The document discusses prepositional verbs. It begins by defining prepositions and prepositional verbs. It notes that prepositional verbs have the same meaning as the regular verb. It provides rules for prepositional verbs - they do not typically change the verb's meaning, can sometimes be separated, and are used in the middle or at the end of sentences. Examples are provided to illustrate these rules. The document concludes by providing practice matching prepositional verbs to their meanings and filling in blanks with prepositional verbs.
The document discusses the difference between the words "like" and "as". It explains that "like" is a preposition followed by nouns, pronouns, or verbs ending in "ing", and is used to indicate similarity. In contrast, "as" is used before a subject and verb to show something is done in a certain way. It can also be used as a preposition followed by nouns to indicate something is being used for a specific purpose.
The document discusses reporting verbs and their usage. It explains that reporting verbs can be followed by a to-infinitive, that-clause, or gerund. The teacher offered to explain reporting verbs, explained that they were easy, and the students thanked him for explaining it. Reporting verbs are used to report what someone has said or communicated.
The document discusses the present unreal conditional, which is used to talk about imaginary situations. It has two parts: the "if" clause stating the condition, and the main clause stating the result. Even though referring to the present, the simple past tense is used in the "if" clause. The verb in the result clause is usually "would" followed by the base verb. Other options are "might" expressing an unlikely result, and "could" expressing a possible result or ability. Examples are provided to illustrate the structure and usage of the present unreal conditional.
The document discusses defining and non-defining relative clauses. It defines relative pronouns and explains that defining relative clauses add essential information to the main clause, while non-defining clauses add non-essential information separated by commas. Some examples of defining and non-defining clauses are provided. The document then provides exercises for learners to practice identifying defining and non-defining clauses and using relative pronouns correctly in sentences.
The document discusses two main uses of apostrophes: forming contractions and showing possession. It provides examples of common contractions like don't and wouldn't which show where letters have been omitted. For possession, an apostrophe is added to the end of a noun to show it belongs to someone, like John's car. There are two rules for forming possessives - add only an apostrophe if the noun already ends in s, otherwise add 's. The document also briefly mentions a few other less common uses of apostrophes.
Phrasal verb is a verb plus a preposition or adverb which creates a meaning different from the original verb. Some phrasal verbs are intransitive. An intransitive verb cannot be followed by an object. Phrasal Verbs are also called multi-word or multi-part verbs.
This document discusses various common idioms in English:
- "A piece of cake" means something is very easy to do
- "As easy as ABC" and "as easy as pie" both describe tasks that are very simple
- A "hard/tough nut to crack" refers to a difficult problem or person
- A "ball of fire" is a person with great energy
- "As busy as a bee" means to be very busy or active
- "Have butterflies in your stomach" feels very nervous
- "Raining cats and dogs" describes heavy rain
- "Cost an arm and a leg" means something is very expensive
- "Over the moon" means
The document discusses different types of phrasal verbs in English. It explains that phrasal verbs are verbs combined with a particle, such as a preposition or adverb, which creates a meaning different from the original verb. There are four types: (1) Intransitive inseparable phrasal verbs that do not take a direct object, (2) Transitive phrasal verbs with prepositions that are inseparable, (3) Transitive separable phrasal verbs with adverbs where the object can be placed between the verb and adverb, and (4) Two-particle phrasal verbs that are generally inseparable and can be transitive or intransitive. The document provides examples for
The document discusses the difference between the words "like" and "as". It explains that "like" is a preposition followed by nouns, pronouns, or verbs ending in "ing", and is used to indicate similarity. In contrast, "as" is used before a subject and verb to show something is done in a certain way. It can also be used as a preposition followed by nouns to indicate something is being used for a specific purpose.
The document discusses reporting verbs and their usage. It explains that reporting verbs can be followed by a to-infinitive, that-clause, or gerund. The teacher offered to explain reporting verbs, explained that they were easy, and the students thanked him for explaining it. Reporting verbs are used to report what someone has said or communicated.
The document discusses the present unreal conditional, which is used to talk about imaginary situations. It has two parts: the "if" clause stating the condition, and the main clause stating the result. Even though referring to the present, the simple past tense is used in the "if" clause. The verb in the result clause is usually "would" followed by the base verb. Other options are "might" expressing an unlikely result, and "could" expressing a possible result or ability. Examples are provided to illustrate the structure and usage of the present unreal conditional.
The document discusses defining and non-defining relative clauses. It defines relative pronouns and explains that defining relative clauses add essential information to the main clause, while non-defining clauses add non-essential information separated by commas. Some examples of defining and non-defining clauses are provided. The document then provides exercises for learners to practice identifying defining and non-defining clauses and using relative pronouns correctly in sentences.
The document discusses two main uses of apostrophes: forming contractions and showing possession. It provides examples of common contractions like don't and wouldn't which show where letters have been omitted. For possession, an apostrophe is added to the end of a noun to show it belongs to someone, like John's car. There are two rules for forming possessives - add only an apostrophe if the noun already ends in s, otherwise add 's. The document also briefly mentions a few other less common uses of apostrophes.
