Interrogatives confirmative.
•Download as PPT, PDF•
0 likes•319 views
This document discusses how to form interrogative sentences to get confirmation from others in a conversation. It explains that interrogatives are formed either by inverting the subject and auxiliary verb, such as "I am a boy" becoming "Am I a boy?", or by adding "do", "does", or "did" when there is no auxiliary verb, like "I work hard" becoming "Do I work hard?". The document also encourages visiting the YouTube channel "ayalasomayajula nageswar rao" for more videos on grammar.
Report
Share
Report
Share
Recommended
English 4 dlp 1 distinguishing rising and falling intonation opt
The document discusses distinguishing between rising and falling intonation when asking questions or making statements. It provides examples of questions that require a rising intonation, such as "Is your father a farmer?" and statements that require a falling intonation, such as "You are hungry." Students practice reading sentences and statements aloud, using the correct intonation based on whether the speaker is certain or doubtful about the content. Their performance is evaluated using a rubric.
Passive voice
This document discusses the passive voice in English. It defines the passive voice as emphasizing the recipient of the action rather than who performs the action. It then provides examples of forming the passive voice for simple present, past, future, perfect, and modal verbs. It also discusses forming the passive voice for continuous tenses using the appropriate form of "be" plus "being" plus the past participle. Special verbs that are often used in the passive voice like "know", "believe", and "think" are also discussed. The document concludes by noting that the passive voice is commonly used in newspapers, magazines, and television news to emphasize important information.
Language maría josé herrera and ana milena oliveros dec. 3th 2014
Four kinds of sentemces : examples and exercises.
Word ending with ED and ING: examples and exercises
Gerunds
Students will learn what gerunds and gerund phrases are, how to identify gerunds, and how these phrases can contribute interest to a sentence.
Possesive adjectives
This document introduces possessive adjectives. It explains that possessive adjectives are used to express possession over a noun and always need to be followed by a noun. It provides examples of possessive adjectives like "my", "your", "his", "her", "its", "our", and "their" followed by example sentences. The document also notes the difference between possessive adjectives and possessive pronouns, with possessive pronouns referring to a specific previously mentioned object. It includes an example of possessive adjectives in context and provides a link for the reader to practice exercises on this topic.
English ppt
This document discusses subject-verb agreement and provides examples. It defines the subject as the person, place, thing or idea doing or being something in a sentence. A subject can be singular, plural, or uncountable. It defines the verb as the word describing the action. Verbs can be singular or plural. The key rule is that subjects and verbs must agree in number - a singular subject takes a singular verb and a plural subject takes a plural verb.
Present Perfect vs Present Perfect Progressive
This document provides a review of the present perfect simple and present perfect continuous tenses in English. It discusses how the present perfect simple is used to talk about past actions without a specific time or ongoing states. Examples are given such as "I've already done that" and "Mary has had her dog since September." Time expressions that can be used with the present perfect simple are also outlined. The present perfect continuous is then explained as emphasizing the duration of past actions or states that may have finished but still affect the present, like "We've been walking around all day. That's why we're so tired." An exercise is provided to help practice these tenses, with answers given to allow for self-evaluation.
Disagreements with affirmative remarks.
The document discusses how to express disagreements in a positive manner in conversations. It explains that disagreements can be expressed using "No/Oh no + negative auxiliary" or "But" when disagreeing with an assumption, which may be expressed as a question. Examples are provided like "She sings well. No, she doesn't" and "Why did you give me a ring? But I didn't." The document also promotes subscribing to the YouTube channel "ayalasomayajula nageswar rao" for more videos on functional and usage grammar.
Recommended
English 4 dlp 1 distinguishing rising and falling intonation opt
The document discusses distinguishing between rising and falling intonation when asking questions or making statements. It provides examples of questions that require a rising intonation, such as "Is your father a farmer?" and statements that require a falling intonation, such as "You are hungry." Students practice reading sentences and statements aloud, using the correct intonation based on whether the speaker is certain or doubtful about the content. Their performance is evaluated using a rubric.
Passive voice
This document discusses the passive voice in English. It defines the passive voice as emphasizing the recipient of the action rather than who performs the action. It then provides examples of forming the passive voice for simple present, past, future, perfect, and modal verbs. It also discusses forming the passive voice for continuous tenses using the appropriate form of "be" plus "being" plus the past participle. Special verbs that are often used in the passive voice like "know", "believe", and "think" are also discussed. The document concludes by noting that the passive voice is commonly used in newspapers, magazines, and television news to emphasize important information.
Language maría josé herrera and ana milena oliveros dec. 3th 2014
Four kinds of sentemces : examples and exercises.
Word ending with ED and ING: examples and exercises
Gerunds
Students will learn what gerunds and gerund phrases are, how to identify gerunds, and how these phrases can contribute interest to a sentence.
Possesive adjectives
This document introduces possessive adjectives. It explains that possessive adjectives are used to express possession over a noun and always need to be followed by a noun. It provides examples of possessive adjectives like "my", "your", "his", "her", "its", "our", and "their" followed by example sentences. The document also notes the difference between possessive adjectives and possessive pronouns, with possessive pronouns referring to a specific previously mentioned object. It includes an example of possessive adjectives in context and provides a link for the reader to practice exercises on this topic.
English ppt
This document discusses subject-verb agreement and provides examples. It defines the subject as the person, place, thing or idea doing or being something in a sentence. A subject can be singular, plural, or uncountable. It defines the verb as the word describing the action. Verbs can be singular or plural. The key rule is that subjects and verbs must agree in number - a singular subject takes a singular verb and a plural subject takes a plural verb.
