The document provides information about the proper uses of various prepositions of time, place, and method. It discusses when to use prepositions like at, in, on, by to indicate precise times, periods of time, locations, means of transportation, and methods of doing things. It provides examples for each context to illustrate the correct usage of these prepositions.
Here are the key points about the four conditional types:
Zero Conditional:
- Used for general truths and scientific facts.
- Structure: if + present simple, present simple
- Example: If I touch a hot stove, I'll burn my hand.
First Conditional:
- Used for possible or likely present/future situations.
- Structure: if + present simple, will + infinitive
- Example: If it rains, I will bring an umbrella.
Second Conditional:
- Used for unlikely or hypothetical present/future situations.
- Structure: if + past simple, would + infinitive
- Example: If I won the lottery, I would travel around the world.
Modal verbs are defective verbs that have limitations in terms of tense and form. They are used to express ideas like ability, permission, obligation, possibility, requests, offers, predictions, assumptions and more. The modal verbs in English include can, could, may, might, must, shall, should, will, would, ought to, need to and dare. Each modal verb has specific uses and meanings depending on factors like tense, negation and questions.
The document summarizes various verb tenses in English:
- It discusses the present, past, and future simple tenses as well as continuous, perfect, and perfect continuous tenses.
- For each tense, it provides examples of formation, use, and placement on a timeline diagram. Key uses include habitual actions, plans/schedules, recent experiences, and the sequence of past events.
- The tenses are used to express the timing or continuity of actions across time frames from the past to the present to the future.
The document contains definitions and examples of different prepositions that describe spatial relationships such as "on", "in", "behind", "next to", and "between". It provides examples of how to use these prepositions to describe the location of objects like a monkey, robot, or box in relation to other objects like a table, floor, or box. At the end, it states "A car without brakes".
There are four types of conditional sentences. Type 0 expresses universal truths using the present tense in both clauses. Type 1 uses the present tense in the if clause and will/may/can + infinitive in the main clause to express probable future situations. Type 2 uses the past tense in the if clause and would + infinitive in the main clause to express unlikely present or future situations. Type 3, the only type dealing with the past, uses the past perfect in the if clause and would have + past participle in the main clause to discuss impossible past situations.
The document discusses comparative and superlative forms of adjectives in English. It provides examples of using -er and more/most to compare one-syllable adjectives and changes long adjectives. Students are taught to identify nouns, adjectives, and syllables, and how to form comparisons showing sameness, inferiority, and using demonstrative adjectives.
The document provides sentences to be completed using time words such as "for", "since", "during" or "ago" along with the past simple or present perfect form of verbs in brackets. The completed sentences describe various events that occurred or situations that have existed over a period of time, such as:
1) They have lived in London since arriving two years ago and Mark got very nervous during an exam he did last Monday.
2) Linda bought trousers a fortnight ago and this statue has been in place for centuries.
3) I've been studying for the past two weeks and it hasn't rained since six months ago.
Here are the key points about the four conditional types:
Zero Conditional:
- Used for general truths and scientific facts.
- Structure: if + present simple, present simple
- Example: If I touch a hot stove, I'll burn my hand.
First Conditional:
- Used for possible or likely present/future situations.
- Structure: if + present simple, will + infinitive
- Example: If it rains, I will bring an umbrella.
Second Conditional:
- Used for unlikely or hypothetical present/future situations.
- Structure: if + past simple, would + infinitive
- Example: If I won the lottery, I would travel around the world.
Modal verbs are defective verbs that have limitations in terms of tense and form. They are used to express ideas like ability, permission, obligation, possibility, requests, offers, predictions, assumptions and more. The modal verbs in English include can, could, may, might, must, shall, should, will, would, ought to, need to and dare. Each modal verb has specific uses and meanings depending on factors like tense, negation and questions.
The document summarizes various verb tenses in English:
- It discusses the present, past, and future simple tenses as well as continuous, perfect, and perfect continuous tenses.
- For each tense, it provides examples of formation, use, and placement on a timeline diagram. Key uses include habitual actions, plans/schedules, recent experiences, and the sequence of past events.
- The tenses are used to express the timing or continuity of actions across time frames from the past to the present to the future.
The document contains definitions and examples of different prepositions that describe spatial relationships such as "on", "in", "behind", "next to", and "between". It provides examples of how to use these prepositions to describe the location of objects like a monkey, robot, or box in relation to other objects like a table, floor, or box. At the end, it states "A car without brakes".
