This document discusses possessive adjectives and possessive pronouns in English. It provides examples of how to use possessive adjectives before nouns like "my pen" and "your pencil" to indicate ownership. It also explains how to use possessive pronouns like "mine", "yours", and "theirs" without stating the noun, when the noun is understood from context. The document includes exercises for learners to practice replacing possessive adjectives and nouns with the correct possessive pronouns in different sentences.
This document provides examples for using possessive pronouns like "his", "her", and "hers" in Swahili. It discusses when to use these pronouns with singular and plural nouns, and whether the pronoun or noun should come first in different constructions. For "his" and "her", the pronoun must match the noun. But for "hers", the noun can come first. The examples show questions using these pronouns and the expected answers using the corresponding pronoun and noun.
This document provides examples of using the demonstrative pronouns "this is", "these are", "that is", and "those are" in English. It explains their Swahili translations and gives examples of their use in sentences. Students are then given exercises to change sentences from Swahili to English using the correct demonstrative pronoun.
The document contains instructions to look at clocks showing different times, draw the hands on the clocks, and write sentences about a daily routine using time phrases like "wake up at seven o'clock" and "have dinner". Examples are given of times on clocks ranging from midday to half past six. Blank sentences are provided as templates to fill in times for one's own daily activities.
The document provides information and exercises about using the past simple and past continuous tenses in English. It begins with definitions and examples of when to use each tense, such as using the past simple for completed actions and the past continuous for ongoing actions happening at the same time. It then presents a series of exercises for learners to practice forming and using the past simple and past continuous correctly in different contexts like short stories, conversations and sentence completion activities. The goal is to help improve the learner's knowledge and mastery of these important English grammar points.
This document provides examples of using possessive determiners and possessive pronouns in sentences. It includes examples of replacing possessive determiners with possessive pronouns, choosing the correct possessive form, and completing sentences with the appropriate possessive.
This document discusses demonstrative determiners in English. It provides examples of singular and plural demonstrative determiners followed by singular and plural verbs. Students are asked to complete sentences with the correct demonstrative determiners and answer questions to identify objects using demonstrative determiners.
This document discusses demonstrative determiners in English. It provides examples of singular and plural demonstrative determiners followed by singular and plural verbs. Students are asked to complete sentences with the correct demonstrative determiners and answer questions to identify objects using demonstrative determiners.
The document discusses possessive pronouns, which are words that show possession or ownership. It provides examples of common possessive pronouns like "my", "mine", "our", "ours", "your", "yours", "his", "hers", "its", "their", "theirs", "whose", and "one's". It also includes exercises for the reader to practice using these pronouns in sentences of their own.
This document provides examples for using possessive pronouns like "his", "her", and "hers" in Swahili. It discusses when to use these pronouns with singular and plural nouns, and whether the pronoun or noun should come first in different constructions. For "his" and "her", the pronoun must match the noun. But for "hers", the noun can come first. The examples show questions using these pronouns and the expected answers using the corresponding pronoun and noun.
This document provides examples of using the demonstrative pronouns "this is", "these are", "that is", and "those are" in English. It explains their Swahili translations and gives examples of their use in sentences. Students are then given exercises to change sentences from Swahili to English using the correct demonstrative pronoun.
The document contains instructions to look at clocks showing different times, draw the hands on the clocks, and write sentences about a daily routine using time phrases like "wake up at seven o'clock" and "have dinner". Examples are given of times on clocks ranging from midday to half past six. Blank sentences are provided as templates to fill in times for one's own daily activities.
The document provides information and exercises about using the past simple and past continuous tenses in English. It begins with definitions and examples of when to use each tense, such as using the past simple for completed actions and the past continuous for ongoing actions happening at the same time. It then presents a series of exercises for learners to practice forming and using the past simple and past continuous correctly in different contexts like short stories, conversations and sentence completion activities. The goal is to help improve the learner's knowledge and mastery of these important English grammar points.
This document provides examples of using possessive determiners and possessive pronouns in sentences. It includes examples of replacing possessive determiners with possessive pronouns, choosing the correct possessive form, and completing sentences with the appropriate possessive.
