, and characters. Students are assigned homework questions on "The Tell-Tale Heart" and to complete fragment review tests and an outline/draft of an essay for upcoming classes.
QUARTER 1 WEEK 4 ENGLISH 6.pptx
The document provides instruction on identifying the aspects of verbs. It discusses the four verb aspects: simple, perfect, progressive, and perfect progressive. Examples are given to practice identifying the tense and verb in sentences. The aspects are used to describe actions where the time is indefinite, as opposed to verb tenses which are used for actions at a definite time in the past, present or future. Identifying verb aspects and tenses helps improve grammatical skills.
Tika pradnyani 6 g - 3250 - it teaching media
The document provides teaching materials for 4th grade English lessons. It includes standards, indicators, competencies and exercises related to listening, speaking, reading and writing skills. The lessons cover topics like animals, personal pronouns and practicing dialogs. Exercises include matching pictures to words, filling in blanks, answering questions and reading comprehension activities. The overall document outlines an English lesson plan for elementary students focusing on basic vocabulary and language skills.
lecture12 .ppt
Here is the corrected version with the simple past and past continuous tenses:
When I was a university student about two years ago, I enrolled in a scuba diving course. My scuba diving teacher had a big surprise: I didn't know how to swim. In fact, I had a big fear of water. When I was a child, my parents tried to help me, so they made me take many swimming lessons. Although I tried hard, I didn't learn to swim. When I enrolled in the scuba diving course, I was still afraid of water. Everyday when I entered the swimming pool, I was battling my fear. Fortunately, my courage won every time. Finally, one day while I was practicing my dive
QUARTER 4 WEEK 1 ENGLISH.pptx
The document provides reading comprehension activities and passages for students. It includes a poem about a little kite learning to fly overcoming its fear. Students are asked questions about the poem and engage in group activities such as comparing the kite's traits before and after flying, acting out parts of the story, and sharing times they overcame fear. Another activity discusses prepositions and their uses. The document aims to teach students English skills like vocabulary through context clues and reading exercises.
Writing i-week-13.1-narrative-paragarph
The document provides information and guidelines about writing narrative paragraphs. It defines a narrative paragraph as a short story or description of an event that tells about a personal memory. It discusses what makes a good narrative topic and provides examples. It also outlines the typical parts and structure of a narrative paragraph, including a topic sentence, body sentences with details, and a concluding sentence. Additionally, it gives tips on using point of view, chronological order, and time transitions effectively in a narrative.
Kind of text
The document contains summaries of different types of texts in English including recount, narrative, descriptive, procedure, and news item texts.
For recount texts, it provides definitions, generic structures, examples and functions. Narrative texts are defined with their purpose and generic structures described. Descriptive texts have their definition, purpose, generic structure and language features outlined. Procedure texts explain their goal, requirements, steps and other features. Finally, it provides an example of a news item text summarizing the debut of a baby panda at the National Zoo in Washington DC.
I’m not interested in boring movies!
The document provides information about different movie genres and the participant's interests and opinions on movies. It then discusses participles used as adjectives, including past and present participles. Examples are given and statements are completed using participles. Finally, the document covers relative clauses, including who, which and that, and provides examples and exercises joining statements using relative clauses.
Essay writting tips
This document provides guidance on teaching narrative essay writing to students. It emphasizes the importance of essay flow without breaks in the story plot. Specific tips are provided, including employing the 5Ws and 1H technique to link sentences together logically. It also stresses including characters' emotions to add life to the essay. Multiple examples are used of a girl named Annie finding a cat stuck in a tree to demonstrate improving essay structure, vocabulary, and sentence variation over successive drafts. Keeping the same essay topic is recommended so students can compare and contrast their work to aid the learning process.
Names of words excellent
The document provides definitions and examples of common English idioms and phrases. It explains the meaning of sayings like "actions speak louder than words", "beggars can't be choosers", and "let bygones be bygones". Examples are given to illustrate how each idiom is used in context. The document also touches briefly on parts of speech, sentence structure, and types of literature.
Lesson 1 how others see me K-12
This document provides instructions for drawing a pig and interpreting different aspects of the drawing. It discusses how the orientation and number of legs can indicate whether someone is secure or insecure. The size of the ears shows how good of a listener someone is. It also includes lessons on self-perception and understanding how others see you. Students are given tasks to describe themselves and have their classmates describe them, then compare the descriptions.
Eng. 7 Q2 Lesson 1 how others see me
This document provides instructions for drawing a pig and interpreting different aspects of the drawing. It discusses how the orientation and number of legs can indicate whether the drawer is secure or insecure. The size of the ears shows how good of a listener one is. It also provides lessons on self-perception and understanding how others see you. Students are given tasks to describe themselves and have classmates describe them, then compare the descriptions. Questions are to be prepared about a assigned reading.
