The document lists and defines 69 common English structures and phrases. Some examples include:
1. Too/So + Adjective/Adverb + that + Subject + Verb, which describe things being too or so something that something else happens.
2. Enough + Noun + to do something/Someone + be + enough + to do something, talking about having enough or being old enough to do something.
3. Various phrases using want, like, prefer, rather, used to, get used to, and other common verbs and structures.
The structures are grouped into categories describing degree of something, opinions, past habits, requests, obligations, and other common uses of verbs, adject
Trọn bộ 20 công thức viết lại câu tiếng Anh hay gặp nhấtMaloda
Maloda xin gửi tới quý độc giả bộ tài liệu "Trọn bộ 20 công thức viết lại câu tiếng Anh hay gặp nhất ". Bộ tài liệu gồm 20 công thức viết lại câu giúp các bạn có thể dễ dàng sử dụng trong các bài thi...
Link tải:
https://drive.google.com/file/d/0BxuUHVv-OD-pNGpONzNaaVNfUTA
Maloda.vn - Kho sách quý, thi hết bí
Hotline: 0972.853.304 hoặc 0932.393.126
Địa chỉ: Số 1 ngõ 7 phố Nguyên Hồng, Ba Đình, Hà Nội
kali ini, kita akan membahas tentang bagaimana mengungkapkan sebuah saran atau menawarkan sebuah tawaran dalam bahasa Inggris. Jadi, tonton terus video ini sampai selesai ya.
Trọn bộ 20 công thức viết lại câu tiếng Anh hay gặp nhấtMaloda
Maloda xin gửi tới quý độc giả bộ tài liệu "Trọn bộ 20 công thức viết lại câu tiếng Anh hay gặp nhất ". Bộ tài liệu gồm 20 công thức viết lại câu giúp các bạn có thể dễ dàng sử dụng trong các bài thi...
Link tải:
https://drive.google.com/file/d/0BxuUHVv-OD-pNGpONzNaaVNfUTA
Maloda.vn - Kho sách quý, thi hết bí
Hotline: 0972.853.304 hoặc 0932.393.126
Địa chỉ: Số 1 ngõ 7 phố Nguyên Hồng, Ba Đình, Hà Nội
kali ini, kita akan membahas tentang bagaimana mengungkapkan sebuah saran atau menawarkan sebuah tawaran dalam bahasa Inggris. Jadi, tonton terus video ini sampai selesai ya.
Belajar dan mengerti tentang topik "Causative" dalam bahasa inggris dengan mudah disertai dengan penjelasan dan latihan soal. Semoga berguna bagi para pelajar yang belajar bahasa inggris.
Hi semua, terima kasih sudah berkunjung kesini 😆 Semua file yang diupload adalah materi perkuliahan. Nah... materi ini dari dosen yang dikhususkan untuk teman-teman kelas #manabeve 💚
Biar gampang diakses, yah masukin sini aja kan😆 Sekalian membantu kalian yang mungkin butuh beberapa konten dalam file-file ini.
Jangan lupa di like yah 💙 Kalau mau dishare atau didownload PLEASE MINTA IZIN dulu oke??
Biar ngga salah paham cuy😆
ASK FOR PERMISSION ▶ itsmeroses@mail.ru
Kalau kesulitan untuk mendownload FEEL FREE untuk email ke aku🔝🔝🔝🔝
[DISCLAIMER] Mohon banget kalau udah didownload. Kemuadian ingin dijadikan materi atau referensi. Jangan lupa cantumkan sumbernya. Terima kasih atas pengertiannya💖
------------------------------------------------------------
Materi details :
Coming soon ")
------------------------------------------------------------
MEET CLASS FELLAS💚
Instagram ▶ https://www.instagram.com/manabeve
Blog ▶ https://manabeve.blogspot.com
Email ▶ manabeve@gmail.com
------------------------------------------------------------
LET'S BECOME FRIENDS WITH ME💜
Instagram ▶ https://www.instagram.com/ameldiana3
Twitter ▶ https://www.twitter.com/amlediana3
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.
