The document discusses different types of end punctuation marks - periods, question marks, and exclamation points - and provides rules for using each one:
1. Periods are used at the end of declarative sentences. Additional rules are that periods are not added after abbreviations, and titles ending with question marks or exclamation points do not take another period.
2. Question marks are used at the end of interrogative sentences and to show skepticism or surprise. Introducing a question within a sentence requires a comma before the question mark.
3. Exclamation points are used for emphasis, mostly in quoted dialogue. When an exclamation starts a sentence no comma is used after it.
This document provides information about gerunds and infinitives in English grammar. It defines gerunds as verb forms ending in "-ing" that can be used as nouns, and infinitives as verbs starting with "to". Examples are given of verbs that can be followed by gerunds or infinitives, with some changing meaning depending on which is used. Specific grammar structures are also discussed, such as verb+gerund/infinitive combinations, prepositions followed by gerunds, and using gerunds as subjects. The document aims to explain how and when to use gerunds and infinitives in sentences.
The document defines and provides examples of different types of sentences: interrogative sentences end in question marks and ask questions; declarative sentences end in periods and make statements; exclamatory sentences end in exclamation points and convey strong emotion; imperative sentences end in periods and give commands; simple sentences contain one independent clause; complex sentences have one independent and one dependent clause; compound sentences contain two independent clauses; and compound-complex sentences contain two independent clauses and one dependent clause.
This document discusses the four main types of conditionals in English: zero conditional, which uses the simple present tense to talk about factual situations; first conditional, which uses the simple present and future tense "will" to talk about probable future situations; second conditional, which uses the past tense and "would" to talk about unlikely or imaginary situations; and third conditional, which uses "had" plus the past participle and "would have" plus the past participle to talk about imagined past situations or mistakes. Examples are provided for each type of conditional.
This document provides information and instructions for an English class. It includes:
- Directions to complete an assignment in DLR (Daily Language Review) and reminds students to include their name.
- An essential understanding question about prepositions and the student's Cornell notes response.
- Examples and explanations of prepositional phrases.
- Recognition of students who did well on vocabulary.
- Five vocabulary words to study for an upcoming test along with sample sentences.
- A request to work with a partner to write sentences using the vocabulary words.
- A preview of the next class which will involve clarifying essays with help from named students.
This document lists Spanish vocabulary words for boys, girls, students, friends, and school-related terms along with descriptors like tall, short, handsome, ugly and hair/eye colors. It also includes personality descriptors such as funny, serious, lazy, and hard-working. The vocabulary is presented without definitions or translations and seems to be from Chapter 1 of a Spanish 1 textbook.
This document defines and compares active and passive voice, and provides examples of when to use each. Active voice is when the subject performs the action, while passive voice is when the subject receives the action. It recommends using active voice when the sentence needs to be clear, and passive voice when the subject is unknown, unimportant, or when the writer wants to be vague. The document includes a quiz for the reader to practice changing sentences between active and passive voice.
This document provides information about adjectives followed by prepositions in English. It begins by explaining that certain prepositions must follow specific adjectives, though there are no definite rules. Examples of common adjective-preposition combinations are given for prepositions like "of", "at", "for", "with", and "in". The document also notes two major rules for using prepositions: choosing the correct preposition and placing prepositions correctly in sentences. Finally, tables list many adjectives paired with the prepositions that can follow them, in alphabetical order.
The document discusses different types of end punctuation marks - periods, question marks, and exclamation points - and provides rules for using each one:
1. Periods are used at the end of declarative sentences. Additional rules are that periods are not added after abbreviations, and titles ending with question marks or exclamation points do not take another period.
2. Question marks are used at the end of interrogative sentences and to show skepticism or surprise. Introducing a question within a sentence requires a comma before the question mark.
3. Exclamation points are used for emphasis, mostly in quoted dialogue. When an exclamation starts a sentence no comma is used after it.
This document provides information about gerunds and infinitives in English grammar. It defines gerunds as verb forms ending in "-ing" that can be used as nouns, and infinitives as verbs starting with "to". Examples are given of verbs that can be followed by gerunds or infinitives, with some changing meaning depending on which is used. Specific grammar structures are also discussed, such as verb+gerund/infinitive combinations, prepositions followed by gerunds, and using gerunds as subjects. The document aims to explain how and when to use gerunds and infinitives in sentences.
