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This document explains the simple present tense verb forms in English. There are two forms: the base form and the -s form. The base form is used with subjects I, you, we, they, and plural nouns. The -s form is used with subjects he, she, it, and singular nouns. Some irregular verbs and exceptions to the rules are also noted.
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This slideshow is supplement material to teach proper usage of nouns to my sixth grade students. The includes common nouns, proper nouns, singular noun, plural nouns, and, the most dreaded noun of them all, collective nouns. The slides were used in class, but parents and students may access the show online to review and study noun.
NOTE: If you click the link that is embeded on Slide 15, a new window will open for the animation.
Role Of Stress
The document discusses stress in English pronunciation and its importance for effective communication. It defines stress as prominence given to certain syllables in a word. Stressed syllables are louder, longer, higher in pitch, and have a different vowel quality than unstressed syllables. Stress patterns vary between one, two, three, or more syllable words, and can indicate differences in meaning. Mastering stress placement is important for intelligible English speech.
Role Of Stress
1. Stress is an important feature of English pronunciation and refers to the prominence given to certain syllables in a word. A stressed syllable is marked with an apostrophe before it in transcription.
2. Factors that make a syllable stressed include loudness, length, pitch, and vowel quality. There are two main types of stress - word stress and sentence stress.
3. Content words like verbs, nouns, adjectives, and adverbs are usually stressed, while function words like articles, prepositions, and conjunctions are usually unstressed.
To be and to have (7)
The document discusses the uses of the verbs "to be" and "to have" in English. It examines them as main verbs, auxiliary verbs, and in different tenses and constructions. For "to have", it outlines its uses for possession, actions, obligations, experiences, and arrangements. For "to be", it describes how it acts as a linking verb and is used in progressive and passive forms, questions, negatives, and with time expressions. The document provides examples to illustrate the different uses of these fundamental English verbs.
Complete English Grammar and language in PPT.pdf
This document provides an introduction and syllabus for a General English course taught by K.M. Prasannakumar. It outlines the key topics that will be covered in the course including parts of speech, tenses, sentence structures, punctuation and more. The syllabus provides definitions and examples for different grammatical concepts such as nouns, pronouns, verbs, prepositions, articles and more. It also summarizes the different verb tenses including present, past, future and their affirmative and negative forms.
Practice in unified sentences (synthesis) presentation.pptx
The document discusses the practice of writing unified paragraphs and sentences. It provides examples of group members for an activity and defines a unified paragraph as having a single focus stated in a topic sentence with explanations that are clearly related. It also gives examples of synthesizing simple sentences into one sentence by using participles, nouns or phrases to combine the ideas. The purpose is to combine sentences and ideas into a single, cohesive whole for clarity and flow.
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Implication of Contrastive Analysis in English Language Teaching
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More from Annie Agard
Azar 14 10
This document discusses common reporting verbs used to report speech and questions, including say, tell, ask, answer, and reply. It provides examples of how each verb can be used, such as saying is usually followed by a noun clause, tell is followed by an object pronoun and noun clause, ask is used to report questions, and answer and reply are often used to report replies to questions.
Azar 14 9
This document discusses how to report speech in the past tense versus present tense. It explains that if the reporting verb is in the past tense, the verb in the noun clause is also often changed to the past tense. However, the verb can depend on the real situation and time the sentence was spoken. It provides examples of how the verb would change or stay the same depending on whether you are reporting what was said in the past or what is still true now.
Azar 14 8
The document discusses the difference between quoted speech and reported speech. Quoted speech uses exact words from a speaker and uses quotation marks, while reported speech conveys the idea of the speaker's words without quotation marks. When changing from quoted to reported speech, pronouns and verb tenses often need to change to match the reporting verb, and "that" is sometimes omitted in reported conversations.
Azar 14 7
This document provides instructions for writing direct quotations from speakers in sentences. It explains that quotation marks should be used to indicate a speaker's exact words. When a quotation is used, the speaker's name and a comma should be included before the quotation, such as "Jane said, 'Cats are fun to watch.'" For multi-sentence quotations, the quotation marks go only at the beginning and end of the entire quote. Punctuation inside the quotation follows normal rules, but punctuation outside varies based on whether the quotation is at the beginning or end of the sentence.
Azar 14 6
The document discusses the use of "so" in conversational responses to indicate agreement with a yes/no question. Some examples provided are saying "I think so" to mean "I think that is the case", "I believe so" to agree, and "I hope so" to express hopeful agreement. Negative versions include "I don't think so" to disagree and "I hope not" to express hoping something is not the case. When just guessing, responses like "I guess so" or "I suppose so/not" can be used to indicate uncertainty.
Azar 14 5
This document discusses the use of that-clauses after certain expressions involving "be" verbs or past participles, such as "I'm sure" and "I'm glad", where the word "that" can be omitted without changing the meaning. It also lists common expressions followed by that-clauses, such as "be afraid that", "be disappointed that", and "It is true that". These expressions introducing that-clauses are used to report feelings, opinions, or facts.
Azar 14 4
That-clauses are commonly used as objects of verbs expressing mental activity like thinking, hoping, realizing. The word "that" introduces these clauses and can often be omitted, especially in speaking. Common verbs taking that-clauses include agree, dream, believe, decide, discover, doubt, know, learn, notice, predict, prove, read, and think.
Azar 14 3
This document discusses how noun clauses are used to replace yes/no questions. It states that if is usually used to introduce a noun clause when changing a yes/no question into a noun clause. It also notes that whether has the same meaning as if and can be used instead. Examples are provided showing the yes/no question, the corresponding noun clause using if, and sometimes with the addition of "or not" at the end of the clause.
