This document provides information about identifying the subject of a sentence using "x-words". It defines x-words as 20 common words in English that sentences are built around, including forms of "to be", "to have", and "to do". It explains that the subject of a sentence can be identified by finding the x-word, making it the first word to form a yes/no question, and noting what words are between the original and new positions of the x-word. Examples are given demonstrating how to identify hidden x-words like "does", "did", and "do" through various tests. The document concludes by mentioning compound sentences.
One day, Noni was walking to school when she saw a beggar under a tree. The beggar was shivering from hunger. Noni took out her lunch box and gave it to the beggar. The beggar ate the food and smiled at Noni to thank her for her kindness.
This document provides information about teaching foreign languages in UK secondary schools. It discusses the UK education system and key stages, as well as the GCSE and A-Level foreign language exams. It provides details on exam formats, expectations for different levels, and techniques for teachers to help students improve their speaking skills, including using games, videos, pictures and texts. The overall aim is to give FLAs practical ideas for making foreign language classes engaging and helping students progress in their speaking ability.
This document provides an overview of English grammar, including parts of speech, types of nouns and pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, interjections, articles, and sentences. It discusses the different types of sentences and includes examples. It also covers punctuation, tenses, mistakes in spoken and written English, and aids to correct usage. Various class activities are included to identify parts of speech, punctuate sentences, fill in blanks with correct verb forms, and identify and rectify common errors.
The document provides an overview of misplaced modifiers and dangling modifiers, explaining how adjectives and adverbs should properly modify nouns and verbs. It then gives examples of sentences with misplaced or dangling modifiers and the corrections. The final sections include a short quiz for students to identify errors and some discussion questions about evaluating the tutorial on misplaced modifiers.
The document discusses English grammar tenses. It explains that tense shows the time an action occurred through verb forms. There are three main tenses: past, present, and future. The past tense refers to things that occurred before speech/writing. The present tense refers to things that are currently occurring. The future tense refers to things that will occur after speech/writing. Each tense has simple, continuous, perfect, and perfect continuous forms that are constructed using verbs, subjects, and objects. Examples of how to form sentences in each tense are provided.
The document provides information about the Structure and Written Expression section of the TOEFL test. It discusses the two types of questions in this section - Structure questions that test grammar and Written Expression questions about incorrect words. It provides strategies for answering the questions and focuses on skills for the Structure questions, including identifying subjects and verbs, being careful of objects of prepositions and appositives, which can be mistaken for subjects.
This document discusses the eight parts of speech: noun, pronoun, adjective, verb, adverb, conjunction, preposition, and interjection. It provides definitions and examples of each part of speech. The document is an interactive lesson that asks the reader questions about identifying parts of speech in sample sentences. It provides feedback to guide the reader's understanding.
This document discusses the eight parts of speech: noun, pronoun, adjective, verb, adverb, conjunction, preposition, and interjection. It provides definitions and examples of each part of speech. The document is presented as a slideshow, with each part of speech getting its own slide or set of slides to explain it through text, examples, and sometimes short activities where the reader identifies the part of speech in sample sentences. The overall purpose is to teach the eight parts of speech.
One day, Noni was walking to school when she saw a beggar under a tree. The beggar was shivering from hunger. Noni took out her lunch box and gave it to the beggar. The beggar ate the food and smiled at Noni to thank her for her kindness.
This document provides information about teaching foreign languages in UK secondary schools. It discusses the UK education system and key stages, as well as the GCSE and A-Level foreign language exams. It provides details on exam formats, expectations for different levels, and techniques for teachers to help students improve their speaking skills, including using games, videos, pictures and texts. The overall aim is to give FLAs practical ideas for making foreign language classes engaging and helping students progress in their speaking ability.
This document provides an overview of English grammar, including parts of speech, types of nouns and pronouns, verbs, adjectives, adverbs, prepositions, conjunctions, interjections, articles, and sentences. It discusses the different types of sentences and includes examples. It also covers punctuation, tenses, mistakes in spoken and written English, and aids to correct usage. Various class activities are included to identify parts of speech, punctuate sentences, fill in blanks with correct verb forms, and identify and rectify common errors.
The document provides an overview of misplaced modifiers and dangling modifiers, explaining how adjectives and adverbs should properly modify nouns and verbs. It then gives examples of sentences with misplaced or dangling modifiers and the corrections. The final sections include a short quiz for students to identify errors and some discussion questions about evaluating the tutorial on misplaced modifiers.
The document discusses English grammar tenses. It explains that tense shows the time an action occurred through verb forms. There are three main tenses: past, present, and future. The past tense refers to things that occurred before speech/writing. The present tense refers to things that are currently occurring. The future tense refers to things that will occur after speech/writing. Each tense has simple, continuous, perfect, and perfect continuous forms that are constructed using verbs, subjects, and objects. Examples of how to form sentences in each tense are provided.
The document provides information about the Structure and Written Expression section of the TOEFL test. It discusses the two types of questions in this section - Structure questions that test grammar and Written Expression questions about incorrect words. It provides strategies for answering the questions and focuses on skills for the Structure questions, including identifying subjects and verbs, being careful of objects of prepositions and appositives, which can be mistaken for subjects.