The document defines and provides examples of different types of sentences: interrogative sentences end in question marks and ask questions; declarative sentences end in periods and make statements; exclamatory sentences end in exclamation points and convey strong emotion; imperative sentences end in periods and give commands; simple sentences contain one independent clause; complex sentences have one independent and one dependent clause; compound sentences contain two independent clauses; and compound-complex sentences contain two independent clauses and one dependent clause.
This document discusses the four main types of conditionals in English: zero conditional, which uses the simple present tense to talk about factual situations; first conditional, which uses the simple present and future tense "will" to talk about probable future situations; second conditional, which uses the past tense and "would" to talk about unlikely or imaginary situations; and third conditional, which uses "had" plus the past participle and "would have" plus the past participle to talk about imagined past situations or mistakes. Examples are provided for each type of conditional.
This document provides information and instructions for an English class. It includes:
- Directions to complete an assignment in DLR (Daily Language Review) and reminds students to include their name.
- An essential understanding question about prepositions and the student's Cornell notes response.
- Examples and explanations of prepositional phrases.
- Recognition of students who did well on vocabulary.
- Five vocabulary words to study for an upcoming test along with sample sentences.
- A request to work with a partner to write sentences using the vocabulary words.
- A preview of the next class which will involve clarifying essays with help from named students.
This document lists Spanish vocabulary words for boys, girls, students, friends, and school-related terms along with descriptors like tall, short, handsome, ugly and hair/eye colors. It also includes personality descriptors such as funny, serious, lazy, and hard-working. The vocabulary is presented without definitions or translations and seems to be from Chapter 1 of a Spanish 1 textbook.
This document defines and compares active and passive voice, and provides examples of when to use each. Active voice is when the subject performs the action, while passive voice is when the subject receives the action. It recommends using active voice when the sentence needs to be clear, and passive voice when the subject is unknown, unimportant, or when the writer wants to be vague. The document includes a quiz for the reader to practice changing sentences between active and passive voice.
This document provides information about adjectives followed by prepositions in English. It begins by explaining that certain prepositions must follow specific adjectives, though there are no definite rules. Examples of common adjective-preposition combinations are given for prepositions like "of", "at", "for", "with", and "in". The document also notes two major rules for using prepositions: choosing the correct preposition and placing prepositions correctly in sentences. Finally, tables list many adjectives paired with the prepositions that can follow them, in alphabetical order.
The document discusses various punctuation marks, including commas and their proper uses. It provides 7 main uses of commas, with examples for each. It also discusses the difference between restrictive and non-restrictive clauses as it relates to comma usage. The document advises that good writing balances ideas, which make up 25% of the content, with details, which should comprise the remaining 75%. It provides examples of turning ideas into details and vice versa.
This document discusses adjectives followed by different prepositions such as of, at, from, in, on, with, and for. It provides examples of adjectives that take specific prepositions, such as keen on, reliant on, conscious of, good at, different from, and responsible for. The document also includes a classroom activity that tests the reader's knowledge of matching adjectives with the correct prepositions by filling in the blanks of sample sentences.
The document discusses different punctuation marks including commas, colons, semi-colons, hyphens, and brackets. It focuses on the seven main uses of commas, providing examples for separating items in a list, joining independent clauses with FANBOYS, use in dates and addresses, separating introductory elements from independent clauses, separating non-restrictive clauses, separating transitional/parenthetical expressions and direct address, and use before a quotation. The document also discusses balancing ideas and details in writing.
This document discusses the use of adjectives followed by the preposition "to". It provides examples of common adjective-preposition combinations using "to", such as similar to, dedicated to, loyal to, and married to. It notes that certain adjectives can take different prepositions depending on whether the subject is impersonal or personal. The document also includes an activity that tests the reader's knowledge of choosing the correct adjective-preposition combination in sentences.
This document introduces names, including first names like Taylor, Jessica, Kate, Chris, and Jennifer and last names like Roberts, Clinton, Beckham, Lambert, and Smith. For each name, it provides examples like Taylor Swift and Taylor Lautner or Julia Roberts and Eric Roberts. It practices asking and answering questions about what someone's first or last name is using sentence patterns like "Our first name is Taylor" and "What is your first name?".
The document discusses preferences for movie genres. It asks which is your favorite movie and why, then provides vocabulary and activities related to movie genres, describing movies, and expressing preferences using phrases like "would rather". The document contains exercises for learners to practice verbs, vocabulary, conversations, and expressing preferences regarding movies.
