The document discusses question tags in English grammar. It defines question tags as short questions that follow a sentence, especially in spoken English. It provides three rules for using question tags: use a negative tag after a positive sentence and vice versa; use the same auxiliary or modal verb from the main sentence; if there is no auxiliary, use do/does/did. Examples are given to illustrate these rules. The document then provides exercises for learners to identify the correct question tag for different sentences.
The document discusses the simple future tense in English. It provides examples of how to form positive, negative, and interrogative sentences in the simple future tense using "will" as the auxiliary verb. It also discusses the use of "shall" in certain cases with first person pronouns. Contractions of "will" are listed. Common uses of the simple future tense are outlined, including for predictions, spontaneous decisions, willingness/unwillingness, and promises. Questions are discussed and examples provided of forming questions starting with "wh-" words in the simple future tense.
This document discusses possessive pronouns and the word "whose". It defines possessive pronouns as pronouns that demonstrate ownership and provides examples of possessive adjectives and pronouns. It also discusses the rules and proper usage of "whose" in questions involving possession, noting that "whose" is used to ask about the owner of something and that the noun it replaces does not need to be stated if understood by the speaker and listener.
Simple Past Passive voice. presentation 1pptxmaortega23
The document discusses the active and passive voice. It provides examples of sentences in the active voice and how to change them to the passive voice.
The key points are:
1. The active voice has the subject performing the action, while the passive voice has the subject receiving the action or it is unknown who performed the action.
2. To change a sentence from active to passive voice, the object of the active sentence becomes the subject of the passive sentence and "was/were" plus the past participle of the verb is used.
3. Examples are provided to demonstrate changing sentences like "The teacher dropped the pen" to the passive voice "The pen was dropped by the teacher."
The document discusses the simple past tense in English grammar. It explains that the simple past is used to describe actions that were completed in the past. It provides rules for forming the past tense of regular verbs by adding "-ed" as well as irregular verb forms. It also covers pronunciation rules for the "-ed" ending and how to form affirmative, negative, and interrogative sentences in the past tense.
This document provides instruction on forming questions in the simple past tense in English. It explains that questions are formed by using the helping verb "did" followed by the main verb in base form. It provides examples of yes/no questions using "did" and the corresponding short answers. The document also notes that questions using the verb "to be" have different rules that are not covered here.
This document defines and provides examples of different types of modifiers in the English language, including adjectives, adverbs, phrases, and clauses. It explains that adjectives modify nouns and pronouns, while adverbs modify verbs, adjectives, and other adverbs. Phrase and clause modifiers are groups of words that perform similar modifying functions. The document also discusses three types of verbals - gerunds, infinitives, and participles - that can function as nouns, adjectives, or adverbs. It provides examples of single word modifiers and analyzed sentence structures.
The document provides an overview of intermediate level English grammar concepts including:
- Using "some" vs. "any"
- Prepositions of place like "in", "to", "on", "at"
- Articles "a", "an", "the"
- The verb "like"
- Irregular past tense verbs
- Pronouns like subject, object, possessive, and demonstrative pronouns.
The document discusses the simple future tense in English. It provides examples of how to form positive, negative, and interrogative sentences in the simple future tense using "will" as the auxiliary verb. It also discusses the use of "shall" in certain cases with first person pronouns. Contractions of "will" are listed. Common uses of the simple future tense are outlined, including for predictions, spontaneous decisions, willingness/unwillingness, and promises. Questions are discussed and examples provided of forming questions starting with "wh-" words in the simple future tense.
This document discusses possessive pronouns and the word "whose". It defines possessive pronouns as pronouns that demonstrate ownership and provides examples of possessive adjectives and pronouns. It also discusses the rules and proper usage of "whose" in questions involving possession, noting that "whose" is used to ask about the owner of something and that the noun it replaces does not need to be stated if understood by the speaker and listener.
Simple Past Passive voice. presentation 1pptxmaortega23
The document discusses the active and passive voice. It provides examples of sentences in the active voice and how to change them to the passive voice.
The key points are:
1. The active voice has the subject performing the action, while the passive voice has the subject receiving the action or it is unknown who performed the action.
2. To change a sentence from active to passive voice, the object of the active sentence becomes the subject of the passive sentence and "was/were" plus the past participle of the verb is used.
3. Examples are provided to demonstrate changing sentences like "The teacher dropped the pen" to the passive voice "The pen was dropped by the teacher."
The document discusses the simple past tense in English grammar. It explains that the simple past is used to describe actions that were completed in the past. It provides rules for forming the past tense of regular verbs by adding "-ed" as well as irregular verb forms. It also covers pronunciation rules for the "-ed" ending and how to form affirmative, negative, and interrogative sentences in the past tense.
This document provides instruction on forming questions in the simple past tense in English. It explains that questions are formed by using the helping verb "did" followed by the main verb in base form. It provides examples of yes/no questions using "did" and the corresponding short answers. The document also notes that questions using the verb "to be" have different rules that are not covered here.