This document discusses demonstrative determiners in English. It provides examples of singular and plural demonstrative determiners followed by singular and plural verbs. Students are asked to complete sentences with the correct demonstrative determiners and answer questions to identify objects using demonstrative determiners.
This document discusses demonstrative determiners in English. It provides examples of singular and plural demonstrative determiners followed by singular and plural verbs. Students are asked to complete sentences with the correct demonstrative determiners and answer questions to identify objects using demonstrative determiners.
The document discusses possessive pronouns, which are words that show possession or ownership. It provides examples of common possessive pronouns like "my", "mine", "our", "ours", "your", "yours", "his", "hers", "its", "their", "theirs", "whose", and "one's". It also includes exercises for the reader to practice using these pronouns in sentences of their own.
The document discusses various future tenses and time expressions used to talk about and predict future events. It provides examples of using phrases like "going to" and "will" to indicate planned actions and predictions, as well as the present continuous tense to talk about future arrangements or agreements. The document also includes exercises for learners to practice using these future tense structures in short paragraphs discussing their own plans for various future times like tonight, this weekend, and next year.
The document provides instructions for editing a presentation template in either PowerPoint or Google Slides. It explains that for PowerPoint, the user should download the .pptx file and install any necessary fonts. For Google Slides, the user should click the button to use the template and it will copy to their Google Drive for editing. The document also contains sample slides with different content types that could be used in a presentation, such as lists, images, charts, and more.
The document discusses rules for using the present continuous tense in English and spelling rules for verbs ending in "-ing". It explains that the present continuous is used to talk about actions happening now and provides examples. It also notes that words like "have" denoting possession are not used in the present continuous. The document then covers three spelling rules for regular verbs ending in "-ing": adding "-ing" directly, doubling the final consonant after short vowels, and not doubling consonants after long vowels or diphthongs.
In a definition essay, the writer explains the meaning of a term by providing a detailed description of it and supporting the definition with clear examples or facts. The writer should choose a concept or term that does not have a common meaning or is open to different interpretations. The essay then presents the writer's own definition, discusses the history and origins of the term, compares it to similar terms, and relates their personal perspective before concluding by restating the main points.
This document discusses comparatives and superlatives in English. Comparatives are used to compare two objects or people, using suffixes like "-er" for short adjectives (e.g. "fresher") or words like "more" or "less" for longer adjectives (e.g. "more delicious"). Superlatives use the suffix "-est" to indicate which item has the most of a quality (e.g. "the freshest"). Examples are provided for building sentences in the comparative and superlative forms with different adjective types.
This document discusses subject and object pronouns in sentences. It provides examples of sentences where the subject usually comes before the verb and is often a single word, and the object usually comes after the verb. Some example sentences given are "Peter is a lawyer", "It's raining right now", and "Julie usually eats bread for breakfast".
In a definition essay, the writer explains the meaning of a term by providing a detailed description of it and supporting the definition with clear examples or facts. The writer should choose a concept or term that does not have a common meaning or is open to different interpretations. The essay then presents the writer's own definition, discusses the history and origins of the term, compares it to similar terms, and relates their personal perspective before concluding by restating the main points.
The document discusses the use of the modal verbs can and could to talk about abilities in the present and past tense. Can is used to talk about current abilities, such as "He can speak Chinese" while could is used to talk about past abilities like "Could you sleep well last night?". The document provides examples of positive and negative sentences as well as yes/no and wh- questions using can and could.
The document provides examples of using will and be going to to talk about the future. It gives sentence frames using will with verbs and times, examples completing sentences with will and will not, questions to practice word order with future tense verbs, and examples to identify the correct use of will, be going to, and the present continuous for talking about the future.
The document discusses different English tenses used to talk about the future, including going to and the present continuous for plans and predictions, as well as expressions like "in 2067" and "next year". It provides examples of using going to to talk about planned actions like "I am going to play soccer". Students are instructed to practice talking about their plans for the evening, tonight, tomorrow, and future times using these tenses.
The document provides examples of filling in verbs in the third person singular form, completing sentences with verbs in brackets, writing sentences using given prompts, forming questions and negations, using do/don't and does/doesn't, and matching questions with answers. It covers a range of grammar exercises involving verbs and verb tenses.