There are four types of conditional sentences. Type 0 expresses universal truths using the present tense in both clauses. Type 1 uses the present tense in the if clause and will/may/can + infinitive in the main clause to express probable future situations. Type 2 uses the past tense in the if clause and would + infinitive in the main clause to express unlikely present or future situations. Type 3, the only type dealing with the past, uses the past perfect in the if clause and would have + past participle in the main clause to discuss impossible past situations.
The document discusses comparative and superlative forms of adjectives in English. It provides examples of using -er and more/most to compare one-syllable adjectives and changes long adjectives. Students are taught to identify nouns, adjectives, and syllables, and how to form comparisons showing sameness, inferiority, and using demonstrative adjectives.
The document provides sentences to be completed using time words such as "for", "since", "during" or "ago" along with the past simple or present perfect form of verbs in brackets. The completed sentences describe various events that occurred or situations that have existed over a period of time, such as:
1) They have lived in London since arriving two years ago and Mark got very nervous during an exam he did last Monday.
2) Linda bought trousers a fortnight ago and this statue has been in place for centuries.
3) I've been studying for the past two weeks and it hasn't rained since six months ago.
This document provides an overview of pronoun usage, including:
- Defining pronouns and their three cases (nominative, objective, possessive)
- Examples of personal, demonstrative, indefinite, interrogative, and relative pronouns
- Guidelines for using nominative, objective, and possessive pronouns correctly based on their function in a sentence
It aims to help the reader properly identify and apply different types of pronouns based on their case and role in a sentence. The document provides definitions and examples to distinguish between pronoun cases and assist with their accurate usage.
This document provides instructions and tasks for a 9-week project on fractured fairytales. Students are given freedom in how they present their work, but it should be neat and clear. They will be assessed on their effort and completion of compulsory tasks. The project encourages use of ICT and suggests extension tasks such as illustrating stories or directing fairytale scenes. It includes tasks like writing from Cinderella's perspective, creating magic potions, and considering wishes.
This document provides an overview of vampires in various contexts including: history, cinema, and literature. It discusses real-life figures like Vlad the Impaler and Elizabeth Bathory who were rumored to drink blood. In cinema, it examines films like Francis Ford Coppola's Bram Stoker's Dracula and the Twilight saga. For literature, it focuses on Bram Stoker's 1897 novel Dracula, comparing the real Vlad the Impaler to the fictional Count Dracula character. The document uses headings to separate these topics and includes images related to Dracula films and Vlad the Impaler.
This document provides activities for students who have failed two, three, or four tests. The activities include:
1. Completing character charts from the film Pirates of the Caribbean.
2. Choosing at least two of the following writing activities: a) Writing a letter from Elizabeth to a friend about finding Will in the water, b) Writing a letter from the governor to his brother about Elizabeth and Will, c) Continuing the story of what Jack Sparrow and his crew do after leaving Port Royal, d) Discussing the most exciting part of the story and why, e) Writing about who is unhappy at the end and their feelings, or f) Writing about what it would be like to
This document provides instructions for a student project on creating myths and legends. Students will plan and develop their own myth or legend by coming up with a storyline, narrating the story through a PowerPoint or comic strip, and writing a script for actors to perform the story. The project aims to teach students about the key elements of myths and legends, such as openings, complications, crises, and resolutions. Students are given until March 15th to complete the project which will culminate in performances of their stories. Background information is also provided on common themes and purposes of myths and legends across different cultures.
Elvis Presley was born in 1935 in Mississippi and moved to Memphis as a child. He was influenced by gospel, country, and R&B music. His recording career began in 1954 and he soon became a global star, known for blending different music styles. He acted in films and had successful concert tours. Considered one of the most important pop culture figures of the 20th century, Elvis died in 1977 at his home in Memphis.
This document outlines classroom rules and procedures from Mrs. Francisca. It provides instructions for students on how to prepare for class, behave during class, and clean up at the end. Students are told to be on time, pay attention, have the proper supplies, keep phones away, raise their hands to speak, stay awake, and not hurt others. Grades will be based on classwork, projects, tests, and homework. Weekly homework and announcements will be posted on the teacher's blog. Following the rules will create a positive learning environment.
This document provides biographical details about Vlad Dracula, known as Vlad the Impaler, who inspired Bram Stoker's famous vampire character Count Dracula. It describes Vlad's upbringing in Transylvania and his battles against the Ottoman Empire, during which he used brutal torture methods like impalement. It also briefly compares the historical Vlad to the fictional Count Dracula, noting how Stoker took inspiration from Vlad but created a new character for his novel.
