A great e-book to help develop your basic English language skills, especially if you are a student, working professional, job-seeker.
This e-book covers the following important topics:
- Parts of speech.
- Punctuation.
- Commonly confused words and phrases.
- Tips for filling in a college registration form.
- Learning how to summarise.
- Tips for completing written assignments.
- How to answer exam questions.
- How to write a cover letter when applying for a job.
- How to write a resignation letter.
- How to write e-mails.
A great e-book to help develop your basic English language skills, especially if you are a student, working professional, job-seeker.
This e-book covers the following important topics:
- Parts of speech.
- Punctuation.
- Commonly confused words and phrases.
- Tips for filling in a college registration form.
- Learning how to summarise.
- Tips for completing written assignments.
- How to answer exam questions.
- How to write a cover letter when applying for a job.
- How to write a resignation letter.
- How to write e-mails.
English makes a big distinction between the verbs that carry the main meaning and the verbs that manage the grammar concepts. Understanding this can give greater clarity to tense constructions, pronunciation, etc.
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
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Paúl Fernando González Torres
Ciclo: Tercero
Bimestre: Segundo
English makes a big distinction between the verbs that carry the main meaning and the verbs that manage the grammar concepts. Understanding this can give greater clarity to tense constructions, pronunciation, etc.
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
Universidad Técnica Particular de Loja
Ciclo Académico Abril Agosto 2011
Carrera: Inglés
Docente: Mgs. Paúl Fernando González Torres
Ciclo: Tercero
Bimestre: Segundo
IHRSA Institute 2014 - Bryan O'Rourke - Digital Marketing StrategiesBryan K. O'Rourke
This presentation was shared at the International Health Racquet and Sportsclub Association's IHRSA Institute in August of 2014 by Bryan O'Rourke, The presentation includes a review of digital marketing strategies for health clubs.
Points out the advantages, and sometimes disadvantages, of using graphics to make technical documentation easier to understand. Also, provides details the type of graphics to use, their formats, and the advantages of each.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
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.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. UNIVERSIDAD NACIONAL DE CHIMBORAZO
BLOG OF GRAMMAR VI
ALISON VARELA
June 2nd , 2014
UNIT 2
Yes / No questions (closed
questions)WITH BE
In English, there are two basic types of questions: Yes / No questions and Wh-
questions. Yes / No questions are also called closed questions because there
are only two possible responses: Yes or No. When forming a Yes / No question,
it must include one of these verbs: BE, DO, HAVE, or a modal verb. It is
impossible to ask a Yes / No question without one of these verbs.
correct incorrect
Are elections next year? Elections next year?
Does he want to stay? He want to stay?
Have the boys eaten? The boys eaten?
Can the dog swim? The dog swim?
Use the verb BE to ask Yes / No questions about the identity or description of a
person, place, or thing.
2. UNIVERSIDAD NACIONAL DE CHIMBORAZO
BLOG OF GRAMMAR VI
ALISON VARELA
question response
Am I your friend? Yes. / Yes, you are. / Yes, you are my friend.
Is this a good
restaurant?
No. / No, it is not. / No, it is not a good restaurant.
Are these islands
Greek?
Yes. / Yes, they are. / Yes, these islands are
Greek.
Was his idea
interesting?
No. / No, it wasn’t. / No, his idea was not
interesting.
Were they happy? Yes. / Yes, they were. / Yes, they were happy.
Note that the response can be short (Yes. / No.), or long: Yes or No followed by
the subject and verb.
Use the verb BE with a preposition to ask Yes / No questions about a present or
past location.
question response
Am I at the correct location? No. / No, you aren’t.
Are the keys under the books? No. / No, they are not.
Was his house on an island? Yes. / Yes, it was.
Were the demonstrations in the center of town? No. / No, they weren’t.
Use the verb BE to ask a Yes / No question about a current activity or situation.
This requires the present progressive: BE + (verb+ing).
question response
Am I going with you and Tom? Yes. / Yes, you are.
Is she working today? No. / No, she isn’t.
Are we seeing a play tomorrow? Yes. / Yes, we are.
Use the verb BE to ask a Yes / No question about a past activity or situation.
This requires the past progressive: WAS / WERE + (verb+ing).
question response
3. UNIVERSIDAD NACIONAL DE CHIMBORAZO
BLOG OF GRAMMAR VI
ALISON VARELA
Was it raining? Yes. / Yes, it was.
Were they playing? No. / No, they weren’t.
Use the verb BE to ask a Yes / No question with the passive voice.
question response
Is gold mined in Canada? Yes. / Yes it is.
Are flowers grown here? No. / No, they are not.
Was the book read? Yes. / Yes, it was.
http://www.elearnenglishlanguage.com/blog/learn-english/grammar/questions-yes-no/
4. UNIVERSIDAD NACIONAL DE CHIMBORAZO
BLOG OF GRAMMAR VI
ALISON VARELA
June 5th , 2014
WH Question Words
We use question words to ask certain types of questions (question word
questions). We often refer to them as WH words because they include the
letters WH (for example WHY, HOW).