Jack and Liza decided to spend New Year's away from crowds and found an ad for a flat in a village near Oxford. When they arrived, a small, wild-looking old lady answered the door with bandages on her wrists and legs, holding a cat under one arm and whiskey in the other. The flat was dirty with cats everywhere and broken furniture. They realized they couldn't stay in such conditions and fled back to their car as it started snowing, driving to the next village where they found a hotel just as midnight struck.
Present simple vs present continuous exercisesMonicargtz
The document provides examples of verbs used in the present simple and present continuous tenses. It includes a list of 20 sentences with verbs that need to be identified as either present simple or present continuous. It also provides a list of 10 verbs to be used in example sentences demonstrating the two tenses. Overall, the document offers instruction and exercises on distinguishing and using the present simple and present continuous verb tenses in English.
This document provides examples and exercises to practice using conditional sentences in English. It discusses the structure of conditional sentences using "if" to describe possible future events or situations. Examples are given using "will" or "won't" in the main clause to indicate what will or will not happen based on a condition in the if-clause. Multiple choice and fill-in-the-blank exercises then allow practicing forming conditional sentences correctly based on given prompts.
This document provides examples of how to compare two things or people using comparative adjectives in English. It explains that to compare short adjectives, we add "-er" to the adjective, like "short" becoming "shorter". To compare long adjectives, we add "more" before the adjective and "than" after, like "intelligent" becoming "more intelligent than". The document then provides a picture and vocabulary words to write comparative sentences about the people and animals shown. It gives additional examples of comparing objects and people using comparative adjectives.
This document provides rules for making nouns plural in English and examples applying those rules. It begins with common plural forms and then provides 5 rules for forming plurals depending on the spelling of the singular noun. The rest of the document consists of exercises filling in the plural form of nouns in sentences according to the rules.
This document provides examples of using the second conditional to express hypothetical or unlikely situations. It gives sample sentences in the second conditional form and exercises for the reader to practice changing sentences into the second conditional. Key points:
- The second conditional uses "if + past tense" to talk about unlikely or imaginary situations in the present or future.
- Examples are provided to show how to change sentences into the second conditional form, focusing on changing the tense of the verbs.
- Exercises have the reader change sample sentences into the second conditional and write second conditional responses to questions expecting a "no" answer.
The document discusses various future tenses and time expressions used to talk about and predict future events. It provides examples of using phrases like "going to" and "will" to indicate planned actions and predictions, as well as the present continuous tense to talk about future arrangements or agreements. The document also includes exercises for learners to practice using these future tense structures in short paragraphs discussing their own plans for various future times like tonight, this weekend, and next year.
The document provides instructions for editing a presentation template in either PowerPoint or Google Slides. It explains that for PowerPoint, the user should download the .pptx file and install any necessary fonts. For Google Slides, the user should click the button to use the template and it will copy to their Google Drive for editing. The document also contains sample slides with different content types that could be used in a presentation, such as lists, images, charts, and more.
The document discusses rules for using the present continuous tense in English and spelling rules for verbs ending in "-ing". It explains that the present continuous is used to talk about actions happening now and provides examples. It also notes that words like "have" denoting possession are not used in the present continuous. The document then covers three spelling rules for regular verbs ending in "-ing": adding "-ing" directly, doubling the final consonant after short vowels, and not doubling consonants after long vowels or diphthongs.
In a definition essay, the writer explains the meaning of a term by providing a detailed description of it and supporting the definition with clear examples or facts. The writer should choose a concept or term that does not have a common meaning or is open to different interpretations. The essay then presents the writer's own definition, discusses the history and origins of the term, compares it to similar terms, and relates their personal perspective before concluding by restating the main points.
This document discusses comparatives and superlatives in English. Comparatives are used to compare two objects or people, using suffixes like "-er" for short adjectives (e.g. "fresher") or words like "more" or "less" for longer adjectives (e.g. "more delicious"). Superlatives use the suffix "-est" to indicate which item has the most of a quality (e.g. "the freshest"). Examples are provided for building sentences in the comparative and superlative forms with different adjective types.