This document provides information on common punctuation marks including their purposes and uses. It discusses exclamation marks, which indicate surprise or strong emotion, ellipses which can show hesitation or a trailing off, and speech marks which indicate direct quotes or foreign phrases. It also covers full stops, question marks, commas, apostrophes, brackets, colons, semi-colons, and hyphens along with examples of their uses.
The document discusses the uses of different modal verbs in English including can, could, will, would, shall, should, may, might, and must. It provides examples of how each modal verb is used to ask or give permission, show ability or possibility, or indicate necessity. There are then two exercises for the reader to practice identifying the correct modal verb based on the context of sentences.
The document discusses the simple present tense in English grammar. It covers the affirmative, negative, and interrogative forms of the simple present tense. It provides spelling rules for verbs ending in certain letters when forming the third person singular. It also discusses the main uses of the simple present tense, which include expressing habitual actions, facts that are always true, dramatic narratives, describing people/things, planned future actions, and talking about past actions important in the present.
The document provides examples of using the verbs "be" and "have" in different contexts in the English language. It gives examples of using "be" to describe physical conditions, ages, sizes, weights, prices, and distances. It also provides weather expressions using "be". The document then discusses using "have" to mean eating, drinking, or taking actions like having a wash, shower, bath, or talk. It provides rules for using "have" as an ordinary verb.
This document provides information on how to form the present continuous tense in English. It discusses how to add "-ing" to verbs, exceptions for verbs ending in "e", and doubling consonants before adding "-ing". It also covers how to form negatives, alternatives, general questions, special questions, and tag questions in the present continuous tense. Time expressions that are commonly used with the present continuous are listed as well.
This document provides tips for writing a descriptive essay about a person by outlining the key elements that should be included. The essay should have an introduction providing general information about the person, a main body describing their physical appearance, personal qualities, and hobbies or interests using paragraphs for each topic, and a conclusion with comments and feelings about the person. Linking words and phrases are recommended to join sentences and ideas, and examples of complimentary and uncomplimentary adjectives are provided for descriptive language. Exercises are included to have the reader practice writing descriptive essays and labeling paragraphs.
This document provides a list of various types of clothing items organized into categories such as summer clothes, winter clothes, shoes and caps, underwear and homewear, jewels and accessories, and special occasion clothing. It also includes the phonetic pronunciations for many of the clothing items. Finally, it lists some common adjectives used to describe clothes.
The document describes the family relationships between several members of the Simpson family. It states that Bart and Lisa are the children of Homer and Marge. It also notes various relatives including that Jackie is Bart's grandmother, Herb is Marge's brother-in-law, and Patty and Selma are Homer's sisters-in-law.
The document provides a layout of a house with two bedrooms and a bathroom upstairs and a living room, kitchen, and dining room downstairs. It notes that there are two bedrooms and a bathroom upstairs and a living room, kitchen, and dining room located downstairs. The document also includes a statement that the person likes their house.
This document provides an introduction and guidelines for using a booklet that lists the most common words in the Quran, accounting for over 80% of words. The booklet is intended to help readers learn and memorize the Quran. It explains that the words are arranged alphabetically and include the most common meanings of each word. Verbs are grouped by type and include conjugations. Dual/feminine forms and some less common meanings are not emphasized for beginning students. The goal is to facilitate understanding and pondering the Quran's verses.
This document provides guidelines for speaking projects in the first term. It outlines three options for topics: the greatest invention ever, the greatest invention yet to come, or a project from the first term. It instructs students to research their topic using various sources and organize the information into a 20-slide PowerPoint presentation. Students are told to practice their 15-minute oral presentation, which will be evaluated based on content, organization, delivery, and creativity. The presentation date is in the third week of February.
The document provides an overview of several key aspects of Roman society and culture during the Pax Romana or Golden Age. It discusses the role of the emperor, the Praetorian Guard, architecture such as public baths and aqueducts, roads, religion, early Christianity, and the buried city of Pompeii. The Golden Age saw peace and prosperity in the core of the empire despite some rebellions and wars of conquest on the frontiers.
This document discusses the use of prepositions of time at, in, and on. It states that "at" is used for precise times, "in" is used for months, years, centuries and long periods, and "on" is used for days and dates. It provides examples of how each preposition is used with times and dates. It also notes some common expressions that use these prepositions of time, such as "at night", "in the morning", and "on Tuesday".
This document discusses the use of prepositions of time - at, in, and on. It provides examples of when to use each preposition. At is used to indicate precise times, such as at 3 o'clock. In is used for months, years, seasons, and long periods of time, such as in May or in the 1990s. On is used for days and dates, like on Sunday or on March 6th. It also notes some common expressions that use these prepositions of time, such as in the morning, on Tuesday morning, and at night.