Phrasal verb is a verb plus a preposition or adverb which creates a meaning different from the original verb. Some phrasal verbs are intransitive. An intransitive verb cannot be followed by an object. Phrasal Verbs are also called multi-word or multi-part verbs.
This document discusses various common idioms in English:
- "A piece of cake" means something is very easy to do
- "As easy as ABC" and "as easy as pie" both describe tasks that are very simple
- A "hard/tough nut to crack" refers to a difficult problem or person
- A "ball of fire" is a person with great energy
- "As busy as a bee" means to be very busy or active
- "Have butterflies in your stomach" feels very nervous
- "Raining cats and dogs" describes heavy rain
- "Cost an arm and a leg" means something is very expensive
- "Over the moon" means
The document discusses different types of phrasal verbs in English. It explains that phrasal verbs are verbs combined with a particle, such as a preposition or adverb, which creates a meaning different from the original verb. There are four types: (1) Intransitive inseparable phrasal verbs that do not take a direct object, (2) Transitive phrasal verbs with prepositions that are inseparable, (3) Transitive separable phrasal verbs with adverbs where the object can be placed between the verb and adverb, and (4) Two-particle phrasal verbs that are generally inseparable and can be transitive or intransitive. The document provides examples for
The document discusses relative clauses and how they are used to provide additional information about a person, place, or thing without starting a new sentence. It explains that relative clauses combine two sentences using a relative pronoun such as who, which, that, or whose. Examples are provided to illustrate how to form relative clauses using these relative pronouns, including replacing the repeated word with the pronoun in the second part of the sentence. Common relative pronouns are defined along with their uses. An exercise is included for the reader to practice completing sentences with the appropriate relative pronoun.
This document defines prepositions and provides examples of common prepositions and prepositional phrases. Prepositions indicate location in space, time, or possession and must have an object. Common prepositions include by, beside, between, near, under, over, inside, outside, above, below, behind, before, after, in, at, on, to, into, onto, through, of, and to. A prepositional phrase consists of a preposition followed by a noun, gerund, or clause. Examples of prepositional phrases are provided.
The document discusses adverbial phrases and their use in sentences. It defines adverbial phrases as groups of words that modify verbs, adjectives, or other adverbs by describing how, why, where, or when an action occurred. Several examples of sentences are provided that contain adverbial phrases answering "how," "where," "why," or "when." A quiz section then gives additional sentences for the reader to identify the verb being modified and determine which question (how, where, why, when) the adverbial phrase in each sentence answers.
The document discusses the four types of conditional sentences in English: zero, first, second, and third conditional. It provides examples and explanations of the tense patterns used in the if-clause and main clause for each type, and how they are used to talk about different hypothetical or possible situations in the present, future or past. Mixed conditionals are also introduced, which refer to the present results of a past action.
This presentation is about subjunctive with wish, would rather, as if / s though and if only. in the end of the presentation have some question related to subjunctive
This document defines and provides examples of participle clauses. Participle clauses use the present or past participle form of a verb to add information about an action or state. They can replace time clauses, clauses of reason/result, or be used with conjunctions and prepositions. The subject of the participle must be the same as the subject of the main clause verb. Past participles can replace passive voice constructions or conditional if-clauses. Negating a participle adds "not" before the participle.
This document discusses transitive and intransitive verbs. A transitive verb denotes an action that passes from the subject to an object, and can be converted to passive voice. Examples include "She made pizza" and "The boy cut his hand." An intransitive verb denotes an action without an object and cannot be converted to passive voice. Examples include "The sun shines" and "The train stopped." To identify verb types, check if the sentence has an object or can be made passive. This helps determine if the verb is transitive or intransitive.
The document discusses prepositions and provides examples of the prepositions "to", "up", and "off". It explains that prepositions show the relationship between two things and can indicate location, timing, or direction. Specifically, it states that "to" can indicate direction or purpose, "up" indicates direction away from the ground, and "off" indicates direction away from an original place. Examples are given for each preposition to illustrate its meaning and usage.
The document discusses the third conditional, which is used to talk about regrets and desires to change actions in the past. It provides the structure "If I had [past perfect], I would have [past perfect]" and examples of its use. It also notes that "would" indicates certainty while "might" or "could" indicate uncertainty or ability. The document concludes with an exercise asking the reader to construct 10 examples using the third conditional form.
An idiom is a commonly used expression that has a special meaning different from the literal meaning of the words. Some examples of English idioms included in the document are "a bird in the hand is worth two in the bush" meaning having something certain is better than taking a risk, "a blessing in disguise" meaning something good that isn't recognized at first, and "actions speak louder than words" meaning it is better to do something than just talk about it. The document provides explanations of over 30 common English idioms and their meanings.
An infinitive is a verb form that typically begins with "to" and functions as a noun, adjective, or adverb. An infinitive phrase includes the infinitive plus any modifiers and complements, and can also function as a noun, adjective, or adverb. Bare or zero infinitives omit the "to" and are used with modal auxiliary verbs or verbs like "come" and "give". Infinitives and infinitive phrases can act as subjects, direct objects, predicate nominatives, and in other grammatical roles within sentences.