Question
Word
Function Example
what asking for information
about something
What is your
name?
asking for repetition or
confirmation
What? I can't
hear you.
You did what?
what...for asking for a reason,
asking why
What did you
do that for?
5. UNIVERSIDAD NACIONAL DE CHIMBORAZO
BLOG OF GRAMMAR VI
ALISON VARELA
when asking about time When did he
leave?
where asking in or at what
place or position
Where do they
live?
which asking about choice Which colour do
you want?
who asking what or which
person or people
(subject)
Who opened
the door?
whom asking what or which
person or people
(object)
Whom did you
see?
whose asking about
ownership
Whose are
these keys?
Whose turn is
it?
why asking for reason,
asking what...for
Why do you say
that?
why don't making a suggestion Why don't I
help you?
how asking about manner How does this
work?
asking about condition
or quality
How was your
exam?
how +
adj/adv
asking about extent or
degree
see examples
below
6. UNIVERSIDAD NACIONAL DE CHIMBORAZO
BLOG OF GRAMMAR VI
ALISON VARELA
how far distance How far is
Pattaya from
Bangkok?
how long length (time or space) How long will it
take?
how many quantity (countable) How many cars
are there?
how much quantity (uncountable) How much
money do you
have?
how old age How old are
you?
how come
(informal)
asking for reason,
asking why
How come I
can't see her?
http://www.englishclub.com/vocabulary/wh-question-words.htm
7. UNIVERSIDAD NACIONAL DE CHIMBORAZO
BLOG OF GRAMMAR VI
ALISON VARELA
June 10th , 2014
Infinitives
To help the poor people of the world is a noble goal.
In the above sentence, which words form the infinitive? To help. An infinitive
is the base form of a verb with to. Here are some more infinitives:
To sleep
To wash
To love
An infinitive phrase is a group of words with an infinitive (it is NOT the whole
sentence). Again, looking at the above example, what is the infinitive
phrase? To help the poor people of the world.
book recommendation
Grammar Tests and Exercises (with all
the answers and explanations!)
Here's help for anyone who has something
to say or write but has difficulty doing so.
Better Grammar in 30 Minutes features
8. UNIVERSIDAD NACIONAL DE CHIMBORAZO
BLOG OF GRAMMAR VI
ALISON VARELA
thorough coverage of key grammar skills,
clear explanations with a minimum of
grammatical terms and an abundance of
exercises and activities to help reinforce
new skill development. An answer key in
the back encourages readers to work at
their own pace. Click here for more
information.
Infinitives and infinitive phrases can be both subjects and objects in
sentences. Take a look at these examples:
SUBJECT
To study hard will increase your chances
of getting into college.
OBJECT Kathy wants to study with her friends.
There are some verbs that are followed only by infinitives. For example,
Hesitate
She didn’t hesitate to tell the boss that
some employees were stealing office
supplies.
Offer
The Martin Family offered to watch their
neighbor’s dog for the whole week.
Promise
The school promised to help me find an
apartment.
Want
We want to visit all of the historic sites
in Tehran.
These words are rarely followed by gerunds (nouns that look like -ing ending
verbs).
For a list of verbs that are followed by
infinitives, click here.
For a list of adjectives followed by
9. UNIVERSIDAD NACIONAL DE CHIMBORAZO
BLOG OF GRAMMAR VI
ALISON VARELA
infinitives, click here.
For a list of verbs followed by infinitives +
object, click here.
For a list of verbs that are followed by
gerunds, click here.
Students are often confused about this. When should I use infinitives? When
should I use gerunds? There are some situations when BOTH an infinitive and
gerund can be used with no change in meaning. For example,
The children like to go to the
zoo.
The children like going to the
zoo.
These two sentences have the same meaning.
For some other verbs, there is a difference in meaning:
Example Meaning
GERUND
Louise
stoppedsmoking.
She doesn’t
smoke
anymore.
INFINITIVE
Louise
stopped to
smoke.
She stopped
doing an
activity
because she
wanted to
smoke.
So, now you may want to ask, “What’s the difference between infinitives and
gerunds?” That’s a good question. We are glad you asked!
10. UNIVERSIDAD NACIONAL DE CHIMBORAZO
BLOG OF GRAMMAR VI
ALISON VARELA
Though there are always exceptions to the following, here are two suggestions
that will help you distinguish the difference between infinitives and gerunds:
http://www.myenglishteacher.net/infinitives.html
June 16h , 2014
GERUNDS
This looks exactly the same as a present participle, and for this reason it
is now common to call both forms 'the -ing form'. Howeverit is useful to
understand the difference between the two. The gerund always has the
same function as a noun (although it looks like a verb), so it can be used:
a. as the subject of the sentence:
• Eating people is wrong.
• Hunting tigers is dangerous.
• Flying makes me nervous.
c. after prepositions. The gerund must be used when a verb comes after a
preposition:
• Can you sneeze without opening your mouth?
• She is good at painting.
• They're keen on windsurfing.
• She avoided him by walking on the opposite side of the road.
11. UNIVERSIDAD NACIONAL DE CHIMBORAZO
BLOG OF GRAMMAR VI
ALISON VARELA
• We arrived in Madrid after driving all night.