The document outlines the morning and afternoon agendas for a class. The morning agenda includes checking homework, a reading assignment, and a journal assignment where students must write three pages in response to a teacher's question. The afternoon agenda focuses on grammar lessons, including clauses, types of sentences, and examples of simple and compound sentences.
The document discusses a grammar class lesson on gerunds and infinitives. It defines gerunds as verb forms ending in "-ing" that can function as nouns, and infinitives as verb forms with "to" that can be objects of other verbs or subjects and objects of their own. It provides examples of verbs that are commonly followed by gerunds or infinitives as objects. The document also references additional resources on gerunds and infinitives for further study.
1. The document discusses the use of gerunds and infinitives after certain verbs and prepositions. It provides examples of verbs that are followed by gerunds or infinitives with no change in meaning, as well as examples where the meaning changes depending on which is used.
2. Various rules are outlined for when gerunds or infinitives are used after verbs, prepositions, nouns, adjectives, and pronouns. Lists of specific verbs, prepositions, nouns and adjectives are given to illustrate the rules.
3. The key differences between gerunds and infinitives are explained, along with how to identify them and common errors to avoid.
The document discusses English tenses, including the simple present, present continuous, simple past, past continuous, present perfect, present perfect continuous, past perfect, past perfect continuous, future (will), future (going to), and conditional tenses. It provides examples of affirmative, negative, and question forms for each tense using the subjects "you" and "she".
This document provides a shooting schedule for a short film called "Stuck" by Canopy Climbers. It details two shoot days with locations, dates, times, characters and required shots. Shoot Day 1 takes place at a campfire where girls are socializing. Shoot Day 2 is at a boyfriends house, with scenes of a character arriving, being given a gift in the living room, and texting a friend. The schedule provides production details to capture the necessary footage for scenes involving characters socializing at the campfire and interacting at the boyfriend's house.
The document discusses tag questions, which are statements followed by a short question used to confirm or express doubt about the statement. It provides 4 points about constructing tag questions: 1) a comma separates the statement from the tag, 2) the subject of the tag is a personal pronoun corresponding to the statement subject, 3) the verb in the tag depends on tense and polarity of the statement verb, and 4) the verb precedes the subject in the tag unlike a statement. Examples are given to illustrate the rules and an exercise with answers reinforces the concepts.
The document discusses identifying and non-identifying adjective clauses. Identifying clauses provide necessary information to identify the noun, while non-identifying clauses provide extra information about a noun that has already been identified. Identifying clauses are not separated from the noun by commas, while non-identifying clauses are separated by commas. The document provides examples to illustrate the difference between identifying and non-identifying clauses.
Ryan's English Learning Supplementary Resources and RecommendationsRyanColeman49
This PowerPoint provides 5 tips for supplementing English learning outside the classroom:
1. Put English "Post-it notes" around your home with vocabulary words to remember them without effort.
2. Watch English movies and TV shows, especially with subtitles, to observe language use and pick up new words.
3. Read books or listen to audiobooks to learn spelling, pronunciation and see words in context over time.
4. Listen to podcasts on various topics that are always free to improve listening skills.
5. Listen to certain English music styles clearly spoken to learn without strange vocabulary or fast singing.
This document provides information about clauses, including independent and dependent clauses. It defines independent clauses as groups of words with a subject and verb that can stand alone, while dependent clauses need another clause to be complete. Examples of dependent clauses include "until the next time I see you" and "because I want to get a 100 in English 6." The document also discusses using longer descriptions and adjectives to improve writing and provides examples of combining sentences using dependent clauses.
This document provides exercises and activities related to movies and film genres. It includes identifying verbs in past participle forms, providing examples of different movie genres like action and comedy, and using phrases like "would rather" to discuss preferences between genres. Vocabulary and conversations are also covered to describe movies using adjectives and have a discussion about preferences for different types of films.
Headlines & Caption Writing Course ContentAndrew Scott
The document discusses a presentation on headline and caption writing. It provides tips on different types of headlines like direct, indirect, news, and question headlines. It also outlines various rules for headlines like using active voice, capitalization, punctuation, tense, and avoiding ambiguity. The document includes examples and practices for writing headlines. It also briefly discusses caption writing and provides a link to resources on that topic.