The document discusses the proper uses of "who" and "whom" in sentences. It explains that "who" or "whoever" should be used as the subject of a sentence, while "whom" or "whoever" should be used as the object, such as in prepositional phrases beginning with "to." Examples are provided to illustrate using "who" when it can be replaced by "he" or "she" as the subject, and using "whom" when it can be replaced by "him" or "her" as the object.
Conjunctions are words that connect words, phrases, clauses, and sentences. There are three main types of conjunctions: coordinating, subordinating, and correlative. Coordinating conjunctions connect elements of equal importance, while subordinating conjunctions introduce dependent clauses. Correlative conjunctions come in pairs to join elements. Some common conjunctions include FANBOYS coordinating conjunctions, subordinating conjunctions like "because" and "although", and correlative pairs like "either/or". Conjunctions must follow specific rules regarding grammar, structure, and the elements they connect.
The document discusses modal verbs of obligation and prohibition in English. It explains that must and mustn't express strong obligation or prohibition, either based on the speaker's opinion or outside compulsory rules. Have to and don't have to express obligation or lack of obligation that may come from external sources. Examples are given of sentences using these modal verbs to prohibit or obligate certain actions. Situations that are obligatory or non-obligatory are listed along with example sentences.
No, you should not believe everything you read or hear literally. Common phrases like "it's raining cats and dogs" and "it cost an arm and a leg" are idioms that use exaggeration to make a point and should not be taken word for word. Idioms like "hit the books" and "under the weather" are phrases where the meaning is different than the literal definition of the individual words. It is important to understand idioms in context rather than believing everything at face value.
This document provides two links to practice regular and irregular verbs using short films. The first link is to a website with videos lessons sorted by grammar focus, vocabulary, type and level that can be used for a practice activity. The second link directs to a specific video called "Mayas Garden" on the same website which can be used for a second practice activity on verbs.
The document provides instruction and content about prepositional phrases. It begins with directions for students to get their textbooks and notebooks. It then provides a bellwork question asking students to analyze symbolism and theme in a short story using evidence from the text. The rest of the document defines prepositional phrases and their components. It provides examples and notes on prepositional phrases, including compound prepositions. It discusses how prepositional phrases can add rhythm to writing. Students then practice identifying prepositional phrases in sentences and discuss the functions of prepositional phrases in a sentence. The document concludes with assigning a prepositional phrase worksheet for homework.
The document discusses the rules for conjugating verbs in the present simple tense in English. It explains that in affirmative sentences, the base verb form is used except for third person singular which takes -s. Negation uses "don't" or "doesn't" before the verb. Questions use the auxiliary "do" or "does" before the verb. There are exceptions for third person singular verbs ending in -s, -y, and other irregular verbs like "go".
This document defines and provides examples of direct objects and indirect objects in sentences. A direct object receives the action of a transitive verb and answers who or what is being acted upon. An indirect object precedes the direct object and identifies to whom or for whom the direct object is being given or done. Examples are provided to identify the subject, verb, direct object, and indirect object in sentences.
This document provides information and examples about prepositions and prepositional verbs. It begins by defining prepositions as words that describe relationships between persons, objects, and locations. Examples are provided of common prepositions like "under", "at", and "to". The document then discusses prepositional verbs, which are verbs combined with a preposition that do not typically change the verb's meaning. Rules and examples are given for identifying and using prepositional verbs correctly in sentences. The purpose is to help readers understand and identify prepositions and prepositional verbs.
The document discusses intonation and its importance in communication. It defines intonation as the rising or falling of voice pitch across phrases and sentences. The document notes that intonation conveys meaning and emotion. It provides examples of using rising intonation for yes/no questions and surprise, and falling intonation to indicate choices or when listing items. The document concludes with a review of intonation and when to use rising and falling intonation.
The document discusses relative clauses and how they are used to provide additional information about a person, place, or thing without starting a new sentence. It explains that relative clauses combine two sentences using a relative pronoun such as who, which, that, or whose. Examples are provided to illustrate how to form relative clauses using these relative pronouns, including replacing the repeated word with the pronoun in the second part of the sentence. Common relative pronouns are defined along with their uses. An exercise is included for the reader to practice completing sentences with the appropriate relative pronoun.
This document defines prepositions and provides examples of common prepositions and prepositional phrases. Prepositions indicate location in space, time, or possession and must have an object. Common prepositions include by, beside, between, near, under, over, inside, outside, above, below, behind, before, after, in, at, on, to, into, onto, through, of, and to. A prepositional phrase consists of a preposition followed by a noun, gerund, or clause. Examples of prepositional phrases are provided.
The document discusses adverbial phrases and their use in sentences. It defines adverbial phrases as groups of words that modify verbs, adjectives, or other adverbs by describing how, why, where, or when an action occurred. Several examples of sentences are provided that contain adverbial phrases answering "how," "where," "why," or "when." A quiz section then gives additional sentences for the reader to identify the verb being modified and determine which question (how, where, why, when) the adverbial phrase in each sentence answers.
The document discusses the four types of conditional sentences in English: zero, first, second, and third conditional. It provides examples and explanations of the tense patterns used in the if-clause and main clause for each type, and how they are used to talk about different hypothetical or possible situations in the present, future or past. Mixed conditionals are also introduced, which refer to the present results of a past action.
