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This document provides examples and explanations of when to use relative pronouns such as "that", "which", or omitting the pronoun altogether based on whether the embedded sentence contains a preposition or what the pronoun refers to. Key factors are whether the embedded sentence contains a preposition, and if the relative pronoun stands for the subject or object. Examples are given for each scenario.
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The document provides instruction and rules for subject-verb agreement in English. It defines subject-verb agreement and lists five rules:
1. Collective nouns are usually singular when regarded as a unit.
2. Use a singular verb with "the number of" and a plural verb with "a number of".
3. Words like "everybody", "nobody", and "somebody" take singular verbs.
4. "Neither" and "either" are singular and take singular verbs even when referring to two things.
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This document discusses subject-verb agreement and provides examples and rules to follow:
1. Singular subjects use singular verbs and plural subjects use plural verbs.
2. When using present tense verbs with third person singular subjects, add an "s" to the verb.
3. When dealing with plural nouns, do not add an "s" to the verb. Compound subjects are determined by the closest noun to the verb.
4. Modifying phrases between the subject and verb do not change subject-verb agreement - the verb still agrees with the subject.
Pages 244 245 grammar explanation
This document provides examples of using relative pronouns such as "where", "when", "that", and "which" in adjective clauses. It explains that "where" or "when" should be used if the embedded sentence includes a prepositional phrase, while "that" or "which" can be used if there is no prepositional phrase. Several examples are given comparing sentences with and without prepositional phrases and the appropriate relative pronouns to use. The document also notes that "which" is more formal for writing, while "that" is more informal for speaking.
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Gerunds and infinitives can both be used to describe the purpose of something. A gerund is a verb with "-ing" added and is used when the thing is the subject, such as "A hair dryer is for drying hair." An infinitive uses "to" plus the verb and is used when describing the purpose of a person, like "I use a hair dryer to dry my hair." The document provides examples of choosing between gerunds and infinitives in different sentence structures.
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This document provides information about nouns and articles. It defines nouns as words that name people, places or things, and identifies five types of nouns: common, proper, collective, concrete, and abstract. It defines articles as adjectives used with nouns to provide information, and lists the three English articles: a, an, and the. It distinguishes between indefinite articles, which refer to any noun in a group, and definite articles, which refer to a specific noun using this, that, these or those.
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The document provides instruction and rules for subject-verb agreement in English. It defines subject-verb agreement and lists five rules:
1. Collective nouns are usually singular when regarded as a unit.
2. Use a singular verb with "the number of" and a plural verb with "a number of".
3. Words like "everybody", "nobody", and "somebody" take singular verbs.
4. "Neither" and "either" are singular and take singular verbs even when referring to two things.
5. Subjects joined by "and" take a plural verb.
It also asks what an antecedent is in relation to a pronoun and
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This document contains 10 questions about parts of speech. The questions cover topics like apostrophes, nouns, verbs, adjectives, adverbs, pronouns, prepositions, and collective nouns. The questions are multiple choice format with 4 possible answers for each one.
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This document discusses subject-verb agreement and provides examples and rules to follow:
1. Singular subjects use singular verbs and plural subjects use plural verbs.
2. When using present tense verbs with third person singular subjects, add an "s" to the verb.
3. When dealing with plural nouns, do not add an "s" to the verb. Compound subjects are determined by the closest noun to the verb.
4. Modifying phrases between the subject and verb do not change subject-verb agreement - the verb still agrees with the subject.
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This document provides examples of using relative pronouns such as "where", "when", "that", and "which" in adjective clauses. It explains that "where" or "when" should be used if the embedded sentence includes a prepositional phrase, while "that" or "which" can be used if there is no prepositional phrase. Several examples are given comparing sentences with and without prepositional phrases and the appropriate relative pronouns to use. The document also notes that "which" is more formal for writing, while "that" is more informal for speaking.
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The document provides information about topic sentences and their importance. It discusses how a good topic sentence should state the main idea and supporting reasons, and make a claim about the paragraph's main point. It also gives examples of topic sentences and explains how they help readers understand what a paragraph will be about. Additionally, the document provides tips on writing body paragraphs that include specific details supporting the topic sentence.
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Gerunds and infinitives can both be used to describe the purpose of something. A gerund is a verb with "-ing" added and is used when the thing is the subject, such as "A hair dryer is for drying hair." An infinitive uses "to" plus the verb and is used when describing the purpose of a person, like "I use a hair dryer to dry my hair." The document provides examples of choosing between gerunds and infinitives in different sentence structures.
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This document provides information about nouns and articles. It defines nouns as words that name people, places or things, and identifies five types of nouns: common, proper, collective, concrete, and abstract. It defines articles as adjectives used with nouns to provide information, and lists the three English articles: a, an, and the. It distinguishes between indefinite articles, which refer to any noun in a group, and definite articles, which refer to a specific noun using this, that, these or those.
