1. I was transferred to another math class.
2. Bacterial infections existed before man.
3. Many new books are written every year.
4. The award will be given at the ceremony.
5. I hope to be accepted at this university.
The document discusses active and passive voice, including:
- The structure of passive sentences using forms of the verb "to be" plus the past participle.
- When to use the passive voice to emphasize the recipient of the action rather than the performer.
- Various tenses that can be used in passive constructions, including modal and modal past forms.
- The difference between regular and non-progressive passive voice.
- Examples are provided to illustrate active and passive transformations.
The document provides a review of verb tenses in English including simple present, present continuous, simple past, past continuous, present perfect, and present perfect continuous. It defines each tense and provides examples of structures and time expressions used with each tense. Key uses of each tense are explained, such as habits and routines for simple present and unfinished present actions for present continuous. Formations of the third person singular are demonstrated across tenses. Differences between the present perfect and present perfect continuous are highlighted through examples.
This document discusses indirect object pronouns in Spanish. It explains that indirect objects answer "to whom?" or "for whom?" the action is performed. The indirect object pronouns in Spanish are me, te, le, nos, os, les. These pronouns replace indirect objects and come before the verb. Examples are provided to demonstrate how to identify and replace indirect objects with indirect object pronouns in Spanish sentences. Common uses and exceptions are also outlined.
The document discusses the present tense in English. It notes that the verb "to be" is important to learn as it is used to describe objects, features, locations, etc. It comes in three forms in the present tense: am, is, and are. Simple present tense indicates unchanging situations, general truths, habits, and frequently occurring events rather than actions happening at the present moment. For third singular subjects like he, she, it, the simple present tense adds -s to the end of verbs in positive sentences but removes it in questions and negatives, using auxillary verbs like does or doesn't instead.
This document discusses subjects and verbs in sentences. It defines what a subject and verb are, and describes the different types of verbs including main verbs, helping verbs, and linking verbs. It provides examples of sentences that demonstrate singular and plural subjects taking singular and plural verbs. The document also outlines two main rules for subject-verb agreement: 1) a verb agrees with its subject in number, and 2) the number of the subject is not changed by words between the subject and verb.
This document discusses direct object pronouns in Spanish. It defines subjects, subject pronouns, objects, and direct objects. It then introduces direct object pronouns in Spanish and English and how they replace direct objects. Examples are provided to demonstrate how direct object pronouns are used in Spanish sentences, including agreement and placement. Practice examples are given to replace direct objects with pronouns. Alternative placements of object pronouns are also covered.
This document provides an overview of sentence structure patterns in five sentences or less according to the California Language Arts Standard. It discusses the five basic sentence patterns: subject-verb, subject-verb-direct object, subject-verb-indirect object-direct object, subject-verb-direct object-object complement, and subject-linking verb-subject complement. Each pattern is explained through examples. The document also distinguishes between action and linking verbs, and defines objects and complements.
The document discusses active and passive voice, including:
- The structure of passive sentences using forms of the verb "to be" plus the past participle.
- When to use the passive voice to emphasize the recipient of the action rather than the performer.
- Various tenses that can be used in passive constructions, including modal and modal past forms.
- The difference between regular and non-progressive passive voice.
- Examples are provided to illustrate active and passive transformations.
The document provides a review of verb tenses in English including simple present, present continuous, simple past, past continuous, present perfect, and present perfect continuous. It defines each tense and provides examples of structures and time expressions used with each tense. Key uses of each tense are explained, such as habits and routines for simple present and unfinished present actions for present continuous. Formations of the third person singular are demonstrated across tenses. Differences between the present perfect and present perfect continuous are highlighted through examples.
This document discusses indirect object pronouns in Spanish. It explains that indirect objects answer "to whom?" or "for whom?" the action is performed. The indirect object pronouns in Spanish are me, te, le, nos, os, les. These pronouns replace indirect objects and come before the verb. Examples are provided to demonstrate how to identify and replace indirect objects with indirect object pronouns in Spanish sentences. Common uses and exceptions are also outlined.
The document discusses the present tense in English. It notes that the verb "to be" is important to learn as it is used to describe objects, features, locations, etc. It comes in three forms in the present tense: am, is, and are. Simple present tense indicates unchanging situations, general truths, habits, and frequently occurring events rather than actions happening at the present moment. For third singular subjects like he, she, it, the simple present tense adds -s to the end of verbs in positive sentences but removes it in questions and negatives, using auxillary verbs like does or doesn't instead.
This document discusses subjects and verbs in sentences. It defines what a subject and verb are, and describes the different types of verbs including main verbs, helping verbs, and linking verbs. It provides examples of sentences that demonstrate singular and plural subjects taking singular and plural verbs. The document also outlines two main rules for subject-verb agreement: 1) a verb agrees with its subject in number, and 2) the number of the subject is not changed by words between the subject and verb.