This presentation is about subjunctive with wish, would rather, as if / s though and if only. in the end of the presentation have some question related to subjunctive
This document defines and provides examples of participle clauses. Participle clauses use the present or past participle form of a verb to add information about an action or state. They can replace time clauses, clauses of reason/result, or be used with conjunctions and prepositions. The subject of the participle must be the same as the subject of the main clause verb. Past participles can replace passive voice constructions or conditional if-clauses. Negating a participle adds "not" before the participle.
This document discusses transitive and intransitive verbs. A transitive verb denotes an action that passes from the subject to an object, and can be converted to passive voice. Examples include "She made pizza" and "The boy cut his hand." An intransitive verb denotes an action without an object and cannot be converted to passive voice. Examples include "The sun shines" and "The train stopped." To identify verb types, check if the sentence has an object or can be made passive. This helps determine if the verb is transitive or intransitive.
The document discusses prepositions and provides examples of the prepositions "to", "up", and "off". It explains that prepositions show the relationship between two things and can indicate location, timing, or direction. Specifically, it states that "to" can indicate direction or purpose, "up" indicates direction away from the ground, and "off" indicates direction away from an original place. Examples are given for each preposition to illustrate its meaning and usage.
The document discusses the third conditional, which is used to talk about regrets and desires to change actions in the past. It provides the structure "If I had [past perfect], I would have [past perfect]" and examples of its use. It also notes that "would" indicates certainty while "might" or "could" indicate uncertainty or ability. The document concludes with an exercise asking the reader to construct 10 examples using the third conditional form.
An idiom is a commonly used expression that has a special meaning different from the literal meaning of the words. Some examples of English idioms included in the document are "a bird in the hand is worth two in the bush" meaning having something certain is better than taking a risk, "a blessing in disguise" meaning something good that isn't recognized at first, and "actions speak louder than words" meaning it is better to do something than just talk about it. The document provides explanations of over 30 common English idioms and their meanings.
An infinitive is a verb form that typically begins with "to" and functions as a noun, adjective, or adverb. An infinitive phrase includes the infinitive plus any modifiers and complements, and can also function as a noun, adjective, or adverb. Bare or zero infinitives omit the "to" and are used with modal auxiliary verbs or verbs like "come" and "give". Infinitives and infinitive phrases can act as subjects, direct objects, predicate nominatives, and in other grammatical roles within sentences.
The document discusses the proper uses of "who" and "whom" in sentences. It explains that "who" or "whoever" should be used as the subject of a sentence, while "whom" or "whoever" should be used as the object, such as in prepositional phrases beginning with "to." Examples are provided to illustrate using "who" when it can be replaced by "he" or "she" as the subject, and using "whom" when it can be replaced by "him" or "her" as the object.
Conjunctions are words that connect words, phrases, clauses, and sentences. There are three main types of conjunctions: coordinating, subordinating, and correlative. Coordinating conjunctions connect elements of equal importance, while subordinating conjunctions introduce dependent clauses. Correlative conjunctions come in pairs to join elements. Some common conjunctions include FANBOYS coordinating conjunctions, subordinating conjunctions like "because" and "although", and correlative pairs like "either/or". Conjunctions must follow specific rules regarding grammar, structure, and the elements they connect.
The document discusses modal verbs of obligation and prohibition in English. It explains that must and mustn't express strong obligation or prohibition, either based on the speaker's opinion or outside compulsory rules. Have to and don't have to express obligation or lack of obligation that may come from external sources. Examples are given of sentences using these modal verbs to prohibit or obligate certain actions. Situations that are obligatory or non-obligatory are listed along with example sentences.
No, you should not believe everything you read or hear literally. Common phrases like "it's raining cats and dogs" and "it cost an arm and a leg" are idioms that use exaggeration to make a point and should not be taken word for word. Idioms like "hit the books" and "under the weather" are phrases where the meaning is different than the literal definition of the individual words. It is important to understand idioms in context rather than believing everything at face value.
This document provides two links to practice regular and irregular verbs using short films. The first link is to a website with videos lessons sorted by grammar focus, vocabulary, type and level that can be used for a practice activity. The second link directs to a specific video called "Mayas Garden" on the same website which can be used for a second practice activity on verbs.
The document provides instruction and content about prepositional phrases. It begins with directions for students to get their textbooks and notebooks. It then provides a bellwork question asking students to analyze symbolism and theme in a short story using evidence from the text. The rest of the document defines prepositional phrases and their components. It provides examples and notes on prepositional phrases, including compound prepositions. It discusses how prepositional phrases can add rhythm to writing. Students then practice identifying prepositional phrases in sentences and discuss the functions of prepositional phrases in a sentence. The document concludes with assigning a prepositional phrase worksheet for homework.
The document discusses the rules for conjugating verbs in the present simple tense in English. It explains that in affirmative sentences, the base verb form is used except for third person singular which takes -s. Negation uses "don't" or "doesn't" before the verb. Questions use the auxiliary "do" or "does" before the verb. There are exceptions for third person singular verbs ending in -s, -y, and other irregular verbs like "go".