The BBFC (British Board of Film Classification) assigns age ratings to films in the UK, ranging from U to 18. The U rating means the film is suitable for all ages, while an 18 rating means it can contain almost any content as it is restricted to adults only. The document provides details on the type of content permitted under each rating, such as bad language, violence, sexual content and more.
This document provides guidance on grammar, style, and writing best practices. It discusses the differences between active and passive voice, proper use of who/whom, avoiding weak language, and using strong and specific words. It also announces that students can present on a grammar topic starting September 27th for a class assignment.
The document discusses different ways that verbs can function as complements in English sentences. It explains that verbs can be complemented by infinitives, gerunds, or noun clauses. It provides examples of verbs that can be complemented by infinitives using "to" and gerunds using "-ing." It also discusses how prepositions can be used with gerunds after nouns, adjectives, and verbs. Finally, it lists some common adjectives that can be complemented by infinitives. The document serves to outline the different structures verbs can take as complements in English.
A shooting at a mosque in Quebec City, Canada left 6 people dead and 8 injured. Police arrested one suspect while witnesses reported seeing two gunmen dressed in black. Canadian Prime Minister Justin Trudeau and New York City Mayor Bill de Blasio expressed condolences to the Muslim community.
The document discusses the genre of news items. A news item reports newsworthy events to readers, listeners, or viewers. It recounts events in summary form and provides background details about what happened, to whom, and in what situation. It also includes original comments from participants, witnesses, and experts. As an example, the summary provides a news item about a nuclear accident at a Soviet naval base in 1986 that contaminated a nearby town but was covered up by Soviet officials.
The document discusses various punctuation marks, including commas and their proper uses. It provides 7 main uses of commas, with examples for each. It also discusses the difference between restrictive and non-restrictive clauses as it relates to comma usage. The document advises that good writing balances ideas, which make up 25% of the content, with details, which should comprise the remaining 75%. It provides examples of turning ideas into details and vice versa.
This document discusses adjectives followed by different prepositions such as of, at, from, in, on, with, and for. It provides examples of adjectives that take specific prepositions, such as keen on, reliant on, conscious of, good at, different from, and responsible for. The document also includes a classroom activity that tests the reader's knowledge of matching adjectives with the correct prepositions by filling in the blanks of sample sentences.
The document discusses different punctuation marks including commas, colons, semi-colons, hyphens, and brackets. It focuses on the seven main uses of commas, providing examples for separating items in a list, joining independent clauses with FANBOYS, use in dates and addresses, separating introductory elements from independent clauses, separating non-restrictive clauses, separating transitional/parenthetical expressions and direct address, and use before a quotation. The document also discusses balancing ideas and details in writing.
This document discusses the use of adjectives followed by the preposition "to". It provides examples of common adjective-preposition combinations using "to", such as similar to, dedicated to, loyal to, and married to. It notes that certain adjectives can take different prepositions depending on whether the subject is impersonal or personal. The document also includes an activity that tests the reader's knowledge of choosing the correct adjective-preposition combination in sentences.
This document introduces names, including first names like Taylor, Jessica, Kate, Chris, and Jennifer and last names like Roberts, Clinton, Beckham, Lambert, and Smith. For each name, it provides examples like Taylor Swift and Taylor Lautner or Julia Roberts and Eric Roberts. It practices asking and answering questions about what someone's first or last name is using sentence patterns like "Our first name is Taylor" and "What is your first name?".
The document discusses preferences for movie genres. It asks which is your favorite movie and why, then provides vocabulary and activities related to movie genres, describing movies, and expressing preferences using phrases like "would rather". The document contains exercises for learners to practice verbs, vocabulary, conversations, and expressing preferences regarding movies.
The document outlines the morning and afternoon agendas for a class. The morning agenda includes checking homework, a reading assignment, and a journal assignment where students must write three pages in response to a teacher's question. The afternoon agenda focuses on grammar lessons, including clauses, types of sentences, and examples of simple and compound sentences.
The document discusses a grammar class lesson on gerunds and infinitives. It defines gerunds as verb forms ending in "-ing" that can function as nouns, and infinitives as verb forms with "to" that can be objects of other verbs or subjects and objects of their own. It provides examples of verbs that are commonly followed by gerunds or infinitives as objects. The document also references additional resources on gerunds and infinitives for further study.
1. The document discusses the use of gerunds and infinitives after certain verbs and prepositions. It provides examples of verbs that are followed by gerunds or infinitives with no change in meaning, as well as examples where the meaning changes depending on which is used.