This document discusses the eight parts of speech: noun, pronoun, adjective, verb, adverb, conjunction, preposition, and interjection. It provides definitions and examples of each part of speech. The document is an interactive lesson that asks the reader questions about identifying parts of speech in sample sentences. It provides feedback to guide the reader's understanding.
This document discusses the eight parts of speech: noun, pronoun, adjective, verb, adverb, conjunction, preposition, and interjection. It provides definitions and examples of each part of speech. The document is presented as a slideshow, with each part of speech getting its own slide or set of slides to explain it through text, examples, and sometimes short activities where the reader identifies the part of speech in sample sentences. The overall purpose is to teach the eight parts of speech.
This document provides a lesson plan for teaching parts of speech focusing on verbs to 2nd-3rd grade students. It defines verbs as action words or words that tell what a subject does, is, or what happens to it. Examples of different types of verbs are given, including past and present tense verbs and helping verbs. The lesson plan outlines procedures for identifying verbs in sample sentences on the board and having students write their own sentences to pick out verbs. It also discusses identifying verbs that change form between present and past tense.
The document defines and provides examples of clauses, phrases, and sentences. It explains that a clause contains both a subject and a verb, while a phrase does not. An independent clause conveys a complete thought on its own, while a subordinate clause does not. Examples are given of independent and subordinate clauses as well as phrases. Readers are then asked to identify groups of words as sentences, clauses, or phrases. The document concludes by explaining how subordinate clauses must be combined with independent clauses to form complete sentences.
This document provides information about types of sentences in English. It discusses simple sentences containing a subject and verb. It also discusses compound sentences joined by coordinating conjunctions and complex sentences containing dependent clauses introduced by subordinating conjunctions. The document then lists common subordinating conjunctions and provides information about an English training institute including its products, contact details, and social media links.
Verbs are words that express actions or link subjects to adjectives or nouns. There are tests to identify verbs and determine if they are transitive, intransitive, or linking verbs. Transitive verbs act upon a direct object, while intransitive verbs do not take direct objects. Linking verbs link subjects to adjectives or nouns but do not act on anything. Phrasal verbs are combinations of verbs and other words that have a meaning different from the verb alone.
This document provides grammar rules and examples for using:
1. The present perfect tense with for and since to indicate duration up until the present.
2. So and because to connect a reason with a resulting action.
3. Had to and didn't have to to talk about past obligations.
4. Questions without auxiliary verbs when the question word is the subject.
5. Verbs like want, need, would like followed by an infinitive with to.
It gives examples of how to use these grammar structures correctly in sentences.
The document contains notes from an English grammar course. It covers several topics around verb tenses and structures:
- Conditionals (types 0-3), how to form and use each type to express different conditions and their results.
- Modals like must, should, could for obligations, suggestions and past deductions.
- Future tenses - simple future, future progressive, future perfect - and how to form positive and negative sentences as well as questions for each.
- Recommendations for students to practice exercises and compare their work to answer keys for self-study.
The document provides instruction on subject-verb agreement rules. It explains that subjects and verbs must agree in number, and lists rules for singular and plural forms of verbs. Examples are provided to demonstrate correct usage. Students are given practice identifying correct verb forms and answering questions about subject-verb agreement. The purpose is to help students observe and apply rules of subject-verb agreement in their writing.
The document discusses the four types of sentences: declarative, imperative, interrogative, and exclamatory. It provides examples of each type and discusses their punctuation and parts, including subjects and predicates.
This document provides the weekly schedule for a classroom taught by Diane Kreh in Room 32 for the week of April 11-15. It outlines the daily lessons and activities for each subject: Reading, English, Spelling, Math, and Science. Students will be working on literature stories, grammar, sentence structure, story writing, spelling, math lessons on proportions, and science sections on interactions among living things and changes in communities.
This lesson plan aims to teach students about intonation, including juncture, stress, and pitch. Students will say sentences with different intonations to convey varying meanings. They will discuss how intonation allows multiple meanings to be expressed. Finally, students will determine whether example phrases have rising or falling intonation. The overall goal is for students to learn to use correct intonation in phrases and sentences.
This document discusses the key parts of a sentence including the subject, predicate, direct object, indirect object, and adverbials. It provides examples of different types of sentences and identifies the subject and predicate. It also explains concepts like transitive and intransitive verbs, complements, and how to identify adverbials. Examples are used throughout to illustrate parts of sentences.
The document defines and provides examples of key grammatical terms including sentence, subject, predicate, simple subject, simple predicate, complete subject, complete predicate, simple sentence, compound subject, and compound predicate. It gives examples of sentences that contain students who were too tired to participate, a teacher giving students questions to answer, people meeting on the road and going to another village.
Detailed Lesson Plan in English 7 (Prepositions)Erwin Manzon
This document contains a detailed lesson plan for a 7th grade English class on prepositions of time, place, and direction. The lesson plan includes objectives, subject matter, procedures, activities, and an evaluation. The teacher leads activities to help students identify and understand prepositions and their functions in describing locations found in pictures, as well as sentences using prepositions of time, place, and direction. Students work in groups to analyze example sentences and present their findings. The lesson aims to help students properly use prepositions in their writing.
Present and Past Simple and Continuous for Spanish Learners.Ainhoa Castiella
This document provides information on English grammar tenses including the present simple, present continuous, past simple, and past continuous. It outlines the structure, examples, and usage of affirmative, negative and question forms for each tense. Key points include how verbs are conjugated for third person subjects and irregular verb forms in the past simple tense. The explanations discuss when to use each tense to express habitual present actions, ongoing actions, completed past actions and past ongoing actions.
