This document contains summaries and examples of English grammar concepts such as the present perfect of "there is/are", future tense of "have to", introduction to the passive voice, past perfect tense with "yet/already", quantifiers, "must/might", past simple of "can", reported speech, modal verbs like "can", "mustn't", and "have to". Each concept includes a brief definition or explanation followed by examples to illustrate usage. Websites for further reading on English grammar are also provided.
The Fascinating World of Phonetics Lesson 6Joseph Wong
Once we learn that the length of a vowel is crucial in saying a word correctly, we will understand why learning phonetics is important to build the foundation for proper speech.
Verbs are either in active or passive voice. We use Active Voice most of the time. Active Voice has subject first and object second. In the Active Voice, the object receives the action of the verb. In Passive Voice it is the opposite. In the Passive Voice, the subject receives the action of the verb. In the Active Voice, the subject and verb relationship is straightforward; the subject is the do-er (of the action). In the Passive Voice, the subject of the sentence is not a do-er (of the action). Passive voice is used when the action is the focus, not the subject.
By Arundathie Abeysinghe
Lecturer in English
International Aviation Academy (IAA)
SriLankan Airlines
The Fascinating World of Phonetics Lesson 6Joseph Wong
Once we learn that the length of a vowel is crucial in saying a word correctly, we will understand why learning phonetics is important to build the foundation for proper speech.
Verbs are either in active or passive voice. We use Active Voice most of the time. Active Voice has subject first and object second. In the Active Voice, the object receives the action of the verb. In Passive Voice it is the opposite. In the Passive Voice, the subject receives the action of the verb. In the Active Voice, the subject and verb relationship is straightforward; the subject is the do-er (of the action). In the Passive Voice, the subject of the sentence is not a do-er (of the action). Passive voice is used when the action is the focus, not the subject.
By Arundathie Abeysinghe
Lecturer in English
International Aviation Academy (IAA)
SriLankan Airlines
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
English quantifiers will help us to indicate the number of objects, names, or things, so always use them to express the idea of quantity or number. Many of these quantifiers are used only for plural nouns and in other cases by singular, as such show a short summary on how and when to use these quantifiers.
English quantifiers will help us to indicate the number of objects, names, or things, so always use them to express the idea of quantity or number. Many of these quantifiers are used only for plural nouns and in other cases by singular, as such show a short summary on how and when to use these quantifiers
English quantifiers help us to indicate the number of objects, names, or things, so always use them to express the idea of quantity or number. Many of these quantifiers are used only for plural nouns and in other cases by singular, as such show a short summary on how and when to use these quantifiers.
We learned that native speakers have an implicit knowledge of grammar and that children acquire this without realizing it. I commented, however, that a language teacher needs to be able to describe grammatical rules, and in Unit 2 you noted some grammatical differences between spoken and written English. Unit 3 will introduce further grammar concepts and you will have the chance to assess your own explicit knowledge. Unit 2 also began to explore the area of what language we actually choose to use. This unit will continue the theme by looking at how we choose to speak in different situations and will show that this sort of knowledge is just as important for a language learner as grammatical knowledge.
Linguistic competence
The term 'linguistic competence' refers to a person's knowledge of grammar, lexis and sound patterns. As you now know, a native speaker easily acquires implicit knowledge of these aspects of language in childhood. Learners of a foreign language, on the other hand, struggle hard to acquire them. Choosing suitable grammar, words and sound patterns for the particular situation you are in is just as important and this is what the second half of this unit explores. First, though, we will investigate some grammar rules - that is, patterns of usage - and see how they might be useful to a learner of English.
Why do grammar activities like these?
As you carry out the activities on grammar in this unit, remember that it would be very unlikely for a teacher to tell learners everything at once about a particular grammatical item and expect them to apply it when communicating. What she can do is guide learners towards their own understanding about the limits that grammar sets in English - in other words the rules of English grammar. The activities in this section will give you an insight into how to discover and articulate these limits.
A teacher must be skilled at deducing the rules herself so that she can then foster this skill in her learners, who themselves need to develop the same skill if they are to become effective, independent learners. Without such strategies they'll be left to rely entirely on the trial and error methods of a child, and few learners have time to do it this way. So let's now look for some linguistic patterns in English.
Finding patterns: verbs
This section is about looking for boundaries and patterns in verbs. It isn't a comprehensive guide to verbs in the English language. I could have chosen any of the main word classes to investigate - for example, nouns, pronouns or adjectives. But the variety and complexity of the English verb offers you as good a chance as any to practice teasing out and describing some grammatical rules. Verbs also happen to be very central to everything that goes on in English and the explicit knowledge you gain from this section will be useful to you. We'll start with defining the word verb.
Source: https://ebookschoice.com/linguistic-and-communicative-rules/
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. School of agricultura of North Easten
Eanor
Moran Garcia Anthony Paulo Cesar
5to Perito Agronomo
Seccion “B”
Using quantifiers and verbs
12/03/2015
2. Present Perfec of “there
is/are
Has the meaning of "having". Is formed with "there" followed by the present of
the verb "to be" in the singular or plural, as appropriate.
