This document provides information about possession in English. It discusses three main topics:
1. Using apostrophes to show possession with nouns. An apostrophe + s is added to singular nouns and irregular plural nouns. For regular plural nouns ending in s, only an apostrophe is added.
2. Using the question word "whose" to ask about possession. Examples show "whose" being used before both the noun and verb in a question.
3. Using possessive pronouns like "mine", "yours" instead of repeating the noun. The possessive pronouns for he, she and their are listed as "his", "hers" and "theirs".
This document discusses prepositions of time such as at, in, and on and provides examples of how they are used to indicate when events occur. It explains that prepositions of time answer the question "when?" and are used with specific time references like hours, days, months, years, seasons, and parts of the day. Examples are given for each preposition showing how they are followed by time words and phrases to indicate timing. An activity at the end asks the reader to provide the correct preposition of time for sentences about scheduling.
The document discusses the rules for forming the past simple tense of regular verbs in English. It states that for most regular verbs, we add "-ed" to the base form. For verbs ending in a consonant plus "y", we change the "y" to "ied". It also notes some exceptions like verbs ending in "e" where only "-d" is added. Examples are provided to illustrate how to apply the rules to form the past simple tense of common verbs like listen, watch, and play.
There are seven object pronouns in English: me, you, him, her, it, us, and them. Object pronouns take the place of nouns that are affected by the verb in a sentence. Examples include "Marilyn likes Brian" becoming "Marilyn likes him" and "I love my parents" becoming "I love them." Object pronouns also follow prepositions like "with," "to," and "at." An exercise provides examples of replacing object nouns with the correct object pronouns.
This document discusses various English adverbs of time and provides examples of how they are used in sentences. It defines adverbs like early, late, earlier, later, then, before, after, afterwards, now, today, tomorrow, and yesterday and shows how they indicate when actions occur relative to other points in time.
Don had a week-long vacation in Hawaii with his cousin where they went surfing every day despite cloudy weather. When asked about the best part of the trip, Don explained that something incredible happened, though Celia would not believe what it was. The document provides examples of using the past tense of verbs including "to be" to talk about actions and events that happened and finished in the past.
This document discusses adjectives and adverbs of manner. It notes that adjectives describe nouns and generally appear before the noun, while adverbs of manner describe how something happens and generally appear after verbs or objects. It then provides rules for forming adverbs of manner from adjectives, usually by adding "-ly", as well as some irregular forms. Examples are given throughout to illustrate parts of speech and rules.
This document provides information on verb tenses in English grammar. It defines verb tenses as tools used to express time and lists the main tenses as present, past, and future. The document then proceeds to explain the uses and formulas for forming sentences in several English tenses including present indefinite, present continuous, present perfect, present perfect continuous, past indefinite, past continuous, past perfect, future indefinite, future continuous, future perfect, and future perfect continuous. Examples are provided to illustrate the uses and formulas for each tense.
This document discusses how to form comparative adjectives in English. It explains that one-syllable adjectives add "-er", two-syllable adjectives ending in "-y" change the "-y" to "-i" and add "-er", and adjectives with three or more syllables use "more" before the adjective. It provides examples of comparisons using these rules and notes some irregular adjectives like "good", "bad", and "much" that have different comparative forms.
This document discusses prepositions of time such as at, in, and on and provides examples of how they are used to indicate when events occur. It explains that prepositions of time answer the question "when?" and are used with specific time references like hours, days, months, years, seasons, and parts of the day. Examples are given for each preposition showing how they are followed by time words and phrases to indicate timing. An activity at the end asks the reader to provide the correct preposition of time for sentences about scheduling.
The document discusses the rules for forming the past simple tense of regular verbs in English. It states that for most regular verbs, we add "-ed" to the base form. For verbs ending in a consonant plus "y", we change the "y" to "ied". It also notes some exceptions like verbs ending in "e" where only "-d" is added. Examples are provided to illustrate how to apply the rules to form the past simple tense of common verbs like listen, watch, and play.
There are seven object pronouns in English: me, you, him, her, it, us, and them. Object pronouns take the place of nouns that are affected by the verb in a sentence. Examples include "Marilyn likes Brian" becoming "Marilyn likes him" and "I love my parents" becoming "I love them." Object pronouns also follow prepositions like "with," "to," and "at." An exercise provides examples of replacing object nouns with the correct object pronouns.
