Phrasal verbs 4
•Download as PPSX, PDF•
2 likes•739 views
This document discusses phrasal verbs, which are verbs combined with prepositions that often have special meanings. It provides examples of common phrasal verbs like "show up", "take off", and "look at". The document explains that phrasal verbs can take objects, which can appear either after or within the verb phrase. Rules are given for object placement, including that pronouns must appear within separable phrasal verbs. More examples are given and readers are encouraged to practice with sample sentences to learn how to use phrasal verbs correctly.
Report
Share
Report
Share
Recommended
Present continous
This document discusses the use of the present continuous tense in English. It describes four main uses: 1) to express actions happening now, 2) actions in progress now that may extend over a longer period of time, 3) actions that will happen in the near future, and 4) to express irritation with repetitive actions when used with words like "always." It also notes certain verbs that cannot be used in the present continuous form and provides examples of adverb placement and active/passive voice constructions.
Grammar lesson - conjunctions
This document provides a grammar lesson on conjunctions and their usage. It discusses conjunctions such as although, though, unless, as, in order to, when, while. Examples are given to illustrate the proper usage of each conjunction. The lesson also addresses correcting common mistakes involving when and while. Finally, it provides homework involving writing a 200 word composition using conjunctions and focusing on one of two given topics.
Coordinating conjunction
This motivational activity provides a rebus puzzle and information about coordinating conjunctions. It begins with a rebus puzzle using pictures and words to convey a message. It then provides definitions and examples of coordinating conjunctions like and, or, but, so, yet, nor. Participants are asked to fill in blanks in sentences with the appropriate coordinating conjunction. This activity aims to motivate learning about grammar through a puzzle and interactive exercise.
Pronouns
The document discusses different types of pronouns in English including personal pronouns, possessive pronouns, reflexive pronouns, and demonstrative pronouns. It provides examples of how to use subjective and objective personal pronouns, possessive adjectives and pronouns, and reflexive pronouns. It also discusses the use of who, whom, whose, which, that, this, that, these, those based on whether referring to people or things and distance. Exercises are included for readers to practice using the different pronouns.
Grammar review
This presentation covers various English verb tenses and structures including:
1. The simple past tense is used for finished past actions, listed actions, and past habits.
2. The past progressive tense expresses longer past actions that were not finished or for descriptions using "was/were + verbing."
3. The past perfect tense shows which of two past actions was first using "had + past participle."
4. The passive voice is used when the subject is unknown or less important using "be + past participle."
5. Modal verbs express requirements, truths, or advice using "modal + infinitive."
6. The future tense expresses plans using "be going to
Paired conjunctions
The document discusses different types of paired conjunctions:
1. Either...or is used to give two choices or options. The verb after or must agree with the subject that is closest.
2. Neither...nor has a negative meaning and means not one thing and not the other thing.
3. Not only...but also is used to connect two similar ideas that provide additional information about the first idea, whether they are nouns, adjectives, or clauses. When using with clauses, the verb and subject are inverted in the first clause.
Reflexive Pronouns
Reflexive pronouns are used to indicate that both the subject and object of a sentence receive the action of the verb. A table lists the personal pronouns and their corresponding reflexive pronouns. Examples are given to illustrate their use including "I cut myself in the kitchen" and "He hurt himself when he fell off his skateboard." Notes provide guidance on using yourself/yourselves correctly and when reflexive pronouns can and cannot be used.
Martha rubiano present continous
This document discusses the use of the present continuous tense in English. It describes four main uses: 1) actions happening now, 2) longer actions in progress now, 3) near future actions, and 4) repetition or irritation with words like "always." It provides examples for each use and notes that non-continuous verbs cannot be used in the present continuous form. The document also covers adverb placement and active/passive voice in the present continuous tense.
Recommended
Present continous
This document discusses the use of the present continuous tense in English. It describes four main uses: 1) to express actions happening now, 2) actions in progress now that may extend over a longer period of time, 3) actions that will happen in the near future, and 4) to express irritation with repetitive actions when used with words like "always." It also notes certain verbs that cannot be used in the present continuous form and provides examples of adverb placement and active/passive voice constructions.
Grammar lesson - conjunctions
This document provides a grammar lesson on conjunctions and their usage. It discusses conjunctions such as although, though, unless, as, in order to, when, while. Examples are given to illustrate the proper usage of each conjunction. The lesson also addresses correcting common mistakes involving when and while. Finally, it provides homework involving writing a 200 word composition using conjunctions and focusing on one of two given topics.