Azar 14 2
This document discusses the use of question words like who, what, when, where, why and how to introduce noun clauses. It notes that question word order is not used in a noun clause and provides examples of questions and the corresponding noun clauses. It also explains that a noun or pronoun followed by the verb "be" in a question comes before "be" in the noun clause, and a prepositional phrase does not come before "be" in a noun clause. Finally, it states that question word order and noun clause word order are the same when the question word is used as the subject.
Azar 14 1
This document introduces noun clauses, which are clauses that function as the object of a verb. Noun clauses contain their own subject and verb and can begin with question words like where, what, when, why; if or whether; or that. Examples are given of sentences where the verb is followed by a noun clause as the object, such as "I know where he lives" and "I don't know if Ed is married."
Azar 12 7
The document discusses the use of the relative pronoun "whose" in adjective clauses. Whose is used to show possession and can replace a possessive adjective, such as "his", "her", or "their", when combining two sentences into one with an adjective clause. Examples are provided where the main sentence is combined with an embedded sentence using whose to express possession, such as "The man whose car was stolen called the police".
Azar 12 6
This document discusses the use of pronouns like that, whom, and which as objects of prepositions in adjective clauses. It provides examples showing that these pronouns can be used after prepositions like "to" and "in" to refer back to nouns in the main clause. However, that and who cannot be used when the preposition comes before the pronoun, and the pronoun cannot be omitted in this case either.
Azar 12 5
The verb in an adjective clause must agree in number with the noun it refers to. If the noun is singular, the verb in the adjective clause is also singular. If the noun is plural, the verb in the adjective clause is plural as well. For example, if the noun is "man" which is singular, the verb in the adjective clause is "is"; but if the noun is "men" which is plural, the verb becomes "are".
Azar 12 4
This document discusses using object pronouns in adjective clauses to describe things. It explains that which refers to things, that can refer to either people or things, and who and whom refer to people. The document provides examples of adjective clauses with pronouns replacing both the subject and object of embedded sentences, noting that the pronoun cannot be omitted if it replaces the subject.
Azar 12 3
1) An adjective clause embeds one sentence into another to describe people by using pronouns as the object of a verb.
2) One way to make an adjective clause is to change the object pronoun "him" to "that", which refers back to the subject "the man".
3) Object pronouns like "him" can also be changed to "who" or "whom" to form an adjective clause, with "whom" used more commonly in formal writing.
Azar 11 6 nouns that can be count or noncount
This document discusses nouns that can be used as both count and non-count nouns. It provides examples of nouns like glass, hair, iron, light, paper, time, work, coffee, chicken, fish, and experience that have multiple meanings depending on whether they are used in a counted or uncounted sense. These nouns take on different meanings based on whether they are referred to as singular units that can be counted or as unmeasured quantities.
Azar 11 4 more noncount nouns
This document lists and categorizes examples of noncount nouns into groups including liquids, solids and semi-solids, gases, things that occur in nature, and abstractions. It provides lists of noncount nouns for each category, such as coffee and milk for liquids, bread and meat for solids, air and smoke for gases, weather and rain for things that occur in nature, and beauty and courage for abstractions. All of the listed nouns in each category are identified as being noncount.
Azar 11 3 noncount nouns
The document discusses noncount nouns. It provides examples of count nouns and their corresponding noncount nouns, such as furniture for chairs, tables, sofas, and dressers. It also lists common noncount nouns in categories like mail, food, jewelry, and languages. Noncount nouns usually refer to a group of parts or a category of varieties rather than individual items.
Azar 11 2 count and noncount nouns
Count nouns can be used with numbers to indicate quantity and have both a singular and plural form. They can be used with indefinite articles like "a" and "an". Non-count nouns cannot be counted, are used without articles, and do not have a plural form. Examples of count nouns include chair, banana, and apple. Examples of non-count nouns include furniture, water, and air.
Azar 11 1 a vs. an
This document discusses the rules for using "a" versus "an" in the English language. It explains that "a" is used before singular nouns that start with consonant sounds, while "an" is used before singular nouns that start with vowel sounds. It provides examples of words that take "a" and "an", and notes that the determination is based on the starting sound of the word, not necessarily the starting letter. The document emphasizes that the choice of "a" or "an" depends on whether the first sound of the word is a vowel sound or a consonant sound.
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Page 16 grammar presentation
- 1. Lesson 1, Page 16 Grammar Explanation 1.7
- 2. 1.7 Simple Present Affirmative Statements -- Form A simple present tense verb has two forms: the base form and the –s form. Subject Base Form Adverb Explanation I work Hard. We use the base form of the verb when the subject is I, you, we, they, or a plural noun. NOTE: People is a plural noun. You We They Some people
- 3. 1.7 Simple Present Affirmative Statements -- Form A simple present tense verb has two forms: the base form and the –s form. Subject -s form works Adverb Explanation He hard. We use the –s form of the verb when the subject is he, she, it, or a singular l noun. NOTE: Everyone and family are singular words. She It The dog Everyone My family
- 4. 1.7 Simple Present Affirmative Statements -- Form Language Notes: 1. Have is an irregular verb. The –s form is has. I have a pet dog. My friend has a guide dog. 2. We use the –s form in the following expression: It takes (time to do something. It takes time to train a guide dog. 3. We use the –s form after an –ing subject (gerund). Training a dog starts early. 4. For the Spelling of the –s form, see Appendix A.