2. Various rules are outlined for when gerunds or infinitives are used after verbs, prepositions, nouns, adjectives, and pronouns. Lists of specific verbs, prepositions, nouns and adjectives are given to illustrate the rules.
3. The key differences between gerunds and infinitives are explained, along with how to identify them and common errors to avoid.
The document discusses English tenses, including the simple present, present continuous, simple past, past continuous, present perfect, present perfect continuous, past perfect, past perfect continuous, future (will), future (going to), and conditional tenses. It provides examples of affirmative, negative, and question forms for each tense using the subjects "you" and "she".
This document provides a shooting schedule for a short film called "Stuck" by Canopy Climbers. It details two shoot days with locations, dates, times, characters and required shots. Shoot Day 1 takes place at a campfire where girls are socializing. Shoot Day 2 is at a boyfriends house, with scenes of a character arriving, being given a gift in the living room, and texting a friend. The schedule provides production details to capture the necessary footage for scenes involving characters socializing at the campfire and interacting at the boyfriend's house.
The document discusses tag questions, which are statements followed by a short question used to confirm or express doubt about the statement. It provides 4 points about constructing tag questions: 1) a comma separates the statement from the tag, 2) the subject of the tag is a personal pronoun corresponding to the statement subject, 3) the verb in the tag depends on tense and polarity of the statement verb, and 4) the verb precedes the subject in the tag unlike a statement. Examples are given to illustrate the rules and an exercise with answers reinforces the concepts.
The document discusses identifying and non-identifying adjective clauses. Identifying clauses provide necessary information to identify the noun, while non-identifying clauses provide extra information about a noun that has already been identified. Identifying clauses are not separated from the noun by commas, while non-identifying clauses are separated by commas. The document provides examples to illustrate the difference between identifying and non-identifying clauses.
Ryan's English Learning Supplementary Resources and RecommendationsRyanColeman49
This PowerPoint provides 5 tips for supplementing English learning outside the classroom:
1. Put English "Post-it notes" around your home with vocabulary words to remember them without effort.
2. Watch English movies and TV shows, especially with subtitles, to observe language use and pick up new words.
3. Read books or listen to audiobooks to learn spelling, pronunciation and see words in context over time.
4. Listen to podcasts on various topics that are always free to improve listening skills.
5. Listen to certain English music styles clearly spoken to learn without strange vocabulary or fast singing.
This document provides information about clauses, including independent and dependent clauses. It defines independent clauses as groups of words with a subject and verb that can stand alone, while dependent clauses need another clause to be complete. Examples of dependent clauses include "until the next time I see you" and "because I want to get a 100 in English 6." The document also discusses using longer descriptions and adjectives to improve writing and provides examples of combining sentences using dependent clauses.
This document provides exercises and activities related to movies and film genres. It includes identifying verbs in past participle forms, providing examples of different movie genres like action and comedy, and using phrases like "would rather" to discuss preferences between genres. Vocabulary and conversations are also covered to describe movies using adjectives and have a discussion about preferences for different types of films.
Headlines & Caption Writing Course ContentAndrew Scott
The document discusses a presentation on headline and caption writing. It provides tips on different types of headlines like direct, indirect, news, and question headlines. It also outlines various rules for headlines like using active voice, capitalization, punctuation, tense, and avoiding ambiguity. The document includes examples and practices for writing headlines. It also briefly discusses caption writing and provides a link to resources on that topic.
The BBFC (British Board of Film Classification) assigns age ratings to films in the UK, ranging from U to 18. The U rating means the film is suitable for all ages, while an 18 rating means it can contain almost any content as it is restricted to adults only. The document provides details on the type of content permitted under each rating, such as bad language, violence, sexual content and more.
This document provides guidance on grammar, style, and writing best practices. It discusses the differences between active and passive voice, proper use of who/whom, avoiding weak language, and using strong and specific words. It also announces that students can present on a grammar topic starting September 27th for a class assignment.
The document discusses different ways that verbs can function as complements in English sentences. It explains that verbs can be complemented by infinitives, gerunds, or noun clauses. It provides examples of verbs that can be complemented by infinitives using "to" and gerunds using "-ing." It also discusses how prepositions can be used with gerunds after nouns, adjectives, and verbs. Finally, it lists some common adjectives that can be complemented by infinitives. The document serves to outline the different structures verbs can take as complements in English.