Coordinating conjunction
This motivational activity provides a rebus puzzle and information about coordinating conjunctions. It begins with a rebus puzzle using pictures and words to convey a message. It then provides definitions and examples of coordinating conjunctions like and, or, but, so, yet, nor. Participants are asked to fill in blanks in sentences with the appropriate coordinating conjunction. This activity aims to motivate learning about grammar through a puzzle and interactive exercise.
Pronouns
The document discusses different types of pronouns in English including personal pronouns, possessive pronouns, reflexive pronouns, and demonstrative pronouns. It provides examples of how to use subjective and objective personal pronouns, possessive adjectives and pronouns, and reflexive pronouns. It also discusses the use of who, whom, whose, which, that, this, that, these, those based on whether referring to people or things and distance. Exercises are included for readers to practice using the different pronouns.
Grammar review
This presentation covers various English verb tenses and structures including:
1. The simple past tense is used for finished past actions, listed actions, and past habits.
2. The past progressive tense expresses longer past actions that were not finished or for descriptions using "was/were + verbing."
3. The past perfect tense shows which of two past actions was first using "had + past participle."
4. The passive voice is used when the subject is unknown or less important using "be + past participle."
5. Modal verbs express requirements, truths, or advice using "modal + infinitive."
6. The future tense expresses plans using "be going to
Paired conjunctions
The document discusses different types of paired conjunctions:
1. Either...or is used to give two choices or options. The verb after or must agree with the subject that is closest.
2. Neither...nor has a negative meaning and means not one thing and not the other thing.
3. Not only...but also is used to connect two similar ideas that provide additional information about the first idea, whether they are nouns, adjectives, or clauses. When using with clauses, the verb and subject are inverted in the first clause.
Reflexive Pronouns
Reflexive pronouns are used to indicate that both the subject and object of a sentence receive the action of the verb. A table lists the personal pronouns and their corresponding reflexive pronouns. Examples are given to illustrate their use including "I cut myself in the kitchen" and "He hurt himself when he fell off his skateboard." Notes provide guidance on using yourself/yourselves correctly and when reflexive pronouns can and cannot be used.
Martha rubiano present continous
This document discusses the use of the present continuous tense in English. It describes four main uses: 1) actions happening now, 2) longer actions in progress now, 3) near future actions, and 4) repetition or irritation with words like "always." It provides examples for each use and notes that non-continuous verbs cannot be used in the present continuous form. The document also covers adverb placement and active/passive voice in the present continuous tense.
Grammar and editing conjunctions_edited
This document discusses conjunctions and provides examples of different types of conjunctions. It defines coordinating conjunctions as joining words, groups of words, or clauses that are equivalent. Some common coordinating conjunctions are and, but, or, yet. Subordinating conjunctions introduce subordinate clauses and indicate the relationship between the main and subordinate clauses in terms of time, place, manner, etc. Examples of subordinating conjunctions include because, when, where, until. The document provides exercises for the user to practice identifying and using different types of conjunctions.
Coordinating conjunctions
This document provides an overview of coordinating conjunctions in English. It defines coordinating conjunctions as words used to link words, phrases, and sentences. The most common coordinating conjunctions in English are AND, BUT, SO, YET, and OR. The document explains how each conjunction is used and provides examples. It also discusses rules around using conjunctions to link different parts of speech. Multiple practice exercises are included to help the reader identify the appropriate conjunction to use in different sentences.
Correlative conjunctions
Correlative conjunctions are connecting words used in pairs to link equivalent grammatical elements in a sentence. Some common correlative conjunctions are either/or, neither/nor, not only/but also, and both/and. They connect two equal grammatical items, such as two nouns, two verbs, or two phrases. For example, "Neither the potted ivy nor the dirty dishes have been watered" or "She will either start classes or join the Navy." The conjunctions follow specific rules depending on whether the sentence elements are singular or plural.
Presenttenselevel3
This document discusses the simple present, present progressive, and non-action verbs in English. It explains that the simple present is used for facts, general truths, and habitual actions. The present progressive is used for events happening now or ongoing actions. Non-action verbs describe mental or emotional states and are not usually used in the progressive form, with some exceptions when the meaning is an action rather than a state, such as "I'm having fun."
Emphatic form
The document discusses the emphatic form of verbs in English. It states that the emphatic form is used with the auxiliaries "do", "does", and "did" in the present and past tenses to give additional emphasis to the verb. It provides examples of the emphatic form being used to contradict a previous statement. However, the emphatic form is not used when these auxiliaries are used to form questions or mean "accomplish, carry out, etc.". The document concludes with examples practicing the emphatic form.
Presentperfect
The document discusses the present perfect tense in English. It explains that the present perfect tense is used to talk about actions that started in the past and have relevance to the present. It provides examples of how to form positive and negative statements and questions in the present perfect tense using auxiliary verbs like have and has. It also discusses time words that are commonly used with the present perfect tense like already, ever, for, just, since and yet and how they are placed in sentences. Finally, it provides a practice section with examples of forming sentences in both the simple past and present perfect tenses.
