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This document discusses maintaining a positive attitude when learning English. It emphasizes keeping a positive attitude towards one's own ability, participating in class activities, and willingness to review and reflect on one's learning. The document also stresses always trying to enjoy completing learning activities.
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Syllabus
This document provides an overview of the audiolingual method for teaching language. It describes how the audiolingual method focuses on the structure of language, teaching listening and speaking first before reading and writing. Key learning activities include dialogues, drills, repetition and transformation exercises where students practice manipulating language forms. The teacher leads the learning process while students play a reactive role, responding to drills without initiating interaction to avoid mistakes.
Stative verbs 5to1
This document discusses different types of verbs including stative verbs which describe states of being rather than actions, verbs showing emotions like like and love, verbs showing possession like have and own, and verbs showing thought like know, believe, and understand. As an example, it provides the sentence "She realises she has won" to illustrate a verb showing thought.
WORD CLASSES: VERBS
Key aspects about verbs include:
- A verb shows action or state of being and is the most important part of a sentence.
- Verbs can change form to show tense, person, number, and voice.
- Helping verbs like modals and auxiliaries can change a verb's meaning.
- A verb must agree with its subject. Subjects usually come before verbs, and objects may come after.
Syllabus sma
This syllabus outlines an English lesson for 11th grade students on interpersonal conversation skills. Students will learn expressions for asking and giving opinions, and expressing satisfaction and dissatisfaction. They will practice these expressions by listening to the teacher, repeating them, and creating sample conversations in groups to perform. Assessment will include tests of listening, speaking, and writing, as well as an evaluation of students' ability to create and perform conversations demonstrating proper use of grammar and pronunciation.
Helping verbs
Helping verbs are additional verbs that are used along with the main verb to express changes in time or mood. Some common helping verbs include "be", "have", "may", "can", "shall", "will". The main verb is compulsory in a sentence, while helping verbs are optional. It is important to identify the entire verb phrase, including any helping verbs, rather than distinguishing between helping and main verbs.
Modal verb part 2
This document discusses the differences between action verbs and state verbs, also called non-action verbs. It provides examples of common state verbs like believe, hate, have, and be that express thoughts, emotions, senses and states of being. In contrast, action verbs express an action and can be used with the present progressive "-ing" form. The document also explains how the present perfect progressive tense, formed with "have/has been -ing", is used to talk about actions that began in the past and are still ongoing or their duration. It cannot be used with state verbs.
Pronouns
This document defines and provides examples of different types of pronouns, including personal pronouns like I, me, my which change form based on use, demonstrative pronouns like this and that which can function as pronouns or determiners, and relative pronouns like who and that which relate clauses to nouns. It also discusses indefinite pronouns, intensive pronouns, reflexive pronouns, interrogative pronouns, and reciprocal pronouns. The document is intended to help identify pronouns used in audio examples.
Roles of an effective facilitator
The document outlines the roles and responsibilities of an effective facilitator. It provides "not to do" and "to do" lists for facilitators. The "not to do" list includes dominating the group, pushing personal agendas, and telling inappropriate stories. The "to do" list suggests exhibiting confidence, using relevant stories and examples, observing participation, and being available to discuss exercises. As a facilitator, one is responsible for setting discussion standards, prioritizing the workshop environment, managing timing, and paying attention to group behaviors.
Recommended
Syllabus
This document provides an overview of the audiolingual method for teaching language. It describes how the audiolingual method focuses on the structure of language, teaching listening and speaking first before reading and writing. Key learning activities include dialogues, drills, repetition and transformation exercises where students practice manipulating language forms. The teacher leads the learning process while students play a reactive role, responding to drills without initiating interaction to avoid mistakes.
Stative verbs 5to1
This document discusses different types of verbs including stative verbs which describe states of being rather than actions, verbs showing emotions like like and love, verbs showing possession like have and own, and verbs showing thought like know, believe, and understand. As an example, it provides the sentence "She realises she has won" to illustrate a verb showing thought.
WORD CLASSES: VERBS
Key aspects about verbs include:
- A verb shows action or state of being and is the most important part of a sentence.
- Verbs can change form to show tense, person, number, and voice.
- Helping verbs like modals and auxiliaries can change a verb's meaning.