This document discusses basic sentence patterns in English:
1. The S-V (subject-verb) pattern is the simplest. It includes examples like "Everyone listened."
2. The S-LV-PN (subject-linking verb-predicate nominative) pattern includes a noun or pronoun after the linking verb that renames or identifies the subject, like "The first book of the Bible is Genesis."
3. The S-LV-PA (subject-linking verb-predicate adjective) pattern includes an adjective after the linking verb, like "I am happy about your change of heart."
4. Exercises are provided to help understand and apply these basic sentence patterns.
This document provides a lesson plan for teaching students about using prepositions in sentences. It includes an introduction, subject matter, materials, procedures, evaluation, and assignment. The procedures section outlines preparatory and developmental activities such as using a chart to practice prepositions, reading a dialogue with prepositions, analyzing the dialogue, learning commonly used prepositions, applying prepositions by underlining them in sentences, and expanding sentences with additional prepositions. The evaluation has students complete sentences by choosing the correct prepositions from a list.
This document defines the key parts of a sentence and provides examples of how to identify them. It explains that a sentence contains a subject and predicate, with the subject including a simple subject and the predicate containing a simple verb. It also describes the four types of complements that can be included in the predicate: direct object, indirect object, predicate nominative, and predicate adjective. Steps are provided for identifying all parts of a sentence, including compound elements.
This document provides a lesson plan for a class on adjectives and the use of commas. The lesson plan includes a warm up activity, teaching about adjectives through examples and activities, teaching about using commas to separate items in a list, and assigning worksheets for assessment. The class is for 5th-6th grade students and focuses on identifying adjectives, common grammar errors, and proper use of commas.
The document discusses basic English sentence structure and provides examples of different sentence structures. It covers the typical components of a sentence including the subject, verb, and complement/object. It also examines different grammatical structures that can be used in the subject position, such as determiners, nouns, pronouns, infinitives, gerunds, and clauses. Additionally, it analyzes common verb patterns involving different tenses, aspects, and prepositions.
This document provides information about past tense verbs, including regular and irregular verbs. It discusses six spelling rules for forming the past tense of regular verbs, such as adding "ed" or changing letter combinations before adding "ed". The document also describes memorization techniques like L.T.C.W.C (Look, Think, Cover, Write, Check) and using mental images or "loci" to remember words. It includes examples and a brief quiz to test understanding of past tense verbs.
This document summarizes a tutorial on grammar and vocabulary for pre-intermediate English learners. The tutorial aims to teach students the correct use of grammar at their level so they can use it in daily life, and provide tips to expand their vocabulary. It discusses why grammar is important to communicate in a foreign language, and how understanding grammar offers insight into language and the human mind. Key parts of a sentence are defined, such as subjects, verbs and objects. Examples of sentences are provided and exercises are given to practice verbs in the present simple tense and using adjectives and adverbs to modify words.
This document provides a lesson plan for teaching parts of speech focusing on verbs to 2nd-3rd grade students. It defines verbs as action words or words that tell what a subject does, is, or what happens to it. Examples of different types of verbs are given, including past and present tense verbs and helping verbs. The lesson plan outlines procedures for identifying verbs in sample sentences on the board and having students write their own sentences to pick out verbs. It also discusses identifying verbs that change form between present and past tense.
The document defines and provides examples of clauses, phrases, and sentences. It explains that a clause contains both a subject and a verb, while a phrase does not. An independent clause conveys a complete thought on its own, while a subordinate clause does not. Examples are given of independent and subordinate clauses as well as phrases. Readers are then asked to identify groups of words as sentences, clauses, or phrases. The document concludes by explaining how subordinate clauses must be combined with independent clauses to form complete sentences.
This document provides information about types of sentences in English. It discusses simple sentences containing a subject and verb. It also discusses compound sentences joined by coordinating conjunctions and complex sentences containing dependent clauses introduced by subordinating conjunctions. The document then lists common subordinating conjunctions and provides information about an English training institute including its products, contact details, and social media links.
Verbs are words that express actions or link subjects to adjectives or nouns. There are tests to identify verbs and determine if they are transitive, intransitive, or linking verbs. Transitive verbs act upon a direct object, while intransitive verbs do not take direct objects. Linking verbs link subjects to adjectives or nouns but do not act on anything. Phrasal verbs are combinations of verbs and other words that have a meaning different from the verb alone.
This document provides grammar rules and examples for using:
1. The present perfect tense with for and since to indicate duration up until the present.
2. So and because to connect a reason with a resulting action.
3. Had to and didn't have to to talk about past obligations.
4. Questions without auxiliary verbs when the question word is the subject.
5. Verbs like want, need, would like followed by an infinitive with to.
It gives examples of how to use these grammar structures correctly in sentences.
The document contains notes from an English grammar course. It covers several topics around verb tenses and structures:
- Conditionals (types 0-3), how to form and use each type to express different conditions and their results.
- Modals like must, should, could for obligations, suggestions and past deductions.
- Future tenses - simple future, future progressive, future perfect - and how to form positive and negative sentences as well as questions for each.