This document discusses direct object pronouns in Spanish. It defines subjects, subject pronouns, objects, and direct objects. It then introduces direct object pronouns in Spanish and English and how they replace direct objects. Examples are provided to demonstrate how direct object pronouns are used in Spanish sentences, including agreement and placement. Practice examples are given to replace direct objects with pronouns. Alternative placements of object pronouns are also covered.
This document provides an overview of sentence structure patterns in five sentences or less according to the California Language Arts Standard. It discusses the five basic sentence patterns: subject-verb, subject-verb-direct object, subject-verb-indirect object-direct object, subject-verb-direct object-object complement, and subject-linking verb-subject complement. Each pattern is explained through examples. The document also distinguishes between action and linking verbs, and defines objects and complements.
The document discusses different writing techniques including cause and effect, comparison and contrast, and analogy. Cause and effect examines why things happen and the consequences. Comparison and contrast analyzes the similarities and differences between two or more subjects. Analogy explains the unknown through familiar comparisons. Transition words and phrases are provided to help connect ideas for each technique. Examples are also given to illustrate their usage.
The document discusses indirect object pronouns in Spanish. It explains that an indirect object answers the questions "to whom?" or "for whom?" and receives the direct object. Common indirect object pronouns are me, te, le, nos, les. The pronoun replaces the indirect object of a verb. Indirect object pronouns usually come before the conjugated verb. Le and les can be ambiguous so a prepositional phrase is often needed for clarity. Indirect object pronouns can also be used with se to talk about unintentional events.
This document discusses phrasal verbs in English. It explains that phrasal verbs are idiomatic expressions formed by combining verbs with prepositions or adverbs. This can result in new meanings that are different from the individual verb definitions. Phrasal verbs are widely used in both written and spoken English. Examples are provided to illustrate different types of phrasal verbs, including verb + preposition + object, adverbial particle + verb + object, and verb + adverbial particle + preposition + object. The document also discusses prepositional verbs, which contain a preposition that is always followed by a nominal object.
Unit 17 relating sentences- negatives, questions, passive and activenadsab
The document provides instructions on how to change sentences from active to passive voice. It explains that only transitive verbs can be passivized and lists the steps to passivize as: 1) make the object of the active sentence the subject of the passive sentence, 2) add the auxiliary "be" in the correct tense, and 3) add the main verb in its past participle form. It provides examples of applying these steps to sentences in different tenses and with different auxiliaries. It also discusses how the tense of the passive sentence is determined by the auxiliary "be" and preserving tense when changing between active and passive.
This document is about morality and thinking before acting. It introduces a lesson on baby animals and the first conditional. Exercises include writing sentences describing baby animals like chicks, fox cubs, and piglets. The grammar section defines the first conditional for talking about possible future events, noting the if-clause can come before or after the main clause.
The document provides instructions and examples for identifying direct objects in sentences. It defines a direct object as a noun receiving the action of a verb. An example sentence is given ("Sophia reads books") along with diagrams showing the subject, verb, and direct object. Students are then asked to circle verbs and underline direct objects in sample sentences, and optionally diagram one sentence. An answer key is provided.
The document discusses the basic rules for using apostrophes, including to show possession and omission of letters. It provides examples of using apostrophes to form possessives like "Nathan's house" and with plural possessions like "the parents' bedroom". Contractions are formed by combining two words with an apostrophe, such as "they've". Common mistakes involve apostrophes with words like "children's", "its", and "his". The document ends with a quiz testing the use of apostrophes in possessives and contractions.
The document provides an overview of English grammar, covering parts of speech such as nouns, pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions. It discusses topics like singular and plural nouns, verb tenses and conjugation, comparative and superlative adjectives, and prepositions of time and location. Examples and exercises are provided to illustrate grammar rules and concepts.
This document outlines a lesson plan for teaching English to third grade students about animal physical characteristics. It includes presenting vocabulary about animal characteristics through PowerPoint, songs, and games. Students will practice asking and answering questions in English about animal characteristics to reinforce grammar. As homework, students will invent an animal combining physical characteristics and draw a picture of it. Resources listed include an English textbook and websites with images and lessons on animal characteristics.
The document discusses the passive voice in English grammar. It is divided into active and passive voice. The passive voice is used when we want to emphasize the object or when the subject is unknown. It then provides examples of using the passive voice in simple present, past, and future tenses as well as continuous, perfect, and modal auxiliary verbs. The passive voice always uses "by" to introduce the passive object, but it can be omitted when the subject is obvious or unimportant.
This document provides an overview of the simple present tense. It discusses how the simple present tense is used to describe regular or habitual actions, facts, and things that are generally true. Examples are provided such as "I take the bus to school every morning" and "A dog has four legs." The document also explains how to form the simple present tense in sentences, using the base form of the verb except for third person singular which takes an -s ending. Students are instructed to answer example questions about their daily schedules in the simple present tense.