- A verb must agree with its subject. Subjects usually come before verbs, and objects may come after.
Syllabus sma
This syllabus outlines an English lesson for 11th grade students on interpersonal conversation skills. Students will learn expressions for asking and giving opinions, and expressing satisfaction and dissatisfaction. They will practice these expressions by listening to the teacher, repeating them, and creating sample conversations in groups to perform. Assessment will include tests of listening, speaking, and writing, as well as an evaluation of students' ability to create and perform conversations demonstrating proper use of grammar and pronunciation.
Helping verbs
Helping verbs are additional verbs that are used along with the main verb to express changes in time or mood. Some common helping verbs include "be", "have", "may", "can", "shall", "will". The main verb is compulsory in a sentence, while helping verbs are optional. It is important to identify the entire verb phrase, including any helping verbs, rather than distinguishing between helping and main verbs.
Modal verb part 2
This document discusses the differences between action verbs and state verbs, also called non-action verbs. It provides examples of common state verbs like believe, hate, have, and be that express thoughts, emotions, senses and states of being. In contrast, action verbs express an action and can be used with the present progressive "-ing" form. The document also explains how the present perfect progressive tense, formed with "have/has been -ing", is used to talk about actions that began in the past and are still ongoing or their duration. It cannot be used with state verbs.
Pronouns
This document defines and provides examples of different types of pronouns, including personal pronouns like I, me, my which change form based on use, demonstrative pronouns like this and that which can function as pronouns or determiners, and relative pronouns like who and that which relate clauses to nouns. It also discusses indefinite pronouns, intensive pronouns, reflexive pronouns, interrogative pronouns, and reciprocal pronouns. The document is intended to help identify pronouns used in audio examples.
Roles of an effective facilitator
The document outlines the roles and responsibilities of an effective facilitator. It provides "not to do" and "to do" lists for facilitators. The "not to do" list includes dominating the group, pushing personal agendas, and telling inappropriate stories. The "to do" list suggests exhibiting confidence, using relevant stories and examples, observing participation, and being available to discuss exercises. As a facilitator, one is responsible for setting discussion standards, prioritizing the workshop environment, managing timing, and paying attention to group behaviors.
Stative verbs 5to
Stative verbs describe states of being rather than actions, and are never used in continuous tenses. Some common stative verbs include verbs showing emotions like 'like' and 'love', verbs showing possession like 'have' and 'own', verbs showing thought like 'know' and 'believe', verbs showing senses like 'see' and 'hear', and other verbs like 'fit' and 'require'. The document provides examples of using different types of stative verbs in sentences.
Tense Forms. Stative verbs
The document discusses stative verbs, which express a state rather than an action and are not used in continuous tenses. It provides examples of different types of stative verbs including verbs of the senses, feelings/emotions, opinion, and others. It notes some stative verbs like feel, hurt, look, watch, and listen that can be used in continuous tenses to express deliberate actions. The document also explains how some stative verbs have different meanings depending on whether they are used in continuous or simple tenses to express a state or an action.
Gerunds and infinitives
The document provides examples of verbs followed by gerunds or infinitives in English. It discusses special expressions that take gerunds, such as "have fun doing" or "spend time doing." It also covers verbs that can be followed by infinitives, like "hope to do" or "promise to do." Finally, it examines verbs that can take either a gerund or infinitive, but sometimes with a difference in meaning, such as "remember doing" versus "remember to do." The document aims to clarify rules and patterns around using gerunds and infinitives after verbs in English.
Gerunds and infinitives
This document discusses gerunds and infinitives. [1] Gerunds are verb forms ending in "-ing" that can be used as subjects or objects. [2] Infinitives are "to + verb" forms that follow modal verbs or are used after certain expressions like "want" or "choose." [3] Some verbs like "like" can be followed by either a gerund or infinitive without changing the meaning.
Verb patterns
This document summarizes different verb patterns in English. It discusses verbs that can be followed by "-ing" or "to + infinitive" and explains the differences between the two patterns. Some key points include:
- Verbs like admit, avoid, enjoy, and recommend are followed by "-ing" when another verb follows.
- Verbs like agree, appear, decide, expect, and want are followed by "to + infinitive."
- For verbs like advise, ask, invite, and tell, the object comes before "to + infinitive."