This document defines and provides examples of direct objects and indirect objects in sentences. A direct object receives the action of a transitive verb and answers who or what is being acted upon. An indirect object precedes the direct object and identifies to whom or for whom the direct object is being given or done. Examples are provided to identify the subject, verb, direct object, and indirect object in sentences.
This document provides information and examples about prepositions and prepositional verbs. It begins by defining prepositions as words that describe relationships between persons, objects, and locations. Examples are provided of common prepositions like "under", "at", and "to". The document then discusses prepositional verbs, which are verbs combined with a preposition that do not typically change the verb's meaning. Rules and examples are given for identifying and using prepositional verbs correctly in sentences. The purpose is to help readers understand and identify prepositions and prepositional verbs.
The document discusses intonation and its importance in communication. It defines intonation as the rising or falling of voice pitch across phrases and sentences. The document notes that intonation conveys meaning and emotion. It provides examples of using rising intonation for yes/no questions and surprise, and falling intonation to indicate choices or when listing items. The document concludes with a review of intonation and when to use rising and falling intonation.
The document provides instruction on forming wh-word questions in English. It discusses three main rules: 1) The wh-word goes at the beginning of the question. 2) If the wh-word is the subject, the word order is the same as a statement. 3) If the wh-word is not the subject, the word order is inverted and an auxiliary verb is needed. Examples are provided to illustrate each rule. Learners then practice forming questions based on statements and correcting incorrectly formed questions. The document aims to teach learners how to properly structure wh-word questions in English.
This document discusses parts of speech and grammar rules. It explains that adjectives can come before nouns or after linking verbs. Linking verbs connect subjects to descriptions and include verbs like "be", "become", and verbs of perception like "look", "smell", and "taste". Verbs of perception describe how we use our senses to understand the world.
The document discusses the rules for using definite and indefinite articles in English. It explains that the indefinite article "a/an" is used when referring to something in a general sense or when the identity is unknown, while the definite article "the" is used when referring to something specific or already mentioned. The document provides numerous examples and exercises to illustrate the differences between definite and indefinite article usage.
This document provides information on run-on sentences and how to fix them. It defines a run-on sentence as two or more independent clauses joined together without proper punctuation or conjunctions. It then discusses the three main ways to fix run-on sentences: 1) separate the clauses with a period to make two complete sentences, 2) join the clauses with a coordinating conjunction, or 3) use a comma followed by a coordinating conjunction. The document provides examples of each method and practices identifying and correcting run-on sentences. It concludes by summarizing the key ways to fix run-on sentences in 3 sentences or less.
The document is a lesson on coordinating conjunctions and their function. It defines FANBOYS as an acronym for the coordinating conjunctions for, and, nor, but, or, yet, and so. It provides examples of how each conjunction is used to join independent clauses. The lesson then provides exercises where students practice adding the appropriate conjunction to join sentences. The high-level purpose is to teach students about coordinating conjunctions and how they are used to connect independent clauses.
The document discusses infinitive phrases, including what an infinitive verb is, what a complement is, and examples of infinitive phrases being used as subjects and objects in sentences. It provides examples of identifying the infinitive verb and complement in sentences. It then gives a practice section where the reader identifies the infinitive phrase in different sentences by determining if it is the subject or object. This allows the reader to practice recognizing infinitive phrases and their use in sentences.
The document discusses the differences between the modal verbs "could", "would", and "should". It explains that "could" is used to express possibilities, "would" is used to express hypothetical or unreal situations, and "should" is used to ask for or give advice. It provides examples of each modal verb in sentences. It then gives a practice section where the reader chooses which modal verb fits in sentence blanks. This allows the reader to apply their understanding of when to use could, would, and should.
Runon sentences and how to fix them. The document discusses runon sentences and provides examples of how to fix them using periods, coordinating conjunctions, and commas. It explains that runon sentences occur when two independent clauses are incorrectly joined and ways to fix this include using a period to separate the clauses, adding a coordinating conjunction like and, or, but to connect the clauses, or using a comma with a conjunction, though the comma is optional. It also notes that only using a comma between clauses is incorrect. The document provides practice examples and shows how to identify and correct runon sentences.
The document discusses the difference between using "bring" and "take" in sentences. It explains that "bring" is used to refer to movement toward someone or something, while "take" refers to movement away from someone or something. Several examples are provided to illustrate this distinction. A quiz with multiple choice questions then tests the reader on choosing the correct word to use in different scenarios.
The document discusses run-on sentences and how to fix them. It explains that a run-on sentence contains two or more independent clauses joined together without proper punctuation or conjunctions. Run-on sentences can be fixed by using (1) a period to separate the clauses into separate sentences, (2) a coordinating conjunction like "and" or "but" to join the clauses, or (3) a comma followed by a coordinating conjunction, though the comma is optional. Several examples of run-on sentences are provided and corrected.