This document discusses various English adverbs of time and provides examples of how they are used in sentences. It defines adverbs like early, late, earlier, later, then, before, after, afterwards, now, today, tomorrow, and yesterday and shows how they indicate when actions occur relative to other points in time.
Don had a week-long vacation in Hawaii with his cousin where they went surfing every day despite cloudy weather. When asked about the best part of the trip, Don explained that something incredible happened, though Celia would not believe what it was. The document provides examples of using the past tense of verbs including "to be" to talk about actions and events that happened and finished in the past.
This document discusses adjectives and adverbs of manner. It notes that adjectives describe nouns and generally appear before the noun, while adverbs of manner describe how something happens and generally appear after verbs or objects. It then provides rules for forming adverbs of manner from adjectives, usually by adding "-ly", as well as some irregular forms. Examples are given throughout to illustrate parts of speech and rules.
This document provides information on verb tenses in English grammar. It defines verb tenses as tools used to express time and lists the main tenses as present, past, and future. The document then proceeds to explain the uses and formulas for forming sentences in several English tenses including present indefinite, present continuous, present perfect, present perfect continuous, past indefinite, past continuous, past perfect, future indefinite, future continuous, future perfect, and future perfect continuous. Examples are provided to illustrate the uses and formulas for each tense.
This document discusses how to form comparative adjectives in English. It explains that one-syllable adjectives add "-er", two-syllable adjectives ending in "-y" change the "-y" to "-i" and add "-er", and adjectives with three or more syllables use "more" before the adjective. It provides examples of comparisons using these rules and notes some irregular adjectives like "good", "bad", and "much" that have different comparative forms.
The document discusses the three simple tenses in English: simple present, simple past, and simple future. [1] It explains that tense indicates when an action occurred. [2] The simple present is used for habitual or repeated actions in the present, the simple past is used for completed actions in the past, and the simple future is used for actions that will occur in the future. [3] Examples are provided to illustrate the conjugation and usage of each tense.
This document defines and provides examples of object pronouns. It explains that object pronouns are used in place of nouns that receive or are affected by the action. The pronouns me, you, him/her, it, and them are defined as object pronouns and examples are given for when to use each pronoun based on whether it refers to the speaker, person spoken to, a male noun, female noun, singular noun, or plural nouns. The document concludes with practice examples replacing nouns with the correct object pronouns.
This document provides an overview of subject and object pronouns. It defines subject pronouns as those that indicate who a sentence is about and object pronouns as those that indicate who is affected in a sentence. Examples are given of common subject and object pronouns like I, you, she, he, we, they. The document also includes practice questions for the reader to identify subject and object pronouns in different contexts.
This document provides a review of 12 English verb tenses: simple present, present progressive, simple past, past progressive, future, future progressive, and going to future. It explains the meaning and usage of each tense through examples and exercises requiring the reader to identify, form, or apply the correct verb tense based on time cues in sentences. Practice questions cover topics like habits, ongoing actions, completed past events, future plans, and mixing tenses.
The document discusses personal pronouns and their grammatical usage. It provides examples of first, second, and third person singular and plural pronouns, such as I, you, she, he, we, and they. It also gives examples of how pronouns can function as subjects in sentences and discusses the basic subject-verb-complement grammatical structure using pronoun examples.
1. The document provides examples of verbs in different tenses including present, past, and negatives.
2. It demonstrates interrogative sentences and short answers using auxiliary verbs like "was" and "were".
3. The examples illustrate how to use verbs like "am", "is", "are", "was", and "were" to talk about things that are happening now, happened in the past, or things that are/were not happening.
This document discusses possessive pronouns and how they show ownership. It explains that singular possessive pronouns include my, your, his, and her, while plural possessive pronouns are its, our, your, and their. Possessive pronouns can be used instead of possessive nouns to indicate who or what owns something.
The document provides a lesson on demonstrative pronouns. It defines the demonstrative pronouns "this", "that", "these", and "those" and explains that "this" and "these" refer to people, animals, or objects that are near while "that" and "those" refer to people, animals, or objects that are farther away. Examples are given to illustrate the correct usage of each pronoun. Exercises are also included for students to practice identifying and filling in the appropriate demonstrative pronoun.
This document provides instruction on how to form comparative adjectives in English. It explains that for one-syllable adjectives, "-er" is usually added to form the comparative. For adjectives ending in "e", just add "r". Adjectives ending in "y" drop the "y" and add "ier". For adjectives with two or more syllables, "more" is used before the adjective. Irregular comparatives like "good/better" and "bad/worse" must be memorized. "Less" is used with adjectives without changing the form to indicate less of a quality. Examples are provided to illustrate each comparative formation rule.