This document provides information about the simple past tense in English, including its definition, features, uses, and irregular verbs. It defines the simple past as a verb tense used to describe completed past actions. It notes that the main verb is always in the past tense and lists its features. Examples are given to illustrate its uses for indicating specific past times, habitual past actions, and narration. The types of simple past - regular and irregular - are outlined. Regular verbs form the past by adding "-ed" while irregular verbs have varying past forms. Sample structures, questions, and irregular verb forms are also included.
1. The document discusses different tenses in English including present, past, future, perfect and continuous tenses.
2. It explains how to form sentences in the affirmative, negative and interrogative for each tense and provides examples to illustrate their uses.
3. Various tenses and their uses are defined, such as using the present tense to describe present or habitual actions, past tense for past events, and future tenses for actions that will occur.
The document discusses the past simple and past continuous tenses in English. It provides information on their forms, uses, and differences. The past simple is used for completed actions, habitual past actions, and time expressions like "yesterday." The past continuous expresses ongoing or interrupted actions happening before or during another past action. It focuses on the duration of a past activity. Examples are given to illustrate the different uses of each tense.
This document defines phrasal verbs as combinations of verbs and particles (prepositions or adverbs) that create new meanings. It provides examples of common phrasal verbs like "take after", "look for", and "bring up". The rules for object placement are explained, noting that the object usually follows the preposition or can be between the verb and adverb. Sample sentences demonstrate the correct usage of phrasal verbs like "check out", "give away", and exercises test comprehension of grammatically possible phrasal verb constructions.
The document discusses reported speech and the changes that are made when reporting what someone said. It notes that verb tenses, pronouns, time/place expressions, and modal verbs may need to change. It provides examples of reporting statements, questions, commands, suggestions, and promises or threats using various reporting verbs like said, asked, ordered, suggested, promised. Reported speech follows set rules to transform direct quotes into indirect reported statements, questions, etc. while maintaining the original meaning.
This document discusses the uses of tense and aspect in verbs. It explains how verbs are used to indicate time and the duration or continuity of actions. Specifically, it covers the simple present, present progressive, present perfect, present perfect progressive, simple past, past progressive, past perfect, past perfect progressive, simple future, future progressive, future perfect, and future perfect progressive tenses. Examples are provided to illustrate the different uses of each verb form.
Presentación final ateneo Dpto MFyC 9 de julio Etica“La Ética y el Marco Lega...Miguel Pizzanelli
Presentación de soporte para el Ateneo del Depto de Medicina Familiar y Comunitaria realizado el día 9 de julio de 2015. Tema: “La Ética y el Marco Legal en la cotidianeidad de nuestra práctica”. Organizan Residentes con apoyo docente de UDAs Rural de Florida, Santoral, Florida. Actividad realizada en sala de video conferencias de FEMI emitida para la plataforma FEMI y Sala Rural MSP. Al inicio del Ateneo se realizó homenaje al referente de la Medicina Familiar y Comunitaria Hugo Dibarboure Icasuriaga fallecido el día 7 de julio de 2015 a los 85 años.
Flatle is an e-inventory platform for real estate that aims to make the home buying and selling process easy by connecting brokers, agents, and other real estate leaders. It was founded in 2015 to connect brokers across domains with a young and innovative team. The challenges have been convincing people from other professions of the importance of real estate currently. Their strategy is to acquire leaders from life insurance, mutual funds, and real estate as development officers and chief sales partners to take advantage of their networks, work ethic, and passion for their work.
Un teclado es un dispositivo de entrada para computadoras que utiliza una disposición de botones o teclas para enviar información a la computadora. Los teclados se han convertido en el principal dispositivo de entrada después de las tarjetas perforadas y cintas de papel. Están construidos con laminas plásticas delgadas que contienen pistas conductoras; cuando se presiona una tecla, las laminas se tocan, completando un circuito eléctrico para indicar qué tecla fue presionada.
Six Sigma is a data-driven methodology for improving processes by reducing defects. It aims for near perfect processes with 3.4 defects per million opportunities. The methodology was developed at Motorola in the 1980s to address quality issues. It uses statistical methods and focuses on identifying and eliminating root causes of defects in processes. The core Six Sigma methodology is DMAIC, which stands for Define, Measure, Analyze, Improve, and Control project phases.
The document discusses different writing techniques including cause and effect, comparison and contrast, and analogy. Cause and effect examines why things happen and the consequences. Comparison and contrast analyzes the similarities and differences between two or more subjects. Analogy explains the unknown through familiar comparisons. Transition words and phrases are provided to help connect ideas for each technique. Examples are also given to illustrate their usage.