This document discusses the differences between -ed and -ing adjective endings. It provides examples of words with each ending and their meanings. -Ed endings describe how someone feels about something, like "tired" or "bored." -Ing endings describe what causes the feeling, like "boring" or "frightening." The document tests readers with sentences using words with these endings and identifies the correct form. It emphasizes that -ed describes a feeling and -ing describes what causes the feeling.
The document discusses the rules for using the definite article "the" in English. It explains that the definite article is used with plural and singular countable nouns as well as uncountable nouns. It also provides four specific situations when the definite article is used: 1) when the noun is shared knowledge, 2) when referring to a specific noun, 3) when referring to a unique or famous noun, and 4) when a noun has already been mentioned. Examples are given to illustrate each situation. The document concludes with a practice section where readers identify which rule applies to different example sentences.
This document provides a lesson on prefixes. It begins by defining an affix as letters added to the root of a word that change its meaning. Examples are given of prefixes like over, under, pre, post, re and dis and how they affect the meaning of words. Common words using these prefixes are listed and their meanings explained. Students are assigned homework to write sentences using the prefixes. The purpose is to teach students how prefixes change the core meaning of words and help expand vocabulary.
The document provides information about gerunds and infinitives in English grammar. It defines gerunds as verb forms ending in "ing" that function as nouns. Infinitives are verb forms preceded by "to" that can function as nouns, adjectives, or adverbs. Some key points include: certain verbs are commonly followed by gerunds or infinitives; gerunds can be subjects or objects in sentences; and a few verbs can take either a gerund or infinitive without changing the sentence's meaning. Examples are provided to illustrate proper usage of gerunds and infinitives.
This document provides an overview of conditionals in English grammar. It discusses the zero conditional and first conditional tenses. The zero conditional uses present simple verbs to express general truths, like "if you mix blue and yellow, you get green." The first conditional uses a present simple clause followed by "will" to express possible future events contingent on something else, like "if I study, I will pass my exam." The document provides examples and practice exercises for understanding and using these two conditional tenses.
This document provides an overview of different types of pronouns in English including subject pronouns, object pronouns, possessive pronouns, and possessive adjectives. It defines each type of pronoun and provides examples to illustrate their usage. The document concludes with practice questions to help readers identify the different pronoun types in sample sentences.
1. The document discusses the relative pronouns "which", "who", and "that" and how they are used.
2. "That" is used for essential information where removing the relative clause would change the meaning of the sentence. "Which" and "who" are used for non-essential information where removing the relative clause does not impact the meaning.
3. Examples are provided to illustrate the difference, such as "The book that I thought I lost is on the shelf" versus "Moby Dick, which was written by Herman Melville, is my favorite novel."
The document discusses conjunctions and conditions. It defines conjunctions as words that connect two ideas or clauses. It explains different types of conjunctions including coordinating conjunctions, subordinating conjunctions, and the subordinating conjunctions "if", "whether", "even if", and their uses. The document also defines conditions as things that may or may not happen depending on circumstances, and provides examples of conditional sentences using the conjunctions.
This document provides an overview of adverbs of manner in English. It begins by defining what an adverb is and gives examples of how adverbs modify verbs, adjectives, and other adverbs. It then discusses the five main types of adverbs, including adverbs of manner. Examples of common adverbs of manner like slowly, happily, and loudly are provided. The document provides exercises for learners to practice identifying and using adverbs of manner correctly in sentences. It concludes by announcing a language contest on social media to help learners improve their English.
This document provides an overview of a lesson on the simple present tense. It begins with welcoming students and establishing guidelines of inclusion and respect. It then defines verbs and verb tenses, focusing on the simple present tense. It provides examples of how to form affirmative, negative, and interrogative sentences in the simple present. The lesson includes exercises for students to practice using the simple present correctly. It concludes by discussing students' daily routines and answering any questions.
This document provides information about gradable and ungradable adjectives. It begins by defining adjectives as words that modify or describe nouns. It explains that gradable adjectives can have different degrees of a quality and lists common gradable adjectives like "angry" and "big". It discusses how modifiers like "very" and "quite" can be used with gradable adjectives. It then defines non-gradable or absolute adjectives that cannot be modified and lists examples like "dead" and "finished". It concludes by discussing non-gradable extreme adjectives that already imply a level of intensity and can be modified by words like "absolutely". The document provides examples and
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 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.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
2. 2
Lesson Vocabulary!
Term Definition
preposition words that go before a noun and
describes relationships between
persons, objects, and locations
prepositional verb verb + preposition
Has the same meaning as the verb
alone
purpose the intention, aim or function of
something; the thing that something
is supposed to achieve
3. Today’s Class
1. Is the meaning of a prepositional verb different from a regular verb?
2. Can prepositional verbs sometimes be separated within a sentence?
3. Where do prepositional verbs go in a sentence? Do they go at the
beginning, middle, or end?
3https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
4. preposition
What is the preposition in this sentence?
1. The cat was hiding under
the blanket.
2. What time are we meeting
at?
3. Come with me to the end
of the hall.
4
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0https://pixabay.com/photos/books-study-literature-learn-stack-2158737/ shared under CC0https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
5. preposition
What is the preposition in this sentence?
1. The cat was hiding under
the blanket.
2. What time are we meeting
at?