Present Perfect vs Present Perfect Progressive
This document provides a review of the present perfect simple and present perfect continuous tenses in English. It discusses how the present perfect simple is used to talk about past actions without a specific time or ongoing states. Examples are given such as "I've already done that" and "Mary has had her dog since September." Time expressions that can be used with the present perfect simple are also outlined. The present perfect continuous is then explained as emphasizing the duration of past actions or states that may have finished but still affect the present, like "We've been walking around all day. That's why we're so tired." An exercise is provided to help practice these tenses, with answers given to allow for self-evaluation.
Disagreements with affirmative remarks.
The document discusses how to express disagreements in a positive manner in conversations. It explains that disagreements can be expressed using "No/Oh no + negative auxiliary" or "But" when disagreeing with an assumption, which may be expressed as a question. Examples are provided like "She sings well. No, she doesn't" and "Why did you give me a ring? But I didn't." The document also promotes subscribing to the YouTube channel "ayalasomayajula nageswar rao" for more videos on functional and usage grammar.
Auxiliary verbs
An auxiliary verb is used to add functional or grammatical meaning to the main verb. Auxiliary verbs are function words that indicate things like tense, aspect, modality, voice, emphasis, etc. but do not have substantial meaning on their own. Common auxiliary verbs in English include be, do, have, will, can, may, must, shall, should, would, and others. Auxiliary verbs are used to form questions, negatives, passive voice, and different tenses like the present perfect.
All about english grammer and usage
The document discusses English grammar concepts including nouns, plural nouns, count vs. non-count nouns, possessive nouns, pronouns, verbs including "be" verbs and action verbs, adjectives including comparative and superlative forms, and adverbs. It provides examples and explanations of grammar rules and exceptions. It also includes exercises for the reader to identify parts of speech and correct verb errors in sentences.
Unit 2 verbs
Verbs are words that express actions or link subjects to adjectives or nouns. There are tests to identify verbs and determine if they are transitive, intransitive, or linking verbs. Transitive verbs act upon a direct object, while intransitive verbs do not take direct objects. Linking verbs link subjects to adjectives or nouns but do not act on anything. Phrasal verbs are combinations of verbs and other words that have a meaning different from the verb alone.
Passive Voice - Present and Past
This document provides an introduction to passive voice in Spanish. It explains that passive voice is commonly used in newspapers and news reports to emphasize the subject receiving the action rather than the actor. It presents the forms and uses of passive voice in both present and past tenses. Examples are given to illustrate active versus passive constructions. Readers are encouraged to practice identifying passive voice in Spanish news headlines and English news stories to reinforce their understanding of its uses in real-world contexts. Exercises are included for students to complete to assess their comprehension of the lesson.
Lp 6 (2014 03 23 01_23_33 utc)
The document provides a detailed lesson plan for a 6th grade English class on direct and indirect speech. The plan includes objectives, materials, procedures, evaluation, and agreement. The procedures section outlines teacher and student activities such as reviewing concepts, presenting examples of direct and indirect speech, discussing changes between the two forms, and having students practice converting direct speech to indirect speech.
ELA Presentation on Adverbs
This is the first of a series of Parts of Speech presentations that will be available to elementary school students.
Futuresimplewill 111209043640-phpapp02
This document discusses the use of the word "will" to talk about the future in English. It states that will is used in the same way for all personal pronouns such as I, you, he, she, it, we and they. It provides examples of affirmative, negative and interrogative sentences using will. It also lists other words and expressions that refer to future events, assumptions about the future, and different uses of will such as for spontaneous decisions, assumptions, promises and actions that cannot be influenced.
Futuresimplewill 111209043640-phpapp02
This document discusses the use of the word "will" to talk about the future in English. It states that will is used in the same way for all personal pronouns such as I, you, he, she, it, we and they. It then provides examples of affirmative, negative and interrogative sentences using will in its basic formula of subject + will + verb. Finally, it lists some common time expressions and assumptions used when referring to future events and gives examples of will expressing spontaneous decisions, assumptions, and unavoidable future actions.
Simple Past
1) The document discusses the simple past tense in English, which is used to narrate events that occurred at a specific time in the past.
2) It identifies the characteristics of the simple past tense, including that it indicates a completed action in the past and uses past tense verbs.
3) The document explains the differences between regular and irregular past tense verbs, and provides examples of affirmative, negative, and interrogative sentences in the simple past tense.
Main auxiliary verb
The document defines and provides examples of auxiliary verbs and modal auxiliary verbs in English. Auxiliary verbs like be, have, and do are used to form tenses, passive voice, questions, and tags. They do not have lexical meaning on their own. Modal auxiliary verbs like can, may, must are used to express meanings like certainty, possibility, suggestions, obligations, and ability. Both auxiliary verb types help convey grammatical and functional meaning along with the main verb.
2.sentence
The document discusses the key elements of sentences including subjects, predicates, and different types of sentences. It explains that a sentence must convey a complete thought with a capitalized first letter and ending punctuation. The four types of sentences are declarative, interrogative, imperative, and exclamatory. It also discusses sentence fragments, which do not express a complete thought, and run-on sentences, which have two or more unrelated thoughts without correct punctuation. The document provides examples and activities to identify sentences, fragments, and to correct run-on sentences.
Participle (1)
This document defines and provides examples of different types of participles in English grammar:
1. Present participles are formed with a verb plus "-ing" (e.g. walking, dancing).
2. Past participles are usually formed as the third principal part of a verb (e.g. walked, danced).
3. Perfect participles are formed with "having" plus the past participle (e.g. having walked).
Participial phrases using these different participles can function adjectivally or adverbially in sentences.
