The document introduces Japanese verbs and how to use them in sentences. It provides examples of common verbs like "to go", "to do", "to watch", and explains the verb conjugation rule of adding "-masu" to indicate politeness. It also discusses how to indicate the subject/doer with "wa", direct objects with "o", and time with "ni" to form complete sentences like "Watashi wa asagohan o hachiji ni tabemasu" meaning "I eat breakfast at 8 o'clock." Word order flexibility in Japanese is also covered.
My very first PowerPoint presentation. Ever. This reported on The school didn't do PPT so my dad borrowed a projector from his office. Then I was told I relied on the ppt too much. Whoops!
A sense verb and verb pattern tutorial about the verbs 'to look', 'to taste', 'to smell', 'to sound' and 'to feel'. Unlike in other languages, these verbs are most commonly used in conjunction with adjectives and not adverbs. We also look at verb patterns with sense verbs, as very often both the simple and continuous form of the verb can be used, which causes the meaning to change very slightly.
My very first PowerPoint presentation. Ever. This reported on The school didn't do PPT so my dad borrowed a projector from his office. Then I was told I relied on the ppt too much. Whoops!
A sense verb and verb pattern tutorial about the verbs 'to look', 'to taste', 'to smell', 'to sound' and 'to feel'. Unlike in other languages, these verbs are most commonly used in conjunction with adjectives and not adverbs. We also look at verb patterns with sense verbs, as very often both the simple and continuous form of the verb can be used, which causes the meaning to change very slightly.
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
15. Some more verbs
• たべます – to eat
• のみます – to drink
• あいます – to meet
• とります – to take
• ねます – to sleep
• おきます – to wake up
• かきます – to write
• よみます – to read
• Can you come up with a mnemonic for each of the
above verbs to help you remember them?
16. ACTION WORDS (VERBS) RULE NO.2
Action Words (Verbs) must come
at the end of the sentence.
Also, remember to mark the doer (the
person who does the action) with は
は (‘wa’, not ‘ha’)is called topic marker
26. THEN HOW WOULD YOU ADD:
what you eat (e.g. breakfast)
what you drink(e.g. milk)
what you watch(e.g. movie)
N.B. These are called ‘Objects’
27. ADDING ‘OBJECTS’ TO A SENTENCE
Let’s check if you understand what the objects are.
Which words are objects in the following sentences?
I eat cakes.
I watch TV.
I drink cola.
28. OBJECTS MARKER を
Let’s check if you understand what are the objects.
Which words are objects in the following sentences:
I eat cakes.
I watch TV.
I drink cola.
29. DIRECT OBJECT MARKER を
To add Objects (what you eat, what you drink etc.) to a
sentence, you need to mark the direct object with を
(object marker)
NOTE: To find out what a direct object of a sentence is, you
simply ask the question ‘What?’
E.g. I eat sushi.
Ask: I eat what?
Answer: Sushi.
Therefore the direct object is sushi and must be followed by
を.
わたしは すしを たべます。
30. OBJECTS MARKER を
I eat sushi.
わたしは すしを たべます。
I sushi eat
37. SAYING WHAT TIME YOU GET UP AND
SLEEP
• The verbs for get up is おきます and to sleep is ねま
す.
• Do you think these verbs have a direct object? Do
we use the particle を with these verbs?
• To say you get up/sleep at a certain time you say:
TIME に おきます / ねます .
E.g. ( わたしは ) 六じはんに おきます。
I 6:30 at wake up.
= I wake up at 6:30.
38. In Japanese, word order is flexible!
(unlike English)
So you can insert ‘time of the action
wherever you like as long as action
words (verbs) come at the end of the
sentence.
39. SO, YOU CAN SAY EITHER:
• I eat breakfast at 8 o’clock.
ぼくは 八時に あさごはんを たべます。
I at 8 o’clock breakfast eat
OR
八時に ぼくは あさごはんを たべます。
at 8 o’clock I breakfast eat
40. SUMMARY
• Verbs end with ‘ ます ’
• Verbs come at the end
• Doer is marked with ‘ は ’
• Objects needs to be marked with‘ を ’
• Time needs to be marked with‘ に ’
• Japanese word order is flexible
• Person は +Time に +Object を +Verb( ま
す)。