Coordinating conjunctions
This document contains examples and explanations of coordinating conjunctions such as "and", "but", "or", "yet", "so", and "nor". It provides sentence examples showing how each conjunction joins two grammatically equal parts of a sentence. It also includes exercises asking the reader to identify the appropriate conjunction to complete sentences.
Uses of Present Perfect Simple
A set of simplified general rules and examples to help students understand how to use the present perfect tense in English.
Presentperfectandprogressive l3
The document discusses the present perfect tense and present perfect progressive tense. It explains that the present perfect can be used to refer to actions that began in the past and continue in the present, or actions that occurred at an unspecified time in the past. The present perfect progressive emphasizes the duration of an ongoing action. It provides examples of how to use each tense and clarifies that some verbs like mental states and ownership cannot be used in the progressive form.
7.1 Reflexive verbs
The document discusses reflexive verbs in Spanish. It defines reflexive verbs as verbs where the subject performs the action on itself. It provides examples of common reflexive verbs like lavarse (to wash oneself) and lists their singular and plural conjugations. The document explains how to identify reflexive verbs and compares their usage to non-reflexive verbs. It also provides exercises for students to practice forming the present tense of reflexive verbs.
Teaching conjunction
Conjunctions are words that connect words, phrases, or sentences together. Some common conjunctions include and, or, but, so, then, as. Conjunctions can join similar ideas with "and" or contrasting ideas with "but". They can also show a choice between options with "or" and indicate a result with "so". Conjunctions function to connect ideas and show relationships between different parts of speech, phrases, and sentences.
Coordinating conjunctions[1]4th grade
This document provides instruction on identifying the correct conjunction to use in compound sentences. It defines conjunctions as words that connect words or groups of words and lists some common conjunctions: and, or, but, so. It explains that "and" is used to join words or phrases, "but" is used when things are in conflict or opposites, and "so" is used when one thing is the result of another. "Or" is used to express a choice between options. The objective is to identify the correct conjunction for 4 sentences on an exit ticket.
Reflexive pronouns
The document discusses reflexive pronouns, which are used as the direct or indirect object of a verb when the object is the same as the subject. It provides a list of singular and plural reflexive pronouns like myself, yourself, and ourselves. Examples are given to illustrate how reflexive pronouns are used when the subject and object of a sentence refer to the same person or thing, such as "John taught himself" or "Ann poured herself a drink."
6.2 Indirect object pronouns
This document discusses indirect object pronouns in Spanish. It provides examples of how indirect object pronouns such as "le", "les", "me", "te", etc. are used and how they differ from direct object pronouns. It also discusses how indirect object pronouns can be used with or without the indirect object noun, and their typical placement in sentences.
Reflexive intensive_pronouns
This document defines and provides examples of reflexive and intensive pronouns. Reflexive pronouns refer back to the subject of the sentence and are necessary to the basic meaning, such as "themselves" referring to "students" in the example. Intensive pronouns are also used to refer back to the subject but are not necessary to the meaning. The document provides tests to identify pronouns as reflexive or intensive and explains rules for proper usage of reflexive pronouns.
Level 5-01 Fanboys - Coordinating Conjunctions.
This document discusses coordinating conjunctions and their meanings and uses. It explains that and shows similarity, but contrasts ideas, so shows cause and effect, or offers two related options, nor refers to two related negative concepts, for indicates reason, and yet combines an idea with an unexpected or illogical element. Examples of each conjunction are provided to illustrate their uses.
Freedom From To+Be Verbs
This document discusses how to avoid using "to-be" verbs like "am", "is", "are", "was", and "were" when writing. These verbs simply state a condition but do not show any action. The document provides strategies for replacing "to-be" verbs with action verbs or sentences that use modifiers and complex structures to demonstrate rather than tell the condition. Writers are encouraged to use adjectives before subjects, compound sentences, and sentences showing the relationship between feelings and causes or results. Examples are given to illustrate replacing static statements with more vivid descriptions.
Couldcouldn´t
This document discusses using "could" and "couldn't" to talk about abilities in the past. It explains that "could" is used to talk about things people were able to do in the past, like "when he was 1, he could walk." It provides examples of affirmative sentences using "could." It also explains that "couldn't" is used to talk about things people were unable to do in the past, like "when she was 1, she couldn't speak." It provides examples of negative sentences using "couldn't." There are also activities where sentences are rewritten to replace verbs with "could" or "couldn't."