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This document discusses transitional words and phrases. It begins by defining transitional words as phrases or words that are used to connect one idea to the next. It then provides examples of different types of transitional words and what purpose they serve, such as showing cause and effect, contrasting ideas, similarities, concessions, building on ideas, emphasis, restating ideas, indicating time or place relationships. The document concludes with examples of using transitional words correctly in sentences and a question and answer practice section.
Clauses and phrases 3
The document discusses the key differences between phrases and clauses. It notes that a phrase is a group of related words that does not include both a subject and a verb, while a clause contains both a subject and a verb. A phrase cannot stand alone as a sentence, but a clause may be able to. The document then provides examples of identifying phrases and clauses, as well as exercises to practice distinguishing between the two. It also covers the different types of clauses such as independent, subordinate, and relative clauses.
Eliptical sentence
The document discusses elliptical sentences (kalimat eliptik) in Indonesian. It provides examples of elliptical sentences and explains the rules for forming them using specific words like "too", "so", "either", and "neither". It also contains exercises for the reader to practice identifying and creating elliptical sentences based on given sentence pairs.
Sentence problems
The document provides examples of and corrections for different types of sentence issues:
- Sentence fragments are corrected by attaching them to independent clauses.
- Choppy sentences are improved by combining short sentences into longer, more complex sentences.
- Run-on sentences and comma splices are corrected using punctuation like periods, semicolons, or conjunctions to separate clauses.
- Stringy sentences are improved by dividing them into shorter, clearer sentences or using subordinate clauses and participial phrases.
The document offers guidance on identifying and fixing common sentence problems to improve clarity, flow, and structure.
Lecture 1
This document provides an overview of subjects and verbs in English sentences. It defines subjects and verbs as the basic building blocks, and provides simple methods to identify them using questions like "who/what is the sentence about?" and "what does the sentence say about the subject?". It also discusses different types of fragments that can occur when subjects or verbs are missing, such as dependent word fragments, -ing and to fragments, added detail fragments, and missing subject fragments. Ways to correct each type of fragment are presented.
Lecture of english
This document provides an overview of subjects and verbs in English sentences. It defines subjects and verbs as the basic building blocks of sentences and describes simple ways to identify them. Some key points include:
- Every sentence has both a subject, who or what it is about, and a verb, what it says about the subject.
- Various types of fragments that lack subjects or verbs are discussed, along with ways to identify and correct them, such as dependent word fragments, -ing and to fragments, added-detail fragments, and missing subject fragments.
HKU ENG L1.pdf
This document provides a summary of an online English enhancement course held on Wednesdays from 5:00-6:30pm. The plan for the month includes lessons on grammar, vocabulary, and practice for the HKDSE exams. Some ground rules are to actively participate in the chat, ask questions if unsure, and have fun while staying focused. Sample exercises are then provided on relative clauses, adjectives vs adverbs, conjunctions, verb tenses, and tips for remembering vocabulary.
Noun Clause
This presentation made for take home assessments of our English Course.
created by: Ira Putri Rahmadhani, Dwi Praja Anggayeni, Emilia Yulisita.
Information System Department of Institut Teknologi Sepuluh Nopember, Surabaya, Indonesia
Toefl skills 6 8 more than one clause
The document discusses different ways to join clauses in sentences, including:
1) Using coordinate connectors (FANBOYS conjunctions) like "and" or "but" between two independent clauses.
2) Using subordinating conjunctions like "because" or "after" to introduce an adverb clause that modifies an independent clause.
3) Joining clauses with conjunctive adverbs like "however" or "therefore."
Importance of clause
A clause comes in four types; independent, dependent, relative or noun clause. Every clause has at least a subject and a verb. An independent clause, also called a main clause, is a clause that can stand on its own. It contains all the information necessary to be a complete sentence.
Importance of clause
A clause comes in four types; independent, dependent, relative or noun clause. Every clause has at least a subject and a verb. An independent clause, also called a main clause, is a clause that can stand on its own. It contains all the information necessary to be a complete sentence.
Conjunction part of speech..............
Here is a sentence using a coordinating conjunction based on the situation given:
You and your friend went to the park.
Similar to Pages 245 246 exercise 14 (20)
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The document discusses passive sentences and their verb forms compared to active sentences. It explains that passive sentences have the subject receiving the action of the verb rather than performing it. It then provides examples of passive verb forms in different tenses, including with modal verbs. It also introduces the passive causative construction using have or get followed by the past participle.