• My father decided against postponing his trip to Hungary.
This is also true of certain expressions ending in a preposition, e.g. in spite of,
there's no point in..:
• There's no point in waiting.
• In spite of missing the train, we arrived on time.
d. after a number of 'phrasal verbs' which are composed of a verb +
preposition/adverb
Example:
to look forward to, to give up, to be for/against, to take to, to put off, to keep on:
• I look forward to hearing from you soon. (at the end of a letter)
• When are you going to give up smoking?
• She always puts off going to the dentist.
• He kept on asking for money.
http://www.edufind.com/english/grammar/gerund.php
12. UNIVERSIDAD NACIONAL DE CHIMBORAZO
BLOG OF GRAMMAR VI
ALISON VARELA
June 20h , 2014
Using Gerunds and Infinitives
Gerunds and infinitives are verb forms that can take the place of a noun in a
sentence. The following guidelines and lists will help you figure out whether a
gerund or infinitive is needed.
Following a verb (gerund or infinitive)
Both gerunds and infinitives can replace a noun as the object of a verb.
Whether you use a gerund or an infinitive depends on the main verb in the
sentence. Consult the lists below to find out which form to use following which
verbs.
I expect to have the report done by Friday. [INFINITIVE]
I anticipate having the report done by Friday. [GERUND]
13. UNIVERSIDAD NACIONAL DE CHIMBORAZO
BLOG OF GRAMMAR VI
ALISON VARELA
Some common verbs followed by a gerund (note that phrasal verbs, marked
here with *, always fall into this category):
acknowledge She acknowledged receiving assistance.
* accuse of He was accused of smuggling contraband
goods.
admit They admitted falsifying the data.
advise The author advises undertaking further
study.
anticipate He anticipates having trouble with his
supervisor.
appreciate I appreciated having a chance to read your
draft.
avoid He avoided answering my question.
complete I finally completed writing my thesis.
consider They will consider granting you money.
defer She deferred writing her report.
delay We delayed reporting the results until we
were sure.
deny They denied copying the information.
discuss They discussed running the experiments
again.
entail This review procedure entails repeating the
test.
* look after He will look after mailing the tickets.
* insist on He insisted on proofreading the article again.
involve This procedure involves testing each sample
twice.
justify My results justify taking drastic action.
14. UNIVERSIDAD NACIONAL DE CHIMBORAZO
BLOG OF GRAMMAR VI
ALISON VARELA
mention The author mentions seeing this event.
* plan on They had planned on attending the
conference.
postpone The committee has postponed writing the
report.
recall I cannot recall getting those results before.
resent He resented spending so much time on the
project.
recommend She recommends reading Marx.
resist The writer resists giving any easy answers.
risk She risks losing her viewing time.
sanction They will not sanction copying without
permission.
suggest I suggest repeating the experiment.
* take care of He will take care of sending it to you.
tolerate She can't tolerate waiting for results.
Some common verbs followed by an infinitive
afford We cannot afford to hesitate.
agree The professors agreed to disagree.
appear The results appear to support your theory.
arrange They had arranged to meet at noon.
beg I beg to differ with you.
care Would you care to respond?
claim She claims to have new data.
consent Will you consent to run for office?
decide When did he decide to withdraw?
demand I demand to see the results of the survey.
15. UNIVERSIDAD NACIONAL DE CHIMBORAZO
BLOG OF GRAMMAR VI
ALISON VARELA
deserve She deserves to have a fair hearing.
expect The committee expects to decide by tomorrow.
fail The trial failed to confirm his hypothesis.
hesitate I hesitate to try the experiment again.
hope What do you hope to accomplish?
learn We have learned to proceed with caution.
manage How did she manage to find the solution?
neglect The author neglected to provide an index.
need Do we need to find new subjects?
offer We could offer to change the time of the
meeting.
plan They had planned to attend the conference.
prepare He was not prepared to give a lecture.
pretend I do not pretend to know the answer.
promise They promise to demonstrate the new
equipment.
refuse She refused to cooperate any longer.
seem Something seems to be wrong with your design.
struggle We struggled to understand her point of view.
swear He swears to tell the truth.
threaten The team threatened to stop their research.
volunteer Will you volunteer to lead the group?
wait We could not wait to hear the outcome.
want She did not want to go first.
wish Do you wish to participate?
http://www.ego4u.com/en/cram-up/grammar/infinitive-gerund
16. UNIVERSIDAD NACIONAL DE CHIMBORAZO
BLOG OF GRAMMAR VI
ALISON VARELA
June 26h , 2014
EXPRESSIONS OF QUANTITY:
TOO
Too is used before adjectives and adverbs. Too is negative; we use it too mean
there is more or less than we need/want. Too can be used with infinitive + to
after the adjective/adverb. Use for + someone/something to explain who/what
we mean.
"It's too noisy in here. Let's go outside." (too + adjective)
"My soup is too hot to drink." (too + adjective + to + infinitive)
"This is too difficult for me to understand." (too + adjective + for
someone/something)
http://w w w .ecenglish.com/learnenglish/lessons/very-too-and-enough