This document discusses subject and object pronouns in sentences. It provides examples of sentences where the subject usually comes before the verb and is often a single word, and the object usually comes after the verb. Some example sentences given are "Peter is a lawyer", "It's raining right now", and "Julie usually eats bread for breakfast".
In a definition essay, the writer explains the meaning of a term by providing a detailed description of it and supporting the definition with clear examples or facts. The writer should choose a concept or term that does not have a common meaning or is open to different interpretations. The essay then presents the writer's own definition, discusses the history and origins of the term, compares it to similar terms, and relates their personal perspective before concluding by restating the main points.
The document discusses the use of the modal verbs can and could to talk about abilities in the present and past tense. Can is used to talk about current abilities, such as "He can speak Chinese" while could is used to talk about past abilities like "Could you sleep well last night?". The document provides examples of positive and negative sentences as well as yes/no and wh- questions using can and could.
The document provides examples of using will and be going to to talk about the future. It gives sentence frames using will with verbs and times, examples completing sentences with will and will not, questions to practice word order with future tense verbs, and examples to identify the correct use of will, be going to, and the present continuous for talking about the future.
The document discusses different English tenses used to talk about the future, including going to and the present continuous for plans and predictions, as well as expressions like "in 2067" and "next year". It provides examples of using going to to talk about planned actions like "I am going to play soccer". Students are instructed to practice talking about their plans for the evening, tonight, tomorrow, and future times using these tenses.
The document provides examples of filling in verbs in the third person singular form, completing sentences with verbs in brackets, writing sentences using given prompts, forming questions and negations, using do/don't and does/doesn't, and matching questions with answers. It covers a range of grammar exercises involving verbs and verb tenses.
Jack and Liza decided to spend New Year's away from crowds and found an ad for a flat in a village near Oxford. When they arrived, a small, wild-looking old lady answered the door with bandages on her wrists and legs, holding a cat under one arm and whiskey in the other. The flat was dirty with cats everywhere and broken furniture. They realized they couldn't stay in such conditions and fled back to their car as it started snowing, driving to the next village where they found a hotel just as midnight struck.
Present simple vs present continuous exercisesMonicargtz
The document provides examples of verbs used in the present simple and present continuous tenses. It includes a list of 20 sentences with verbs that need to be identified as either present simple or present continuous. It also provides a list of 10 verbs to be used in example sentences demonstrating the two tenses. Overall, the document offers instruction and exercises on distinguishing and using the present simple and present continuous verb tenses in English.
This document provides examples and exercises to practice using conditional sentences in English. It discusses the structure of conditional sentences using "if" to describe possible future events or situations. Examples are given using "will" or "won't" in the main clause to indicate what will or will not happen based on a condition in the if-clause. Multiple choice and fill-in-the-blank exercises then allow practicing forming conditional sentences correctly based on given prompts.
This document provides examples of how to compare two things or people using comparative adjectives in English. It explains that to compare short adjectives, we add "-er" to the adjective, like "short" becoming "shorter". To compare long adjectives, we add "more" before the adjective and "than" after, like "intelligent" becoming "more intelligent than". The document then provides a picture and vocabulary words to write comparative sentences about the people and animals shown. It gives additional examples of comparing objects and people using comparative adjectives.
This document provides rules for making nouns plural in English and examples applying those rules. It begins with common plural forms and then provides 5 rules for forming plurals depending on the spelling of the singular noun. The rest of the document consists of exercises filling in the plural form of nouns in sentences according to the rules.
This document provides examples of using the second conditional to express hypothetical or unlikely situations. It gives sample sentences in the second conditional form and exercises for the reader to practice changing sentences into the second conditional. Key points:
- The second conditional uses "if + past tense" to talk about unlikely or imaginary situations in the present or future.
- Examples are provided to show how to change sentences into the second conditional form, focusing on changing the tense of the verbs.
- Exercises have the reader change sample sentences into the second conditional and write second conditional responses to questions expecting a "no" answer.
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
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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
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.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. POSSESSIVE ADJECTIVES
My 1. Substitute the underlined words with possessive adjectives.
