The document provides information about using dictionaries, phrasal verbs, and sentence stress. It discusses using online dictionaries like Google and Yahoo to understand differences between similar words. It gives examples of comparing words like "economic vs financial" and "ceremony vs rite". It also covers transitive and intransitive phrasal verbs, providing examples. Finally, it demonstrates how changing stress in a sentence can change the meaning, like in the example "I don't think he should get that job."
what is speech ? why should we learn it ? Parts of speech , noun, pronoun, adjective, verb, adverb , prepositions, conjunction , interjection and summary . All these with animations and high quality images .
what is speech ? why should we learn it ? Parts of speech , noun, pronoun, adjective, verb, adverb , prepositions, conjunction , interjection and summary . All these with animations and high quality images .
This presentation explains Modal Verbs: their meaning, use and form. It has an activity at the end so you can practice after reading the grammar explanation.
This presentation explains Modal Verbs: their meaning, use and form. It has an activity at the end so you can practice after reading the grammar explanation.
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The Student Guide To Writing Better Sentences In The English Classroom 2017 P...jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. Ideal for Year 9&10 students, The Student Guide To Writing Better Sentences In The English Classroom 2 looks at grammar in context by illustrating to students the parts of speech, punctuation and sentence structures which underpin these common text types:
* Text response analysis
* Persuasive writing
* Poetry analysis
* Creative writing
* Comparing and contrasting texts
* Reflective writing
* Analysing persuasive texts
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. The Student Guide To Writing Better Sentences In The English Classroom 2 equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
1Unit ILesson 6 Grammar and StyleAdjectives and Adverbs.docxfelicidaddinwoodie
1
Unit I
Lesson 6: Grammar and Style
Adjectives and Adverbs
Adjectives
Adjectives are modifiers: Modifiers include words, phrases, and clauses.
Adjectives modify or say something about a noun or a pronoun. Adjectives can tell what color, how many, how big or small, in fact just about anything about the words they modify.
There are several very specific things about adjectives that we have to be aware of as we write and speak:
1. One common error in slang, low diction, and conversational English is to misuse an adjective to modify another adjective.
For example:
He is real tall.
Here the word real is an adjective, but it cannot modify another adjective, tall.
The correct form would be, “He is really tall.” In this case, really, an adverb, can modify the adjective tall.
Another example:
Yesterday I was real sick the whole time at school
Here real attempts to modify the adjective sick. As above, an adjective can never modify another adjective.
The correct form would be, “Yesterday I was really sick the whole time at school.”
2. Adjectives conform to particular and traditional positions, in English usually immediately before what they modify.
Most of the time, adjectives come directly in front of the word they are modifying.
For example:
She drove a new pink Mercedes.
The hot, roaring fire engulfed the house.
In both cases here, there are two adjectives in front of the words they modify.
Another common position for the adjective is at the end of the sentence. This common structure takes the form of subject + linking verb + adjective. Many of these structures, as you will see, are common everyday expressions.
For example:
The quarterback for the opposing team is extremely tall.
Here the adjective tall modifies the subject of the sentence, quarterback.
Sharks in these waters have been known to be very aggressive.
Here the adjective aggressive modifies the subject, sharks.
Food in this part of New Orleans is generally accepted to be very expensive.
Here the adjective expensive modifies the subject, food.
3. Adjectives also normally appear in three different forms, depending on what they are modifying and the context. These are called the positive, what you might call the normal or typical form of the adjective; the comparative, used when you are comparing two items; and the superlative, used when you are comparing one item to three or more other similar items.
For example:
Positive Comparative Superlative
fast faster fastest
good better best
smooth smoother smoothest
Note that adjectives of multiple syllables have to use more and most to make their comparative and superlative forms:
Positive Comparative Superlative
Redolent more redolent most redolent
Note that you could not say redolenter or redolentest.
Fragrant more fragrant most fragrant
Again, there are no such words as fragranter or fragrantest.
Also note that you cannot mix the two forms—that is, add more or most to a form that is made by ...
The Student Guide To Writing Better Sentences In The English Classroom 1 (Pre...jpinnuck
This is not just another grammar book filled with dull exercises and pointless activities. Ideal for Year 7&8 students, 'The Student Guide To Writing Better Sentences In The English Classroom 1' looks at grammar in context by illustrating to students the parts of speech, punctuation and sentence structures which underpin these common text types:
* Text response analysis
* Persuasive writing
* Poetry analysis
* Creative writing
* Non fiction writing (news reports, autobiographies, biographies, reviews)
*Analysing persuasive texts
Each chapter focuses on one text type, guiding students through the mechanics of how to produce sentences for every stage of the text. 'The Student Guide To Writing Better Sentences In The English Classroom 1' equips students to construct their own powerful sentences with comprehensive sets of examples, word lists and sentence crafting formulas.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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.
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1. Unit 3: Using the Dictionary
Phrasal Verbs
Sentence Stress
LET’S GET STARTED
2. Using the Dictionary – p.53
Even though two words may have the same basic meaning,
we often use them differently (look at adolescence and
youth in your student book).