3. Come with me to the end
of the hall
5
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0https://pixabay.com/photos/books-study-literature-learn-stack-2158737/ shared under CC0https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
6. preposition
What type of preposition is it?
1. The cat was hiding under
the blanket.
preposition of _______
2. What time are we meeting
at?
preposition of _______
6
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0https://pixabay.com/photos/books-study-literature-learn-stack-2158737/ shared under CC0https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
7. preposition
What type of preposition is it?
1. The cat was hiding under
the blanket.
preposition of place
2. What time are we meeting
at?
preposition of time
7
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0https://pixabay.com/photos/books-study-literature-learn-stack-2158737/ shared under CC0https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
8. preposition
What is a preposition?
A preposition is a word that goes
before a noun or pronoun.
1. The cat was hiding under
the blanket.
8
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0https://pixabay.com/photos/books-study-literature-learn-stack-2158737/ shared under CC0https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
9. preposition
What is a preposition?
They describe relationships
between persons, objects, and
locations.
1. The cat was hiding under
the blanket.
2. I’m visiting Paris with my
best friend.
3. We spent the evening
relaxing at the hotel.
9
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0https://pixabay.com/photos/books-study-literature-learn-stack-2158737/ shared under CC0https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
10. preposition
What is the purpose of a preposition?
Prepositions have many purposes.
1. Describe a place
Park the car near to my house.
2. Describe a time
They were talking during the
entire movie!
3. Describe an action
As a Buddhist, I believe in
karma.
10
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0https://pixabay.com/photos/books-study-literature-learn-stack-2158737/ shared under CC0https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
12. 12
1. Don’t put your shoes on the bed.
2. I couldn’t agree with you more!
3. You’ll find the classroom at the back of the building.
4. My great-grandmother was born in 1906.
5. What’s on the menu this evening?
Does the preposition describe
a) a place
b) a time
c) an action
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
13. 13
1. Don’t put your shoes on the bed. place
2. I couldn’t agree with you more! action
3. You’ll find the classroom at the back of the building. place
4. My great-grandmother was born in 1906. time
5. What’s on the menu this evening? place
Does the preposition describe
a) a place
b) a time
c) an action
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
14. 14
6. I’m growing tomatoes in my garden.
7. My vacation ends on Monday.
8. I put the banana in my purse.
9. I believe in ghosts.
10. Meet me at 7:30.
Does the preposition describe
a) a place
b) a time
c) an action
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
15. 15
6. I’m growing tomatoes in my garden. place
7. My vacation ends on Monday. time
8. I put the banana in my purse. place
9. I believe in ghosts. action
10. Meet me at 7:30. time
Does the preposition describe
a) a place
b) a time
c) an action
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
16. preposition
What is different between these two prepositions?
Chris hasn’t been doing his work, I’m
worried he’ll be fired from his job.
Try to believe in him, he’s going to
be okay.
16
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0https://pixabay.com/photos/books-study-literature-learn-stack-2158737/ shared under CC0https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
17. preposition
What is different between these two prepositions?
Chris hasn’t been doing his work, I’m
worried he’ll be fired from his job.
Try to believe in him, he’s going to
be okay.
The second preposition is actually
called a prepositional verb.
17
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0https://pixabay.com/photos/books-study-literature-learn-stack-2158737/ shared under CC0https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
19. Rule 1
prepositional verb
Does the meaning of the verb
change?
1. Stop laughing at me! You’re
supposed to be my friend.
2. Stop laughing! You’re supposed
to be my friend.
19
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0https://pixabay.com/photos/books-study-literature-learn-stack-2158737/ shared under CC0https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
20. Rule 1
prepositional verb
Does the meaning of the verb
change? No, the meaning
doesn’t change.
1. Stop laughing at me! You’re
supposed to be my friend.
2. Stop laughing! You’re supposed
to be my friend.
20
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0https://pixabay.com/photos/books-study-literature-learn-stack-2158737/ shared under CC0https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
21. Rule 1
phrasal verb
Does the meaning of the verb
change?
1. Nastashya has been studying too
hard. She’s going to burn out.
2. When you use the stove be
careful not to burn your hand!
21
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0https://pixabay.com/photos/books-study-literature-learn-stack-2158737/ shared under CC0https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
22. Rule 1
phrasal verb
Does the meaning of the verb
change? Yes, the meaning
changes.
1. Nastashya has been studying too
hard. She’s going to burn out.
burn out: run out of energy.
2. When you use the stove be
careful not to burn your hand!
burn: destroy something with fire, or
hurt your body with heat.
22
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0https://pixabay.com/photos/books-study-literature-learn-stack-2158737/ shared under CC0https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
23. Rule 2 prepositional verb
Can you separate the verb from the preposition?
1. Correct: Many experts agree
wholeheartedly with this statement.
2. Incorrect: Stop laughing me at!
You’re supposed to be my friend.
23
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0https://pixabay.com/photos/books-study-literature-learn-stack-2158737/ shared under CC0https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
24. Rule 2 prepositional verb
Can you separate the verb from the preposition?
1. Correct: Many experts agree
wholeheartedly with this statement.
2. Incorrect: Stop laughing me at!
You’re supposed to be my friend.