- Verbs like begin, continue, intend and start can be used with "-ing" or "to + infinitive" without a
Verb patterns 8 c_revision and more
The document discusses different verb patterns in English including the infinitive without "to", infinitive with "to", and gerund (-ing) forms. It provides examples of when each pattern is used such as with modal verbs for the infinitive without "to" and after certain verbs like plan or remember for the infinitive with "to". The document also explains that some verbs like prefer can take both the gerund and infinitive forms without a change in meaning.
Simple past and Auxiliary Verb
The document provides information on simple past tense and auxiliary verbs in English grammar. It discusses the main rules for forming the past tense of verbs, gives examples of regular and irregular past forms, and explains how auxiliary verbs are used to form tenses like the past simple, present/past continuous, and present/past perfect tenses. Key auxiliary verbs mentioned are be, do, and have. The document also provides examples of using the past tense in affirmative, negative and interrogative sentences.
Infinitives and gerunds
This document discusses the uses of infinitives and gerunds in English. Gerunds are used as subjects of sentences when speaking generally, and after certain verbs like "enjoy" and "avoid". Infinitives are used as subjects when referring to a specific moment, and after verbs like "decide" and "plan". Some verbs like "begin" and "prefer" can be followed by either an infinitive or gerund without a change in meaning, while other verbs like "stop" and "regret" have different meanings depending on whether they are followed by an infinitive or gerund. The document provides examples to illustrate the different uses.
Verb + gerund or infinitive
This document discusses the difference between using a gerund or infinitive after certain verbs. Some verbs can take either a gerund or infinitive, but the meaning changes. With a gerund, the verb describes an action or event, while an infinitive expresses purpose or intention. Examples are given to illustrate how the meaning changes depending on whether a gerund or infinitive is used, such as "forgetting" something versus "forgetting to do" something.
Presentation classroom management
This document discusses classroom management and getting appropriate learner participation. It outlines objectives around recognizing how teacher actions influence management, identifying special learner behaviors, and discussing why those behaviors occur and how to address them. The document then provides tips for preventive maintenance like preparation, attitude, language, humor, handling questions, and body language. It also identifies potential problem learners like those who chatter or are overly argumentative or obstinate.
Auxiliary Review 2.2
This document summarizes different types of verbs in English:
Main verbs express action, occurrence, or state of being. Auxiliary verbs accompany main verbs and show tense, person, and number. Modal verbs like "can", "must", and "may" modify the meaning of the main verb. The verbs "to do", "to be", and "to have" are used as auxiliaries to form questions, negatives, and different tenses like continuous, perfect, and passive. Certain expressions like "be expected to" and "be required to" function similarly to modal verbs.
Top 6 Gerunds And Infinitives
1. Gerunds and infinitives can function as nouns, subjects, objects, or subject complements. Gerunds use the "-ing" form of the verb while infinitives use "to" plus the base verb form.
2. Certain verbs take either gerunds or infinitives as their complement. Verbs like enjoy, appreciate, and discuss take gerunds, while verbs like want, hope, and seem take infinitives.
3. Both gerunds and infinitives can be used after verbs of perception but with slightly different meanings - gerunds imply an ongoing action while infinitives imply a future or potential action.
Supra segmental pronunciation carroll 2018
Some ways of teaching intonation and stress (supra-segmental pronunciation) using Carolyn Graham's Jazz chants and other methods.
Gerunds and infinitives
Gerunds and infinitives can function as nouns, subjects, objects, or subject complements. Gerunds are formed with the "-ing" form of the verb and can be objects of prepositions. Infinitives are formed with "to" plus the base verb form. Certain verbs are followed by gerunds or infinitives with slight differences in meaning. Both gerunds and infinitives can occur in various tenses and aspects.
Auxiliary verbs
An auxiliary verb is used to add functional or grammatical meaning to the main verb. Auxiliary verbs are function words that indicate things like tense, aspect, modality, voice, emphasis, etc. but do not have substantial meaning on their own. Common auxiliary verbs in English include be, do, have, will, can, may, must, shall, should, would, and others. Auxiliary verbs are used to form questions, negatives, passive voice, and different tenses like the present perfect.
Gerund and infinitive
This document discusses the gerund form (-ing form) and infinitive form of verbs in English.