Modal verbs
This document provides a review of modal verbs in English. Modal verbs are used to express concepts like obligation, necessity, prohibition, preference, possibility, ability, and deduction. Key modal verbs and their uses are defined, including must, have to, need, may, might, could, shall, should, would, and better. Examples are given for how each modal verb is used, such as "I must finish this" to express obligation. The document emphasizes that verbs following modal verbs are always in their base form. It concludes by reminding the reader that modal verbs were previously covered and an exercise on this topic will be assigned as homework.
Outline sing xi smt 1 2020
This document contains an English lesson plan consisting of 3 chapters about asking people to do things, past and present verb tenses, and appreciating poems. The chapters provide learning objectives, grammar points, examples, and exercises for students to practice expressions, verb forms, analyzing poetic elements and structures. Key points covered include asking and advising expressions, imperative sentences, present perfect, past perfect and future perfect tenses, defining poems, analyzing stanzas and poetic devices. Conditional sentences using "if" are also discussed.
June 10th
This blog post from Alison Varela discusses infinitives and infinitive phrases. It provides examples of infinitives like "to sleep" and "to wash" and explains that an infinitive phrase contains an infinitive plus other words, like "to help the poor people of the world." The post lists verbs that are commonly followed by infinitives rather than gerunds and provides additional resources on infinitives and gerunds. It notes that infinitives and gerunds can sometimes be used interchangeably without changing meaning.
Question tag 04
To day, let us study how to add question tags if the main sentence has "Let us" or "Let him/her". If the main sentence starts with "Let us", then "shall we?" should be the question tag. If the main sentence starts with "Let him/her", then "will you?" should be the question tag. Visit us at "ayalasomayajula nageswar rao" for more videos on Functional & Usage Grammar and subscribe to our channel on YouTube.
Adverbs and its kind
Kenny thinks he is really cool. He modifies the verb "is" with the adverb "really" to emphasize how cool he thinks he is.
Gerunds
This document provides instruction on identifying and understanding the function of gerunds in sentences. It begins by defining gerunds as verbals that function as nouns and end in "-ing". Examples are then given of gerunds functioning as subjects, subject complements, direct objects, indirect objects, and objects of prepositions. Learners practice identifying gerunds and determining their function in various sentences through exercises. The document concludes with a review of gerund identification and function.
A 1.1 English For Very Beginners
This document is an English lesson for beginners. It teaches introducing yourself and others by name, spelling names, and stating what language you speak. Exercises have students practice these skills in dialogues. The alphabet and examples of names are also presented. Assignments require students to introduce themselves and their families or friends on video or online, stating names and languages spoken. The lesson aims to prepare students for practical conversations by focusing on pronunciation.
Passive voice 00 final ppt long class (2 hours)
Passive and active voice. Introduction. Interactive and easy lesson done to teach EFL teenagers.
This presentation shows step by step a whole 2 hour-class to teach passive voice. It is very interactive and gives all clues of what to show and when, links and attachements. It worked!!! (even with very "active" students :) !). I have made an extract of lots of ppts and info uploaded before by other colleagues (thank you for the support). This is an introduction.
Actividades de word 2010 1-1
Este documento proporciona instrucciones sobre las funciones básicas de Microsoft Word 2010, incluyendo cómo moverse por un documento, abrir y guardar archivos, seleccionar texto, aplicar formato de texto, agregar numeración y viñetas, agregar encabezados y pies de página, dividir páginas en columnas, y revisar la ortografía.
éTica, noveno segundo periodo,
Este documento presenta un plan de estudios para la unidad temática "Somos personas dignas" para el noveno grado. La unidad busca que los estudiantes reconozcan, relacionen y apliquen el concepto de dignidad a los demás, los animales y la naturaleza a través de lecturas, exposiciones, indagaciones e instrumentos de evaluación como autoevaluación y coevaluación.
More Related Content
What's hot
Auxiliary verbs
An auxiliary verb is used to add functional or grammatical meaning to the main verb. Auxiliary verbs are function words that indicate things like tense, aspect, modality, voice, emphasis, etc. but do not have substantial meaning on their own. Common auxiliary verbs in English include be, do, have, will, can, may, must, shall, should, would, and others. Auxiliary verbs are used to form questions, negatives, passive voice, and different tenses like the present perfect.
All about english grammer and usage
The document discusses English grammar concepts including nouns, plural nouns, count vs. non-count nouns, possessive nouns, pronouns, verbs including "be" verbs and action verbs, adjectives including comparative and superlative forms, and adverbs. It provides examples and explanations of grammar rules and exceptions. It also includes exercises for the reader to identify parts of speech and correct verb errors in sentences.
Unit 2 verbs
Verbs are words that express actions or link subjects to adjectives or nouns. There are tests to identify verbs and determine if they are transitive, intransitive, or linking verbs. Transitive verbs act upon a direct object, while intransitive verbs do not take direct objects. Linking verbs link subjects to adjectives or nouns but do not act on anything. Phrasal verbs are combinations of verbs and other words that have a meaning different from the verb alone.
Passive Voice - Present and Past
This document provides an introduction to passive voice in Spanish. It explains that passive voice is commonly used in newspapers and news reports to emphasize the subject receiving the action rather than the actor. It presents the forms and uses of passive voice in both present and past tenses. Examples are given to illustrate active versus passive constructions. Readers are encouraged to practice identifying passive voice in Spanish news headlines and English news stories to reinforce their understanding of its uses in real-world contexts. Exercises are included for students to complete to assess their comprehension of the lesson.