The document discusses indirect object pronouns in Spanish. It explains that an indirect object answers the questions "to whom?" or "for whom?" and receives the direct object. Common indirect object pronouns are me, te, le, nos, les. The pronoun replaces the indirect object of a verb. Indirect object pronouns usually come before the conjugated verb. Le and les can be ambiguous so a prepositional phrase is often needed for clarity. Indirect object pronouns can also be used with se to talk about unintentional events.
This document discusses phrasal verbs in English. It explains that phrasal verbs are idiomatic expressions formed by combining verbs with prepositions or adverbs. This can result in new meanings that are different from the individual verb definitions. Phrasal verbs are widely used in both written and spoken English. Examples are provided to illustrate different types of phrasal verbs, including verb + preposition + object, adverbial particle + verb + object, and verb + adverbial particle + preposition + object. The document also discusses prepositional verbs, which contain a preposition that is always followed by a nominal object.
Unit 17 relating sentences- negatives, questions, passive and activenadsab
The document provides instructions on how to change sentences from active to passive voice. It explains that only transitive verbs can be passivized and lists the steps to passivize as: 1) make the object of the active sentence the subject of the passive sentence, 2) add the auxiliary "be" in the correct tense, and 3) add the main verb in its past participle form. It provides examples of applying these steps to sentences in different tenses and with different auxiliaries. It also discusses how the tense of the passive sentence is determined by the auxiliary "be" and preserving tense when changing between active and passive.
This document is about morality and thinking before acting. It introduces a lesson on baby animals and the first conditional. Exercises include writing sentences describing baby animals like chicks, fox cubs, and piglets. The grammar section defines the first conditional for talking about possible future events, noting the if-clause can come before or after the main clause.
The document provides instructions and examples for identifying direct objects in sentences. It defines a direct object as a noun receiving the action of a verb. An example sentence is given ("Sophia reads books") along with diagrams showing the subject, verb, and direct object. Students are then asked to circle verbs and underline direct objects in sample sentences, and optionally diagram one sentence. An answer key is provided.
The document discusses the basic rules for using apostrophes, including to show possession and omission of letters. It provides examples of using apostrophes to form possessives like "Nathan's house" and with plural possessions like "the parents' bedroom". Contractions are formed by combining two words with an apostrophe, such as "they've". Common mistakes involve apostrophes with words like "children's", "its", and "his". The document ends with a quiz testing the use of apostrophes in possessives and contractions.
The document provides an overview of English grammar, covering parts of speech such as nouns, pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions. It discusses topics like singular and plural nouns, verb tenses and conjugation, comparative and superlative adjectives, and prepositions of time and location. Examples and exercises are provided to illustrate grammar rules and concepts.
This document outlines a lesson plan for teaching English to third grade students about animal physical characteristics. It includes presenting vocabulary about animal characteristics through PowerPoint, songs, and games. Students will practice asking and answering questions in English about animal characteristics to reinforce grammar. As homework, students will invent an animal combining physical characteristics and draw a picture of it. Resources listed include an English textbook and websites with images and lessons on animal characteristics.
The document discusses the passive voice in English grammar. It is divided into active and passive voice. The passive voice is used when we want to emphasize the object or when the subject is unknown. It then provides examples of using the passive voice in simple present, past, and future tenses as well as continuous, perfect, and modal auxiliary verbs. The passive voice always uses "by" to introduce the passive object, but it can be omitted when the subject is obvious or unimportant.
This document provides an overview of the simple present tense. It discusses how the simple present tense is used to describe regular or habitual actions, facts, and things that are generally true. Examples are provided such as "I take the bus to school every morning" and "A dog has four legs." The document also explains how to form the simple present tense in sentences, using the base form of the verb except for third person singular which takes an -s ending. Students are instructed to answer example questions about their daily schedules in the simple present tense.
This document provides information about the simple past tense in English, including its definition, features, uses, and irregular verbs. It defines the simple past as a verb tense used to describe completed past actions. It notes that the main verb is always in the past tense and lists its features. Examples are given to illustrate its uses for indicating specific past times, habitual past actions, and narration. The types of simple past - regular and irregular - are outlined. Regular verbs form the past by adding "-ed" while irregular verbs have varying past forms. Sample structures, questions, and irregular verb forms are also included.
1. The document discusses different tenses in English including present, past, future, perfect and continuous tenses.
2. It explains how to form sentences in the affirmative, negative and interrogative for each tense and provides examples to illustrate their uses.
3. Various tenses and their uses are defined, such as using the present tense to describe present or habitual actions, past tense for past events, and future tenses for actions that will occur.
The document discusses the past simple and past continuous tenses in English. It provides information on their forms, uses, and differences. The past simple is used for completed actions, habitual past actions, and time expressions like "yesterday." The past continuous expresses ongoing or interrupted actions happening before or during another past action. It focuses on the duration of a past activity. Examples are given to illustrate the different uses of each tense.