The document provides examples of sentences using possessive pronouns like "I", "you", "he", "she", "it", "we", and "they" followed by "have" or "has" and a noun. It demonstrates asking questions using these pronouns to inquire about what objects various people possess, and providing answers both affirmatively and negatively depending on whether the subject "has" or "does not have" the object in question.
This document provides instruction on using was/were to talk about things in the past. It explains that was/were are used with subjects to talk about origin, identity, age, location, size, and mood in the past. Examples of affirmative, negative, and interrogative sentences are given for was and were. Contractions like wasn't and weren't are also covered. The document demonstrates question forms starting with wh- words like what, when, where, how and why.
This document provides information on the use of "be going to" for expressing future plans and predictions in English. It defines the affirmative, negative, and question forms of "be going to" and provides examples of its use for decisions made before or at the moment of speaking versus predictions based on present evidence. The difference between "will" and "be going to" is also briefly explained. Tables of contents and examples about the solar system are also included.
'To have' verb plays important role in communicative English. Its present and past forms; have, has and had form the very common sentences in our daily conversation. In this slideshow, these forms are explained with their usage in the sentences.
This document discusses prepositions and prepositional phrases. It provides examples of common prepositions like above, at, below, between, by, for, from, in, like, near, of, on, to, under, with. It also gives examples of prepositional phrases showing the relationship between a subject and another object, consisting of a preposition and its object and any modifiers.
This document provides rules for forming comparative and superlative adjectives in English. It explains that comparative adjectives are used to compare two things and use endings like "-er" or "than". Superlative adjectives compare more than two things and use endings like "-est" or "the most". The rules provided give guidance on adding suffixes based on the number of syllables in the adjective and whether it ends in certain letter combinations. Exceptions for irregular adjectives are also noted. The purpose is to help readers properly form comparative and superlative adjectives.
An adverb of place qualifies the meaning of a sentence by indicating where an action occurs or will occur. Examples include "here, nearby, outside." Adverbs of place are usually placed after verbs or objects and can indicate direction, distance, an object's position in relation to another, or movement in a particular direction. Common adverbs of place include up, down, around, away, north, southeast, nearby, far away, below, between, above, behind, through, around, toward, forward, backwards, homeward, westward, eastwards, onward, inwards, upwards.
This document discusses prepositions of place and their meanings. It defines prepositions of place as indicating position, location, or distance. It then provides examples of common prepositions of place like "at", "in", "on", "behind", "under", "next to", "in front of", "over", "between", "near", and "far". Each preposition is defined and an example sentence using that preposition is given.
This document provides examples and definitions for various prepositions of direction in English. It discusses the meanings and uses of prepositions such as across, along, around, away, down, from, into, out, over, past, through, to, and towards. For each preposition, it gives one or more examples to illustrate how the preposition is used to indicate spatial relationships and motion. The document is intended as a reference for understanding common English prepositions of direction.
Present Perfect vs Past Simple : English LanguageA. Simoes
The document summarizes the differences between using the present perfect and past simple tenses in English. It provides examples of how to use each tense correctly based on whether an action is completed or ongoing, and the timeframe being referred to. The key differences discussed are that the present perfect relates past events to the present, while the past simple is used for finished events entirely in the past.
This document defines pronouns and provides examples of different types of pronouns. It explains that pronouns take the place of nouns, such as using "she" instead of repeating "Mrs. Turnbull". It identifies personal pronouns like I, you, he, she, which refer to specific people or things. Examples are given of possessive and reflexive pronouns. Multiple choice questions are included to test understanding of choosing the correct pronoun.
This document provides information about possessive adjectives and pronouns. It defines adjectives as words used to describe nouns and pronouns. Possessive adjectives describe something that belongs to a person or thing and always come before the noun, such as "my" and "your." Possessive pronouns also show ownership but are never followed by a noun, such as "mine" and "yours." The document includes examples and an exercise to practice using possessive adjectives and pronouns correctly in sentences by filling in the blanks. It also provides a forum for discussion if readers have questions.
This document discusses pronouns, possessive adjectives, and the possessive 's. It defines personal pronouns and how they are used as subjects and objects. Possessive adjectives, such as "my" and "your", are used to indicate possession and always precede nouns. Possessive pronouns, like "mine" and "yours", follow verbs like "to be" and indicate possession. The possessive 's is used with names to show possession, like "Johnny's laptop". The placement of the apostrophe changes based on whether the possessor is singular or plural.