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This document discusses the use of passive sentences. It explains that passive sentences can be used to describe situations, states or locations by using the subject, form of "be", past participle, and a prepositional phrase. It also explains that passive sentences can be used to report opinions or ideas using either the structure of "it be + past participle (by agent) that clause" or "be + past participle (by agent) to phrase". Examples are provided to illustrate these uses of passive sentences.
Passives part 1
The document discusses passive sentences and verb forms in the passive. It compares active and passive sentences and lists the passive verb forms for different tenses. It also discusses using modals like "can", "may", and "must" in passive sentences in the present and past tenses. Finally, it provides examples of speculative passive sentences about the present, past and future.
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This document discusses using modal verbs to express different degrees of certainty about statements in the present, past and future. It outlines modal verbs that can be used to speculate affirmatively or negatively about whether something is, was or may be true in the present (must be/can't be, may be/may not be), past (must have been/couldn't have been, may have been/may not have been) and future (should, may/may not).
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The document discusses several possible early visitors to the Americas before Columbus, including the Vikings, Japanese, and Irish monk St. Brendan. Evidence suggests that Vikings such as Lief Erickson may have visited an area called Vinland around 1000 CE. Pottery fragments in Ecuador dating to 3000 BCE resemble Japanese pottery, suggesting possible early Japanese contact. A voyage by St. Brendan in the 6th century was recreated in the 1970s, proving Irish boats could have reached North America. Ultimately, Native Americans were the earliest inhabitants, migrating over 10,000 years ago, but Columbus initiated sustained contact between the Old and New Worlds.
Columbus test
The document discusses several possible early visitors to the Americas before Columbus, including the Vikings, Japanese, and Irish monk St. Brendan. Evidence suggests that Vikings such as Lief Erickson may have visited an area called Vinland around 1000 CE. Pottery fragments in Ecuador dating to 3000 BCE resemble Japanese pottery, suggesting possible early Japanese contact. A voyage by St. Brendan in the 6th century was recreated in the 1970s, proving Irish boats could have reached North America. Ultimately, Native Americans were the earliest inhabitants, migrating over 10,000 years ago, but Columbus initiated sustained contact between the Old and New Worlds.
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The document discusses the differences between using the present perfect and simple past tenses. It states that the simple past should be used when a definite time in the past is provided, such as with phrases like "ago" or when specifying a date or time. Examples are provided that contrast using the present perfect versus simple past in sentences where the time of the action is clearly in the past.
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The document provides explanations and examples of the present perfect and present perfect progressive tenses in English grammar. It states that these tenses are used to connect a past time or action to the present when used with "for" or "since." Without these words, the present perfect indicates a finished action or repeated action in an undefined time frame. The present perfect progressive describes an action that began in the past and continues in the present. It notes that stative verbs, which describe a state of being, cannot be used in the progressive form.
2. simple past and past progressive
The document discusses the simple past and past progressive tenses in English grammar.
The simple past is used to describe completed actions or events that happened at a specific time in the past. The past progressive describes actions or events that were ongoing or in progress over a period of time in the past. Some examples are provided to illustrate using the simple past to talk about completed actions and the past progressive to talk about background activities that were happening simultaneously with the main event.
Usage note 22 on page 417
This document discusses how to change pronouns, possessive forms, time and place expressions when converting direct speech to indirect speech. It provides examples of direct speech and the corresponding indirect speech, showing how "you" becomes "I", "tomorrow" becomes "the next day", and "here" becomes "there". Pronouns, possessives, and temporal and locational expressions may need to change to be accurate in indirect speech.
Azar 11 7
This document discusses using units of measure with noncount nouns to specify quantities. Noncount nouns like tea, toast, and cake can be measured using units like cups, slices, and pieces to indicate how much is being referred to rather than just using the noncount noun alone. Units of measure make noncount nouns more specific by associating a quantity with the noncount noun.
Azar 11 7
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Azar 10 11
Be supposed to is used to talk about an activity or event that is expected to happen. It expresses what is expected or intended to occur. For example, "Mike is supposed to call me tomorrow" means the speaker expects Mike to call. "We are supposed to write a composition" means the teacher expects the class to write a composition. In the past form, "was supposed to" often expresses that an expected event did not happen, such as "Alice was supposed to be home at ten, but she didn’t get in until midnight," indicating Alice did not meet the expected time of 10pm.
Azar 10 10
Used to expresses habitual past actions and is followed by the simple form of a verb, while be used to expresses being accustomed to something and is followed by a gerund. The document provides examples to illustrate the difference, showing that "I used to walk to work" refers to a past habit but "I am used to walking to work" refers to a current normal activity. Care must be taken with these similar but differently used structures.