Present Perfect & Present Perfect Continuous
The document discusses the use of the present perfect and present perfect continuous tenses in English. It provides examples of when each tense is used, such as with the present perfect to describe past events connected to the present or actions begun in the past that may continue into the future. The present perfect continuous is used for actions that have recently stopped, actions that have been ongoing, or actions that have been happening for a period of time up until now. The document also includes exercises asking the reader to form sentences using the present perfect or present perfect continuous tenses based on pictures provided.
Present Participle, Past Participle, Explanation Text
1. The document explains the process of making paper from woodchips. Trees are cut down and taken to a mill where the logs are stripped of bark and cut into woodchips.
2. The woodchips are then screened, exported, or turned into pulp using chemicals and heat. The pulp is bleached and dried before being rolled out to make paper.
3. The summary outlines the key steps in the paper making process from cutting down trees to producing paper, including chipping logs, making pulp, and the final rolling of pulp into sheets of paper.
Passive voice written work
The document discusses various uses of the passive voice in English, including with two objects, gerunds, the verb "to be born", and using "get" instead of "be". It provides examples for each case. Key uses covered include sentences with a direct and indirect object where either can become the subject in passive form. Gerunds ending in "-ing" but functioning as nouns rather than verbs are also discussed. Certain events like birth are usually expressed in the passive. Finally, "get" can replace "be" in informal passive constructions.
Passive voice written work
The document discusses different uses of the passive voice, including with two objects, gerunds, "to be born", and "get". It provides examples of active and passive sentences with two objects, where one object becomes the subject. Gerunds are discussed as taking an "-ing" form but not being verbs. Common phrases using "be born" and "get" in the passive are examined, including how "get" can replace "be" for a more informal style. Sample test questions are provided to assess understanding of these passive voice constructions.
More Related Content
What's hot
Grammar and editing conjunctions_edited
This document discusses conjunctions and provides examples of different types of conjunctions. It defines coordinating conjunctions as joining words, groups of words, or clauses that are equivalent. Some common coordinating conjunctions are and, but, or, yet. Subordinating conjunctions introduce subordinate clauses and indicate the relationship between the main and subordinate clauses in terms of time, place, manner, etc. Examples of subordinating conjunctions include because, when, where, until. The document provides exercises for the user to practice identifying and using different types of conjunctions.
Coordinating conjunctions
This document provides an overview of coordinating conjunctions in English. It defines coordinating conjunctions as words used to link words, phrases, and sentences. The most common coordinating conjunctions in English are AND, BUT, SO, YET, and OR. The document explains how each conjunction is used and provides examples. It also discusses rules around using conjunctions to link different parts of speech. Multiple practice exercises are included to help the reader identify the appropriate conjunction to use in different sentences.
Correlative conjunctions
Correlative conjunctions are connecting words used in pairs to link equivalent grammatical elements in a sentence. Some common correlative conjunctions are either/or, neither/nor, not only/but also, and both/and. They connect two equal grammatical items, such as two nouns, two verbs, or two phrases. For example, "Neither the potted ivy nor the dirty dishes have been watered" or "She will either start classes or join the Navy." The conjunctions follow specific rules depending on whether the sentence elements are singular or plural.
Presenttenselevel3
This document discusses the simple present, present progressive, and non-action verbs in English. It explains that the simple present is used for facts, general truths, and habitual actions. The present progressive is used for events happening now or ongoing actions. Non-action verbs describe mental or emotional states and are not usually used in the progressive form, with some exceptions when the meaning is an action rather than a state, such as "I'm having fun."
Emphatic form
The document discusses the emphatic form of verbs in English. It states that the emphatic form is used with the auxiliaries "do", "does", and "did" in the present and past tenses to give additional emphasis to the verb. It provides examples of the emphatic form being used to contradict a previous statement. However, the emphatic form is not used when these auxiliaries are used to form questions or mean "accomplish, carry out, etc.". The document concludes with examples practicing the emphatic form.
Presentperfect
The document discusses the present perfect tense in English. It explains that the present perfect tense is used to talk about actions that started in the past and have relevance to the present. It provides examples of how to form positive and negative statements and questions in the present perfect tense using auxiliary verbs like have and has. It also discusses time words that are commonly used with the present perfect tense like already, ever, for, just, since and yet and how they are placed in sentences. Finally, it provides a practice section with examples of forming sentences in both the simple past and present perfect tenses.
Coordinating conjunctions
This document contains examples and explanations of coordinating conjunctions such as "and", "but", "or", "yet", "so", and "nor". It provides sentence examples showing how each conjunction joins two grammatically equal parts of a sentence. It also includes exercises asking the reader to identify the appropriate conjunction to complete sentences.