The document discusses the three simple tenses in English: simple present, simple past, and simple future. [1] It explains that tense indicates when an action occurred. [2] The simple present is used for habitual or repeated actions in the present, the simple past is used for completed actions in the past, and the simple future is used for actions that will occur in the future. [3] Examples are provided to illustrate the conjugation and usage of each tense.
This document defines and provides examples of object pronouns. It explains that object pronouns are used in place of nouns that receive or are affected by the action. The pronouns me, you, him/her, it, and them are defined as object pronouns and examples are given for when to use each pronoun based on whether it refers to the speaker, person spoken to, a male noun, female noun, singular noun, or plural nouns. The document concludes with practice examples replacing nouns with the correct object pronouns.
This document provides an overview of subject and object pronouns. It defines subject pronouns as those that indicate who a sentence is about and object pronouns as those that indicate who is affected in a sentence. Examples are given of common subject and object pronouns like I, you, she, he, we, they. The document also includes practice questions for the reader to identify subject and object pronouns in different contexts.
This document provides a review of 12 English verb tenses: simple present, present progressive, simple past, past progressive, future, future progressive, and going to future. It explains the meaning and usage of each tense through examples and exercises requiring the reader to identify, form, or apply the correct verb tense based on time cues in sentences. Practice questions cover topics like habits, ongoing actions, completed past events, future plans, and mixing tenses.
The document discusses personal pronouns and their grammatical usage. It provides examples of first, second, and third person singular and plural pronouns, such as I, you, she, he, we, and they. It also gives examples of how pronouns can function as subjects in sentences and discusses the basic subject-verb-complement grammatical structure using pronoun examples.
1. The document provides examples of verbs in different tenses including present, past, and negatives.
2. It demonstrates interrogative sentences and short answers using auxiliary verbs like "was" and "were".
3. The examples illustrate how to use verbs like "am", "is", "are", "was", and "were" to talk about things that are happening now, happened in the past, or things that are/were not happening.
This document discusses possessive pronouns and how they show ownership. It explains that singular possessive pronouns include my, your, his, and her, while plural possessive pronouns are its, our, your, and their. Possessive pronouns can be used instead of possessive nouns to indicate who or what owns something.
The document provides a lesson on demonstrative pronouns. It defines the demonstrative pronouns "this", "that", "these", and "those" and explains that "this" and "these" refer to people, animals, or objects that are near while "that" and "those" refer to people, animals, or objects that are farther away. Examples are given to illustrate the correct usage of each pronoun. Exercises are also included for students to practice identifying and filling in the appropriate demonstrative pronoun.
This document provides instruction on how to form comparative adjectives in English. It explains that for one-syllable adjectives, "-er" is usually added to form the comparative. For adjectives ending in "e", just add "r". Adjectives ending in "y" drop the "y" and add "ier". For adjectives with two or more syllables, "more" is used before the adjective. Irregular comparatives like "good/better" and "bad/worse" must be memorized. "Less" is used with adjectives without changing the form to indicate less of a quality. Examples are provided to illustrate each comparative formation rule.
The document provides examples of sentences using possessive pronouns like "I", "you", "he", "she", "it", "we", and "they" followed by "have" or "has" and a noun. It demonstrates asking questions using these pronouns to inquire about what objects various people possess, and providing answers both affirmatively and negatively depending on whether the subject "has" or "does not have" the object in question.
This document provides instruction on using was/were to talk about things in the past. It explains that was/were are used with subjects to talk about origin, identity, age, location, size, and mood in the past. Examples of affirmative, negative, and interrogative sentences are given for was and were. Contractions like wasn't and weren't are also covered. The document demonstrates question forms starting with wh- words like what, when, where, how and why.
This document provides information on the use of "be going to" for expressing future plans and predictions in English. It defines the affirmative, negative, and question forms of "be going to" and provides examples of its use for decisions made before or at the moment of speaking versus predictions based on present evidence. The difference between "will" and "be going to" is also briefly explained. Tables of contents and examples about the solar system are also included.
'To have' verb plays important role in communicative English. Its present and past forms; have, has and had form the very common sentences in our daily conversation. In this slideshow, these forms are explained with their usage in the sentences.
This document discusses prepositions and prepositional phrases. It provides examples of common prepositions like above, at, below, between, by, for, from, in, like, near, of, on, to, under, with. It also gives examples of prepositional phrases showing the relationship between a subject and another object, consisting of a preposition and its object and any modifiers.