Lp 6 (2014 03 23 01_23_33 utc)
The document provides a detailed lesson plan for a 6th grade English class on direct and indirect speech. The plan includes objectives, materials, procedures, evaluation, and agreement. The procedures section outlines teacher and student activities such as reviewing concepts, presenting examples of direct and indirect speech, discussing changes between the two forms, and having students practice converting direct speech to indirect speech.
ELA Presentation on Adverbs
This is the first of a series of Parts of Speech presentations that will be available to elementary school students.
Futuresimplewill 111209043640-phpapp02
This document discusses the use of the word "will" to talk about the future in English. It states that will is used in the same way for all personal pronouns such as I, you, he, she, it, we and they. It provides examples of affirmative, negative and interrogative sentences using will. It also lists other words and expressions that refer to future events, assumptions about the future, and different uses of will such as for spontaneous decisions, assumptions, promises and actions that cannot be influenced.
Futuresimplewill 111209043640-phpapp02
This document discusses the use of the word "will" to talk about the future in English. It states that will is used in the same way for all personal pronouns such as I, you, he, she, it, we and they. It then provides examples of affirmative, negative and interrogative sentences using will in its basic formula of subject + will + verb. Finally, it lists some common time expressions and assumptions used when referring to future events and gives examples of will expressing spontaneous decisions, assumptions, and unavoidable future actions.
Simple Past
1) The document discusses the simple past tense in English, which is used to narrate events that occurred at a specific time in the past.
2) It identifies the characteristics of the simple past tense, including that it indicates a completed action in the past and uses past tense verbs.
3) The document explains the differences between regular and irregular past tense verbs, and provides examples of affirmative, negative, and interrogative sentences in the simple past tense.
Main auxiliary verb
The document defines and provides examples of auxiliary verbs and modal auxiliary verbs in English. Auxiliary verbs like be, have, and do are used to form tenses, passive voice, questions, and tags. They do not have lexical meaning on their own. Modal auxiliary verbs like can, may, must are used to express meanings like certainty, possibility, suggestions, obligations, and ability. Both auxiliary verb types help convey grammatical and functional meaning along with the main verb.
2.sentence
The document discusses the key elements of sentences including subjects, predicates, and different types of sentences. It explains that a sentence must convey a complete thought with a capitalized first letter and ending punctuation. The four types of sentences are declarative, interrogative, imperative, and exclamatory. It also discusses sentence fragments, which do not express a complete thought, and run-on sentences, which have two or more unrelated thoughts without correct punctuation. The document provides examples and activities to identify sentences, fragments, and to correct run-on sentences.
Participle (1)
This document defines and provides examples of different types of participles in English grammar:
1. Present participles are formed with a verb plus "-ing" (e.g. walking, dancing).
2. Past participles are usually formed as the third principal part of a verb (e.g. walked, danced).
3. Perfect participles are formed with "having" plus the past participle (e.g. having walked).
Participial phrases using these different participles can function adjectivally or adverbially in sentences.
Modal verbs
This document provides a review of modal verbs in English. Modal verbs are used to express concepts like obligation, necessity, prohibition, preference, possibility, ability, and deduction. Key modal verbs and their uses are defined, including must, have to, need, may, might, could, shall, should, would, and better. Examples are given for how each modal verb is used, such as "I must finish this" to express obligation. The document emphasizes that verbs following modal verbs are always in their base form. It concludes by reminding the reader that modal verbs were previously covered and an exercise on this topic will be assigned as homework.
Outline sing xi smt 1 2020
This document contains an English lesson plan consisting of 3 chapters about asking people to do things, past and present verb tenses, and appreciating poems. The chapters provide learning objectives, grammar points, examples, and exercises for students to practice expressions, verb forms, analyzing poetic elements and structures. Key points covered include asking and advising expressions, imperative sentences, present perfect, past perfect and future perfect tenses, defining poems, analyzing stanzas and poetic devices. Conditional sentences using "if" are also discussed.
June 10th
This blog post from Alison Varela discusses infinitives and infinitive phrases. It provides examples of infinitives like "to sleep" and "to wash" and explains that an infinitive phrase contains an infinitive plus other words, like "to help the poor people of the world." The post lists verbs that are commonly followed by infinitives rather than gerunds and provides additional resources on infinitives and gerunds. It notes that infinitives and gerunds can sometimes be used interchangeably without changing meaning.
Question tag 04
To day, let us study how to add question tags if the main sentence has "Let us" or "Let him/her". If the main sentence starts with "Let us", then "shall we?" should be the question tag. If the main sentence starts with "Let him/her", then "will you?" should be the question tag. Visit us at "ayalasomayajula nageswar rao" for more videos on Functional & Usage Grammar and subscribe to our channel on YouTube.
Adverbs and its kind
Kenny thinks he is really cool. He modifies the verb "is" with the adverb "really" to emphasize how cool he thinks he is.
Gerunds
This document provides instruction on identifying and understanding the function of gerunds in sentences. It begins by defining gerunds as verbals that function as nouns and end in "-ing". Examples are then given of gerunds functioning as subjects, subject complements, direct objects, indirect objects, and objects of prepositions. Learners practice identifying gerunds and determining their function in various sentences through exercises. The document concludes with a review of gerund identification and function.
A 1.1 English For Very Beginners
This document is an English lesson for beginners. It teaches introducing yourself and others by name, spelling names, and stating what language you speak. Exercises have students practice these skills in dialogues. The alphabet and examples of names are also presented. Assignments require students to introduce themselves and their families or friends on video or online, stating names and languages spoken. The lesson aims to prepare students for practical conversations by focusing on pronunciation.