Uses of Present Perfect Simple
A set of simplified general rules and examples to help students understand how to use the present perfect tense in English.
Presentperfectandprogressive l3
The document discusses the present perfect tense and present perfect progressive tense. It explains that the present perfect can be used to refer to actions that began in the past and continue in the present, or actions that occurred at an unspecified time in the past. The present perfect progressive emphasizes the duration of an ongoing action. It provides examples of how to use each tense and clarifies that some verbs like mental states and ownership cannot be used in the progressive form.
7.1 Reflexive verbs
The document discusses reflexive verbs in Spanish. It defines reflexive verbs as verbs where the subject performs the action on itself. It provides examples of common reflexive verbs like lavarse (to wash oneself) and lists their singular and plural conjugations. The document explains how to identify reflexive verbs and compares their usage to non-reflexive verbs. It also provides exercises for students to practice forming the present tense of reflexive verbs.
Teaching conjunction
Conjunctions are words that connect words, phrases, or sentences together. Some common conjunctions include and, or, but, so, then, as. Conjunctions can join similar ideas with "and" or contrasting ideas with "but". They can also show a choice between options with "or" and indicate a result with "so". Conjunctions function to connect ideas and show relationships between different parts of speech, phrases, and sentences.
Coordinating conjunctions[1]4th grade
This document provides instruction on identifying the correct conjunction to use in compound sentences. It defines conjunctions as words that connect words or groups of words and lists some common conjunctions: and, or, but, so. It explains that "and" is used to join words or phrases, "but" is used when things are in conflict or opposites, and "so" is used when one thing is the result of another. "Or" is used to express a choice between options. The objective is to identify the correct conjunction for 4 sentences on an exit ticket.
Reflexive pronouns
The document discusses reflexive pronouns, which are used as the direct or indirect object of a verb when the object is the same as the subject. It provides a list of singular and plural reflexive pronouns like myself, yourself, and ourselves. Examples are given to illustrate how reflexive pronouns are used when the subject and object of a sentence refer to the same person or thing, such as "John taught himself" or "Ann poured herself a drink."
6.2 Indirect object pronouns
This document discusses indirect object pronouns in Spanish. It provides examples of how indirect object pronouns such as "le", "les", "me", "te", etc. are used and how they differ from direct object pronouns. It also discusses how indirect object pronouns can be used with or without the indirect object noun, and their typical placement in sentences.
Reflexive intensive_pronouns
This document defines and provides examples of reflexive and intensive pronouns. Reflexive pronouns refer back to the subject of the sentence and are necessary to the basic meaning, such as "themselves" referring to "students" in the example. Intensive pronouns are also used to refer back to the subject but are not necessary to the meaning. The document provides tests to identify pronouns as reflexive or intensive and explains rules for proper usage of reflexive pronouns.
Level 5-01 Fanboys - Coordinating Conjunctions.
This document discusses coordinating conjunctions and their meanings and uses. It explains that and shows similarity, but contrasts ideas, so shows cause and effect, or offers two related options, nor refers to two related negative concepts, for indicates reason, and yet combines an idea with an unexpected or illogical element. Examples of each conjunction are provided to illustrate their uses.
Freedom From To+Be Verbs
This document discusses how to avoid using "to-be" verbs like "am", "is", "are", "was", and "were" when writing. These verbs simply state a condition but do not show any action. The document provides strategies for replacing "to-be" verbs with action verbs or sentences that use modifiers and complex structures to demonstrate rather than tell the condition. Writers are encouraged to use adjectives before subjects, compound sentences, and sentences showing the relationship between feelings and causes or results. Examples are given to illustrate replacing static statements with more vivid descriptions.
Couldcouldn´t
This document discusses using "could" and "couldn't" to talk about abilities in the past. It explains that "could" is used to talk about things people were able to do in the past, like "when he was 1, he could walk." It provides examples of affirmative sentences using "could." It also explains that "couldn't" is used to talk about things people were unable to do in the past, like "when she was 1, she couldn't speak." It provides examples of negative sentences using "couldn't." There are also activities where sentences are rewritten to replace verbs with "could" or "couldn't."
Present Perfect & Present Perfect Continuous
The document discusses the use of the present perfect and present perfect continuous tenses in English. It provides examples of when each tense is used, such as with the present perfect to describe past events connected to the present or actions begun in the past that may continue into the future. The present perfect continuous is used for actions that have recently stopped, actions that have been ongoing, or actions that have been happening for a period of time up until now. The document also includes exercises asking the reader to form sentences using the present perfect or present perfect continuous tenses based on pictures provided.
Present Participle, Past Participle, Explanation Text
1. The document explains the process of making paper from woodchips. Trees are cut down and taken to a mill where the logs are stripped of bark and cut into woodchips.