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
Belajar dan mengerti tentang topik "Causative" dalam bahasa inggris dengan mudah disertai dengan penjelasan dan latihan soal. Semoga berguna bagi para pelajar yang belajar bahasa inggris.
Hi semua, terima kasih sudah berkunjung kesini 😆 Semua file yang diupload adalah materi perkuliahan. Nah... materi ini dari dosen yang dikhususkan untuk teman-teman kelas #manabeve 💚
Biar gampang diakses, yah masukin sini aja kan😆 Sekalian membantu kalian yang mungkin butuh beberapa konten dalam file-file ini.
Jangan lupa di like yah 💙 Kalau mau dishare atau didownload PLEASE MINTA IZIN dulu oke??
Biar ngga salah paham cuy😆
ASK FOR PERMISSION ▶ itsmeroses@mail.ru
Kalau kesulitan untuk mendownload FEEL FREE untuk email ke aku🔝🔝🔝🔝
[DISCLAIMER] Mohon banget kalau udah didownload. Kemuadian ingin dijadikan materi atau referensi. Jangan lupa cantumkan sumbernya. Terima kasih atas pengertiannya💖
------------------------------------------------------------
Materi details :
Coming soon ")
------------------------------------------------------------
MEET CLASS FELLAS💚
Instagram ▶ https://www.instagram.com/manabeve
Blog ▶ https://manabeve.blogspot.com
Email ▶ manabeve@gmail.com
------------------------------------------------------------
LET'S BECOME FRIENDS WITH ME💜
Instagram ▶ https://www.instagram.com/ameldiana3
Twitter ▶ https://www.twitter.com/amlediana3
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.
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
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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!
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
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.
How libraries can support authors with open access requirements for UKRI fund...
Nguyen duc 69 cau truc can ban
1. fb: www.facebook.com/depmathom
Admin Group “Toeic Practice Club”
Fb: www.facebook.com/groups/Toeictuhoc
69 CẤU TRÚC CĂN BẢN TRONG TIẾNG ANH
1. S + V + too + Adj/Adv + (for someone) + to do something (Quá....để cho ai làm gì)
This structure is too easy for you to remember.
He ran too fast for me to follow.
2. S + V + so + Adj/Adv + that + S + V (Quá... đến nỗi mà...)
This box is so heavy that I cannot take it.
He speaks so soft that we can’t hear anything.
3. It + be + such + (a/an) + Adj + N(s) + that + S + V (Quá... đến nỗi mà..)
It is such a heavy box that I cannot take it.
It is such interesting books that I cannot ignore them at all.
4. S + V + Adj/Adv + enough + (for someone) + to do something (Đủ...cho ai đó làm
gì)
She is old enough to get married.
They are intelligent enough for me to teach them English.
5. Enough + danh từ + (to do something) (Đủ cái gì để làm điều gì đó)
I don’t have enough time to study.
6. Have/get + something + V3/ed (Past Participle) (Có cái gì đã được làm gì...)
I had my hair cut yesterday.
I’d like to have my shoes repaired.
2. fb: www.facebook.com/depmathom
Admin Group “Toeic Practice Club”
Fb: www.facebook.com/groups/Toeictuhoc
7. It + be + time + S + V (-ed, cột 2)/It’s +time +for someone + to do something (Đã
đến lúc ai đó phải làm gì...)
It is time you had a shower.
It’s time for me to ask all of you for this question.
8. It + takes/took+ someone + time + to do something (Ai đó làm gì... mất bao nhiêu
thời gian)
It takes me 5 minutes to get to school.
It took him 10 minutes to do this exercise yesterday.
9. To prevent/stop + someone/something + From + N/V-ing (Ngăn cản ai/cái gì... làm
gì..)
He prevented us from parking our car here.
10.S + find+ it+ Adj to do something (Ai nhận thấy như thế nào... để làm gì...)