A shooting at a mosque in Quebec City, Canada left 6 people dead and 8 injured. Police arrested one suspect while witnesses reported seeing two gunmen dressed in black. Canadian Prime Minister Justin Trudeau and New York City Mayor Bill de Blasio expressed condolences to the Muslim community.
The document discusses the genre of news items. A news item reports newsworthy events to readers, listeners, or viewers. It recounts events in summary form and provides background details about what happened, to whom, and in what situation. It also includes original comments from participants, witnesses, and experts. As an example, the summary provides a news item about a nuclear accident at a Soviet naval base in 1986 that contaminated a nearby town but was covered up by Soviet officials.
This document provides information about the generic structure and language features of a news item. A news item reports important or newsworthy events of the day. It typically includes the newsworthy event(s) in summary form, background events that elaborate what happened, and sources which include comments from participants, witnesses, and authorities. Language features include short headlines, use of action verbs, projecting verbs attributed to sources, and focus on circumstances like location and timing.
This document provides information about the structure and language features of a news item. A news item reports newsworthy or important daily events to readers, listeners, or viewers. It typically has a headline summarizing the main event, a summary of what happened including details like who was involved and when and where it took place. It also includes quotes from relevant sources about the event. Language features include short, action-oriented descriptions in the headline and body, use of projecting language to attribute quotes to sources, and adverbs specifying circumstances like time or location. An example news item about a contaminated town is provided to illustrate these parts.
This document discusses news item texts. It defines a news item text as informing readers about newsworthy or important events of the day. The purpose of a news item text is to inform readers, listeners or viewers about current events. A news item text generally has three parts: recounting a newsworthy event, providing background information, and including comments from people involved in or knowledgeable about the event. Language features of news item texts include focusing on circumstances, using action verbs, and providing short, telegraphic information in headlines. An example news item text is provided to illustrate the generic structure.
1. The document discusses the key components and language features of a news item, including recounting newsworthy events, providing background details, and citing sources.
2. It provides an example news item about the 2011 earthquake and tsunami in Japan, summarizing the events, elaborating on aftermath details, and quoting tweets from an eyewitness.
3. The document examines headlines, active verbs, attribution verbs, passive voice, adverbs, and the generic structure of a news item with newsworthy events, background, and sources sections.
Question tags are short question phrases added to the end of statements. They are used to check information or seek agreement. To form a question tag, identify the verb in the statement and use the opposite auxiliary verb or pronoun. For example, with a positive statement like "It's windy today", the matching question tag is "isn't it?". Question tags follow the subject of the statement and use pronouns like "she", "it", or "they" accordingly. The intonation when saying a question tag indicates whether the speaker is sure of the answer or wants to check information.
This document discusses the use of negative yes/no questions and tag questions in English. It provides examples of how to form negative yes/no questions and tag questions, and how intonation differs depending on whether the speaker expects agreement or wants to confirm information. It also gives guidelines for answering negative yes/no questions and tag questions, and provides exercises for students to practice forming dialogues using these question types.
Improving Story Narratives of Children from Different CulturesBilinguistics
This presentation will discuss differences in narrative styles between English and Spanish speakers and identify which narrative styles are common to many cultures. It will review dynamic assessment and intervention stages to assess and teach narrative use. Furthermore, it will discuss how narrative abilities can affect academic progress and describe how cultural differences can be taken into consideration when treating a student.
This document discusses different types of verbs in English grammar:
1. Action verbs show actions like danced, drove, wrote.
2. Auxiliary verbs help show tense and form like is, was, have. They are used with main verbs.
3. Transitive verbs require direct objects to complete their meaning like ate, learnt.
4. Intransitive verbs do not have direct objects and express states of being like sleeps, burst.
5. Linking verbs connect subjects to nouns, pronouns or adjectives describing them like is, seem, appear. They are used in sentences like "He is tall" rather than to show actions.
Participles are verb forms that can function as adjectives, help create verb tenses like the progressive and perfect tenses, or create the passive voice. There are two types of participles: present participles which typically end in "-ing" and past participles which typically end in "-ed", "-d", "-t", "-en", or "-n". Participles can modify nouns and pronouns or combine two clauses with the same subject into one clause.
This document provides instructions on how to change sentences from active to passive voice in English. It explains the basic structure of a passive sentence and how to identify whether a sentence is active or passive. Rules are presented for changing the voice of sentences in different tenses, including indefinite, continuous, and perfect tenses. Examples are given to demonstrate changing active sentences to their passive equivalents.