This document provides rules for forming comparative and superlative adjectives in English. It explains that comparative adjectives are used to compare two things and use endings like "-er" or "than". Superlative adjectives compare more than two things and use endings like "-est" or "the most". The rules provided give guidance on adding suffixes based on the number of syllables in the adjective and whether it ends in certain letter combinations. Exceptions for irregular adjectives are also noted. The purpose is to help readers properly form comparative and superlative adjectives.
An adverb of place qualifies the meaning of a sentence by indicating where an action occurs or will occur. Examples include "here, nearby, outside." Adverbs of place are usually placed after verbs or objects and can indicate direction, distance, an object's position in relation to another, or movement in a particular direction. Common adverbs of place include up, down, around, away, north, southeast, nearby, far away, below, between, above, behind, through, around, toward, forward, backwards, homeward, westward, eastwards, onward, inwards, upwards.
This document discusses prepositions of place and their meanings. It defines prepositions of place as indicating position, location, or distance. It then provides examples of common prepositions of place like "at", "in", "on", "behind", "under", "next to", "in front of", "over", "between", "near", and "far". Each preposition is defined and an example sentence using that preposition is given.
This document provides examples and definitions for various prepositions of direction in English. It discusses the meanings and uses of prepositions such as across, along, around, away, down, from, into, out, over, past, through, to, and towards. For each preposition, it gives one or more examples to illustrate how the preposition is used to indicate spatial relationships and motion. The document is intended as a reference for understanding common English prepositions of direction.
Present Perfect vs Past Simple : English LanguageA. Simoes
The document summarizes the differences between using the present perfect and past simple tenses in English. It provides examples of how to use each tense correctly based on whether an action is completed or ongoing, and the timeframe being referred to. The key differences discussed are that the present perfect relates past events to the present, while the past simple is used for finished events entirely in the past.
This document defines pronouns and provides examples of different types of pronouns. It explains that pronouns take the place of nouns, such as using "she" instead of repeating "Mrs. Turnbull". It identifies personal pronouns like I, you, he, she, which refer to specific people or things. Examples are given of possessive and reflexive pronouns. Multiple choice questions are included to test understanding of choosing the correct pronoun.
This document provides information about possessive adjectives and pronouns. It defines adjectives as words used to describe nouns and pronouns. Possessive adjectives describe something that belongs to a person or thing and always come before the noun, such as "my" and "your." Possessive pronouns also show ownership but are never followed by a noun, such as "mine" and "yours." The document includes examples and an exercise to practice using possessive adjectives and pronouns correctly in sentences by filling in the blanks. It also provides a forum for discussion if readers have questions.
This document discusses pronouns, possessive adjectives, and the possessive 's. It defines personal pronouns and how they are used as subjects and objects. Possessive adjectives, such as "my" and "your", are used to indicate possession and always precede nouns. Possessive pronouns, like "mine" and "yours", follow verbs like "to be" and indicate possession. The possessive 's is used with names to show possession, like "Johnny's laptop". The placement of the apostrophe changes based on whether the possessor is singular or plural.
This document contains notes from an English grammar lesson that covered possessive adjectives and pronouns, relative clauses, and relative pronouns. The lesson included examples and exercises for students to practice these grammar topics in pairs or by completing sentences. Warm-up and review activities were also included at the beginning and end of the class.
This document provides instruction on Spanish grammar concepts including the subjunctive and adjective clauses, subjunctive and adverbial clauses, commands, impersonal "se", future tense, probability, willingness, conditional, and past subjunctive. It defines these concepts and provides examples of how to conjugate and use each one. Key topics covered include using the subjunctive vs indicative, forming commands, using the impersonal "se", conjugating the future and conditional tenses, and forming the past subjunctive.
The document discusses the different uses and meanings of the apostrophe s ('s). It explains that the apostrophe s can indicate a contraction of is or has, possession or relationship, or the plural form of nouns. The key rules covered are: singular nouns ending in s add an apostrophe s; plural nouns ending in s add only an apostrophe; plural nouns not ending in s add an apostrophe s. Exceptions and clarifying examples are provided throughout to illustrate the proper uses of possessive nouns and the apostrophe s.
The document defines pronouns and possessive pronouns. A pronoun takes the place of a noun, and its antecedent is the word the pronoun refers to. There are two types of possessive pronouns - strong/absolute possessive pronouns like mine and weak/possessive adjectives like my. Possessive pronouns have different forms depending on whether they are used before a noun or alone. The document provides examples and a quiz to practice using possessive pronouns correctly.