This document defines phrasal verbs as combinations of verbs and particles (prepositions or adverbs) that create new meanings. It provides examples of common phrasal verbs like "take after", "look for", and "bring up". The rules for object placement are explained, noting that the object usually follows the preposition or can be between the verb and adverb. Sample sentences demonstrate the correct usage of phrasal verbs like "check out", "give away", and exercises test comprehension of grammatically possible phrasal verb constructions.
The document discusses reported speech and the changes that are made when reporting what someone said. It notes that verb tenses, pronouns, time/place expressions, and modal verbs may need to change. It provides examples of reporting statements, questions, commands, suggestions, and promises or threats using various reporting verbs like said, asked, ordered, suggested, promised. Reported speech follows set rules to transform direct quotes into indirect reported statements, questions, etc. while maintaining the original meaning.
This document discusses the uses of tense and aspect in verbs. It explains how verbs are used to indicate time and the duration or continuity of actions. Specifically, it covers the simple present, present progressive, present perfect, present perfect progressive, simple past, past progressive, past perfect, past perfect progressive, simple future, future progressive, future perfect, and future perfect progressive tenses. Examples are provided to illustrate the different uses of each verb form.
Presentación final ateneo Dpto MFyC 9 de julio Etica“La Ética y el Marco Lega...Miguel Pizzanelli
Presentación de soporte para el Ateneo del Depto de Medicina Familiar y Comunitaria realizado el día 9 de julio de 2015. Tema: “La Ética y el Marco Legal en la cotidianeidad de nuestra práctica”. Organizan Residentes con apoyo docente de UDAs Rural de Florida, Santoral, Florida. Actividad realizada en sala de video conferencias de FEMI emitida para la plataforma FEMI y Sala Rural MSP. Al inicio del Ateneo se realizó homenaje al referente de la Medicina Familiar y Comunitaria Hugo Dibarboure Icasuriaga fallecido el día 7 de julio de 2015 a los 85 años.
Flatle is an e-inventory platform for real estate that aims to make the home buying and selling process easy by connecting brokers, agents, and other real estate leaders. It was founded in 2015 to connect brokers across domains with a young and innovative team. The challenges have been convincing people from other professions of the importance of real estate currently. Their strategy is to acquire leaders from life insurance, mutual funds, and real estate as development officers and chief sales partners to take advantage of their networks, work ethic, and passion for their work.
Un teclado es un dispositivo de entrada para computadoras que utiliza una disposición de botones o teclas para enviar información a la computadora. Los teclados se han convertido en el principal dispositivo de entrada después de las tarjetas perforadas y cintas de papel. Están construidos con laminas plásticas delgadas que contienen pistas conductoras; cuando se presiona una tecla, las laminas se tocan, completando un circuito eléctrico para indicar qué tecla fue presionada.
Six Sigma is a data-driven methodology for improving processes by reducing defects. It aims for near perfect processes with 3.4 defects per million opportunities. The methodology was developed at Motorola in the 1980s to address quality issues. It uses statistical methods and focuses on identifying and eliminating root causes of defects in processes. The core Six Sigma methodology is DMAIC, which stands for Define, Measure, Analyze, Improve, and Control project phases.
"The Case For Annuity," by Phil Wasserman. This book shows an unbiased view on annuities, how they can offer you secure income streams, and growth potential while having no market risk or volatility.
This document provides an outline for a magazine proposal called Stinger. It includes sections on the target audience, which is 15-30 year olds interested in hip hop music. It also discusses competitors like XXL magazine. Design elements like the masthead, title, and color scheme are presented. The production process, budget, costs, expenses and potential profit are mapped out. An alternative second magazine called The 6th Sense is also proposed, targeting a similar audience with urban music content and focusing on artists' stories and hardships.
Erwin V. Ebia has over 26 years of experience in human resources, administration, accounting, and operations management. He holds a Bachelor's degree in Commerce from Adamson University and is pursuing an MBA. He is currently the Human Resources and Administration Manager for NKW Holdings Ltd. in Papua New Guinea, overseeing all HR operations and management for the group. Prior to this role, he held various managerial, supervisory, and clerical positions in the Philippines, Saudi Arabia, Sri Lanka, and the UAE, gaining extensive experience in fields such as personnel management, purchasing, import/export, accounting, and office administration.
Este documento lista animales nativos de diferentes continentes, incluyendo pandas, pandas rojos y peces koi para Asia; loros, pumas y tucanes para América; koalas, canguros y ornitorrincos para Oceanía; leones, gacelas e hipopótamos para África; pingüinos, orcas y focas para la Antártida; y tejones, ardillas y osos pardos para Europa.
The document discusses responsibilities for financial reporting, forecasting, budgeting, and cash flow management for a business or group of businesses. It also mentions providing strategic financial input to aid decision-making and facilitate growth. Responsibilities include overall responsibility for financial reporting, forecasting and managing cash flow across businesses, continual development of budgeting and forecasting capabilities, and building relationships to obtain financing.