- Recommendations for students to practice exercises and compare their work to answer keys for self-study.
The document provides instruction on subject-verb agreement rules. It explains that subjects and verbs must agree in number, and lists rules for singular and plural forms of verbs. Examples are provided to demonstrate correct usage. Students are given practice identifying correct verb forms and answering questions about subject-verb agreement. The purpose is to help students observe and apply rules of subject-verb agreement in their writing.
The document discusses the four types of sentences: declarative, imperative, interrogative, and exclamatory. It provides examples of each type and discusses their punctuation and parts, including subjects and predicates.
This document provides the weekly schedule for a classroom taught by Diane Kreh in Room 32 for the week of April 11-15. It outlines the daily lessons and activities for each subject: Reading, English, Spelling, Math, and Science. Students will be working on literature stories, grammar, sentence structure, story writing, spelling, math lessons on proportions, and science sections on interactions among living things and changes in communities.
This lesson plan aims to teach students about intonation, including juncture, stress, and pitch. Students will say sentences with different intonations to convey varying meanings. They will discuss how intonation allows multiple meanings to be expressed. Finally, students will determine whether example phrases have rising or falling intonation. The overall goal is for students to learn to use correct intonation in phrases and sentences.
This document discusses the key parts of a sentence including the subject, predicate, direct object, indirect object, and adverbials. It provides examples of different types of sentences and identifies the subject and predicate. It also explains concepts like transitive and intransitive verbs, complements, and how to identify adverbials. Examples are used throughout to illustrate parts of sentences.
The document defines and provides examples of key grammatical terms including sentence, subject, predicate, simple subject, simple predicate, complete subject, complete predicate, simple sentence, compound subject, and compound predicate. It gives examples of sentences that contain students who were too tired to participate, a teacher giving students questions to answer, people meeting on the road and going to another village.
Detailed Lesson Plan in English 7 (Prepositions)Erwin Manzon
This document contains a detailed lesson plan for a 7th grade English class on prepositions of time, place, and direction. The lesson plan includes objectives, subject matter, procedures, activities, and an evaluation. The teacher leads activities to help students identify and understand prepositions and their functions in describing locations found in pictures, as well as sentences using prepositions of time, place, and direction. Students work in groups to analyze example sentences and present their findings. The lesson aims to help students properly use prepositions in their writing.
Present and Past Simple and Continuous for Spanish Learners.Ainhoa Castiella
This document provides information on English grammar tenses including the present simple, present continuous, past simple, and past continuous. It outlines the structure, examples, and usage of affirmative, negative and question forms for each tense. Key points include how verbs are conjugated for third person subjects and irregular verb forms in the past simple tense. The explanations discuss when to use each tense to express habitual present actions, ongoing actions, completed past actions and past ongoing actions.
This document discusses basic sentence patterns in English:
1. The S-V (subject-verb) pattern is the simplest. It includes examples like "Everyone listened."
2. The S-LV-PN (subject-linking verb-predicate nominative) pattern includes a noun or pronoun after the linking verb that renames or identifies the subject, like "The first book of the Bible is Genesis."
3. The S-LV-PA (subject-linking verb-predicate adjective) pattern includes an adjective after the linking verb, like "I am happy about your change of heart."
4. Exercises are provided to help understand and apply these basic sentence patterns.
This document provides a lesson plan for teaching students about using prepositions in sentences. It includes an introduction, subject matter, materials, procedures, evaluation, and assignment. The procedures section outlines preparatory and developmental activities such as using a chart to practice prepositions, reading a dialogue with prepositions, analyzing the dialogue, learning commonly used prepositions, applying prepositions by underlining them in sentences, and expanding sentences with additional prepositions. The evaluation has students complete sentences by choosing the correct prepositions from a list.
This document defines the key parts of a sentence and provides examples of how to identify them. It explains that a sentence contains a subject and predicate, with the subject including a simple subject and the predicate containing a simple verb. It also describes the four types of complements that can be included in the predicate: direct object, indirect object, predicate nominative, and predicate adjective. Steps are provided for identifying all parts of a sentence, including compound elements.
This document provides a lesson plan for a class on adjectives and the use of commas. The lesson plan includes a warm up activity, teaching about adjectives through examples and activities, teaching about using commas to separate items in a list, and assigning worksheets for assessment. The class is for 5th-6th grade students and focuses on identifying adjectives, common grammar errors, and proper use of commas.
The document discusses basic English sentence structure and provides examples of different sentence structures. It covers the typical components of a sentence including the subject, verb, and complement/object. It also examines different grammatical structures that can be used in the subject position, such as determiners, nouns, pronouns, infinitives, gerunds, and clauses. Additionally, it analyzes common verb patterns involving different tenses, aspects, and prepositions.
This document provides information about past tense verbs, including regular and irregular verbs. It discusses six spelling rules for forming the past tense of regular verbs, such as adding "ed" or changing letter combinations before adding "ed". The document also describes memorization techniques like L.T.C.W.C (Look, Think, Cover, Write, Check) and using mental images or "loci" to remember words. It includes examples and a brief quiz to test understanding of past tense verbs.
