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This document discusses wh- questions that contain prepositions. It provides examples of informal questions that place the preposition at the end, such as "What does Lucy Cooke write about?" and "Where is she from?". For questions about time, the preposition "at" is omitted. The document also notes that placing the preposition before the question word, such as "With whom does the dog sleep?", is very formal compared to the informal version of "Who does the dog sleep with?".
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An explanation of the use of intensifiers like 'really, 'very', and 'extremely' in English with examples.
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Intensifiers are adverbs or phrases that strengthen the meaning of other expressions and show emphasis. Some common intensifiers are very, really, and extremely. Intensifiers are used with adjectives to make them stronger, such as saying something is "very interesting" rather than just "interesting". Certain adjectives like enormous or brilliant are not normally used with intensifiers like "very" since they already express a strong meaning. The document provides examples of intensifiers used with adjectives and groups adjectives into those that are commonly used with intensifiers and those that are not.
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This document discusses the basic word order in English sentences and the placement of adverbs within sentences. It provides the following information:
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Ciešamā kārta
Šīs stundas mērķis ir praktizēt veidot un lietot ciešamās kārtas teikumus, lai runātu par kalnu sporta veidiem. Šī prezentācija ietver saites uz Interneta uzdevumiem un video, kas saistīti ar šo tēmu.
Comma usage
This document discusses various uses of commas in writing including with direct addresses, appositives, dialogue, compound and complex sentences, items in a series, prepositional phrases at the beginning of sentences, interjections or onomatopoeia at the beginning, and transition words at the beginning. It provides examples of how to use commas in each of these situations to add detail and clarity to writing.
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1. Studying unit 8 vocabulary lists and grammar chapters 3 and 4 on verb tenses and subject-verb agreement.
2. Completing vocabulary option #4 and preparing for a spelling test the following week.
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Passive voice
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Simple sentences
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Reading
The document discusses various reading skills: skimming, scanning, and reading comprehension. It defines skimming as rapidly moving the eyes over text to get the main ideas and overview, while scanning refers to locating specific facts or information. The document also provides an example of a passage where a person describes being in a train accident and seeing injured passengers and scattered luggage and belongings after the train wrecked.
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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.
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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.
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This document defines and provides examples of subjects, predicates, complete subjects, and complete predicates in sentences. It explains that the subject is the person, place, or thing performing the action of the sentence. The predicate is everything in the sentence except the subject. It also discusses how to identify subjects and predicates in different sentence structures, such as questions. The document concludes by asking the reader to identify the complete subject and complete predicate in 5 example sentences.
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This is by no means an extremely accurate rendering of Passive Voice in English, but I did manage to put together information, examples and tips from various sources which I hope may be useful for anyone trying to understand this grammar point.
Subjects & predicates
This document defines and provides examples of the key parts of a sentence including the subject, predicate, simple subject, simple predicate, and compound subjects and verbs. It also outlines the four types of sentences: declarative, interrogative, imperative, and exclamatory and provides examples of each. Key parts and sentences types are identified for specific examples. The document concludes with homework assigned to further practice identifying sentence parts.
Wordorder adverbs
This document discusses the basic word order in English sentences and the placement of adverbs within sentences. It provides the following information:
- The typical word order in English is subject + verb + object(s) + adverbial phrase(s).
- Adverbs can be placed at the beginning, middle, or end of sentences. Common placements include before the subject, before the main verb, or after the verb.
- The order of multiple adverbs after the verb is generally: manner + place + frequency + time + purpose.
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The document defines the key components of a sentence: it must have order and make sense, begin with a capital letter, end with proper punctuation, express a complete thought with a subject and predicate. A subject is the who or what of the sentence, containing a noun. A predicate is what is said about the subject, containing a verb. Examples are provided to illustrate identifying subjects and predicates.
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This document discusses adverbial phrases of frequency and how they are used to describe how often something happens. It provides examples of common adverbial phrases of frequency like daily, weekly, monthly, yearly. It also discusses the correct placement of these phrases in sentences and common mistakes made by students. Finally, it provides sample sentences using adverbial phrases of frequency.