Passive voice 00 final ppt long class (2 hours)
Passive and active voice. Introduction. Interactive and easy lesson done to teach EFL teenagers.
This presentation shows step by step a whole 2 hour-class to teach passive voice. It is very interactive and gives all clues of what to show and when, links and attachements. It worked!!! (even with very "active" students :) !). I have made an extract of lots of ppts and info uploaded before by other colleagues (thank you for the support). This is an introduction.
What's hot (20)
Viewers also liked
Actividades de word 2010 1-1
Este documento proporciona instrucciones sobre las funciones básicas de Microsoft Word 2010, incluyendo cómo moverse por un documento, abrir y guardar archivos, seleccionar texto, aplicar formato de texto, agregar numeración y viñetas, agregar encabezados y pies de página, dividir páginas en columnas, y revisar la ortografía.
éTica, noveno segundo periodo,
Este documento presenta un plan de estudios para la unidad temática "Somos personas dignas" para el noveno grado. La unidad busca que los estudiantes reconozcan, relacionen y apliquen el concepto de dignidad a los demás, los animales y la naturaleza a través de lecturas, exposiciones, indagaciones e instrumentos de evaluación como autoevaluación y coevaluación.
0900 0930-uksg connaway 08 april 2013
This document summarizes a presentation given by Lynn Silipigni Connaway at the UKSG 36th Annual Conference and Exhibition on April 9, 2013. The presentation discusses research on the information seeking behaviors of students and researchers in the current digital environment. It finds that students now begin research with search engines like Google rather than library resources and lose interest if the top search results don't provide useful information. Researchers also rely heavily on digital tools and resources rather than visiting libraries. The presentation recommends that libraries improve discovery tools, provide more full-text access online, and market resources to better connect with users' workflows in order to remain relevant in this changing information landscape.
Matt mahon uksg presentation
The document discusses the School of Advanced Study's use of Open Journal Systems to publish open access academic journals. It provides details on SAS-Space, their open access repository containing over 4,000 items and 54,000 downloads. It also describes two journals published through their Open Journal platform: Amicus Curiae, a legal journal with over 600 articles, and the new Journal of Human Rights in the Commonwealth. The presentation addresses benefits and challenges of open access publishing.
Arquitectura interna
Este documento describe las principales unidades funcionales de una computadora, incluyendo la memoria principal, la unidad central de proceso (CPU), y las líneas de comunicación. Explica que una computadora es una máquina digital y sincrónica que puede realizar cálculos numéricos y lógicos siguiendo instrucciones almacenadas en la memoria principal y comunicarse con el exterior a través de periféricos conectados por líneas de comunicación.
Viewers also liked (6)
Similar to Interrogatives confirmative.
Interrogatives informative - 03.
This document discusses how to frame interrogative sentences using "which". It explains that "which" is used to get information about both things and people. Examples are provided such as "Which is your book?" and "Which boy is your brother?". The document also notes that "what" can be used for things when there are more choices or possibilities, like "What is the longest river in the world?".
Adverbial clause
The document discusses different types of adverbial clauses. It defines adverbial clauses of condition as introducing "if, unless, whether, in case, supposing, that, provided that." It defines adverbial clauses of result or consequence using conjunctions like "so that, in order that, so...that and such...that." It defines adverbial clauses of manner using connectors like "as, as if, and as though." It also discusses adverbial clauses of comparison, manner or extent, concession or contrast, and proposition.
Difference between 'concerned and concerning'
The document discusses the difference between the words "concerning" and "concerned". It notes that "concerning" is a preposition meaning involving something, while "concerned" is an adjective meaning worried or feeling concern. Examples are provided to illustrate the proper usage of each word, such as "My father asked several questions concerning my future plans" and "I am very much concerned about the cause of the problem." The document concludes by providing contact information for additional grammar videos.
Present Tense.pdf
The document discusses the different types of present tenses in English grammar:
1) Present Simple Tense expresses habitual or repeated actions in the present. Examples include "Ram goes to school every day" and "The sun rises in the east."
2) Present Continuous Tense expresses actions happening now or around now. Examples are "Ram is doing his homework" and "I am waiting for the bus."
3) Present Perfect Tense expresses actions that started in the past and have relevance in the present. Examples include "Ram has finished his homework" and "I have known her for 5 years."
4) Present Perfect Continuous Tense expresses actions that started in the past and are still ongoing.
English Grammar Part 1
Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, butteachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.
Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children--we can all do grammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences--that isknowing aboutgrammar. And knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity
Students learn how to identify a part of speech, phrase, or function within a sentence, to include the following: action verbs, nouns, pronouns, subjects of verbs, compound verbs and subjects, adjectives, adverbs, prepositions, prepositional phrases, objects of prepositions, compound objects of prepositions, adjective prepositional phrases, question tags, adverbial prepositional phrases,Direct and Indirect Speech, prepositional phrases between subjects and verbs, adverbs modifying adjectives and other adverbs.
The series can be further described as follows:
• Instruction is system designed based on student performance goals
• Instruction is designed for self-paced, individualized, step-by-step learning
• Pretests and posttests are provided for each module with all work automatically graded
• Students receive immediate feedback of responses with scores
• Materials are formatted for easy access and use
• Students can login from school, home, or anywhere on the Internet
• Students learn concepts and experience the language at the same time
Interrogatives informative - 01
The document discusses how to frame interrogative sentences to get information from others in communication. It explains that "Wh" words like who, what, when, where, why and how are used to ask questions seeking information. Specifically, "who" is used to ask about the subject of a sentence, and "what" can be used to ask about either the subject or object as well as professions. Examples are provided to illustrate how to use these "Wh" words to transform statements into interrogative sentences that solicit information.