2. The woodchips are then screened, exported, or turned into pulp using chemicals and heat. The pulp is bleached and dried before being rolled out to make paper.
3. The summary outlines the key steps in the paper making process from cutting down trees to producing paper, including chipping logs, making pulp, and the final rolling of pulp into sheets of paper.
What's hot (20)
Present Participle, Past Participle, Explanation Text
Present Participle, Past Participle, Explanation Text
Similar to Phrasal verbs 4
Passive voice written work
The document discusses various uses of the passive voice in English, including with two objects, gerunds, the verb "to be born", and using "get" instead of "be". It provides examples for each case. Key uses covered include sentences with a direct and indirect object where either can become the subject in passive form. Gerunds ending in "-ing" but functioning as nouns rather than verbs are also discussed. Certain events like birth are usually expressed in the passive. Finally, "get" can replace "be" in informal passive constructions.
Passive voice written work
The document discusses different uses of the passive voice, including with two objects, gerunds, "to be born", and "get". It provides examples of active and passive sentences with two objects, where one object becomes the subject. Gerunds are discussed as taking an "-ing" form but not being verbs. Common phrases using "be born" and "get" in the passive are examined, including how "get" can replace "be" for a more informal style. Sample test questions are provided to assess understanding of these passive voice constructions.
Passive voice written work
The document discusses different uses of the passive voice, including with two objects, gerunds, "to be born", and "get". It provides examples of active and passive sentences with two objects, where one object becomes the subject. Gerunds are discussed as taking an "-ing" form but not being verbs. Common phrases using "be born" and "get" in the passive are examined, including how "get" can replace "be" for a more informal style. Sample test questions are provided to assess understanding of these passive voice constructions.
Passive voice written work
The document discusses different uses of the passive voice, including with two objects, gerunds, "to be born", and "get". It provides examples of active and passive sentences with two objects, where one object becomes the subject. Gerunds are discussed as taking an "-ing" form but not being verbs. Common phrases using "be born" and "get" in the passive are examined, including how "get" can replace "be" for a more informal style. Sample test questions are provided to assess understanding of these passive voice constructions.
Passive voice written work
The document discusses different uses of the passive voice, including with two objects, gerunds, "to be born", and "get". It provides examples of active and passive sentences with two objects, where one object becomes the subject. Gerunds are discussed as taking an "-ing" form but not being verbs. Common phrases using "to be born" and "get" in the passive are examined, including how "get" can replace "be" for a more informal style. Sample test questions are provided to assess understanding of these passive voice constructions.
Passive voice-3
The document discusses different uses of the passive voice, including with two objects, gerunds, "to be born", and "get". It provides examples of active and passive sentences with two objects, where one object becomes the subject. Gerunds are discussed as taking an "-ing" form but not being verbs. Common phrases using "be born" and "get" in the passive are examined, including how "get" can replace "be" for a more informal style. Sample test questions are provided to assess understanding of these passive voice constructions.
Phrasal verbs
The document discusses phrasal verbs, which are verbs composed of a main verb and an adverb or preposition. Phrasal verbs can be transitive, taking an object, or intransitive, not taking an object. Examples of each are given. The meaning of phrasal verbs is not always obvious from the individual words. Exercises are provided for learners to practice identifying the meanings of phrasal verbs. Common mistakes made by Malaysians with phrasal verbs are also outlined. Phrasal verbs are an important part of informal English.
Unit 2 verbs
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.
Inroduction to phrasal verbs
This document introduces phrasal verbs, which are verbs combined with particles that often change the verb's meaning. It discusses the difference between particles and prepositions, and provides examples of transitive and intransitive phrasal verbs. The document also cautions that phrasal verbs can have different meanings depending on whether they are used transitively or intransitively. Practice examples are provided for readers to use target phrasal verbs in sentences.
Slide share about grammer
This document discusses different types of verbs in grammar:
1) Action verbs express physical or mental activity like jump, coughed, sang.
2) Helping verbs work with main verbs to show the action like was using.
3) Linking verbs connect subjects to nouns or adjectives like feel shakey.
4) Verbs can be in the present, past, or future tense depending on when the action occurs like flies, desired, will awaken.
Phrasal verbs c1 def
The document discusses phrasal verbs in English. It defines phrasal verbs as verb combinations consisting of a verb and particle. Phrasal verbs form new semantic units and the particle cannot be changed. Examples are given of transitive separable and non-separable phrasal verbs as well as intransitive phrasal verbs. The document also discusses two-particle phrasal verbs and provides examples and exercises for learners to practice identifying and using phrasal verbs.