The characters in the story are the dove, ant, and hunter. The story takes place at the bank of a river. The dove and ant become friends after the dove saves the ant from danger in the river by plucking a leaf and using it to carry the struggling ant to safety, repaying the ant later when it bites the hunter's foot, causing him to lose his grip on his bow.
This document provides information on writing narrative paragraphs using different tenses and structures. It discusses past simple and past progressive tenses, past perfect tenses, direct and reported speech, and adverb clauses of time. Key points covered include using different tenses to indicate main events versus background information, changing tenses and pronouns when converting direct to reported speech, and using subordinating conjunctions to link an adverb clause of time to the main clause.
This chapter discusses listening, speaking, reading and writing activities related to headline news. It includes exercises where students respond to expressions of surprise, hold dialogues about news items, read news texts aloud and write their own news paragraphs. The document provides sample news items and dialogues for students to practice their skills. It also gives tips on expressing surprise and directions for various pair and group activities centered around analyzing or creating news reports.
This document discusses the different types of verbs and sentence structures. It defines transitive verbs as action verbs that require a direct object, and intransitive verbs as actions that do not transfer to an object. Linking verbs imply a state of being rather than an action. Sentences can include subject and object complements that provide additional information about the subject or object. Examples are provided to illustrate identifying verbs, objects, and complements in sentences.
The document discusses interesting lives and careers. It profiles Melida Cortez, an English student in Mexico City who was interviewed by her university. The university likely chose her because she has accomplished things like having her name in the newspaper or newsletter. The document also discusses living abroad and gives an example of someone named Dan who ended up living in Seoul, Korea through a long and complicated story. It encourages coming up with one's own scary or challenging experiences and retelling them using past and present verb tenses.
Bin Hwa was studying late one evening when he saw black smoke coming from his neighbor's house. Without wasting time, he ran out of his bedroom and woke up his parents, telling them about the fire and calling the fire brigade. The firemen arrived quickly and put out the fire, and the owner of the house and his family were safely thanks to Bin Hwa's quick action.
This document contains lesson materials for teaching English, including exercises on grammar structures, question words, and listening comprehension. It provides instructions and examples for activities analyzing audio topics about rebuilding a playground, using the "Five Ws" (Who, What, When, Where, Why) framework. Students are asked to consider how volunteers could raise money to complete the project if funds were lacking, and present their ideas to the class.
This document provides examples and explanations of how to use the present perfect simple tense in English. It discusses how the present perfect simple is used to refer to actions that occurred at an unspecified time before now or that began in the past and continue in the present. It also notes how the present perfect simple cannot be used with specific time expressions like "yesterday" or "last week." The document provides examples of using yet and already with the present perfect simple and discusses how verbs like know, have, and like are used with it. It also contains exercises for learners to practice using the past simple and present perfect simple correctly.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
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LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
2. A news item is a piece of writing about an
important event or situation that takes place/
happens on the day.
3. To inform readers, listeners, viewers, about the
news or event of the day and which are confident
news worthy for important
4. • Part of text which tells readers about the main
idea or the main topic of the text.
• It is about the country/ city/ place where the
events took place. Then, the information on the
who, when and the actual location of the events is
presented.
Newsworthy
Event
• Part of text which tells readers about the
background of the event. It consists of the event’s
place, time, people, etc.
• This part is the body of the news item which tells
in chronological order the events that took place.
Background
Event
• Part of text which tells readers about the experts’
or witnesses’ comments of the event.
• Where the journalist or reporter the news get
from
Source
5. Entangling verbs verbal or vb. which in the form of forwarding of
information like: said, informed, told, reported, and others.
Because using verbs verbal, hence almost entire/all article of news
item there are direct sentence marked [by] quotation mark or
appostrof (“ bla, bla, bla..“)
Time And Place : In writing of news usually there are clarification
of[is date of or venue and day happened.
Using Past tense in explaining occurence of news. But if that in the
form of fact which hitherto still happened or still in the form of
fact, hence can use tense present simple.
6. • Information on the use of headlines.
• The use of action verb.
(e.g.: hit, attack, and went)
• The use of saying verb.
(e.g.: said, added, and claimed)
• The use of passive sentence.
(e.g.: Japan was bit by Tsunami in 2011)
• The use of adverb in passive sentence.