This document provides an overview of pronoun usage, including:
- Defining pronouns and their three cases (nominative, objective, possessive)
- Examples of personal, demonstrative, indefinite, interrogative, and relative pronouns
- Guidelines for using nominative, objective, and possessive pronouns correctly based on their function in a sentence
It aims to help the reader properly identify and apply different types of pronouns based on their case and role in a sentence. The document provides definitions and examples to distinguish between pronoun cases and assist with their accurate usage.
This document provides instructions and tasks for a 9-week project on fractured fairytales. Students are given freedom in how they present their work, but it should be neat and clear. They will be assessed on their effort and completion of compulsory tasks. The project encourages use of ICT and suggests extension tasks such as illustrating stories or directing fairytale scenes. It includes tasks like writing from Cinderella's perspective, creating magic potions, and considering wishes.
This document provides an overview of vampires in various contexts including: history, cinema, and literature. It discusses real-life figures like Vlad the Impaler and Elizabeth Bathory who were rumored to drink blood. In cinema, it examines films like Francis Ford Coppola's Bram Stoker's Dracula and the Twilight saga. For literature, it focuses on Bram Stoker's 1897 novel Dracula, comparing the real Vlad the Impaler to the fictional Count Dracula character. The document uses headings to separate these topics and includes images related to Dracula films and Vlad the Impaler.
This document provides activities for students who have failed two, three, or four tests. The activities include:
1. Completing character charts from the film Pirates of the Caribbean.
2. Choosing at least two of the following writing activities: a) Writing a letter from Elizabeth to a friend about finding Will in the water, b) Writing a letter from the governor to his brother about Elizabeth and Will, c) Continuing the story of what Jack Sparrow and his crew do after leaving Port Royal, d) Discussing the most exciting part of the story and why, e) Writing about who is unhappy at the end and their feelings, or f) Writing about what it would be like to
This document provides instructions for a student project on creating myths and legends. Students will plan and develop their own myth or legend by coming up with a storyline, narrating the story through a PowerPoint or comic strip, and writing a script for actors to perform the story. The project aims to teach students about the key elements of myths and legends, such as openings, complications, crises, and resolutions. Students are given until March 15th to complete the project which will culminate in performances of their stories. Background information is also provided on common themes and purposes of myths and legends across different cultures.
Elvis Presley was born in 1935 in Mississippi and moved to Memphis as a child. He was influenced by gospel, country, and R&B music. His recording career began in 1954 and he soon became a global star, known for blending different music styles. He acted in films and had successful concert tours. Considered one of the most important pop culture figures of the 20th century, Elvis died in 1977 at his home in Memphis.
This document outlines classroom rules and procedures from Mrs. Francisca. It provides instructions for students on how to prepare for class, behave during class, and clean up at the end. Students are told to be on time, pay attention, have the proper supplies, keep phones away, raise their hands to speak, stay awake, and not hurt others. Grades will be based on classwork, projects, tests, and homework. Weekly homework and announcements will be posted on the teacher's blog. Following the rules will create a positive learning environment.
This document provides biographical details about Vlad Dracula, known as Vlad the Impaler, who inspired Bram Stoker's famous vampire character Count Dracula. It describes Vlad's upbringing in Transylvania and his battles against the Ottoman Empire, during which he used brutal torture methods like impalement. It also briefly compares the historical Vlad to the fictional Count Dracula, noting how Stoker took inspiration from Vlad but created a new character for his novel.
This document provides information on common punctuation marks including their purposes and uses. It discusses exclamation marks, which indicate surprise or strong emotion, ellipses which can show hesitation or a trailing off, and speech marks which indicate direct quotes or foreign phrases. It also covers full stops, question marks, commas, apostrophes, brackets, colons, semi-colons, and hyphens along with examples of their uses.
The document discusses the uses of different modal verbs in English including can, could, will, would, shall, should, may, might, and must. It provides examples of how each modal verb is used to ask or give permission, show ability or possibility, or indicate necessity. There are then two exercises for the reader to practice identifying the correct modal verb based on the context of sentences.
The document discusses the simple present tense in English grammar. It covers the affirmative, negative, and interrogative forms of the simple present tense. It provides spelling rules for verbs ending in certain letters when forming the third person singular. It also discusses the main uses of the simple present tense, which include expressing habitual actions, facts that are always true, dramatic narratives, describing people/things, planned future actions, and talking about past actions important in the present.