El teclado está compuesto de una carcasa protectora, una membrana de goma que hace contacto con las láminas de plástico para que funcionen las teclas, membranas de plástico que envían información binaria al circuito eléctrico para mostrar letras y números, y un conector que se conecta a la placa base del ordenador para alimentar el teclado con corriente.
Darren Shaw - User Behavior and Local Search - Dallas State of Search 2014Darren Shaw
Does Google use click-through rate as a ranking signal? If users are clicking and sticking on some results, and bouncing back to the search results on others, that could be a valuable quality signal for them to use in the ranking algorithm.
Some recent tests have shown interesting (and instant) ranking boosts from click activity. Not satisfied with the results of a handful of tests, Darren has set out to test the bejeesus out of: clicks on website links, clicks on Google+ page links, driving directions, and branded search. He’ll describe the tests, the results, and any new insights.
The document discusses verbs and verb types. It defines lexical verbs as main verbs that show action or state, and auxiliary verbs as helping verbs that can provide additional information like tense. Dynamic verbs show physical action while stative verbs show mental processes or states. The document also discusses active and passive voice, and identifies subjects, verbs, and objects in example sentences.
The document discusses the differences between active and passive voice. It provides examples of sentences written in both the active and passive voice and explains how to identify which type of voice is being used. It also explains how to change a sentence from active to passive voice or vice versa by changing the subject and verb form.
The document discusses the active and passive voice in English grammar. It defines active and passive sentences, noting that the active voice has the subject performing the action while the passive voice has the subject receiving the action. It provides examples of when to use the passive voice, such as when the focus is on the action rather than the actor, or to be more polite. It also covers the formation of the passive voice using various helping verbs and the past participle, as well as some exceptions. Impersonal passive constructions and the uses of "have" and "get" something done are also briefly explained.
The document discusses the active and passive voice in English grammar. It defines active and passive sentences, noting that the active voice has the subject performing the action while the passive voice has the subject receiving the action. The document provides examples of when to use the passive voice, such as when the focus is on the action rather than the actor, or to be more polite. It also covers the formation of the passive voice using forms of to be plus the past participle. The document provides additional examples and exceptions to the typical passive construction.
The document discusses the passive voice in English grammar. It defines the passive voice as having the subject receive the action of the verb instead of performing the action. It provides examples of passive voice constructions across tenses and includes when the passive voice is commonly used, such as to emphasize the recipient of the action. The document also discusses changing active voice sentences to the passive voice and some common errors to avoid when using passive voice.
This document provides information about adjectives ending in -ed and -ing, and how they are used to describe feelings and characteristics. It also covers the passive voice, including how to form sentences in the present simple, present continuous, past simple, future, present perfect, and future passive. Examples are given for each tense. Exercises are included to practice changing sentences between active and passive voice.
The document discusses the passive voice and when it is used. The passive voice is used when the subject or agent performing the action is unknown, unimportant, or to emphasize the recipient of the action. It provides examples of active and passive sentences and explains the structure of a passive sentence using the verb "to be" plus the past participle of the main verb.
The document provides information about the progressive aspect of verbs in English. It discusses the three tenses of the progressive aspect - present, past and future. For each tense, it gives the formation using helping verbs and examples. It also explains the uses of the progressive aspect, such as to show an ongoing action or planned future event. Activities and exercises are included to help learners practice identifying and using verbs in the progressive aspect.
The document discusses the formation and use of the passive voice in English. It begins by explaining how the passive is formed using a form of "to be" plus the past participle. It provides examples of active and passive sentences. It then discusses different tenses and forms in the passive voice. It concludes by outlining several common uses of the passive voice, including when the agent is obvious or unknown, and when it is used to avoid awkward sentences or responsibility.
The document discusses the active and passive voice in English grammar. It defines active voice as using the subject of the sentence to express the agent performing the action of the main verb. Passive voice uses the subject to denote the recipient of the action rather than the performer. The passive is formed using an auxiliary verb like "be" or "get" plus the past participle of the main verb. Examples are provided of changing sentences from active to passive voice.
The document discusses the active and passive voice in grammar. In the active voice, the subject performs the action of the verb and can take a direct object. In the passive voice, the subject undergoes the action of the verb. There are two types of passive voice: short passive where the subject or performer is unknown, and long passive where the object becomes the subject of the sentence. The key rules for passive voice are that the subject and object switch places, only the past participle is used as the main verb, and "by" is used to indicate the performer/subject. Auxiliary verbs also change depending on tense in the passive voice.
This is by no means an extremely accurate rendering of Passive Voice in English, but I did manage to put together information, examples and tips from various sources which I hope may be useful for anyone trying to understand this grammar point.
This document provides information about tenses in English grammar. It defines tenses as demonstrating the time of an action performed by the subject of a sentence. The main tenses discussed are present, past, and future. For each tense, the definitions, structures, examples, and forms (simple, progressive, perfect, perfect progressive) are explained in detail. Special emphasis is placed on explaining the different structures, examples, and uses of each tense form.