Many times the difference between how we use words can
be for specific or in a more general way.
If you have problems trying to figure out the difference in
usage between two words with the same meaning, you can
usually go to google and type “vs”, for example:
economic vs financial
The online dictionary at tw.yahoo.com is also pretty good at
giving examples of how words are used, but not always.
3. economic vs. financial
Look at the definitions given in the book. If the
definition gives examples of the words being used,
you should use those examples to help you
understand which word you should use.
You can see that economic is used for a whole
country or society (“social, economic and political
issues”).
The word financial is used in a more personal way
in the examples, (“to give financial advice” and “to
be in financial difficulties”).
4. ceremony vs. rite
Look at the definitions in your book.
The main difference between ceremony and rite is
public and formal for ceremony, and particular
and often religious for rite.
Ceremonies are usually commonly known events
that many people can attend, such as weddings,
graduations, and giving awards.
Rites are usually smaller events (fewer people
attending), usually with some sort of religious theme,
and they are often more serious, such as a funeral.
5. Here’s what you can do
Check the example sentences for the words
Try googling “word 1 vs. word 2” and see if other
people are asking the same question.
Try tw.yahoo.com dictionary for more example
sentences, but be careful – sometimes they don’t give
the best examples.
If you’re still not sure, you can usually use the more
general word in conversation, and the more specific
one if you are writing or giving a presentation.
6. age vs. mature
age: the length of time that a person has lived or a
thing has existed:
he died from a heart attack at the age of 51
his wife is the same age as Carla
he must be nearly 40 years of age
young people between the ages of 11 and 18
mature: fully developed physically; full-grown:
she was now a mature woman
owls are sexually mature at one year
mature trees
a young man mature beyond his years
7. order vs. instruct
order: give an authoritative direction or instruction to
do something:
she ordered me to leave
“Stop frowning,” he ordered
instruct: teach (someone) a subject or skill:
he instructed them in the use of firearms
8. cover vs. hide
cover: put something such as a cloth or lid on top of or
in front of (something) in order to protect or conceal it:
the table had been covered with a checked tablecloth
she covered her face with a pillow
hide: put or keep out of sight; conceal from the view or
notice of others:
he hid the money in the house
Hal could hardly hide his dislike
9. Let’s try some:
Some of my classmates have _____ a lot since we
started college together. (aged, matured)
The _____ situation in Taiwan has become worse.
(financial, economic)
My mother _____ all of us how to be polite and
hardworking. (ordered, instructed)
Some people think you should ______ your head from
the rain so that you won’t catch a cold. (cover, hide)
Prince William had a very public wedding ______ last
year. (celebration, rite)
10. Phrasal verbs
Phrasal verbs are usually two-word phrases
consisting of verb + adverb or verb +
preposition.
Think of them as you would any other English
vocabulary. Study them as you come across them,
rather than trying to memorize many at once.
Look at p. 55 in your book.
11. Transitive
A transitive phrasal verb requires a direct object.
Did you turn on the radio?
We will have to put off the wedding.
I had to look up the word to understand its meaning.
Most transitive phrasal verbs are separable – you can put the direct object
between the words, such as:
Did you turn the radio on?
We will have to put the wedding off.
I had to look the word up to understand its meaning.
If the direct object is a pronoun (he, she, it, etc.), it must go between the
verb and the particle.
The TV is too loud! You need to turn it down.
That dress is nice. You should try it on.
Some transitive phrasal verbs are inseparable. You can’t put a direct
object inside.
I have been looking for my homework all morning.
I have to hand in the report tomorrow.
12. Intransitive
Intransitive phrasal verbs don’t need an object, and
they can’t be separated.
My scooter is going to break down any day now.
Are you hungry? Let’s eat out tonight.
I never want to go back to that restaurant.
I told him to get out.
13. Let’s try some:
___ He came back after two hours.
___ Take off your smelly socks.
___ Make sure to write down the answer.
___ I believe in ghosts, don't you?
___ I have to put down my cellphone for a minute.
(__) We will have to wait the bus for at the corner.
(__) I threw it away.
(__) I hope you get your broken heart over quickly.
14. Let’s try some:
_I_ He came back after two hours.
_T_ Take off your smelly socks.
_T_ Make sure to write down the answer.
_I_ I believe in ghosts, don't you?
_T_ I have to put down my cellphone for a minute.
(NO) We will have to wait the bus for at the corner.
(OK) I threw it away.
(NO) I hope you get your broken heart over quickly.
15. Sentence Stress
Stressing different words can completely change the
meaning of what we are saying:
I don't think he should get the job.
Somebody else thinks he should get the job.
I don't think he should get the job.
It's not true that I think he should get the job.
I don't think he should get that job.
I'm not sure he'll get that job.
I don't think he should get that job.
Somebody else should get that job.
I don't think he should get that job.
In my opinion it's wrong that he's going to get that job.
I don't think he should get that job.
He should have to work hard for that job.
I don't think he should get that job.
He should get another job.
I don't think he should get that job.
Maybe he should get something else instead.