This document summarizes a tutorial on grammar and vocabulary for pre-intermediate English learners. The tutorial aims to teach students the correct use of grammar at their level so they can use it in daily life, and provide tips to expand their vocabulary. It discusses why grammar is important to communicate in a foreign language, and how understanding grammar offers insight into language and the human mind. Key parts of a sentence are defined, such as subjects, verbs and objects. Examples of sentences are provided and exercises are given to practice verbs in the present simple tense and using adjectives and adverbs to modify words.
English 4Quarter for COT,Lesson Plan.docxmkrystellgail
This lesson plan teaches 4th grade students about adverbs through various activities. It begins with a review of collective nouns from the previous lesson. Students then act out scenarios based on adverb words flashed by the teacher. The teacher explains that adverbs modify verbs, adjectives, and other adverbs, and classify the different types - manner, time, and place. Examples are provided and students practice creating sentences using sample adverbs. As a final activity, students work in pairs and list the adverbs they hear each other use in conversation.
The document provides instruction and content for students to learn about verbs, verb tenses, signal words, subject-verb agreement, and reading comprehension. It includes topics on present, past and future verbs, exercises to identify verb tenses, matching causes and effects, and practice with transition words and reading tests with multiple choice questions. The document aims to teach foundational grammar and language arts concepts through explanations, examples, and assessment activities.
Detailed Lesson Plan for English (Language) Grade 6jayson digal
This document provides a detailed lesson plan for teaching English (Language) to 6th grade students focusing on forming the plural of nouns. The objectives are for students to identify and write plural nouns and understand their importance. The lesson introduces rules for making nouns plural through examples, pictures, discussion and exercises. It involves forming plurals by adding 's', 'es', changing 'y' to 'i' and adding 'es', and irregular plurals. Students practice applying the rules in groups and independently. The plan aims to help students properly use and understand plural nouns.
This document provides instruction on several topics for learning Spanish, including:
1) How to tell time in Spanish and examples of class schedules using time phrases.
2) Conjugating verbs and how to change verbs endings to match subjects.
3) Describing rooms in a house and things found in each room using vocabulary taught in Unidad 3.
4) Asking the student to thoroughly answer discussion questions with details and examples rather than brief or generic responses.
This document provides instruction on several topics for learning Spanish, including:
1. How to tell time in Spanish using terms like "de la mañana," "de la tarde," and "de la noche" instead of a.m. and p.m., and how to say quarter past and half hour.
2. How to conjugate verbs by identifying if they end in "-ar," "-er," or "-ir" and changing the ending to match the subject pronoun.
3. The uses of different verbs like "ser" and "estar" and irregular verbs like "tener" and "dormir."
Here are sentences illustrating each lexical category:
Noun: The dog chased its ball.
Verb: The children laughed loudly.
Adjective: The red ball rolled into the street.
Adverb: They quickly finished their homework.
Preposition: We walked behind the house.
Determiner: A large tree stood in the yard.
Conjunction: It was hot outside, so we stayed inside.
The document provides instruction on parts of speech including verbs, nouns, subjects, objects, and adjectives. It begins by explaining that every sentence must have a subject and verb. It then walks through identifying verbs and how they can change tenses. Nouns are defined as things that can be touched. The importance of a noun's placement as either a subject or object is discussed. Articles like "a", "an", and "the" are explained as modifying nouns. Adjectives are defined as words that describe nouns and can be changed to compare items. Examples are provided to demonstrate identifying and placing parts of speech in sentences.
This document provides information about nouns, including the definition of a noun and examples. It describes the different types of nouns such as common and proper nouns, concrete and abstract nouns, singular and plural nouns. Activities are included for students to practice identifying and applying nouns.
This learning package outlines an English lesson on subject-verb agreement for high school students. The objectives are for students to determine the appropriate verb form based on the subject, understand the value of subject-verb agreement, and construct grammatical sentences using agreement. The lesson includes exploring a KNOW-WHAT-LEARNED-HOW chart, a seatwork activity identifying correct verb forms in sample sentences, and analysis of the sentences to deepen understanding of agreement rules. The package provides detailed instructions and examples to help students master subject-verb agreement.
Parts of speech are the basic units of language that function in sentences. The document defines and provides examples of 10 common parts of speech: nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, interjections, determiners, and subject-verb agreement. Examples are given to distinguish each part of speech and illustrate grammar rules.
The document provides a chart describing rules for forming plurals in English. It includes rules for nouns ending in consonant+y, vowels+o/ch/sh/x, f/fe, and more. The chart is being completed with missing singulars and plurals and more examples. The goal is to learn how to change singular nouns to their plural forms according to common rules in English.
The document provides a learning package on subject-verb agreement for high school English students. It lists objectives for students to determine appropriate verb forms, demonstrate the value of subject-verb agreement, and complete exercises on the topic. The package includes activities exploring the importance of agreement, examples of sentences requiring analysis to identify the correct verb form, and an analysis section explaining the answers. The goal is for students to understand and properly apply subject-verb agreement rules in their writing.
The document provides an overview of a presentation on English verbs called "Secrets of English Verbs". It discusses how verbs are used to make negatives, questions, and indicate time (tense). It introduces 12 main verb types called "X-words" and how they are used and combined to create additional tenses and shades of meaning. Examples are given to illustrate forming negatives and questions, and finding the subject.
1. The document discusses word order in questions and provides examples of common word order patterns in English statements and questions.
2. Questions typically use inversion, where the verb is placed before the subject compared to statements which follow SVO (subject-verb-object) order.