This document defines and provides examples of different types of modifiers in the English language, including adjectives, adverbs, phrases, and clauses. It explains that adjectives modify nouns and pronouns, while adverbs modify verbs, adjectives, and other adverbs. Phrase and clause modifiers are groups of words that perform similar modifying functions. The document also discusses three types of verbals - gerunds, infinitives, and participles - that can function as nouns, adjectives, or adverbs. It provides examples of single word modifiers and analyzed sentence structures.
The document provides an overview of intermediate level English grammar concepts including:
- Using "some" vs. "any"
- Prepositions of place like "in", "to", "on", "at"
- Articles "a", "an", "the"
- The verb "like"
- Irregular past tense verbs
- Pronouns like subject, object, possessive, and demonstrative pronouns.
The document discusses the present perfect and past perfect tenses in English. The present perfect tense uses "has/have" and refers to an action that began in the past and continues to the present. Examples are given such as "I have lived in this city for six months." The past perfect tense uses "had" and refers to an action that occurred before something else in the past. Examples of the past perfect continuous tense are also provided.
This document provides information about forming and using the past simple tense in English. It discusses two types of verbs - regular and irregular. For regular verbs, the simple past is formed by adding "-ed" to the base verb. Irregular verbs have unique past forms that must be memorized. The document provides examples of forming affirmative, negative, and interrogative sentences in the past simple tense. It also lists five common uses of the past simple tense, such as describing completed past actions and past habits.
This document discusses the present continuous tense in English. It explains that the present continuous tense uses the verb "to be" plus the present form of the main verb plus "-ing" as its structure. Examples are provided such as "I am thinking", "He is singing", and "We are smiling" to demonstrate how the tense is formed and used to describe actions that are happening now or around now.
Present perfect tense & past perfect tensehasfaa1017
The document discusses the present perfect and past perfect tenses. [1] The present perfect tense expresses past actions with no specific time indicated and uses "has/have + past participle." [2] The past perfect tense describes actions that occurred before other past actions and uses "had + past participle." [3] Both tenses use time expressions like "since, for, yet" and "before, after, as soon as."
The document discusses using the future perfect tense to talk about achievements that will have occurred by certain future times. It provides examples of sentences using phrases like "This time next month" and "This time next year" followed by actions that will have been completed by those times, such as "he will have bought a new car". Pictures are included and used to generate more example sentences of future achievements that will have happened. Readers are prompted to imagine and describe their own future achievements using the future perfect tense.
The document discusses indefinite pronouns, which are pronouns that do not refer to a specific person, place, or thing. It provides examples of singular and plural indefinite pronouns and explains that some pronouns like "any", "most", "none" can be either singular or plural depending on the context. The document also discusses pronoun agreement, noting that verbs and possessive pronouns must agree in number with the indefinite pronouns they refer to. Examples are provided to illustrate these rules.
This document discusses adverbs and adverb phrases. It defines adverbs as words that describe verbs, adjectives, and other adverbs. Adverb phrases consist of an adverb plus any modifying adverbs or phrases. The document outlines five main grammatical functions of adverb phrases: adjective phrase modifier, adverb phrase modifier, verb phrase modifier, adverbial, and adjunct. It provides examples for each function and discusses the syntax of adverb phrases, including degree words, comparison, and coordination.
The document discusses the present simple passive voice in English. It provides examples of changing sentences from the active to the passive voice. Key points:
- In the passive voice, the object of the active sentence becomes the subject and the subject becomes optional.
- To form the present simple passive, use the appropriate form of "to be" plus the past participle of the main verb.
- Examples are provided of changing sample sentences from active to passive voice.
The document discusses the difference between the words "may" and "might". It explains that "may" is used for situations that have a good chance of happening, while "might" is used for imaginary or unlikely situations. It provides examples of sentences using each word correctly. The document concludes with a quiz where the reader must identify whether each sample sentence should use "may" or "might".
The document discusses the simple past tense in English. It describes regular and irregular verb forms in the past tense. Regular verbs are formed by adding "-ed" while irregular verb forms must be memorized. It also covers forming negative and interrogative sentences in the past tense.
The document discusses the first conditional, which is used to talk about possible situations in the present or future. It provides examples of conditional sentences using an "if" clause and main clause with "will." Common structures are "if + present tense verb, will + verb" or "if + subject + present tense verb, subject + will + verb." Some examples are provided like "If it's sunny, we'll go to the park" and exercises for the reader to practice forming first conditional sentences.
This document discusses gerunds and infinitives in English grammar. It defines a gerund as a verb form ending in "-ing" that functions as a noun, and an infinitive as an uninflected verb form preceded by "to" that can function as different parts of speech. It provides examples of how gerunds can be used as subjects and after prepositions. It also explains how infinitives can be used after verbs like "want" or adjectives/adverbs, as well as for purposes. Finally, it notes that some verbs like "love" can take either form with similar meanings, while verbs like "stop" and "remember" have different meanings depending on the form.