The document provides examples of using the verbs "be" and "have" in different contexts in the English language. It gives examples of using "be" to describe physical conditions, ages, sizes, weights, prices, and distances. It also provides weather expressions using "be". The document then discusses using "have" to mean eating, drinking, or taking actions like having a wash, shower, bath, or talk. It provides rules for using "have" as an ordinary verb.
This document provides information on how to form the present continuous tense in English. It discusses how to add "-ing" to verbs, exceptions for verbs ending in "e", and doubling consonants before adding "-ing". It also covers how to form negatives, alternatives, general questions, special questions, and tag questions in the present continuous tense. Time expressions that are commonly used with the present continuous are listed as well.
This document provides tips for writing a descriptive essay about a person by outlining the key elements that should be included. The essay should have an introduction providing general information about the person, a main body describing their physical appearance, personal qualities, and hobbies or interests using paragraphs for each topic, and a conclusion with comments and feelings about the person. Linking words and phrases are recommended to join sentences and ideas, and examples of complimentary and uncomplimentary adjectives are provided for descriptive language. Exercises are included to have the reader practice writing descriptive essays and labeling paragraphs.
This document provides a list of various types of clothing items organized into categories such as summer clothes, winter clothes, shoes and caps, underwear and homewear, jewels and accessories, and special occasion clothing. It also includes the phonetic pronunciations for many of the clothing items. Finally, it lists some common adjectives used to describe clothes.
The document describes the family relationships between several members of the Simpson family. It states that Bart and Lisa are the children of Homer and Marge. It also notes various relatives including that Jackie is Bart's grandmother, Herb is Marge's brother-in-law, and Patty and Selma are Homer's sisters-in-law.
The document provides a layout of a house with two bedrooms and a bathroom upstairs and a living room, kitchen, and dining room downstairs. It notes that there are two bedrooms and a bathroom upstairs and a living room, kitchen, and dining room located downstairs. The document also includes a statement that the person likes their house.
This document provides an introduction and guidelines for using a booklet that lists the most common words in the Quran, accounting for over 80% of words. The booklet is intended to help readers learn and memorize the Quran. It explains that the words are arranged alphabetically and include the most common meanings of each word. Verbs are grouped by type and include conjugations. Dual/feminine forms and some less common meanings are not emphasized for beginning students. The goal is to facilitate understanding and pondering the Quran's verses.
This document provides guidelines for speaking projects in the first term. It outlines three options for topics: the greatest invention ever, the greatest invention yet to come, or a project from the first term. It instructs students to research their topic using various sources and organize the information into a 20-slide PowerPoint presentation. Students are told to practice their 15-minute oral presentation, which will be evaluated based on content, organization, delivery, and creativity. The presentation date is in the third week of February.
The document provides an overview of several key aspects of Roman society and culture during the Pax Romana or Golden Age. It discusses the role of the emperor, the Praetorian Guard, architecture such as public baths and aqueducts, roads, religion, early Christianity, and the buried city of Pompeii. The Golden Age saw peace and prosperity in the core of the empire despite some rebellions and wars of conquest on the frontiers.
This document discusses the use of prepositions of time at, in, and on. It states that "at" is used for precise times, "in" is used for months, years, centuries and long periods, and "on" is used for days and dates. It provides examples of how each preposition is used with times and dates. It also notes some common expressions that use these prepositions of time, such as "at night", "in the morning", and "on Tuesday".
This document discusses the use of prepositions of time - at, in, and on. It provides examples of when to use each preposition. At is used to indicate precise times, such as at 3 o'clock. In is used for months, years, seasons, and long periods of time, such as in May or in the 1990s. On is used for days and dates, like on Sunday or on March 6th. It also notes some common expressions that use these prepositions of time, such as in the morning, on Tuesday morning, and at night.
This document discusses the use of prepositions of time - at, in, and on. It provides examples of when to use each preposition. At is used to indicate precise times, such as at 3 o'clock. In is used for months, years, seasons, and long periods of time, such as in May or in the 1990s. On is used for days and dates, like on Sunday or on March 6th. It also notes some common expressions that use these prepositions of time, such as in the morning, on Tuesday morning, and at night.
The document discusses various prepositions of time and place used in Russian to indicate when and where events occur. It provides examples of prepositions like в, на, за, перед, indicating times, dates, days of the week, and parts of days. It also gives examples using prepositions like в, на, за, у to describe locations including buildings, means of transportation, countries, and surfaces.