Afirmativo
'There is' y 'there are' se forma con el presente del verbo "to be" en su forma
afirmativa.
'There's' es la forma corta de there is.
'There are" generalmente no se puede contraer, aunque a veces se hace en el
lenguaje informal.
4. Future tense of “have to”
In grammar, a future tense is a verb form that generally marks the event
described by the verb as not having happened yet, but expected to happen in
the future. An example of a future tense form is the French aimera, meaning
"will love", derived from the verb aimer ("love"). English does not have a
future tense formed by verb inflection in this way, although it has a number
of ways to express the future, particularly the construction with the auxiliary
verb will or shall, and grammarians differ in whether they describe such
constructions as representing a future tense in English, one and all.
The "future" expressed by the future tense usually means the future relative
to the moment of speaking, although in contexts where relative tense is used
it may mean the future relative to some other point in time under
consideration. Future tense can be denoted by the glossing abbreviation
6. Introduction to the passive voice
Although the passive voice is less common than the active voice, there are
several good reasons to sometimes use the passive. On this page we look at
how to construct the passive voice and when and why to use it. (For a basic
explanation of the difference between active and passive, please see voice.)
The auxiliary be is conjugated in all tenses. The main verb is always the past
participle. The agent is the original "doer" of the action.
Agentless passive
The subject of an active sentence "does" the action. In a passive sentence, we
express the doer (or agent) through a by phrase (the long passive) or, very
often, we remove it completely (the short passive). In the following example,
the agent is "the Allies":
7. Examples
I am employed by Apple.
You will be woken at 6.
It will have been finished by then.
We have been notified by Head Office
8. Present simple passive
It is mainly used to emphasize action rather than who does it. In Spanish we
have several forms of passive as shown in the example. In English we use the
same structure in both cases.
a passive voice is often used where it is unknown who performs the action. It
is also used to avoid naming who does the action, either because it is not
important or because you are not interested.
9. Examples
The tree is made of banknotes.
Animals are sold in this shop.
Is the tree made of bills?
Are animals sold in this shop?
10. Past perfect tense “ yet/already”
These words are often used with the present perfect tense although yet, still
and already can all be used with other tenses.
- See more at: http://learnenglish.britishcouncil.org/en/grammar-
reference/just-yet-still-already#sthash.lHUwkWfQ.dpuf
‘Yet’ is used to talk about something which is expected to happen. It means
‘at any time up to now’. It is used in questions and negatives. - See more at:
http://learnenglish.britishcouncil.org/en/grammar-reference/just-yet-still-
already#sthash.lHUwkWfQ.dpuf
Already’ is used to say that something has happened early – or earlier than it
might have happened. - See more at:
http://learnenglish.britishcouncil.org/en/grammar-reference/just-yet-still-
already#sthash.lHUwkWfQ.dpuf
11. Examples
I’ve just seen Susan coming out of the cinema.
Mike’s just called. Can you ring him back please?
Have you just taken my pen? Where has it gone
I’ve already spent my salary and it’s two weeks before pay day
12. Quantifiers a) how much/How many/ to
Much
Muchis used with non-count nouns (always in the singular); many is used with
count nouns in the plural. (Click here for the difference between count nouns
and non-count nouns).
IMPORTANT NOTE: in modern spoken English, Much, and to a lesser extent
manyare not often used as quantifiers in affirmative statements; but they are
very commonly used in interrogative and negative contexts.
13. Examples
I haven’t got much change. I’ve only got a ten euro note.
Are there many campsites near you
Is there much unemployment in that area?
How many eggs are in this cake?
14. Must/ Might
May I disturb you for a moment? / ¿Puedo molestarle un momento?
- May I put the light on? / ¿Puedo encender la luz?
To express power of permission to May, and Could also can be used in the
more informal language.
Students may not use the staff car park
Must not also used to prohibit. It is stronger and more emphatic than May not:
Students must not use the staff car park
'May I borrow your car?' 'No, you may not.'
15. Past simple of “can”
Can is one of modal verbs with may, must, etc. This means that usually these
verbs need to complete their meaning with another verb
Conjugation of can is special only be conjugated in 3 tenses
16. Examples
Can I help you?
Birds can fly
I can speak English
i can not swim
17. Reported speech
If we report what another person has said, we usually do not use the
speaker’s exact words (direct speech), but reported (indirect) speech.
Therefore, you need to learn how to transform direct speech into reported
speech. The structure is a little different depending on whether you want to
transform a statement, question or request.
Type Example
direct speech “I speak English.”
reported speech
(no backshift)
He says that he speaks English.
reported speech
(backshift)
He said that he spoke English.
18. Verbos a) Can b) Mustn´t c) Have To
Can use:
• ability to express this.
We used must not:
• to discuss bans.
Have to "is a semiauxiliar which is usually translated as" have to ".
The difference with "must" is that "must" is used to give orders or express an
inner moral obligation to the person speaking or orders and "have to"
indicates that the obligation comes from external standards, third person or
circumstance .
19. Examples
Where can you buy the paper?
Can you help me?
You mustn’t drive after taking the tablets.
You mustn’t shout in class.
I have to work
You have to work
I do not have to work
I don't have to work