You can sometimes separate the
verb and the preposition.
24
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0https://pixabay.com/photos/books-study-literature-learn-stack-2158737/ shared under CC0https://pixabay.com/illustrations/artificial-intelligence-brain-think-4389372/ shared under CC0
25. Rule 3 prepositional verbs
25
At the end
subject … verb + preposition
I would if he gave me
something to believe in!
In the middle
… verb + preposition …
Chris hasn’t been doing his
work, I’m worried he’ll be fired
from his job.
Try to believe in him, he’s going
to be okay.
How do you form sentences using them?
26. Summary
Prepositional verbs
1. have the same meaning as the
verb.
I don’t agree with you, sorry.
2. can sometimes be separated.
Experts generally agree
completely with each other.
3. are used in sentences in the
middle, or at the end.
Did she agree with you?
They didn’t say a lot we could
agree with.
26https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
28. Match the prepositional verb and the description
28
1 agree with a) to feel certain that something is true or that somebody is telling you the
truth
2 believe in b) to think carefully about the different possibilities that are available and
choose one of them
3 care for c) to rely on somebody/something and be able to trust them
4 decide on d) to have the same opinion as somebody
5 depend on e) providing what someone needs for their health or protection
29. Match the prepositional verb and the description
29
1d 2a 3e 4b 5c
1 agree with a) to feel certain that something is true or that somebody is telling you the
truth
2 believe in b) to think carefully about the different possibilities that are available and
choose one of them
3 care for c) to rely on somebody/something and be able to trust them
4 decide on d) to have the same opinion as somebody
5 depend on e) providing what someone needs for their health or protection
30. Match the prepositional verb and the description
30
6 deal with e) to give somebody money for work, goods, or services
7 laugh at f) to make the sounds and movements of your face that show you think
something is funny or silly
8 listen to g) to pay attention to somebody/something that you can hear
9 look after h) to take appropriate action in a particular situation or according to who
you are talking to
10 pay for i) to pay attention to something
31. Match the prepositional verb and the description
31
6h 7f 8g 9i 10e
6 deal with e) to give somebody money for work, goods, or services
7 laugh at f) to make the sounds and movements of your face that show you think
something is funny or silly
8 listen to g) to pay attention to somebody/something that you can hear
9 look after h) to take appropriate action in a particular situation or according to who
you are talking to
10 pay for i) to pay attention to something
33. 33
1. I tend to ______ her political views.
2. Do you ______ life after love?
3. His job is to ______ the elderly.
4. He knew he could ______ her to deal with the situation.
5. Our factory ______ directly ______ its customers.
Fill in the blanks
agree with deal with
believe in care for
depend on
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
34. 34
1. I tend to agree with her political views.
2. Do you believe in life after love?
3. His job is to care for the elderly.
4. He knew he could depend on her to deal with the situation.
5. Our factory deals directly with its customers.
Fill in the blanks
agree with deal with
believe in care for
depend on
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
35. 35
6. What are you ______?
7. You haven’t been ______a word I’ve said!
8. Can you ______my cat while I’m on vacation?
9. Can you ______my gas, I forgot my wallet.
10. I can’t ______a dress for the party.
Fill in the blanks
laughing at listening to
decide on pay for
look after
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
36. 36
6. What are you laughing at?
7. You haven’t been listening to a word I’ve said!
8. Can you look after my cat while I’m on vacation?
9. Can you pay for my gas, I forgot my wallet.
10. I can’t decide on a dress for the party.
Fill in the blanks
laughing at listening to
decide on pay for
look after
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
38. 38
1. Thanks / paying / supper. / for / for
2. didn’t / it. / My / I / because / died / for / care / plant
3. in her / dealing / job. / all kinds of / is used to/ She / with / people
4. God. / believes / in / a / and / he / He’s / Christian,
5. you, / we’re /laughing / at / laughing / with you. / We aren’t/
Unscramble the sentences
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
39. 39
1. Thanks for paying for supper.
2. My plant died because I didn’t care for it.
3. She is used to dealing with all kinds of people in her job.
4. He’s a Christian, and he believes in God.
5. We aren’t laughing at you, we’re laughing with you.
Unscramble the sentences
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
40. 40
6. agreed / them / with / about / for change. / He / the need
7. years. / after / my sister / looked / for / I’ve
8. you / a person / can / He / depend / on. / is
9. what house / to / buy. / We / on / decide / need to
10. saying. / closely to / what / she was / was listening / He
Unscramble the sentences
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
41. 41
6. He agreed with them about the need for change.
7. I’ve looked after my sister for years.
8. He is a person you can depend on.
9. We need to decide on what house to buy.
10. He was listening closely to what she was saying.
Unscramble the sentences
https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0
42. Summary
Prepositional verbs
1. have the same meaning as the
verb.
I don’t agree with you, sorry.
2. can sometimes be separated.
Experts generally agree
completely with each other.
3. are used in sentences in the
middle, or at the end.
Did she agree with you?
They didn’t say a lot we could
agree with.
42https://pixabay.com/photos/books-pages-story-stories-notes-1245690/ shared under CC0