I find it very difficult to learn about English.
They found it easy to overcome that problem.
11.To prefer + Noun/V-ing + to + N/V-ing (Thích cái gì/làm gì hơn cái gì/làm gì)
I prefer dog to cat.
I prefer reading books to watching TV.
12.Would rather ('d rather) + V (infinitive) + than + V (infinitive) (Thích làm gì hơn
làm gì)
She would rather play games than read books.
I’d rather learn English than learn Biology.
13.Would (‘d ) rather do something/not do something (Thà làm gì/ thà đừng làm gì)
I’d rather stay at home.
I’d rather not say at home.
14.Would (‘d) rather someone did something (Muốn ai làm gì)
3. fb: www.facebook.com/depmathom
Admin Group “Toeic Practice Club”
Fb: www.facebook.com/groups/Toeictuhoc
I’d rather you (he/she ) stayed at home today.
15.To be/get used to + V-ing (quen làm gì)
I am used to eating with chopsticks.
16.Used to + V (infinitive) (Thường/đã từng làm gì trong quá khứ và bây giờ không
làm nữa)
I used to go fishing with my friends when I was young.
She used to smoke 10 cigarettes a day.
17.To be amazed at = to be surprised at + N/V-ing (Ngạc nhiên về...)
I was amazed at his big beautiful villa.
18.To be angry at + N/V-ing (Tức giận về)
Her mother was very angry at her bad marks.
19.To be good at/ bad at + N/V-ing (Giỏi về.../Kém về...)
I am good at swimming.
He is very bad at English.
20.By chance = by accident (Tình cờ)
I met her in Paris by chance last week.
21.To be/get tired of + N/V-ing (Mệt mỏi về...)
My mother was tired of doing too much housework everyday.
22.Can’t stand/ help/ bear/ resist + V-ing (Không chịu nỗi/không nhịn được làm gì...)
She can't stand laughing at her little dog.
23.To be keen on/to be fond of + N/V-ing (Thích làm gì đó...)
My younger sister is fond of playing with her dolls.
24.To be interested in + N/V-ing (Quan tâm đến...)
Mrs Brown is interested in going shopping on Sundays.
25.To waste + time/money + V-ing (Tốn tiền hoặc thời gian làm gì…)
He always wastes time playing computer games each day.
Sometimes, I waste a lot of money buying clothes.
4. fb: www.facebook.com/depmathom
Admin Group “Toeic Practice Club”
Fb: www.facebook.com/groups/Toeictuhoc
26.To spend + time/money + V-ing (Dành bao nhiêu thời gian làm gì…)
I spend 2 hours reading books a day
Mr Jim spent a lot of money traveling around the world last year.
27.To spend + time/money + on + something (Dành thời gian vào việc gì...)
My mother often spends 2 hours on housework everyday.
She spent all of her money on clothes.
28.To give up + V-ing/N (Từ bỏ làm gì/cái gì...)
You should give up smoking as soon as possible.
29.Would like/want/wish + to do something (Thích/muốn làm gì...)
I would like to go to the cinema with you tonight.
30.Have + something + to verb (Có cái gì đó để làm)
I have many things to do this week.
31.It + be + something/someone + that/who + V (Chính...mà...)
It is Tom who got the best marks in my class.
It is the villa that he had to spend a lot of money last year.
32.Had better + (not) +V (infinitive) (Nên làm gì....)
You had better go to see the doctor.
(Had better = should = ought to)
33.It is + Adj + (for someone) + to do something
It is difficult for old people to learn English.
34.To be bored with (Chán làm cái gì)
We are bored with doing the same things everyday.
35.It’s the first time + someone + have/has + V3/ed + something (Đây là lần đầu tiên
ai làm cái gì)
It’s the first time we have visited this place.