QUARTER 1 WEEK 2 ENGLISH 4 inkay_peralta.pptx
1. Androcles helped a lion by removing a thorn from its paw and binding the wound.
2. In return, the lion became friendly with Androcles and would allow him to feed it meat until it recovered fully.
3. Later, both Androcles and the lion were caught and sentenced to death, but when the lion was released upon Androcles, it recognized its friend and refused to harm him, surprising the king.
Angliski yazik 4kl_lapickaya_rus_ch2_2019
This document contains information about various animals and their characteristics according to the Guinness Book of Records. It provides facts about the biggest, fastest, longest, angriest, slowest, tallest, friendliest and noisiest animals. Some of the key facts mentioned are that blue whales are the biggest animals at 33 meters long and 150 tons, cheetahs are the fastest land animals running at 100 km/h, pythons are the longest snakes at 10 meters, and collies are the friendliest dogs. The document aims to inform readers about superlative animal attributes from the record book.
Nghi Nguyen Assignment 3
This lesson plan teaches third grade students about pronouns. It begins with defining pronouns as words that take the place of nouns. The lesson then covers the different types of pronouns such as subjective, objective, possessive, and indefinite pronouns. Examples are provided to illustrate how to use pronouns in sentences. The lesson concludes with several worksheet activities for students to practice identifying and using pronouns correctly in context.
Angliskaya mova 4kl_lapickaya_bel_ch2_2019
The document provides information about an English language textbook for students. It includes the table of contents which lists the units and lessons covered in the book. The units include topics like family pets, houses and flats, clothes, school subjects, and family holidays. It also includes details about the authors and reviewers of the textbook. The summary sentences are:
This document is about an English language textbook that covers various topics in units and lessons for students. It includes a table of contents listing units on family pets, homes, clothing, school subjects, and holidays. Details about the textbook's authors and reviewers are also provided.
English Grammar Lessons (Part 1)
This document contains several short English grammar exercises on topics such as opposites, gerunds vs infinitives, common mistakes with adverbs, articles, confusing word pairs, identifying adverbs, and the difference between each other/one another. Each exercise provides 2-5 multiple choice questions testing understanding of grammar rules, followed by the answers. The exercises cover basic grammar concepts and common errors or areas of confusion.
English week 4.pptx
1) The document describes a lesson plan for teaching a story to children. It includes activities like pre-reading vocabulary, reading the story aloud, asking discussion questions, and describing characters.
2) The lesson plan focuses on the story "The Little Red Hen" and includes activities where children act out sounds animals make in the story.
3) Later activities teach about sentence types like commands and exclamations through examples from the story.
English week 4.pptx
1. The document summarizes a lesson plan about teaching the story "The Little Red Hen" to elementary school students.
2. It includes activities like acting out animal sounds, sequencing events in the story, and describing characters.
3. The lesson also teaches about different types of sentences like commands and exclamations through activities with pictures.
Similar to Ing ed adjectives yo (20)
Ing ed adjectives yo
- 1. Describing What does he look like?
- 2. Describing people’s feelings 'My holiday was relaxing. I felt really relaxed.‘ ´-ed´ adjectives Adjectives that end in -ed are used to describe how people feel: 'He was surprised to find that he had been upgraded to first class.' 'I was confused by the findings of the report.' 'She felt tired after working hard all day.'
- 3. Describing things and places '-ing' adjectives Adjectives that end in -ing are used to describe things and situations. Compare these example sentences to the ones above: 'Being upgraded to first class is surprising.' ‘The findings of this report are confusing.' 'Working hard all day is tiring.'
- 4. Summarizing The dog barks It is a barking dog The dog barked It was a barking dog The dog frightens the cat. It is a frightening dog. The dog frightened the cat. It was a frightening dog. The problem confuses the It is a confusing problem. students. The students are confused by They are confused students. the problem. The story amused the children. It was an amusing story. The children were amused by the They were amused children. story. The class bores the students. It is a boring class. The students are bored by the They are bored students. class.
- 5. ed- adjectives / ing - adjectives bored boring confused confusing depressed depressing excited exciting frustrated frustrating frightened frightening satisfied satisfying shocked shocking
- 6. Choose the correct adjective Dogs often feel ___ during fireworks. frightening frightened The metro can be ___ the first time you use it. confusing confused Satoru was ___ to hear about the earthquake. shocking shocked I think that rainy days in winter are ___. depressed depressing She's ___ with doing the same thing every day. boring bored I was the most ___ person watching that film. exciting excited The meals at Immigrant's Cafe are ___. satisfying satisfied
- 7. But also…! Ed adjectives can express: Completed actions and states A long haired cat The potted flowers
- 8. …and… ing adjectives can also express: ongoing actions/process and functions The smiling face The falling leaves
- 9. Practice exercises http://www.ucl.ac.uk/internet- grammar/adjectiv/particip.htm http://esl.about.com/library/vocabulary/ blinged1.htm