Ciešamā kārta
Šīs stundas mērķis ir praktizēt veidot un lietot ciešamās kārtas teikumus, lai runātu par kalnu sporta veidiem. Šī prezentācija ietver saites uz Interneta uzdevumiem un video, kas saistīti ar šo tēmu.
Comma usage
This document discusses various uses of commas in writing including with direct addresses, appositives, dialogue, compound and complex sentences, items in a series, prepositional phrases at the beginning of sentences, interjections or onomatopoeia at the beginning, and transition words at the beginning. It provides examples of how to use commas in each of these situations to add detail and clarity to writing.
Time and tense
The document discusses the English tense system. It describes the divisions of time as before past, past, after past, present, before future, future, and after future. It then examines several tenses in more detail, including the present simple and progressive, simple past, present perfect, and past perfect tenses. For each tense, it provides examples of usage and discusses how to conjugate verbs in that tense.
Functional English 02. Subject and Predicate, Their Types
It informs about subject, predicate and their types, simple subject, compound subject, simple predicate, compound predicate. Watch video: https://youtu.be/sUu6t4LBWm0
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The December 13th agenda included:
1. Studying unit 8 vocabulary lists and grammar chapters 3 and 4 on verb tenses and subject-verb agreement.
2. Completing vocabulary option #4 and preparing for a spelling test the following week.
3. Having homework on verb tenses and agreements due as well as a quarterly reading summary.
Compound sentences
This document discusses compound sentences and their components. A compound sentence is composed of two independent clauses joined by a coordinating conjunction. The seven FANBOYS conjunctions - for, and, nor, but, or, yet, so - are used to connect independent clauses. Examples are provided of simple sentences being combined into compound sentences using various FANBOYS conjunctions. Attendees are given practice exercises to change pairs of simple sentences into single compound sentences. The document concludes by thanking attendees and announcing the next session.
Verbals
This document defines and provides examples of different types of verbals: participles, gerunds, and infinitives. Participles can act as adjectives and come in three forms - present, past, and perfect. Gerunds act as nouns and always end in "-ing". Infinitives can function as nouns, adjectives, or adverbs and generally appear with "to". Examples are given to illustrate how each verbal can be used.
Week 1 grammar notes
This document contains notes from a grammar class about using the definite article "the". It discusses when the is used, such as with superlatives, places or areas, things already mentioned, musical instruments, systems and services, countries with certain prefixes, adjectives describing groups of people, geographical features, newspapers, famous buildings and art, and hotels/pubs/restaurants. Examples are provided for each case of using the definite article.
Prepositions
This document discusses prepositions and prepositional phrases. It defines prepositions as words that show the relationship between nouns/pronouns and other words in a sentence. Prepositions are usually short words and there are over 60 common prepositions. The noun or pronoun following a preposition is called the object of the preposition. A preposition and its object form a prepositional phrase, which does not contain a verb. Prepositional phrases can be placed at the beginning, middle, or end of a sentence. The document also discusses pronoun usage in prepositional phrases and contains an activity where the reader finds prepositions around the room and writes sentences using them.
Voice of the Verbs
This document discusses active and passive voice. The active voice has the subject performing the action, while the passive voice has the subject receiving the action. Examples are provided of sentences written in both the active and passive voice. A table shows conjugations of verbs in both the active and passive form across tenses. Exercises are provided where the reader must change sentences between active and passive voice.
Passive voice
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Simple sentences
The document discusses simple sentences and how to make them more expressive. It defines a simple sentence as having one subject, one verb, and one clause that forms a complete thought. Examples of basic simple sentences are provided. The document then suggests adding adjectives, adverbs, and prepositional phrases to provide more detail and make the sentences more vivid. A series of examples demonstrate how modifying basic sentences in these ways enhances their expressiveness. Finally, practice sentences are provided for the reader to try modifying on their own.
Reading
The document discusses various reading skills: skimming, scanning, and reading comprehension. It defines skimming as rapidly moving the eyes over text to get the main ideas and overview, while scanning refers to locating specific facts or information. The document also provides an example of a passage where a person describes being in a train accident and seeing injured passengers and scattered luggage and belongings after the train wrecked.
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Functional English 02. Subject and Predicate, Their Types
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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.
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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.
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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.
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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."
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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".
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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.
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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".
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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.
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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.
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