The gerund form is used after prepositions like "in", after certain verbs like "enjoy" and "avoid", and in expressions like "be worth" and "look forward to".
The infinitive form with "to" is used after verbs, nouns, adjectives to express purpose or intention. It can also be used without "to" after expressions like "let" and "make".
Speaking class
This speaking class document provides tasks for students to discuss their hobbies. It instructs students to first write down things they enjoy doing and incorporate them into sentences. They are then asked to watch a video about hobbies and have a dialogue with a partner where they talk about their own hobbies and interests. The goal is for students to practice conversing about activities they like by first writing in individual sentences and then having a discussion with a classmate.
Solar System
1. This document discusses the different verb forms in English - the base form, third person singular -s form, present participle/gerund -ing form, past form, past participle form, and infinitive form.
2. It provides examples of when each form is used, such as the base form in the present tense and after modals, the -s form for third person subjects, the present participle/gerund form in progressive tenses and after certain verbs, and so on.
3. It notes a few exceptions where verbs can be followed by either a gerund or infinitive with little change in meaning, and how a few verbs like forget, remember and stop change meaning depending
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Stative verbs 5to
Stative verbs describe states of being rather than actions, and are never used in continuous tenses. Some common stative verbs include verbs showing emotions like 'like' and 'love', verbs showing possession like 'have' and 'own', verbs showing thought like 'know' and 'believe', verbs showing senses like 'see' and 'hear', and other verbs like 'fit' and 'require'. The document provides examples of using different types of stative verbs in sentences.
Tense Forms. Stative verbs
The document discusses stative verbs, which express a state rather than an action and are not used in continuous tenses. It provides examples of different types of stative verbs including verbs of the senses, feelings/emotions, opinion, and others. It notes some stative verbs like feel, hurt, look, watch, and listen that can be used in continuous tenses to express deliberate actions. The document also explains how some stative verbs have different meanings depending on whether they are used in continuous or simple tenses to express a state or an action.
Gerunds and infinitives
The document provides examples of verbs followed by gerunds or infinitives in English. It discusses special expressions that take gerunds, such as "have fun doing" or "spend time doing." It also covers verbs that can be followed by infinitives, like "hope to do" or "promise to do." Finally, it examines verbs that can take either a gerund or infinitive, but sometimes with a difference in meaning, such as "remember doing" versus "remember to do." The document aims to clarify rules and patterns around using gerunds and infinitives after verbs in English.
Gerunds and infinitives
This document discusses gerunds and infinitives. [1] Gerunds are verb forms ending in "-ing" that can be used as subjects or objects. [2] Infinitives are "to + verb" forms that follow modal verbs or are used after certain expressions like "want" or "choose." [3] Some verbs like "like" can be followed by either a gerund or infinitive without changing the meaning.
Verb patterns
This document summarizes different verb patterns in English. It discusses verbs that can be followed by "-ing" or "to + infinitive" and explains the differences between the two patterns. Some key points include:
- Verbs like admit, avoid, enjoy, and recommend are followed by "-ing" when another verb follows.
- Verbs like agree, appear, decide, expect, and want are followed by "to + infinitive."
- For verbs like advise, ask, invite, and tell, the object comes before "to + infinitive."
- Verbs like begin, continue, intend and start can be used with "-ing" or "to + infinitive" without a
Verb patterns 8 c_revision and more
The document discusses different verb patterns in English including the infinitive without "to", infinitive with "to", and gerund (-ing) forms. It provides examples of when each pattern is used such as with modal verbs for the infinitive without "to" and after certain verbs like plan or remember for the infinitive with "to". The document also explains that some verbs like prefer can take both the gerund and infinitive forms without a change in meaning.
Simple past and Auxiliary Verb
The document provides information on simple past tense and auxiliary verbs in English grammar. It discusses the main rules for forming the past tense of verbs, gives examples of regular and irregular past forms, and explains how auxiliary verbs are used to form tenses like the past simple, present/past continuous, and present/past perfect tenses. Key auxiliary verbs mentioned are be, do, and have. The document also provides examples of using the past tense in affirmative, negative and interrogative sentences.