How to teach phrasal verbs
Jane writes a letter to John asking him to take her back. She acknowledges that she did not treat him well in the past but says she is ready to change. She reminds him that she took care of him when he broke his leg. Jane says she is devastated since John left and cannot eat or sleep. She asks if John would consider the possibility of her moving in with him, saying she still loves him deeply.
How to teach phrasal verbs
Jane writes a letter to John asking him to take her back. She acknowledges that she did not treat him well in the past but says she is ready to change. She reminds him that she took care of him when he broke his leg. Jane says she is devastated since John left and cannot eat or sleep. She asks if John would consider the possibility of her moving in with him, as she still loves him deeply.
How to teach phrasal verbs
Jane writes a letter to John asking him to take her back. She acknowledges that she did not treat him well in the past but says she is ready to change. She reminds him that she took care of him when he broke his leg. Jane says she is devastated since John left and cannot eat or sleep. She asks if John would consider the possibility of her moving in with him, saying she is deeply in love with him.
Grammar unit 1
This document provides information about different types of English sentences and homonyms. It discusses the four types of sentences: declarative sentences (statements), interrogative sentences (questions), imperative sentences (commands), and exclamative sentences (exclamations). It also explains homophones (words that sound the same but have different meanings), homographs (words that are spelled the same but have different meanings or pronunciations), and homonyms (words that are both spelled and pronounced the same but have different meanings). Examples are given for each type.
Lesson two
This document provides vocabulary definitions and examples for the words: determine, physical, kind, miserable, educate, prepare, and helpful. It then provides a reading comprehension activity where students must use these vocabulary words to fill in the blanks of sentences. Finally, it reviews past continuous grammar rules and provides exercises for students to practice using the past continuous tense.
Functional English 08. Adverb and Its Types (Code. 0064)
It teaches about adverbs, its seven types along with examples. Watch video: https://youtu.be/_Apvvvt4jxA
E learning - presentation
1. This document provides a lesson plan for using movies to teach phrasal verbs and emotions to 10th grade students.
2. It includes an introduction to phrasal verbs, vocabulary examples with definitions, reading and listening activities using movie clips to identify phrasal verbs, and a grammar activity to practice using phrasal verbs correctly.
3. Additional online resources are provided for students to further practice phrasal verbs on their own time.
Two objects in an active sentences – presentation
This document discusses the passive voice when there are two objects in an active sentence. It provides examples of sentences with two objects and how they can be changed to passive sentences. It also discusses using "get" instead of "be" in informal passive constructions and common idiomatic expressions using "get". Key points covered include how either object can become the subject in a passive sentence, optional inclusion of the agent, and distinguishing actions from states.
Two objects in an active sentences – presentation
This document discusses the passive voice and how it is used with sentences containing two objects. It provides examples of active sentences with two objects and how they can be converted to two possible passive sentences. It also discusses using the passive voice with gerunds, "to be born", and "get" instead of "be". Activities are included to practice forming passive sentences.
Similar to Phrasal verbs 4 (20)
Functional English 08. Adverb and Its Types (Code. 0064)
Functional English 08. Adverb and Its Types (Code. 0064)
More from Ajit Singh
Subject verb agreement inquisitive minds
Subject verb agreement, ENGLISH LANGUAGE, ENGISH GRAMMAR, SPOKEN ENGLISH, COMMUNICATIVE ENGLISH, VERB, SUBJECT, OBJECT
Article inquisitive minds
1. The document discusses the rules for using definite and indefinite articles like "a", "an", and "the" in the English language. It provides 18 rules for using the indefinite articles and 13 rules for using the definite article.
2. Examples are given for each rule to illustrate when to use or omit articles like "a", "an", and "the" correctly based on whether the noun is singular or plural, countable or uncountable, proper or common etc.
3. The document concludes by providing 20 sentences to correct based on the rules for article usage.
English idioms
This one sentence document provides the name of the creator, Ajit Singh, and indicates that it is related to the English language. It does not contain much additional context or information to summarize in 3 sentences or less.
Which personality type are you
There are different personality types that people can have. This document was created by Ajit Singh, an English language trainer, to discuss which personality type someone may be. It aims to help people understand their own personality type.
I love you
The document provides information about the compiler of the document. Ajit Singh compiled the document and his occupation is listed as an English language trainer. The document does not contain any other details besides identifying the compiler.
What do you love
The document provides information about the compiler of the document. Ajit Singh compiled the document and his occupation is listed as an English language trainer. The document does not contain any other details besides identifying the compiler.
Logophile
The document provides information about the compiler of the document. Ajit Singh compiled the document and his occupation is listed as an English language trainer. The document does not contain any other details besides identifying the compiler.