We use a possessive adjective before a
Your noun to say who the noun belongs to
His Example: John´s knee hurts. His knee hurts.
Her pen.
Example:
Its a) My parents´ friend is worried. ______________________
Our b) Mary´s father speaks Russian. ______________________
Your Where is your pencil?
c) Tim´s cousins go to my school. _____________________
Their
d) Jim and Sam´s favourite team is Benfica. _____________
Possessive adjectives always agree with the possessor. 2. Rewrite the sentences using possessive pronouns.
E.g.: My house is big.
The third person singular distinguish masculine, feminine and neutral. Example: This is my pen. This pen is mine.
E.g.: His mother is a doctor; Her father is a teacher; This tree is big
but its leaves are small. a) Is that your pencil? _______________________________
Common errors: It´s instead of its. It´s eyes are yellow. b) These are your books. _____________________________
The use of your when we mean his or her. c) That is her bike. _________________________________
d) This is my ring. __________________________________
POSSESSIVE PRONOUNS
3. Complete as the example:. 4. Answer the questions, using
We use a possessive pronoun without mine.
the possessive pronoun that
a noun, when the noun is understood. yours.
Example: corresponds to the personal
his.
pronoun in brackets.
Example: hers.
This isn´t my book. The book isn´t
The pen is its.
mine. a) Is that Mark´s dog?
Is this Mark´s pen? ours.
yours. No, ____________ (I)
a) This isn´t our car.
No, it´s mine- (= my pen.) theirs. b) Is this my rubber?
_________________________
b) It´s her bag . No, _____________(she)
The possessive pronoun substitutes the possessive adjective + the c) Is that your pencil?
_________________________
noun. No, _____________ ( they)
c) It´s my father's newspaper.
E.g.: These are (my books) mine.
_________________________ d) Is this our ball?
The structure noun + of mine / yours, etc., is used with the meaning of`”
_ No, _____________( you)
one among others”
d) That isn´t my pen
E.g.: Mary is friend of ours.
_________________________
Common error: That book is my.
_
2. POSSESSIVE ADJECTIVES
My We use a possessive adjective before a noun to say who the
Your noun belongs to
His
Her pen. Example:
Its
Our Where is your pencil?
Your
Their
Possessive adjectives always agree with the possessor.
E.g.: My house is big.
The third person singular distinguish masculine, feminine and neutral.
E.g.: His mother is a doctor; Her father is a teacher; This tree is big but its leaves are small.
Common errors: It´s instead of its. It´s eyes are yellow.
The use of your when we mean his or her.
POSSESSIVE PRONOUNS
We use a possessive pronoun without a noun, when the mine.
noun is understood. yours.
his.
Example: hers.
The pen is its.
Is this Mark´s pen? ours.
yours.
No, it´s mine- (= my pen.) theirs.
The possessive pronoun substitutes the possessive adjective + the noun.
E.g.: These are (my books) mine.
The structure noun + of mine / yours, etc., is used with the meaning of`” one among others”
E.g.: Mary is friend of ours.
Common error: That book is my.
3. 1. Substitute the underlined words with possessive adjectives.
Example: John´s knee hurts. His knee hurts.
a) My parents´ friend is worried. ______________________
b) Mary´s father speaks Russian. ______________________
c) Tim´s cousins go to my school. _____________________
d) Jim and Sam´s favourite team is Benfica. _____________
2. Rewrite the sentences using possessive pronouns.
Example: This is my pen. This pen is mine.
a) Is that your pencil? _______________________________
b) These are your books. _____________________________
c) That is her bike. _________________________________
d) This is my ring. __________________________________
3. Complete as the example: . 4. Answer the questions, using the
possessive pronoun that corresponds to the
Example:
personal pronoun in brackets.
This isn´t my book. The book isn´t mine.
a) Is that Mark´s dog?
a) This isn´t our car. __________________________
No, ____________ (I)
b) It´s her bag.
__________________________ b) Is this my rubber?
c) It´s my father's newspaper.
No, _____________(she)
__________________________
c) Is that your pencil?
d) That isn´t my pen __________________________
No, _____________ ( they)
d) Is this our ball?
No, _____________( you)