Infinitives and gerunds
This document discusses the uses of infinitives and gerunds in English. Gerunds are used as subjects of sentences when speaking generally, and after certain verbs like "enjoy" and "avoid". Infinitives are used as subjects when referring to a specific moment, and after verbs like "decide" and "plan". Some verbs like "begin" and "prefer" can be followed by either an infinitive or gerund without a change in meaning, while other verbs like "stop" and "regret" have different meanings depending on whether they are followed by an infinitive or gerund. The document provides examples to illustrate the different uses.
Verb + gerund or infinitive
This document discusses the difference between using a gerund or infinitive after certain verbs. Some verbs can take either a gerund or infinitive, but the meaning changes. With a gerund, the verb describes an action or event, while an infinitive expresses purpose or intention. Examples are given to illustrate how the meaning changes depending on whether a gerund or infinitive is used, such as "forgetting" something versus "forgetting to do" something.
Presentation classroom management
This document discusses classroom management and getting appropriate learner participation. It outlines objectives around recognizing how teacher actions influence management, identifying special learner behaviors, and discussing why those behaviors occur and how to address them. The document then provides tips for preventive maintenance like preparation, attitude, language, humor, handling questions, and body language. It also identifies potential problem learners like those who chatter or are overly argumentative or obstinate.
Auxiliary Review 2.2
This document summarizes different types of verbs in English:
Main verbs express action, occurrence, or state of being. Auxiliary verbs accompany main verbs and show tense, person, and number. Modal verbs like "can", "must", and "may" modify the meaning of the main verb. The verbs "to do", "to be", and "to have" are used as auxiliaries to form questions, negatives, and different tenses like continuous, perfect, and passive. Certain expressions like "be expected to" and "be required to" function similarly to modal verbs.
Top 6 Gerunds And Infinitives
1. Gerunds and infinitives can function as nouns, subjects, objects, or subject complements. Gerunds use the "-ing" form of the verb while infinitives use "to" plus the base verb form.
2. Certain verbs take either gerunds or infinitives as their complement. Verbs like enjoy, appreciate, and discuss take gerunds, while verbs like want, hope, and seem take infinitives.
3. Both gerunds and infinitives can be used after verbs of perception but with slightly different meanings - gerunds imply an ongoing action while infinitives imply a future or potential action.
Supra segmental pronunciation carroll 2018
Some ways of teaching intonation and stress (supra-segmental pronunciation) using Carolyn Graham's Jazz chants and other methods.
Gerunds and infinitives
Gerunds and infinitives can function as nouns, subjects, objects, or subject complements. Gerunds are formed with the "-ing" form of the verb and can be objects of prepositions. Infinitives are formed with "to" plus the base verb form. Certain verbs are followed by gerunds or infinitives with slight differences in meaning. Both gerunds and infinitives can occur in various tenses and aspects.
Auxiliary verbs
An auxiliary verb is used to add functional or grammatical meaning to the main verb. Auxiliary verbs are function words that indicate things like tense, aspect, modality, voice, emphasis, etc. but do not have substantial meaning on their own. Common auxiliary verbs in English include be, do, have, will, can, may, must, shall, should, would, and others. Auxiliary verbs are used to form questions, negatives, passive voice, and different tenses like the present perfect.
Gerund and infinitive
This document discusses the gerund form (-ing form) and infinitive form of verbs in English.
The gerund form is used after prepositions like "in", after certain verbs like "enjoy" and "avoid", and in expressions like "be worth" and "look forward to".
The infinitive form with "to" is used after verbs, nouns, adjectives to express purpose or intention. It can also be used without "to" after expressions like "let" and "make".
Speaking class
This speaking class document provides tasks for students to discuss their hobbies. It instructs students to first write down things they enjoy doing and incorporate them into sentences. They are then asked to watch a video about hobbies and have a dialogue with a partner where they talk about their own hobbies and interests. The goal is for students to practice conversing about activities they like by first writing in individual sentences and then having a discussion with a classmate.
Solar System
1. This document discusses the different verb forms in English - the base form, third person singular -s form, present participle/gerund -ing form, past form, past participle form, and infinitive form.
2. It provides examples of when each form is used, such as the base form in the present tense and after modals, the -s form for third person subjects, the present participle/gerund form in progressive tenses and after certain verbs, and so on.
3. It notes a few exceptions where verbs can be followed by either a gerund or infinitive with little change in meaning, and how a few verbs like forget, remember and stop change meaning depending
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