The document discusses the passive voice in English grammar. It defines the passive voice as constructing sentences where the subject is acted upon by the verb rather than performing the action. It provides examples of passive voice constructions using different tenses, such as the present continuous passive and past continuous passive. The forms involve using some form of "to be" plus the past participle of the main verb. The document also notes that passive voice is used when the actor is unknown or less important than the action itself.
The document discusses how to form the passive voice in English. It explains that the passive voice emphasizes the action over the subject performing the action. It then provides details on when to use the passive voice and how to form it in the present, past, future, negative and interrogative forms. Examples are given to illustrate active and passive sentences. In the passive voice, the object of the active sentence becomes the subject and the subject becomes implied by the verb.
English Communication Arts and Skills Through Afro-Asian literature
Passive and Active Voice
Sentence transform
Interrogative or Question Transform
Imperative Sentence Transform
The Exclamatory Sentence Transform
The Prepositional Transform
The Derived Transform or Passive Voice
The document discusses verb phrases and their components. It defines a verb phrase as consisting of a main verb and optional helping verbs that provide information on mood, tense, aspect, and voice. It describes the different types of mood (indicative, imperative, subjunctive) and aspect (simple, progressive, perfect, perfect progressive). It also explains how to form the passive voice and provides examples of passive sentences. The summary provides a high-level overview of the key topics covered in the document relating to verb phrases and their structure and function.
This document provides information about different verb tenses in English including simple past, present, and future tenses, past and present progressive tenses, past perfect, present perfect, and future perfect tenses, and past perfect progressive and future perfect progressive tenses. For each tense, it provides the structure, examples of verbs in that tense form, and examples of sentences using that tense. It also includes tables comparing the different tenses across past, present, and future time frames and provides an exercise for labeling example sentences with the correct verb tense.
Active and Passive Voice 2020 Day 2 edited.pptxlaytzjhay
This document provides information and examples about active and passive voice. It begins with reminders for learning and objectives about converting sentences between the two voices. It then defines active and passive voice, noting that active voice has the subject performing the action while passive voice has the subject receiving the action. Examples are given for both voices in simple present, past, future, perfect, and future perfect tense. Learning tasks at the end ask the reader to convert sentences between active and passive voice.
This document provides a detailed overview of adverbs, including:
1) Adverbs modify verbs, adjectives, other adverbs and entire clauses. They express manner, place, time, frequency, degree and other elements.
2) Many adverbs end in "-ly" but some words without this ending also serve adverbial functions.
3) Adverbs have comparative and superlative forms to show degree, usually using "-er" and "-est" or "more" and "most".
4) Adverb phrases and clauses also serve adverbial functions and provide details like place and time.
This document provides a detailed definition and overview of adverbs. It begins by defining adverbs as words that modify verbs, adjectives, other adverbs, determiners, noun phrases, clauses, or sentences. It explains that adverbs typically express manner, place, time, frequency, degree, or certainty. The document then discusses different types of adverbs and their functions, including adverbs of manner, place, time, frequency, and purpose. It also covers the formation of comparative and superlative adverbs and special cases like too and enough.
The document summarizes Francisco González's grammar class. It was divided into three steps:
In step 1, the teacher discussed adverbs, explaining how they are formed and can be placed at the beginning, middle, or end of sentences. Examples of forming adverbs by adding "-ly" were provided.
Step 2 continued with more examples of how to form adverbs from adjectives.
In step 3, the teacher gave examples of adverbs in different positions within sentences and concluded by having the class watch a video explaining adverbs.
The document summarizes notes from a grammar class about verbs related to sight and hearing. It discusses the verbs see, look, gaze, glance, glimpse, notice, stare, watch, keep an eye on, hear, and listen. For each verb it provides an explanation of its meaning and examples of usage. The class was held on June 31, 2015 for Jojaira Hernandez's sixth semester course and was divided into three steps covering different verbs and examples related to seeing and hearing.
The document summarizes a grammar lesson on passive voice and causative structures that was taught over three steps. In step one, the teacher reviewed passive voice structures and provided examples. In step two, the teacher explained the use of "by" in passive voice and showed a video about passive voice. The teacher then explained causative structures using "get" and "have" and provided examples. In step three, the students took an online test on forming active and passive causative sentences.
The document summarizes a classroom lesson on transitive verbs and the passive voice. It discusses what transitive verbs are, gives examples, and has students complete tests and exercises on the simple past and present continuous passive forms. The lesson explains when to use the passive voice, such as when the subject is less important or unknown. It also provides the structures for forming sentences in the simple past and present continuous passive and has students practice forming passive sentences in exercises.