The document provides information on object pronouns in English. It lists personal pronouns and their object pronoun counterparts such as I/me, you, he/him, she/her. It gives examples of sentences using object pronouns like "She likes me". The document also includes an exercise for learners to practice placing object pronouns in sentences correctly. Additionally, it covers the possessive 's in English and how it is used to indicate ownership or possession, such as "the man's dog". An exercise is provided for rewriting sentences to use the possessive 's where applicable.
This document contains the table of contents and sections of a Spanish grammar guide created by Ana Cartwright for her Spanish 2 class. The guide covers topics such as nationalities, stem changing verbs, object pronouns, preterite tense, superlatives, and more. Each section provides explanations, examples, and conjugations of grammar points.
This document provides information about using articles (a, an, the) correctly with nouns in English. It discusses countable vs. uncountable nouns, singular and plural nouns, possessive adjectives and pronouns, and the use or non-use of articles with specific nouns like names of places, school, home, etc. Exercises are provided throughout for the student to practice these grammar points.
This document provides information about the authors and publisher of a grammar practice book for pre-intermediate English language learners. It includes the copyright information, a table of contents listing the grammatical areas and exercises covered in the book, and a short introduction to the student on how to use the book with or without a teacher. The material is intended to help students improve their English grammar.
English learning new grammar practice for pre-intermediate students (with k...yovanna zevallos
This document provides information about a grammar practice book for pre-intermediate English language learners. It includes the title, authors, publisher information, copyright details, table of contents, and a short introduction explaining how the book can be used in class or independently at home. The book aims to help students improve their English grammar through short explanations and exercises on various topics such as nouns, verbs, conditionals, modals, and more.
Grammar practice for_pre-intermediate_studentsJK Durrani
This document provides information about the use of articles (a, an, the) and countable/uncountable nouns in the English language. It begins with a table of contents and introduction. The body of the document contains explanations and exercises on topics such as subject/object pronouns, possessives, singular/plural forms, and the rules governing the use of indefinite and definite articles with different types of nouns. It concludes with a list of vocabulary words that do and do not take definite articles. The document serves as a reference for students to learn grammar concepts related to nouns, adjectives, articles and countability.
Apostrophes have two main purposes: to indicate missing letters in contracted words and to show possession. They show possession by adding 's to a singular noun or adding 's after plural nouns ending in s. Apostrophes are placed before the s in singular nouns and after the s in plural nouns to indicate something belongs to the noun.
Possessive adjectives come before nouns to indicate ownership and include words like "my", "your", "his", "her", "its", "our", and "their". Possessive pronouns can stand alone to replace nouns, such as "mine", "yours", "his", "hers", and "its". The document provides examples of possessive adjectives and pronouns, and clarifies that adjectives describe nouns while pronouns are used to replace nouns when indicating possession.
This document provides information on pronouns, possessive adjectives, comparative and superlative adjectives, reflexive pronouns, indefinite pronouns, and expressions of frequency in Spanish grammar. It defines these grammatical concepts and provides examples of their use. It also includes practice exercises for students to reinforce their understanding.
This document provides an overview of different types of pronouns in English grammar. It discusses personal pronouns, possessive pronouns, demonstrative pronouns, reflexive pronouns, indefinite pronouns, reciprocal pronouns, and relative pronouns. For each type of pronoun, it provides examples to illustrate how and when they are used in sentences.
The document provides an overview of English grammar structures, including the present simple, past simple, pronouns, prepositions, comparatives, and verb forms. It covers topics like subject/object pronouns, possession, and the differences between some/any and much/many. Examples are given for forming sentences using these various grammatical structures.
The document provides an overview of infinitives in English grammar. It discusses how infinitives can act as subjects, objects, and subject complements. It also covers how certain verbs, adjectives, nouns, and adverbs are followed by infinitives and the different meanings this can convey. Specifically, it explains how infinitives can indicate necessity or advisability after nouns and how some verbs allow only infinitives or gerunds while others allow both. The document provides examples for each rule and clarifies confusing aspects of using infinitives.
This document provides a grammar guide for improving Spanish grades. It summarizes key concepts around verb tenses and moods including the present perfect, past perfect, future, conditional, commands, and subjunctive. It explains how to form and use these tenses and moods with examples in both Spanish and English. Key sections cover the subjunctive with adjective and adverbial clauses, commands, impersonal "se", and the past subjunctive tense.