3. Examples are given of rewriting statements as yes/no questions by inverting the subject and verb according to common patterns like auxiliary-subject-verb.
The document discusses subject-verb agreement rules. It introduces the basic rule that the subject and verb must agree in number - singular subjects require singular verbs and plural subjects require plural verbs. It then provides several examples and covers exceptions and tricky cases involving compound subjects, placement of the subject and verb, and words that can be singular or plural. The document aims to explain subject-verb agreement clearly through definitions, examples, and multiple practice exercises for the reader to test their understanding.
The document contains information about parts of speech including definitions and examples. It begins with a pre-test to assess knowledge of parts of speech definitions. It then provides the definitions for adverb, conjunction, interjection, noun, verb, adjective, pronoun, preposition, and article. Examples are given to identify nouns, verbs, adjectives, and sentence patterns including subject, verb, direct object and indirect object. The document reviews key parts of speech and sentence structure.
The document discusses different types of sentences including simple sentences with one clause, compound sentences with two independent clauses, and complex sentences with one independent clause and one or more dependent clauses. It provides examples of each type of sentence and explains the basic structures of sentences including subject, verb, object, and complement. It also covers the different parts of speech including nouns, pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions.
Week 3 - Types and structure of a sentence.pptxmuhammadGAG
The document discusses sentence types and structures, including the present indefinite tense. It defines key parts of a sentence and different types of sentences. Examples are provided to identify subjects, predicates, objects, and sentence structures. The objectives are to understand sentence components, identify sentence types through practice, and learn the use, functions and structures of the present indefinite tense. Homework exercises are assigned to practice these concepts.
Similar to Pam sherman isp 081 x word presentation final (20)
This document summarizes key information about viruses that commonly infect cats and dogs. It describes the structure and life cycle of viruses in general and then discusses several specific viral diseases including Feline Leukemia Virus (FeLV), Feline Immunodeficiency Virus (FIV), Feline Panleukopenia Virus (FPV), Feline Infectious Peritonitis (FIP), Feline Calicivirus (FCV), Feline Viral Rhinotracheitis, Rabies Virus, and Canine Distemper Virus. For each virus, it covers transmission, symptoms, diagnosis/testing, treatment/prevention strategies. Vaccination is emphasized as an important prevention method
This document discusses pain management and analgesia. It covers the physiology of pain, classification of pain types, the pain pathway in nociception, consequences of untreated pain, types of hyperalgesia, physiologic changes caused by pain, signs of pain in animals, tools for pain assessment, effective postoperative analgesia, and various opioid and non-opioid agents used for pharmacologic pain management. The focus is on controlling pain at different stages including preoperative, surgical, postoperative, and at home periods using multimodal therapy and a variety of analgesic drugs and techniques.
This document discusses equipment used to administer anesthesia, including endotracheal tubes, laryngoscopes, masks, anesthetic chambers, and anesthetic machines. It describes the components and functions of anesthetic machines, including compressed gas supplies, vaporizers, breathing circuits, and scavenging systems. Precise administration of gases is enabled by equipment such as flowmeters, pressure gauges, and precision vaporizers. Rebreathing circuits allow reuse of exhaled gases while removing carbon dioxide. Proper use and maintenance of anesthetic equipment is important for patient safety.
This document discusses various methods for anesthetizing animals, including patient preparation, selecting an anesthetic protocol, and different techniques for induction and maintenance of general anesthesia. It provides detailed descriptions and considerations for intramuscular, intravenous, and inhalant induction methods as well as total intravenous anesthesia. Patient monitoring and safety are emphasized.
This document discusses anesthetic agents and adjuncts used in veterinary medicine. It defines anesthetic agents as drugs that induce loss of sensation with or without unconsciousness, while adjuncts are drugs used during anesthesia to produce other effects like sedation or muscle relaxation. The document then classifies agents and adjuncts based on their route of administration, time of use, principal effect, and chemistry. It describes how agents work as agonists, antagonists, or partial agonists at target tissues like the central nervous system. Common preanesthetic medications, tranquilizers, and alpha-2 agonists are outlined along with their effects, uses, and adverse effects.
Veterinary drug use, prescribing, acquisition and pharmacy managementSUNY Ulster
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2. X Words
There are twenty words that are the fulcrum around
which English sentences are built.
What are they?
Can you guess?
3. Words
• am is are was were (to be)
• have has had (to have)
• do does did (to do)
• shall will (future)
• can may might must (one c and 3 m’s)
• could would should (ould)
4. DEFINITION OF A SENTENCE
In the context of Sector Analysis, the
definition of a sentence is:
Any group of English words that we can
change into a logical yes/no question.
5. How to test for yes/no questions
X-WORDS
Finding the subject of a sentence
am do could
is does would
are did should
was
were shall can
will may
have might
has must
had
In order to find the subject of a sentence using x-words, we
must learn the x-words first. Let’s memorize them.
6. Finding the subject of a sentence
To find the subject of a sentence, first find the x-
word. Put an “x” over the x-word.
Example: This is an English class.
Move the x-word to the beginning of the
sentence.
x
Is this an English class?
7. We can see that this is a question that can
only be answered by a “yes” or “no”. And if we
look at where the x-word was originally and
where we moved it, we see that the word in
between those positions is the subject of the
sentence. Therefore, “this” is the subject of
the sentence.