12 normal indian gestures that could land you
Certain hand gestures that are normal and harmless in India could cause serious offense in other cultures. Gestures like pointing with your finger, touching someone's head, or making an "O" with your fingers have different meanings abroad and may come across as rude or impolite in other parts of the world where people are not familiar with Indian culture and customs. It is best to be aware of potential cultural differences in body language and non-verbal communication when traveling internationally to avoid unintended insults or misunderstandings.
Chartered financial analyst vs mba finance
The document provides information to help the reader choose between a Chartered Financial Analyst (CFA) certification or an MBA in Finance by outlining the key details of each including duration, levels, career prospects, flexibility, and costs to consider. It recommends the CFA for those wanting to be a master in their field while saving time and budget. The reader is advised to ask themselves questions around their available time, budget, and desired career path or skill level to make the right choice.
Presentatipon on business communication bhm
This presentation outlines a business communication course for BHM students. The curriculum is divided into 4 units that cover communication types and processes, written communication, speeches, and group presentations. The objectives are to develop managerial skills and convey messages effectively. Students will learn in personal, social, organizational, and other contexts. Benefits of good communication include easier decision making, stronger relationships, and better coordination.
Presentation on personality and soft skills development for bba vi
The document presents a curriculum for a presentation on personality and soft skills development for BBA students. The curriculum covers 4 units: (1) Introduction to personality, (2) Personality determinants like biology, family, culture and society, (3) Personality development including problem solving and stress management, (4) Interpersonal and group skills like relationships, teams and meetings. The objective is to develop effective communication, presentation and leadership skills. Benefits include increased adaptability, clear communication, negotiation skills, and career opportunities for individuals and more productive employees for organizations.
Presentation on personality and soft skills development for bba vi
The document outlines a presentation on personality and soft skills development for BBA students. It covers 4 units: introduction to personality, personality determinants, personality development, and interpersonal and group skills. The presentation aims to develop effective communication and presentation skills, interpersonal skills, self-confidence, team management skills, and leadership skills. It also discusses how these skills can benefit both individuals in their careers and organizations through increased adaptability, clear communication, negotiation skills, and conflict resolution.
More from Ajit Singh (20)
Presentation on personality and soft skills development for bba vi
Presentation on personality and soft skills development for bba vi
Presentation on personality and soft skills development for bba vi
Presentation on personality and soft skills development for bba vi
Recently uploaded
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaA Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Recently uploaded (20)
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
A Survey of Techniques for Maximizing LLM Performance.pptx
A Survey of Techniques for Maximizing LLM Performance.pptx
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Phrasal verbs 4
- 1. Phrasal Verbs What are they…? How do you use them correctly? CREATED BY : AJIT SINGH ENGLISH TRAINER
- 2. Phrasal verbs are commonly used in English, so it’s important to learn them! A phrasal verb has 2 parts: 1) a verb 2) and a preposition (at least one) *often a phrasal verb has a special meaning Here are some Examples:
- 3. …Examples Show up = arrive/come Show off= brag/show how great you are Show around = to familiarize someone with a new place Take off = leave a place Take after = to resemble or look like another person
- 4. Sometimes phrasal verbs have anobject . . . The object simply answers the question: What? Or Who? Look at the following examples
- 5. 1.Cynthia drops off the children at 8:00 each day. Drop off = phrasal verb . . .WHO does she drop off? The children . . . The children = object 2. Carlos wanted to get healthy. So he decided to give up smoking. Give up = phrasal verb . . . WHAT did he give up? Smoking. . .Smoking = object
- 6. When a phrasal verb uses an object, the object can occur in2locations: (=this is called a separable phrasal verb) Look at this example: Michael was scheduled to marry Lisa in two days. He should have been excited, but he wasn’t. Instead, he felt . . . Very Very VERY Nervous!!!
- 7. But, a day before the wedding, Michael decided that he had made a BIG mistake! So he called off the wedding! the wedding 1. He called off _______________. 2. He called _______________off. the wedding 3. He called _________ off. IT
- 8. Poor Lisa!
- 9. Grammar Rules: An object of a phrasal verb can appear: 1. After the phrasal verb: Theyturned upthe volume. OR . . . 2. In the middle of a phrasal verb: They turned the volume up. 3. But, if the object is a pronoun it must be in the middle. They turnedITup.
- 10. Now it’s your turn to do some grammar!What are some other waysto say each sentence below? 1. She tried on her new dress. Answer: She tried her new dress on. She tried iton. 2. They called off the games due to rain. Answer: They called the games off due to rain. They called them off.
- 11. Good Job! Be sure to ask your teacher or another classmate if you still have questions. Remember . . . Learning new grammar rules takes a lot of practice, so don’t GIVE UP!
- 12. THANK YOU