The document discusses the use of prepositions of time - at, in, and on. It states that "at" is used to indicate precise times, such as "at 3 o'clock" or "at noon". "In" is used to refer to months, years, centuries, and long periods of time like "in May" or "in the 1990s". "On" is used for days and dates, as in "on Sunday" or "on 6 March". It provides examples of common expressions that use each preposition of time and notes that last, next, every, and this are used without at, in, or on when referring to times.
This document provides a review of prepositions in English. It lists common prepositions used to indicate location ("in", "on", "at") and time ("in", "on", "at"). Examples are given for how each preposition is used, such as "in" for continents, countries, cities, and years. A practice exercise with 26 multiple choice questions on preposition usage follows.
The document provides examples and rules for using common English prepositions related to time and place. It includes a table listing prepositions and their usage for time, place, position, and direction. It then provides exercises for readers to practice using these prepositions correctly in sentences. The exercises focus on filling in blanks with prepositions like "on", "in", "at", "by", "to", "from", etc. based on the context and meaning.
This document provides information about the proper use of the prepositions "at", "in", and "on" in relation to time phrases. It defines the main uses of each preposition and provides examples. It also includes exercises for students to practice identifying the correct preposition to use in different time contexts. The student's test responses show they struggled to accurately identify the proper prepositions, scoring an E grade.
The document discusses the proper use of the prepositions "at", "in", and "on" when indicating time. It provides examples of when to use each preposition, such as using "at" for specific clock times or dates, "in" for months or periods of time, and "on" for specific days. It also includes an exercise for students to practice identifying the correct preposition based on time-related phrases. The student received a poor grade on the exercise, incorrectly answering the majority of the questions.
This document provides information about the proper use of prepositions of time - at, in, and on. It defines when to use each preposition in different time contexts such as days, dates, times, periods, and durations. Examples are given for each preposition. The conclusion includes an exercise for students to identify the correct preposition for different time phrases.
This document provides information about the proper use of the prepositions "at", "in", and "on" in relation to time phrases. It defines the main uses of each preposition and provides examples. It also includes exercises for students to practice identifying the correct preposition to use in different time contexts. The student's test responses show they had difficulty identifying the appropriate preposition in many of the questions.
This document provides information about the proper use of prepositions of time - at, in, and on. It defines when to use each preposition in different time contexts such as days, dates, periods of the day, and events. Examples are given for each preposition. The conclusion includes an exercise for students to identify the correct preposition for different time phrases.
This document provides information about the proper use of prepositions of time - at, in, and on. It begins by defining each preposition and providing examples of their uses for times, dates, events, and expressions. It then discusses the rules for using "at" as a preposition versus an adverb. Examples are given to illustrate the correct usage. An exercise section follows with multiple choice questions to test understanding of using the three prepositions in time phrases. It concludes with a bibliography citing sources.
This document discusses the use of prepositions of time and place. It explains that "at" is used to indicate precise times, "in" is used for months, years or long periods, and "on" is used for days and dates. Some examples of each are provided. It also discusses the use of prepositions in common time expressions like "at night", "at the weekend", and "at present". Prepositions of place are also covered, with "in" used for inside locations, "at" used to show exact positions or events, and "on" used for attached surfaces or methods of travel.
The document is a grammar lesson about the proper use of prepositions of time - at, in, and on. It provides examples of when to use each preposition in terms of time phrases and dates. It discusses the rules for using "at" as a preposition versus an adverb. Examples are given for different time phrases using each preposition. Exercises at the end test the student on selecting the correct preposition for different time contexts.
This document provides instruction on using the prepositions "at", "in", and "on" to indicate specific times. It states that "at" should be used with times of day, mealtimes, and specific moments. "In" should be used to refer to months, seasons, years, and long time periods. "On" is used followed by days and dates. It also gives examples of common expressions using these prepositions and the terms used for parts of the day. Exercises are then provided for learners to practice using these prepositions of time correctly in sentences.
This document provides explanations and examples for the proper use of prepositions like "at", "in", and "on" to indicate time in English. It states that "at" is used for specific times like hours, "in" is used for longer periods like months and years, and "on" is used for specific days and dates. It then provides many examples of how to use these prepositions correctly in different time contexts. It also lists some common expressions used with "at" and general uses of "in" and "on".
Paris is one of the most popular tourist destinations in the world due to its rich history, architecture and culture. The document discusses several of Paris's most famous landmarks and neighborhoods, including the Eiffel Tower, Notre Dame Cathedral, Louvre Museum, Champs-Elysees, Arc de Triomphe and shopping districts like Avenue Montaigne. It also highlights Paris's position in Europe and its reputation as a center of business, art and cuisine.