8. Two Rules
1. You may not add or subtract any words with
the exception of negatives – (“no” or “not”
may be crossed out when making the
question).
2. There may be more than one x-word, but
only one has the power to change the group
of words to logical yes/no question.
10. The simple sentence:
Using obvious x-words
1. That man is very tall.
2. The students are studying.
3. Those who memorize the x-words will learn
how to find the subject of a sentence.
4. House cats should always be declawed.
5. We could do our homework after dinner.
11. 6. Those students who are very diligent can get good
grades.
7. Students who do their homework may pass this class.
8. The teacher isn’t being very clear.
9. English grammar can be easy.
10. Learning to write sentences should be fun.
12. The yes/no questions:
x x
1. Is that man very tall?
x x
2. Are the students studying?
x x
3. Will those who memorize the x-words learn how to find the
subject of a sentence?
x x
4. Should house cats always be declawed?
x x
5. Could we do our homework after dinner?
13. 6. Those students who are very diligent can get good
grades.
7. Students who do their homework may pass this class.
8. The teacher isn’t being very clear.
9. English grammar can be easy.
10. Learning to write sentences should be fun.
14. Hidden X-Words
DO DOES DID
In order to figure out if there is a hidden x-word in the
sentence, we first look for words ending in “s”. Does ends
in “s”.
For example, if we see a sentence like this:
Mary wants to pass the English final exam.
We need to ask the question, “are there any obvious x-
words in the group of words?
Answer: No.
15. The next question we ask is, are there any words ending in
“s”? Yes.
There are two: wants and pass
We will try the word “wants” first.
Mary wants to pass the English final exam.
(wants = does want)
Mary does want to pass the English final exam.
Does Mary want to pass the English final exam?
Logical? Yes.
16. We could try it with “pass” just to check the
logic.
Mary wants to does pass the English exam.
This makes no sense at all!
17. Therefore, we will go with “does want”.
Put an “x” over the word “does”.
x
Mary does want to pass the English final exam.
Move “does” to the beginning of the sentence.
x x
Does Mary want to pass the English final exam?
Is this a logical yes/no question? Yes.
Is this a sentence? Yes.
The subject of this sentence is Mary.
18. Hidden X Words
DOES
Practice
Practice making yes/no questions by finding
does as the x-word. Underline the subject of
each sentence. The subject is all the words
between the original x-word position and
where you moved it to make a yes/no
question.
19. 1. Maria loves to draw with colored pencil. (loves= does love)
2. The big, strong man named Ted likes to work out at the gym.
(likes=does like)
3. The student learns x-words in order to make yes/no questions.
(learns=does learn)
4. Giving students A’s makes the teacher happy. (makes=does make)
5. Amanda makes friends wherever she goes. (makes=does make)
20. x x
1. Does Maria love to draw with colored pencils?
x x
2. Does the big, strong man named Ted like to work out at
the gym.?
x x
3. Does the student learn x-words in order to make yes/no
questions?
x x
4. Does giving students A’s make the teacher happy?
x x
5. Does Amanda make friends wherever she goes.
21. Hidden x-words
DO DOES DID
In order to test a sentence for the x-word did, we
must ask a few questions. Are there words ending
in ed or are there words going on in the past
tense? DID is found in words that end in ed or
words that are going on in the
past tense.
22. Example: The men worked in the house all
day.
In this example, we have a word ending in ed.
(worked)
Change worked to did work, and put an x over
did.
23. X
did work
The men worked in the house all day.
Move the did to the front of the group of words.
X
Did the men work in the house all day?
(Notice that the ed drops out once you change it to did)
Is this logical yes/no question? YES!
The subject of the sentence is the men.
24. New example: The dogs ran around the yard.
In this example, we have a word going on in the
past tense. Ran
There is another way to express ran; it is did run.
The dogs did run around the yard.
25. Now we can put an x over the x-word.
x
The dogs did run around the yard.
And we move it to the front of the group of words.
x x
Did the dogs run around the yard?
Is this a logical yes/no question? Yes!
The subject of the sentence is the dogs.
26. Hidden X Words
DID
Practice
Practice making yes/no questions with words
ending in ed or that are going on in the past
tense. Find the did, move it to the front of the
sentence is. The subject of the sentence is all
the words in between the original x-word
position and where you moved it.
27. 1. The chefs grated carrots for the salad. (grated=did
grate)
2. We gave money to charity last year. (gave=did give)
3. The working students found it harder to keep awake
during class. (found=did find)
4. Working diligently and consistently on essays made
getting a good grade easier. (made=did make)
28. X x
1. Did the chefs grate carrots for the salad?
x x
2. Did we give money to charity last year?
x x
3. Did the working students find it harder to keep awake
during class?
x
4. Did working diligently and consistently on essays
x
make getting a good grade easier?
29. Hidden X-Words
DO DOES DID
DO
In order to find do, look between words. For example, consider this
sentence:
I walk to school.
Is there any obvious x-word in this group of words? No.
Is there any word ending in “s”? No.
Is there any word ending in “ed” or going to be past tense? No.
30. Therefore, we must put the word “do” between
each word to see if it makes sense anywhere.
I do walk to school.
That makes sense, doesn’t it? Yes.