Azar 10 9
This document discusses the verbs "to use" and "to accustom" and how they have the same meaning when used in certain sentences. It provides examples of sentences using each verb, such as "I am used to hot weather" and "I am accustomed to hot weather", and explains that they both mean living in hot weather is normal and usual. It also discusses how adding "-ing" can turn a verb into a noun and how this applies to sentences like "I am accustomed to living in a hot climate".
Azar 10 5
Modal auxiliaries such as will, can, should, ought to, must, have to, may, might, and could are often used in the passive form. To change an active sentence with a modal auxiliary into the passive voice, the modal auxiliary is placed before "be" followed by the past participle of the main verb, and the agent is introduced with "by".
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The by-phrase is used in passive sentences to indicate who performs the action when it is important information. Usually there is no by-phrase in a passive sentence when the performer of the action is unknown or unimportant. The active voice is usually used when the speaker knows who performs the action and wants to focus attention on the subject. The by-phrase adds extra important information about who performed the action when used in a passive construction.
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This document discusses the difference between transitive and intransitive verbs. Transitive verbs are followed by an object, while intransitive verbs are not. Common examples of transitive verbs include mailed, signed, and killed. Common intransitive verbs include agree, exist, live, and sleep. Only transitive verbs can be used in the passive voice. Intransitive verbs cannot be used in the passive voice. Some verbs can be either transitive or intransitive depending on how they are used.
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Pages 245 246 exercise 14
- 1. Pages 245-146, Exercise 14 Using relative pronouns when, that or 0 (0 = no relative pronoun is needed)
- 2. Pages 245-146, Exercise 14 In this exercise, you need to think about two different factors:
- 3. When you use when as a relative pronoun, it’s because the embedded sentence has a preposition. AND You can leave out the pronoun when it stands for an object in the embedded sentence.
- 4. #1. Six o’clock is the time _________ the auction stops
- 5. Main Sentence: Six o’clock is the time. Embedded Sentence: The auction stops at the time.
- 6. There is a preposition in the embedded sentence, so we use the relative pronoun when: 1. Six o’clock is the time when the auction stops.
- 7. Also, the relative pronoun stands for an object in the embedded sentence: Embedded Sentence: The auction stops at the time.
- 8. Therefore, you can leave out the relative pronoun if you prefer: 1. Six o’clock is the time when the auction stops. Six o’clock is the time the auction stops. Both sentences are correct.
- 9. 2. Do you remember the year _________ Meg Whitman started to work for eBay?
- 10. Main Sentence: Do you remember the year? Embedded Sentence: Meg Whitman started to work for eBay in the year.
- 11. There is a preposition in the embedded sentence: Embedded Sentence: Meg Whitman started to work for eBay in the year.
- 12. Therefore, use relative pronoun when: 2. Do you remember the year when Meg Whitman started to work for eBay?
- 13. Also, the relative pronoun stands for an object in the embedded sentence: Embedded Sentence: Meg Whitman started to work for eBay in the year.
- 14. Therefore, you can leave out the relative pronoun if you prefer: 2. Do you remember the year when Meg Whitman started to work for eBay? Do you remember the year Meg Whitman started to work for eBay? Both sentences are correct.
- 15. 3. 2008 was a year _______ had 366 days.
- 16. Main Sentence: 2008 was a year. Embedded Sentence: The year had 366 days.
- 17. There is no preposition in the embedded sentence, so we use the relative pronoun that or which: 3. 2008 was a year that had 366 days.
- 18. Also, the relative pronoun stands for the subject in the embedded sentence: Embedded Sentence: The year had 266 days.
- 19. Therefore, it is not possible to omit the relative pronoun. You can use either that or which, but the relative pronoun is required.
- 20. 4. New Year’s Eve is a time ___________ I love.
- 21. Main Sentence: New Year’s Eve is a time. Embedded Sentence: I love the time.
- 22. There is no preposition in the embedded sentence, so we use the relative pronoun that or which: 4. New Year’s Eve is a time which I love
- 23. However, in this case the relative clause stands for an object in the embedded sentence: Embedded Sentence: I love the time.
- 24. Therefore, you can omit the relative pronoun. There are three ways to say this sentence that are all equally correct: New Year’s Eve is a time that I love. New Year’s Eve is a time which I love. New Year’s Eve is a time I love.
- 25. Now you try it: 5. February is the only month __________ has fewer than 30days.
- 26. Main Sentence: February is the only month. Embedded Sentence: February has fewer than 30 days.
- 27. Ask yourself: • Does the embedded sentence have a preposition? • Does the relative pronoun stand for the subject or the object?
- 28. Now you try it: 6. My birthday is a day ________ I think about my past.
- 29. Main Sentence: My birthday is a day. Embedded Sentence: I think about my past on that day.
- 30. Ask yourself: • Does the embedded sentence have a preposition? • Does the relative pronoun stand for the subject or the object?
- 31. Now you’re on your own!