The document summarizes a grammar class about the passive voice. It discusses how to form sentences in the present simple passive, including negatives and questions. Examples are provided like "A lot of oil is used in Greek cooking" and "Jaguar cars are not made in America." The class then covers forming sentences in the future passive tense using example verbs like "clean," "close," "finish," and "speak." Students are told to make exercises and an assessment on using the passive voice in different tenses.
The document is an English exercise from a university in Ecuador that asks a student to rewrite sentences in passive voice. It provides 14 sentences for the student to change from active to passive voice, with the first 4 sentences in simple past tense and the next 5 in simple present. The final 5 sentences are also to be changed to passive voice.
This document provides information about a student named Gabriela Garcia who is enrolled in the 6th semester at the Universidad Nacional de Chimborazo. She is taking a grammar course called GRAMMAR VI. The date listed is May 5, 2015.
This document is from Universidad Nacional de Chimborazo and contains information about a student named Gabriela García who is in the 6th semester taking the course Grammar VI. The date of the document is May 5th, 2015.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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1. Active vs Passive Voice
Universidad Nacional de Chimborazo
Grammar VI
Names: Kerly Cabezas.
Gabriela García.
María Palacios.
David Buñay.
2. Active Voice
Active Voice – indicates that the
subject of the verb is acting
Because the subject does or
"acts upon" the verb in such
sentences, the sentences are
said to be in the active voice.
3. Active Voice
These examples show that the subject is
doing the verb's action.
The dog jumped onto the boy.
The dog (subject) is doing the jumping (verb).
Kristy will give a book report to the class.
Kristy (subject) is doing the giving (verb).
The computer ate my paper.
The computer (subject) is doing the eating (verb).
4. Passive Voice
In a passive voice sentence, the subject and
object flip-flop. The subject becomes the passive
recipient of the action.
Because the subject is being "acted upon" (or is
passive), such sentences are said to be in the
passive voice.
5. Passive Voice
These examples show the subject being acted
upon by the verb.
The boy was jumped on by the dog.
Boy (subject) was being jumped on (verb)
A book report will be given by Kristy to the
class.
Report (subject) will be given (verb).
My paper was eaten by the computer.
Paper (subject) was being eaten (verb).
6. (A.) The teacher returned the exams on Monday.
(B.) The exams were returned on Monday.
The two sentences have basically the same
meaning, but the emphasis changes according to
which subject the writer uses. In sentence (A), the
writer focuses on the teacher, while in sentence
(B) the focus is on the exams.
7. Forming the Passive Voice
The passive voice is formed with the verb be + past
participle. The tense is shown by the form of the
verb be. The verb be must agree with the subject.
An outstanding student is awarded* the scholarship
every year.
Shannon was awarded* the scholarship last night.
*This is not a past tense –ed.
8. The Simple Present
am / is / are + past participle
The newspaper is read throughout the world.
15. Be going to
am / is / are going to + be + past participle
The show is going to be held next month.
16. The Future Perfect
will have been + past participle
We will have been given the assignment details by then.
17. Using Modals in the Passive Voice
Present/future:
modal + be + past participle
The computer can be upgraded.
Past modals:
modal + have been + past participle
The traffic delays must have been caused by
snow.
18. Using Infinitive & Gerunds with the Passive Voice
verb + infinitives:
verb + to be + past participle
The children like to be kissed before going to bed.
verb + gerunds:
gerund + being + past participle
He dislikes being treated like a child.
19. The verb be is followed by –ing (the present participle) to
form the progressive.
We are planning our next vacation.
They were living in Guadalajara last year.
The verb be is followed by –ed (the past participle) to
form the passive.
Essays are turned in every Monday.
My essay was turned in yesterday.
20. Using the Passive Voice
Use the passive voice in the following
circumstances:
1. When the person or thing doing the action is
obvious, unknown, or unimportant.
Many trees were planted to replace those lost in
the fire.
The house was built in 1850.
Tobacco is grown in the South.
21. 2. When you don’t want to mention the person doing
the action.
Several failing grades were received in ESL 184.
The information was given to the police
investigator.
The new law was passed without our knowledge.
22. 3. When you want to emphasize the receiver of the
action or the result of the action.
International students are housed in the homes
of local families.
A new computer system is being installed to
improve our computer’s speed.
Children can be taught good manners at an
early age.
23. 4. When you are describing a process.
The specimens were collected and placed on a slide.
The eggs are beaten until they are creamy.
The wheel is attached to the axle before the nuts
are tightened.
24. Only transitive verbs (verbs that take a direct object) can
be used in the passive voice. Intransitive verbs
cannot be made passive. Do not use these verbs in
the passive voice.
appear belong exist seem
arrive come happen sleep
be die occur rise
25. Correct the errors in the passive voice.
1. I was transfer to another math class.
2. Bacterial infections were existed before man.
3. Many new books are writing every year.
4. The award will be gave at the ceremony.
5. I hope to accept at this university.