Tokyo is the capital city of Japan located in the southwest with a population exceeding 13 million inhabitants. The document discusses Tokyo's history of being established in 1457 and the construction of Edo Tower which had absolute control of Japan. It outlines some of Tokyo's most important monuments including Tokyo Tower, Edo Tower, Ghibli Museum, Harajuku, Senjo-ji, Tsukiji, and Shinjuku Goyim.
Athens is the capital city of Greece located on the Mediterranean coast. It has a population of over 3 million people, about one-third of Greece's total population. Some of Athens' most important historical monuments include the Acropolis, home to the iconic Parthenon, as well as the Ancient Agora, Theater of Dionysus, and other sites from ancient Greek culture. Athens emerged as an important commercial center but was later defeated in the Peloponnesian War by Sparta in the 5th century BC. Today, Athens remains a center for industry, banking, tourism, and transportation in Greece's economy.
This document provides information about the city of Amsterdam, including why the author chose it, facts about its population, monuments and landmarks, leisure places, and economy. The author likes Amsterdam because they enjoyed visiting it previously with family and appreciated its electric cars, canals, and a Chinese restaurant they saw. It provides details on notable sites like Anne Frank's house, the Van Gogh Museum, and Vondelpark, as well as the royal palace, central station, and parks. The economy was good from 2000 to 2016 but not as strong from 1874 to 2000.
This document provides information about the town of Ribadeo in northern Spain. It discusses Ribadeo's population of 7,000 people, history as a walled town that received a charter in the 13th century, and important monuments like the Torre de los Moreno tower from 1905. The local economy involves trade, tourism, fishing and a commercial port. Famous people from Ribadeo include a 19th century Uruguayan writer, painters, a former President of Spain, and several other political and cultural figures.
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Three little pigs daniel lópez 1º eso aladymandona
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The princess dropped her golden ball into a pond while playing by it one day. A frog from the pond promised to retrieve the ball if the princess agreed to be his friend and let him eat from her plate and sleep in her bed. Though reluctant, the princess promised. The frog brought the ball back but the princess ran off without upholding her end. That night, the frog came to the castle and demanded the princess keep her promise. She reluctantly did so and found the frog turned into a prince, having been enchanted by a witch until the princess kissed him. They then became good friends and lived happily ever after.
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1. Main prepositions
t im e
at in on
Per io d s M O N T H S, Y EAR S,
of C EN TU R IES an d
PR EC ISE D AY S an d
t im e(m o r e LO N G PER IO D S
TIM E a n d pa r t s o f D AT ES
than o n e
the day
day)
on Sunday
at 3 o'clock At the weekend in May on Sunday
morning
at 10.30am At Christmas in summer on Tuesdays
at noon At Easter in the summer on 6th March
at dinnertime in 1990/ in the on 25th Dec.
at lunchtime, etc 1990s 2010
In the morning/s
at bedtime on Christmas
in the afternoon /s
/at night Day
in the evening/s
on
at sunrise in the next century Independence
Day
at sunset in the Ice Age on my birthday
on New Year's
at the moment in the past/future
Eve
Look at these examples:
I have a meeting at 9am. Her birthday is on 20th November.
The shop closes at midnight. Where will you be on New Year's Day?
Jane went home at lunchtime. The stars shine at night
In England, it often snows in December. He's not home at present. Try later
I don't usually work at the weekend.
Do you think we will go to Jupiter in the future
I stay with my family at Christmas
There should be a lot of progress in the next century. We finished the test at the same time
Do you work on Mondays?
When we say last, next, every, this we do not also use at, in, on.
I went to London last June. (not in last June)
He's coming back next Tuesday. (not on next Tuesday)
I go home every Easter. (not at every Easter)
We'll call you this evening. (not in this even
2. Prepositions of Place:
at in on
POINT ENCLOSED SPACE SURFACE
at the corner in the garden on the wall
at the bus stop in London on the ceiling
at the door in France on the door
at the top of the page in a box on the cover
at the end of the road in my pocket on the floor
at the entrance in my wallet on the carpet
at the crossroads in a building on the menu
at the front desk in a car on a page
Lo o k at th ese ex am ples:
Jane is waiting for you at the bus stop.
The shop is at the end of the street.
My plane stopped at Dubai and Hanoi and arrived in Bangkok two hours late.
When will you arrive at the office?
Do you work in an office?
I have a meeting in New York.
Do you live in Japan?
Jupiter is in the Solar System.
The author's name is on the cover of the book.
There are no prices on this menu.
You are standing on my foot.