Interrogative informative - 05 - usage of 'when'
We use "when" in interrogatives to ask about the time or occasion of an event. Some examples are "When did you see him?" and "When can I meet you?". "When" can also be used as a conjunction to connect two clauses, such as "I loved mathematics when I was at school" and "Call me when you've finished." The document provides examples of using "when" in interrogatives and as a conjunction, and encourages visiting the YouTube channel "ayalasomayajula nageswar rao" for more videos on functional and usage grammar.
FUTURE INDEFINITE TENSE
This document provides a lesson on the future indefinite tense in English grammar. It defines the future indefinite tense as using will or shall with the first form of the verb to refer to actions that will take place in the future without specifying a definite time. The summary includes examples of sentence structures, usages, formation of negative and interrogative sentences in the future indefinite tense, and activities for students to practice converting sentences.
Connectors reason, cause & purpose - 04
The document discusses the usage of the connectors "in order that" and "so that" to introduce reasons, causes, or purposes. These connectors are followed by the subject and modal verb, differing from other connectors. Examples are given showing their use, such as "In order that he can buy a car he needs to save money." The difference between "in order that" and "in order to/in order for" is also explained.
Subject verb agreement
This document discusses subject-verb agreement in English grammar. It explains that the verb must match the subject in number, with singular verbs used for singular subjects and plural verbs for plural subjects. Some tricky cases are covered, such as compound subjects, collective nouns like "everybody", prepositional phrases, and questions. The key is to identify the subject and check that it agrees with the verb in number. Mastering subject-verb agreement is important for constructing grammatically correct sentences.
Subject verb agreement
This document discusses subject-verb agreement in English grammar. It explains that the verb must agree with the subject in number - singular verbs match singular subjects and plural verbs match plural subjects. There are some irregular verbs like "be", "have", and "do" that do not always follow this rule. Compound subjects joined by "and" take a plural verb, while those joined by "or" can take a singular or plural verb depending on the closest subject. Prepositional phrases and relative pronouns do not affect the number of the subject. Identifying the subject and verb is key to ensuring proper agreement.
Subject verb agreement
1) Subject-verb agreement refers to matching the number (singular or plural) of the subject with the verb.
2) Singular subjects take singular verbs that typically end in "s", while plural subjects take plural verbs that do not end in "s".
3) There are three irregular verbs - be, have, do - that have unique plural forms.
subject verb agreement(2).ppt
The document provides an overview of subject-verb agreement rules in English grammar. It explains that singular subjects take singular verbs while plural subjects take plural verbs. There are exceptions for irregular verbs like "be", "have", and "do". Compound subjects joined by "and" or "or" follow different rules. Prepositional phrases and questions can obscure the true subject. Identifying the subject and verb is key to ensuring proper agreement. The document provides tips and examples to help the reader understand and properly apply subject-verb agreement.
Subject verb agreement
تصميم عروض باور بوينت مجانية
للتواصل عبر الواتس اب
00966-560988372
#Free #PPT #Design #Services
#Whats #App 00966-560988372
ENGLISH GRAMMAR..pptx ENGLISH CLASS. NIVEL BASICO.
This document provides an overview of key concepts in English grammar, including:
- Present tense forms of the verb "to be" and their use with subjects.
- Demonstratives "this/these" and "that/those".
- Possessive adjectives like "my", "your", "his", etc. and possessive form with 's.
- Present continuous tense with subjects and verbs ending in "-ing".
- Modal verb "can" and its use for ability in affirmative, negative and question forms.
- Common English prepositions of place like "at", "on", "in".
Eng grammar, adverb
This document provides a lesson on adverbs for English class. It contains examples of adverbs modifying verbs like "walking slowly" and adjectives like "very happy." Students are asked questions to identify adverbs and practice forming sentences using adverbs. The learning objectives are to identify adverbs, make sentences with adverbs, use suitable adverbs, and write about a person using adverbs.
Language learning ppt
This document discusses language learning in India. It notes that English is considered a skill rather than a language in India. The mother tongue is usually the first language, while English is taught as a second language in schools. It outlines four steps to learning a language: listening, speaking, reading, and writing. It discusses both language instruction, which focuses on rules and memorization, and language acquisition, which involves exposure and meaningful communication. It provides examples of activities and exercises to help children acquire English, including avoiding metalanguage and introducing new words through themes.
273 helping verbs
The document discusses auxiliary verbs, also known as helping verbs. It lists common auxiliary verbs such as do/does/did, have/has/had, am/is/are/was/were, and modal verbs like can, could, will, must, may, might, should, and would. It provides examples of how these auxiliary verbs are used to form questions, negatives, and short answers in various tenses like the simple present and past, present and past progressive, and present and past perfect tenses. The document notes that sometimes verbs like am/is/are/was/were and have/has/had can be used as main verbs rather than auxiliary verbs. It also explains that modals are used
English parts of speech
This document provides an overview of parts of speech in English grammar. It begins by stating that every word in a sentence is a part of speech. It then lists and briefly defines the eight main parts of speech: nouns, pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, and interjections. The document provides examples and subcategories for several parts of speech. It concludes with exercises asking the reader to identify parts of speech in sample sentences.
English Grammar Part 2
Grammar is the structural foundation of our ability to express ourselves. The more we are aware of how it works, the more we can monitor the meaning and effectiveness of the way we and others use language. It can help foster precision, detect ambiguity, and exploit the richness of expression available in English. And it can help everyone--not only teachers of English, butteachers of anything, for all teaching is ultimately a matter of getting to grips with meaning.