36.To want someone to do something = To want to have something + V3/ed (Muốn ai
làm gì ) (Muốn có cái gì được làm )
5. fb: www.facebook.com/depmathom
Admin Group “Toeic Practice Club”
Fb: www.facebook.com/groups/Toeictuhoc
She wants someone to make her a dress.
She wants to have a dress made.
37.It’s not necessary for someone to do something = Someone don’t need to do st (Ai
không cần thiết phải làm gì)
It is not necessary for you to do this exercise.
38.To look forward to V-ing (Mong chờ, mong đợi làm gì )
We are looking forward to going on holiday.
39.To provide someone with N/V-ing (Cung cấp cho ai cái gì)
Can you provide us with some books in history?
40.To fail to do something (Không làm được cái gì/Thất bại trong việc làm cái gì)
We failed to do this exercise.
41.To succeed in V-ing (Thành công trong việc làm cái gì)
We succeed in passing the exam.
42.To borrow something from someone/somewhere (Mượn cái gì của ai)
She borrowed this book from the liblary.
43.To lend someone something (Cho ai mượn cái gì)
Can you lend me some money?
44.To make someone do something (Bắt ai làm gì)
The teacher made us do a lot of homework.
45.It is (very) kind of someone to do something (Ai thật tốt bụng/tử tế khi làm gì)
It is very kind of you to help me.
46.To make sure of something
To make sure that + S + V (Bảo đảm điều gì)
I have to make sure of that information.
You have to make sure that you’ll pass the exam
47.To have no idea of something = Don’t know about something (Không biết về cái gì)
I have no idea of this word = I don’t know this word.
6. fb: www.facebook.com/depmathom
Admin Group “Toeic Practice Club”
Fb: www.facebook.com/groups/Toeictuhoc
48.To Advise someone to do something/not to do something (Khuyên ai làm gì/không
làm gì )
Our teacher advises us to study hard.
49.To plan/intend to do something (Dự định/có kế hoạch làm gì )
We planed/intended to go for a picnic.
50.To invite someone to do something (Mời ai làm gì)
They invited me to go to the cinema.
51.To offer someone something (Mời/đề nghị ai cái gì )
He offered me a job in his company.
52.To rely on someone (Tin cậy, dựa dẫm vào ai )
You can rely on him.
53.To keep promise (Giữ lời hứa)
He always keeps promise.
54.To be able to do something = To be capable of + V-ing (Có khả năng làm gì)
I’m able to speak English = I am capable of speaking English.
55.To apologize for doing something (Xin lỗi ai vì đã làm gì)
I want to apologize for being rude to you.
56.To suggest (+ that) + S (+should) + Vo ( Gợi ý ai làm gì )
I suggested she (should) buy this house.
57.To suggest doing something (Gợi ý làm gì)
I suggested going for a walk.
58.Try to do (Cố gắng làm gì )
We tried to learn hard.
59.Try doing something (Thử làm gì)
We tried cooking this food.
60.To need to do something (Cần làm gì)
You need to work harder.
7. fb: www.facebook.com/depmathom
Admin Group “Toeic Practice Club”
Fb: www.facebook.com/groups/Toeictuhoc
61.To need doing = need to be V3/ed (Cần được làm)
This car needs repairing = This car needs to be repaired.
62.To remember doing (Nhớ đã làm gì)
I remember seeing this film.
63.To remember to do (Nhớ làm gì) (=> việc này chưa làm)
Remember to do your homework.
64.To be busy doing something (Bận rộn làm gì)
We are busy preparing for our exam.
65.To mind doing something (Phiền làm gì)
Do/Would you mind closing the door for me?
66.To stop to do something (Dừng lại để làm gì)
We stopped to buy some petrol.
67.To stop doing something (Thôi không làm gì nữa)
We stopped going out late.
68.Let someone do something (Để ai làm gì)
Let him come in.
69.Be about to do something (Chuẩn bị làm gì/định làm gì/sắp làm gì)
We're about to start.
Nguồn: Tài liệu trên được tổng hợp từ nhiều nguồn thông qua internet.