There was a "no smoking" sign on the wall.
I live on the 7th floor at 21 Oxford Street in London.
Notice the use of the prepositions of place at, in and on in these standard expressions:
at in on
at home/at work in a car/in a taxi on a bus
At reception In a row On the left/on the right
at school/at church in a helicopter/in a boat on a plane/on a ship/on a train
at university In Oxford Street On the way
at college in a lift (elevator) on a bicycle, on a motorbike
at the top/at the side in the newspaper on a horse, on an elephant
at the bottom in the sky on the radio, on television
3. Spec ia l n o t es
Do not use at for addresses without house or building numbers:
wrong: *He lives at Marshall Drive. Correct: He lives in Marshall Drive
wrong: *Alice's office is at Main Street. Correct: Alice’s office is in Main Street
Do not use at for general locations that have boundaries (cities,
countries, regions, states, etc.):
wrong: *Dave lives at California. Correct-Dave lives in California
wrong: *Arizona State University is at Tempe, Arizona. correct- is in Tempe Arizona
wrong: *Boston is at the part of the U.S. that's called "New England."In the part
The preposition at is also frequently used in place phrases.
One use is for exact addresses (addresses with a house or building number).
Another use is for general locations--places (such as a school, office building,
hotel ) that are collections of more specific locations (particular rooms, offices, etc.)
Examples
Her favourite flower shop is at 1423 Main Street.(exact address)
He lives at 2447 85th Avenue, doesn't he?(exact address)
Our office is located at the southwest corner of 23rd Street and Metropolitan Boulevard.
She's studying at Oregon State University.
AT THE* ___ (office, store, supermarket, mall, movies, doctor's office, dentist's
office, library, university, etc.)
* The is used because someone is at only one place and because the listener / reader
probably knows which place it is.
The conference will be at the Hyatt Hotel.
Joey isn't here. He's at the mall playing video games.
MAIN USES OF “BY”
The preposition by is used in many different ways.
One common use is in place phrases.
In showing places, the meaning of by is the same as beside or at the side of.
Examples:
Were you sitting by (beside) the door? /Joe parked his car by (beside) mine
The police station is by the court house, isn't it?
When by is used with a verb showing motion, it usually shows movement past a place:
Examples:
We walked by your house this morning.
Who was that man who just ran by us?
We drove by many motels before we found one that had a "vacancy" sign.
4. B y is a l so c o m m o n w h e n so m e o n e is t a l k in g
o r w r it in g a b o u t t r a n spo r t a t io n .
In this situation, by + a singular countable noun (or, in a few cases, by + a noncountable
noun) shows the manner of transportation--how someone or something moves from one
place to another:
Eleni plans to travel to Canada by train /Carlo doesn't like to go anywhere by bus
Ghassan goes to school by car. Nowadays, you can reach almost any location by air.by plane
You cannot travel to Hawai'i by land. Travel by sea was much more common in the past than it is
today. I like going to the beach by bike
Spec ia l N o t es:
For transportation, the idiom on foot/on horse
is commonly used:
No, I didn't go there by taxi.
I went on foot.
By is also used to show the method of doing something:
He paid for dinner by credit card.
Do you normally pay your bills by check?
Admission to the reception is by invitation only.
Today, more and more people keep in touch by fax or e-mail, but for formal, important
situations, communication by letter is usually considered more appropriate.
SPEC IA L N O T ES:
In cash-Customers are offered a 10% if they pay cash/in cash(al contado)
By + a gerund (-ing verb) is another common way to show
method:
He paid for dinner by using his credit card. She learned English by watching TV.
Sara keeps in touch with her family by sending e-mail.
Dmitri showed that he was joking by winking.(guiñando un ojo)
b y c a n b e u sed t o sh o w ag en ts (d o er s o f a c t io n s)-- an d
ar e v er y c o m m o n in passiv e sen t en c e s
w h en t h e o b je c t a n d th e a c t io n ar e em ph a siz ed m o r e
th a n t h e su b jec t .(r e la c io n ar u n au to r c o n su o br a)
Examples:
Was that sonata written by Beethoven?
The agreement will be signed by the presidents of three different countries.
The highest mark was scored by Messi.
The operation is going to be performed by a team of surgeons.(equipo de cirujanos)
W h en by is u sed fo r tim e, h o w ev er , th e m ean in g is
n o t la t er th a n =a bo u t
The meeting will start at 9:00. Please be here by (not later than) 8:55.
My flight leaves at 1:30, so I need to be at the airport by (not later than) noon.
I expect to finish my report by (not later than) Friday