Grammar is important because it is the language that makes it possible for us to talk about language. Grammar names the types of words and word groups that make up sentences not only in English but in any language. As human beings, we can put sentences together even as children--we can all dogrammar. But to be able to talk about how sentences are built, about the types of words and word groups that make up sentences--that isknowing aboutgrammar. And knowing about grammar offers a window into the human mind and into our amazingly complex mental capacity
Students learn how to identify a part of speech, phrase, or function within a sentence, to include the following: action verbs, nouns, pronouns, subjects of verbs, compound verbs and subjects, adjectives, adverbs, prepositions, prepositional phrases, objects of prepositions, compound objects of prepositions, adjective prepositional phrases, question tags, adverbial prepositional phrases,Direct and Indirect Speech, prepositional phrases between subjects and verbs, adverbs modifying adjectives and other adverbs.
The series can be further described as follows:
• Instruction is system designed based on student performance goals
• Instruction is designed for self-paced, individualized, step-by-step learning
• Pretests and posttests are provided for each module with all work automatically graded
• Students receive immediate feedback of responses with scores
• Materials are formatted for easy access and use
• Students can login from school, home, or anywhere on the Internet
• Students learn concepts and experience the language at the same time
Similar to Interrogatives confirmative. (20)
ENGLISH GRAMMAR..pptx ENGLISH CLASS. NIVEL BASICO.
ENGLISH GRAMMAR..pptx ENGLISH CLASS. NIVEL BASICO.
More from Sri Prakash Vidya Niketan
Question tag
This document discusses question tags in English grammar. Question tags are used to get information or confirmation and their form depends on whether the preceding statement is positive or negative. If the statement is positive, the question tag is negative, and vice versa. Examples of dialogues are provided to demonstrate the usage of question tags. The document also provides exercises for readers to practice adding question tags to given statements.
Preposition of time and place
This document provides examples and explanations for the proper use of prepositions of time and place in English grammar. It discusses using "on" for specific days, dates, and parts of the day where the day is named. It discusses using "in" for seasons, months, years, and periods of time. It also discusses using "at" to indicate exact times, meal times, parts of the day, ages, and an object's settled position. The document concludes with practice examples filling in blanks with "on," "in," and "at" based on the rules and explanations provided.
Vocabulary
This document discusses vocabulary words and the formation of nouns using the suffix "-ness". It provides examples of adjectives like "quick", "swift", "curious", "free", "lonely", "heavy", and "precious" that can form nouns with the addition of "-ness", such as "quickness", "swiftness", "curiousness", "freeness", "loneliness", "heaviness", and "preciousness". Several sentences are given using these nouns to demonstrate their meaning and usage.
Phrasal verbs
The document defines and provides examples for several common phrasal verbs:
Take out means to remove something from inside, such as taking belongings from a room or taking a snake out of a box. Set up means to arrange for something, like setting up blockades, a TV, or a meeting. Take off means to remove, whether shoes, a coat, or a plane taking flight. Lie down means to rest or take a nap, such as lying down after lunch or on a sofa. Take time off refers to taking time away for something, like taking leave from work for health reasons or attending cultural programs. Look into means to observe or examine closely, like looking into a matter, possibilities, or an issue
Vocabulary
This document contains vocabulary words and definitions for students in Class IX AP State Syllabus. It includes choosing the correct meaning of underlined words and using linkers to complete a story. The story is about a young doctor living in a village who tells his friends about an encounter with a cobra in his room one hot summer night. While admiring himself in a mirror, a snake lands on his shoulder but is distracted and does not bite him when it turns to admire its own reflection in the mirror.
How to express two actions in the past.
This document discusses how to express two past actions using the past perfect and simple past tenses. It provides examples of sentences using each tense to show that the past perfect is used for actions that occurred earlier, while the simple past is used for actions that occurred later or simultaneously. It then gives sentence pairs and shows how to combine them using the past perfect and simple past tenses to indicate the order of events.
Noun phrase
This document provides information about noun phrases. It defines a noun phrase as a group of words that functions like a noun, either as the subject or object of a sentence. Examples of noun phrases given include "a bald middle-aged man walking in through the gate" and "in his office car". The document also discusses noun phrases in apposition, which provide extra identifying information about a noun, such as "Vimala, District Collector Nambiar's eldest daughter". Students are provided exercises to identify noun phrases and rewrite sentences using noun phrases in apposition.
Grammar adjectives.
This document provides an overview of adjectives and the three degrees of adjectives: positive, comparative, and superlative. It explains that short adjectives take "er" and "est" to form the comparative and superlative degrees, while adjectives with two or more syllables take "more" and "most." Examples are provided like "quiet," "sweet," and "tall." It also notes that some adjectives are irregular and do not follow the typical patterns, such as "good," "bad," "far," and "many." The document concludes with thanking the reader for watching.
Adverbs of frequency
This document discusses adverbs of frequency in English grammar. It provides examples of common adverbs of frequency like always, often, sometimes, seldom and never. It then provides two passages and asks the reader to underline the adverbs of frequency in each. Finally, it provides a conversation between two friends, Murthy and Krishna, and asks the reader to fill in the blanks with appropriate adverbs of frequency. The document is teaching students about adverbs of frequency and providing practice identifying them in passages.