1. The document discusses different types of pronouns including subject pronouns, object pronouns, possessive pronouns, and contractions using pronouns.
2. It provides examples of how to properly use subject and object pronouns, including in sentences with multiple pronouns. Common errors involving double subjects are also addressed.
3. Guidelines are given for determining whether to use "I" or "me" and "we" or "us" in sentences, including with additional nouns. Readers are advised to test sentences by removing additional nouns.
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.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Possession
1.
2. 1. Find three ways to show possession.
2. What wh- question word is used to ask about
possession?
POSSESSION
This is my manager,
Rebecca. Rebecca’s
job is hard. Whose
work is in her hand?
It’s mine!
my, 's, mine
Whose
3. 1. We use an apostrophe + s with a noun / verb /
adjective.
2. With a singular noun or an irregular plural noun, the
apostrophe goes before / after the s.
3. With a regular plural noun the apostrophe goes
before / after the noun that ends in s.
Tom’s sister has blue eyes. I have two
brothers. My brothers’ eyes are brown.
Whose sister has blue eyes?
POSSESSION
4. No, I don’t. I don’t have a brother,
but I have a sister. Her name’s Lara.
Does Lara have a cat?
Yes, she does. She has a black cat. Its
name is Nero. It has a white tail.
1. How many examples of have can you find?
2. When do we use has?
POSSESSION
Do you have a brother?
in the third person (after she, it
8
or he)
5. No, it’s not hers. It’s mine.
Whose laptop is that? Is it Amy’s laptop?
Whose ball is this? Is it yours?
No, it’s the boys’ ball.
POSSESSION
6. Whose cell phone is this? It’s my phone. / It’s ____.
Whose pen is this? It’s your pen. / It’s yours.
Whose car is this? It’s her car. / It’s hers.
Whose bag is that? It’s his bag. / It’s his.
Whose cake is that? It’s their cake. / It’s theirs.
Whose house is that? It’s our house. / It’s ours.
Possessive pronouns are
used to replace nouns or
noun phrases so we don’t
have to repeat them.
mine
POSSESSION
7. Apostrophes for possession
Singular nouns/Irregular plural nouns:
noun+’s + noun Emma’s laptop / children’s books
Regular plural nouns:
noun+’ + noun parents’ jobs
Whose
Whose + noun + verb? Whose apple is this?
Whose + verb + noun? Whose is this apple?
POSSESSION
9. Apostrophes for possession
Whose
Possessive pronouns
We use ‘ and ‘s to show that someone has or owns
something.
We use whose to ask who something belongs to.
We use possessive pronouns when we don’t want to
repeat a noun or noun phrase.
POSSESSION
10. Choose the correct option:
1. a) Whose car is this?
b) Whose car this is?
2. a) It’s Jennys’ jacket.
b) It’s Jenny’s jacket.
3. a) “Whose chair is this?” “It’s my.”
b) “Whose chair is this?” “It’s mine.”
4. a) Is it your parents’ car?
b) Is it your parents’s car?
The verb comes directly after
the noun in Whose questions.
Parents is a plural noun, so
just add an apostrophe.
POSSESSION
11. 1. Write two ways of asking questions with Whose.
2. With a regular singular noun, where does the
apostrophe go?
3. With a regular plural noun, where does the
apostrophe go?
4. Write the possessive pronouns for he, she and
their.
Grammar wrap-up
POSSESSION
Editor's Notes
This presentation will cover possession. The presentation can be used separately or alongside the Student’s Book. It is intended to offer additional support to the content and activities provided in the Student’s Book. The presentation could be used to present the language initially, or alternatively for review purposes. These slides will occupy 10-20 minutes of class time depending on how fast you move through them.
Grammar noticing: Have the students look at the slide as a whole class. Ask students to read through the text in the box. Then ask them to work in pairs to answer the questions. Elicit the answers; then reveal them.
Answers: 1 my, ‘s, mine 2 Whose
Check that students understand the word “apostrophe." Remind them that we can also use apostrophes for contractions, and point out the difference in use.
Don’t go into any detail about the structures at this stage.
Grammar noticing: Students continue to notice the form and function by looking at a short conversation. Ask students to read through the conversation and look at the ways of showing possession before having them work through questions 1–3. Then reveal the answers.
Answers: 1 noun 2 before 3 after.