Now we can put an x-word over the word do.
x
I do walk to school.
31. Move the x-word to the beginning of the sentence.
x x
Do I walk to school?
Is this a logical yes/no question? Yes.
Therefore, is this a sentence? Yes!
The subject of this sentence is I.
32. Hidden X Words
DO
Practice
Practice finding the hidden x-word do and turning
these groups of words into logical yes/no
questions. Underline the subject of each
sentence. The subject is all the words between
the original x-word and where you moved it.
33. 1. Students create interesting essays from their
experiences. (create= do create)
2. Students working diligently and consistently pass their
exams. (pass=do pass)
3. The women wearing aprons and chefs hats grate
carrots for the salad. (grate=do grate)
4. The working men with sweat on their brows build
houses every day. (build=do build)
34. x x
1. Do students create interesting essays from their
experiences?
x x
2. Do students working diligently and consistently pass their
exams?
x x
3. Do the women wearing aprons and chef’s hats grate
carrots for the salad?
x x
4. Do the working men with sweat on their brows build
houses every day?
35. Compound Sentences
and, but, for, or, nor so, yet
The list above has the coordinating conjunctions
which are used to form compound sentences.
Learn them!
They are sometimes called FANBOYS:
For, and, nor, but, or, yet, so
36. Compound sentences consist of two (or more) complete
sentences (two or more yes/no questions) that the writer
wants to put together to form a conjoined thought. When
the writer does this, there must be a conjunction with a
comma before it to join the thoughts.
Example: Mary washed her hair, and she brushed her
teeth.
Here, we have two yes/no questions joined by a
conjunction plus a comma.
That is a compound sentence.
37. The yes/no questions are:
Did Mary wash her hair? Did she brush her
teeth?
or
Did Mary wash her hair, and did she brush
her teeth?
38. However, if we say:
Mary washed her hair and brushed her teeth.
39. We do not have a compound sentence. This
would be a simple sentence, and it gets no
comma. The yes/no question for that
sentence would be:
Did Mary wash her hair and brush her teeth?
40. This rule applies to many of the sentences you write on
your papers. For example, here is one from last week’s
assignment:
“ I knew it would be a lot of work, but now I think
I’m ready.”
As yes/no questions, this is how it would look.
Did I know it would be a lot of work? Do I think
I’m ready now?
41. Here is another example of a student’s use of
compound sentences:
“I have a better attitude, and I know my
behavior will play a big part in my success.”
Find the yes/no questions in the above
sentences.
42. You will find another explanation of
compound sentences in your text on pages
540-543.
Do Practices 1 and 2 for homework. Be sure to
follow the directions! And you can use yes/no
questions to test the sentences, as well.
43. Practice Compound Sentences
Place a comma before the conjunction when there are two
logical yes/no questions.
1. We thought we knew English grammar but we
were mistaken.
2. There were so many movies to choose from so
we tossed a coin to see which one we wanted.
3. We loved eating popcorn and loved watching
this movie.
4. We did not want to go home nor did we want to
study for our test.
44. Complex Sentences
(Putting the X to the comma)
This type of sentence has two groups of words:
dependent clause and independent clause.
( A fragment plus a logical yes/no question)
45. First, we must test a group of words to see if it is a
fragment.
Example: Because I am a student.
Is this a sentence? Test for x. Find the x word and move
it to beginning of the group of words.
x x
Because I am a student. Am because I a student?
Does this make sense? NO.
It is not a sentence. It is a FRAGMENT.
46. Therefore, we must add another group of words that
can be changed into a logical yes/no questions.
Because I am a student I go to the library
every day.
Put a comma directly after the fragment and change
the other group of words into a logical yes/no
question.
Hint: MOVE THE X WORD TO THE COMMA! The X word
is do.
x x
Because I am a student, do I go to the library
every day?
47. The subject of the sentence is I. All the other
words are part of the predicate, including the
whole independent clause (or fragment).
Note: How do we know that the x word is do?
We know this because am is already in the
sentence, so we know we have to keep the
sentence in present tense.
48. Practice Complex Sentences
Put the x-word to the comma, and change the rest of the words to a logical
yes/no question.
1. Because I am a student, I must learn to study smart.
2. When I study my x-words, I do have a powerful tool to learn English.
3. While the teacher was teaching, we listened.
4. If I can manage to sleep with my eyes open, I may be able to get through
this class.
5. Although I am studying all the time.
6. I still find it difficult to be a good student.
7. As the final exam will be coming up soon, I know I need to write many
essays for practice.
49. There is one other rule to consider when
writing a complex sentence. Although we can
write a complex sentence with the dependent
clause (fragment) first, we can also write it
with the dependent clause second in the
sentence.
Example: I go to the library every day because
I am a student.
50. In this example, we have the independent clause
first in the sentence. Notice that there is no
comma when we write the sentence this way.
Change this sentence to a logical yes/no
question.
x x
Do I go to the library every day because I am a
student?
51. It looks like a simple sentence when we write it
this way, but it is not. The subordinating
conjunction, because, tells us that we have a
complex sentence no matter where it occurs in
the sentence.
Study the subordinating conjunctions to know
when you have a complex sentence.
Most Common Subordinating Conjunctions
After, although, as, as if, as soon as, as
though, because, before, even though, if, since
though, unless, until, when, whenever, wherever
, while