Degrees of comparison 02
This document provides information about 10 students in 6th class including their names, ages, heights, and weights. It then lists 20 sentences that make comparisons between the students' attributes, such as stating that Harini is as tall as Raghava, Seshagiri is older than Harini, and Gopi is the youngest and lightest student in the group. Examples are provided of sentences comparing the students' ages, heights, and weights using terms like older, younger, taller, shorter, heavier, and lighter.
Degrees of comparison (to compare two things)
The document discusses comparative adjectives and their positive, comparative, and superlative forms. It provides examples of sentences comparing two things using adjectives like big, small, dark, near, lovely, and melodious. The examples compare an elephant to a donkey, houses to a school, pencils, a bedroom to a hall, rose and jasmine flowers, and a nightingale's singing to a cuckoo's. Both affirmative and negative comparative sentences are given to illustrate the use of the forms.
How to identify an adjective in a sentence 02
The document discusses identifying adjectives in sentences. It provides examples of words with common suffixes like -ous, -al, -y, and -ing that are used to form adjectives from other words. These include melodious, musical, dangerous, and curious. It also explains that present participles of verbs like swimming, singing, waiting, helping, visiting and growing can be used as adjectives.
How to identify an adjective
This document provides instructions on how to identify adjectives in sentences. It explains that adjectives usually come before nouns and modify them. Some common adjectives can also come after nouns when used with words like "first" or "only". Adjectives can also follow linking verbs. The document lists intensifiers that can be used with adjectives to add emphasis. It also discusses the three degrees of comparison for adjectives: positive, comparative, and superlative. Examples of adjectives from passages are underlined and their other forms of comparison are provided.
ఏ ఏ సందర్బాలలో ఇంగ్లీష్ లో ‘Say’ ‘tell’ ఉపయోగించాలి.
- The words 'say' and 'tell' are used differently in English.
- 'Say' is used to express something directly to someone without using a personal pronoun. 'My father said that he was busy.'
- 'Tell' is used to express something to someone and includes a personal pronoun. 'My father told me that he was busy.'
- 'Say' is generally used for direct speech while 'tell' is used for orders, advice or instructions given to someone.
According to
The document discusses the meaning and usage of the phrase "according to" in different languages and contexts. "According to" means "के अनुसार" or "के अनुरूप" in Hindi and "ప్రకారంగా" or "విధంగా" in Telugu. Some examples provided are: acting according to wishes; carrying out actions according to boss's orders; performing experiments according to instructions in a manual; a project going according to plan and being completed on time; and a child following according to their parents' actions.
Connectors
The document analyzes four sentences that express cause and effect relationships. It explains that sentences (a), (b), (c), and (d) are examples of compound and complex sentences. Sentence (a) is a compound sentence because it joins two independent clauses with the coordinating conjunction "so". Sentences (b), (c), and (d) are complex sentences because they join two clauses using the subordinating conjunctions "as", "because", and "now that" respectively. The document also provides rules for converting sentences between compound and complex types.
When to use_“whether_”
This document discusses the proper usage of the word "whether" in different situations:
1) "Whether" is used with an infinitive when the clause includes "to" plus the base form of a verb, such as "to go" or "to stay".
2) "Whether" is used after a preposition when the clause includes a preposition followed by the choice.
3) "Whether" is used when the clause begins with the word "whether".
4) "Whether" is used when followed by "or not" to indicate a choice between two options.
How to identify a noun in a sentence
Nouns can be identified in sentences based on certain rules:
1. Nouns are often followed by articles like "a", "an", or "the".
2. Nouns may also be followed by prepositions.
3. Quantifiers like numbers or terms indicating amount can follow nouns.
4. Phrases can be formed with an article, adjective, and noun.
5. Countable nouns have plural forms while uncountable nouns do not but take determiners.
When should we use “make”
The document discusses different ways to use the verb "make" in English. Some examples given include: to make a decision, to make money, to make a plan, to make an effort, to make a request, to make a mistake, to make a discovery, to make a fortune, to make a noise, and to make an offer. The document is a lesson on using "make" and provides examples of its usage in different contexts to convey actions or outcomes.
More from Sri Prakash Vidya Niketan (20)
ఏ ఏ సందర్బాలలో ఇంగ్లీష్ లో ‘Say’ ‘tell’ ఉపయోగించాలి.
ఏ ఏ సందర్బాలలో ఇంగ్లీష్ లో ‘Say’ ‘tell’ ఉపయోగించాలి.
Interrogatives confirmative.
- 1. Interrogatives – Confirmative. Voiced & Compiled by Nageswar Rao. A English Teacher Courtesy Mr. K. V. Madhusudan Resource Person (English) 04/09/13 anr.tuni@gmail.com
- 2. In this lesson let us learn how to frame an interrogative sentence, in order to get confirmation as it is necessary to continue our communication with others. a) Inversion of auxiliary verb: I am a boy. Am I a boy? You are Gopal. Are you Gopal? You have done your work. Have you done your work? Rahul can swim. Can Rahul swim? They will be here soon. Will they be here soon? You have got a car. Have you got a car? She is singing. Is she singing? 04/09/13 anr.tuni@gmail.com
- 3. In simple present and simple past we do not have auxiliary verbs. To form a question we add ‘do’; ‘does’ and ‘did’ according to the tense and number. I work hard. Do I work hard. Mahesh goes to school. Does Mahesh go to school. She gets up early. Does she get up early? I worked hard. Did I work hard? Mahesh went to school. Did Mahesh go to school? You had your dinner. Did you have your dinner? 04/09/13 anr.tuni@gmail.com
- 4. Visit us at “ayalasomayajula nageswar rao” For More videos on Functional & Usage Grammar. Subscribe to our channel on You Tube 04/09/13 anr.tuni@gmail.com