Students may need extra help understanding the different positions of the apostrophe. You may want to give them more examples for comparison (e.g., My cat’s fur is black; My cats’ fur is black). Ask How many cats are in the first sentence? (1) How many are in the second sentence? (more than 1)
Ask students to work in pairs. Have them write a similar short conversation starting with the word whose. Ask different pairs to perform their conversations.
Grammar noticing: Students continue to notice the form and function of have for possession. Ask them find examples of the different forms of have. In more advanced classes, ask students to explain in their own words what kind of forms they are.
Check answers. Then ask students to explain when we use has instead of have.
Answers:
1 Do you have (question); No, I don’t (negative short answer); I don’t have (negative); I have (affirmative); Does Lara have (question); Yes, she does (afffirmative short answer); She has (affirmative); It has (affirmative).
2 in the third person (after she, it or he)
Make sure students don’t confuse the possessive forms with contractions. Elicit what ’s stands for in Her name’s Lara (contraction for is).
Point out that its is a possessive adjective, not a contracted form, so we do not use an apostrophe.
Grammar noticing:
Students continue to notice both form and function by looking at further examples of whose and possessive apostrophes as well as being introduced to possessive pronouns. Ask students to read the text in the speech bubbles in pairs. Have students look at the last speech bubble and ask them how many boys there are: one or more than one? (Answer: more than one, as the apostrophe is after the s.)
Draw students’ attention to the second speech bubble and tell them an alternative way of saying the sentence would be: No, it’s not her laptop. It’s my laptop. But we can use the words “hers” and “mine” so we don’t have to repeat the word “laptop.” Ask students to look at the third speech bubble and suggest an alternative way of saying it. (Answer: Is it your ball?)
Ask students to work in pairs and rewrite the conversation replacing the nouns. Ask different pairs to read out their conversations.
Grammar noticing: Students continue to notice possessive pronouns and look at further examples. Ask students to read through the first sentence and try to remember the correct possessive pronoun. (Answer: mine). Point out that by using the possessive pronoun, we can avoid repeating the noun from the question. Then have them complete the other sentences in pairs. Reveal the answers.
You can practice further by picking up various objects around the class (e.g., pencil cases, rulers) and asking Whose pencil case is this? Encourage students to respond with the correct possessive pronoun.
Grammar presentation - Form: Draw students’ attention to the form for using apostrophes and for asking questions using Whose.
Ask students to work in pairs. Have them add another example to each section.
Grammar presentation - Form: Continue looking at form by asking students if they can complete the table for possessive pronouns. More confident students may be able to do this from memory; for less confident students, refer back to examples on earlier slides to help them. Check answers as a class. Then ask students to choose three of the possessive pronouns and write example sentences with them. Point out to students that there is no possessive pronoun for it.
Answers: mine, yours, his, hers, ours, yours, theirs
Grammar presentation - Function: Ask students to read the three headings and ask if they can explain to a partner the function of each part of the language. Then reveal each explanation so students can check if they were right.
Grammar practice: Give students an opportunity to put what they have learned into practice by choosing which option is correct in each question. For more confident students, ask them to attempt the questions without looking at their lesson notes. For less confident students you could do the questions together as a class and refer back to earlier slides where necessary. Reveal the answers and ensure students know why each answer is correct.
Answers:
1 a (The word order after Whose is noun + verb or verb + noun, so this is in the wrong place in b.)
2 b (The apostrophe goes before the s in singular nouns.)
3 b (We use the possessive pronoun to replace a noun or noun phrase, so in sentence a, you would need a noun after my to be correct.)
4 b (Parents is already plural, so only an apostrophe is needed.)
Grammar practice: This task allows students to put the grammar point into practice with a fun speaking activity. In the previous lesson, you could ask students to bring in an interesting object that belongs to them. If they haven’t brought anything in, just use classroom objects instead. Collect all the objects in and then redistribute them to different students. Students must then mingle and ask questions using the language from the lesson in order to connect the object with its original owner. Model an example with a confident student: Is this your book? / No, it’s not mine. I think it’s hers, but I don’t know. Is this yours? / No, it isn’t.
Tell students that they have to wait until the correct person approaches them with their object before they claim it. When they have their original object back and when they have found the owner of the object they were given, they can sit down.
Grammar wrap-up: To consolidate the grammar, have students work through the questions. You could do this orally, nominating different students to give their answers. Or, with less confident classes, allow them to write their answers first before checking as a class. Encourage students to answer the questions from memory, but you may need to show students previous slides to help them.