8. Cat Saved Boy From Dog’s Attack
A Four-year-old boy cuddled up to his cat, thanked to it and said the cat
was his hero. It happened in Bakersfield, California after hew as save by his cat from
attacks of a dog.
The boy is Jeremy Triantafilo. He was riding his bike on the pavement
outside and suddenly was attacked by a neigbour’s dog. He was caught in the jaws of
the dog. Fortunately his cat leapt into action and hurled itself straight at the dog. The
dog was startled and run away.
After the incident, the boy has been spending his time with the cat. He has
been proud of the cat. When he was asked whether the dog is the best one, the boy
nodded his head and said; “She’s my hero”.
Police said that the dog had nine days left in quarantine before it would be
put down after the attack.
9. TRANSLATE
Seorang anak empat tahun meringkuk untuk kucingnya,
mengucapkan terima kasih untuk itu dan mengatakan kucing
itu pahlawannya. Itu terjadi di Bakersfield, California setelah
menebang sebagai menyimpan dengan kucingnya dari
serangan anjing.
Anak itu adalah Jeremy Triantafilo. Dia mengendarai
sepedanya di trotoar di luar dan tiba-tiba diserang oleh anjing
neigbour itu. Dia ditangkap di rahang anjing. Untungnya
kucingnya melompat ke dalam tindakan dan melemparkan
dirinya langsung di anjing. Anjing itu terkejut dan lari.
Setelah kejadian itu, anak itu telah menghabiskan
waktu dengan kucing. Dia telah bangga kucing. Ketika ia
ditanya apakah anjing adalah yang terbaik, anak itu
menganggukkan kepalanya dan berkata; "Dia pahlawan saya".
Polisi mengatakan bahwa anjing memiliki sembilan
hari yang tersisa di karantina sebelum itu akan diletakkan
setelah serangan.
10. ANALYSIS TENSES OF CAT SAVED BOY
FROM DOG’S ATTACK
• Present Perfect Continuous
Example : After the incident, the boy has
been spending his time with the cat
He/She/It + Has + Been + Verb + Ing
11. • Past Continuous
Example : He was riding his bike on the
pavement outside
I/He/She/It + Was + Verb + Ing
12. • Simple past
Example :
a) A Four-year-old boy cuddled up to his
cat
b) It happened in Bakersfield, California
c) his cat leapt into action and hurled itself
straight at the dog
d)the boy nodded his head
S+ V2 + O
14. Newsworthy Event:
A Four-year-old boy cuddled up to his cat,
thanked to it and said the the cat was his hero. It
happened in Bakersfield, California after hew as
save by his cat from attacks of a dog.
15. Background Event
• Background Event 1: He was caught in the jaws of the dog.
Fortunately his cat leapt into action and hurled itself straight at the
dog. The dog was startled and run away.
• Background Event 2 :When he was asked whether the dog is the
best one, the boy nodded his head and said; “She’s my hero”.
16. • Source:
Police said that the dog had nine days
left in quarantine before it would be put
down after the attack.
19. • A ‘tag-question’ or ‘question tag’ is not a true question.
• A tag question is used at the end of a Statement Sentence to get
the confirmation from the listener, or just to express one’s doubt.
• A question sentence, on the contrary, is used to get the answer.
20.
21.
22. Possitive Statement,Negative Tag Negative Statement,Positive Tag
Simple Present You go to school,don’t you? You don’t go to school,do you?
Present Continous Danang is playing football,isn’t
he?
Danang isn’t playing football,is
he?
Simple Past He came yesterday,didn’t he? He didn’t come yesterday,did he?
Present Perfect Dina has read novel,hasn’t she? Dina hasn’t read novel,has she?
Simple Future You will come,won’t you? You won’t come,will you?
Modal You can cast ball,can’t you? You can’t cast ball,can you?
23. • Note :
There are additional rules when using tag question.
1. When the subject is “I” and the statement is possitive and uses the present tense,teh
corect tag is “aren’t I”
Example : I am sweep the floor,aren’t I?
2. When the tag questions are started with lets,the tag is shall we.
Example : Lets start singing,shall we?
3. In the imperative,the tag is wiil you.
Example: Closethe window,willyou?
4. We use an affirmative tag aftre a sentence containing
a begative word such as never,hardly,nobody.
Example :You hardlystudy english,do you?
5. When the subject is somebody,everybody,no one,someone/
everyone,we use they in the tag.
Example: everybody read book in the library,didn’t they?