This document discusses the uses of could, may, and might in the English language. Could is used to talk about ability in the past or possibility. May suggests something will happen in the future or is used to make polite requests. Might suggests smaller possibility and is more common than may when uncertainty is involved. It can also be used as the past tense of may for requests or conditional form. The key difference between can and may is that can is used for ability while may requires permission.
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 defines modal verbs and provides examples of their usage. Modal verbs are auxiliary verbs that modify the meaning of the main verb and express ideas like ability, permission, obligation, possibility, or necessity. The document lists common modal verbs like can, may, must, should, and would. It then provides examples of how each modal verb is used depending on whether it is expressing permission, obligation, logical conclusions, possibilities, or future intentions.
The document discusses the structure and use of third conditional sentences in English. A third conditional sentence is used to talk about things that did not happen in the past and consists of an "if" clause in the past perfect tense followed by a main clause with "would have" expressing the result. Examples are given to show how the third conditional can express criticism or regret about past events that did not occur due to certain conditions not being met.
Prefixes and suffixes are word parts that are added to root words to change their meaning. Prefixes are added to the beginning of words while suffixes are added to the end. Some common prefixes are im-, in-, bi-, non-, and dis- which mean not, two, not, and opposite. Common suffixes include -er, -or, -less, -able and -ible which denote one who, without, and can be. Randy's bike had a flat tire and he couldn't find the pump because the garage was in disorder.
The document discusses the differences between the phrases "be used to" and "used to". "Be used to" refers to something that has become habitual through regular occurrence, and can be used in present, past, or future tense. "Used to" refers specifically to a past habit or state that is no longer true. Some examples are provided to illustrate the differences. The document also discusses the similar phrase "get used to", which refers to the process of something becoming habitual or normal.
The document discusses the difference between the present perfect and present perfect continuous tenses. The present perfect is used to describe completed actions with results in the present, while the present perfect continuous describes unfinished or ongoing actions that have begun in the past and continue in the present. Some verbs like "live", "work", and "study" can be used with either tense with little difference in meaning. Certain time expressions like "for" and "since" are used with both tenses, while others like "lately" and "recently" are only used with the present perfect continuous. Examples are provided to illustrate the differences.
This document discusses the simple past tense in English. It explains that there are regular and irregular past tense verbs. Regular verbs are formed by adding "-ed" to the base verb, with some spelling changes. Irregular verbs have unpredictable spelling changes in the past form. Examples of regular and irregular verbs are provided. The uses and pronunciation of regular past tense verbs are also outlined. The document encourages practicing past tense verbs through various activities to help students master this grammar skill.
This document discusses question tags, including their definition, formula, rules, examples, and exceptions. Question tags are questions added to the end of statements. The formula is statement + tag - ? or statement - tag + ?. Rules are provided for different types of statements, including statements with pronouns, verbs, auxiliaries, imperatives, and exceptions. The document concludes with two practice tests containing questions to be answered with the proper question tags.
English Grammar topic Question Tags with the exercises. This notes is useful for everyone who wants to be perfect in this topic. This notes contain the detailed explanation of the topic in a simple language.
The document discusses the present perfect and past perfect tenses in English. The present perfect tense uses "has/have" and refers to an action that began in the past and continues to the present. Examples are given such as "I have lived in this city for six months." The past perfect tense uses "had" and refers to an action that occurred before something else in the past. Examples of the past perfect continuous tense are also provided.
This document provides information about forming and using the past simple tense in English. It discusses two types of verbs - regular and irregular. For regular verbs, the simple past is formed by adding "-ed" to the base verb. Irregular verbs have unique past forms that must be memorized. The document provides examples of forming affirmative, negative, and interrogative sentences in the past simple tense. It also lists five common uses of the past simple tense, such as describing completed past actions and past habits.
This document discusses the present continuous tense in English. It explains that the present continuous tense uses the verb "to be" plus the present form of the main verb plus "-ing" as its structure. Examples are provided such as "I am thinking", "He is singing", and "We are smiling" to demonstrate how the tense is formed and used to describe actions that are happening now or around now.
Present perfect tense & past perfect tensehasfaa1017
The document discusses the present perfect and past perfect tenses. [1] The present perfect tense expresses past actions with no specific time indicated and uses "has/have + past participle." [2] The past perfect tense describes actions that occurred before other past actions and uses "had + past participle." [3] Both tenses use time expressions like "since, for, yet" and "before, after, as soon as."
The document discusses using the future perfect tense to talk about achievements that will have occurred by certain future times. It provides examples of sentences using phrases like "This time next month" and "This time next year" followed by actions that will have been completed by those times, such as "he will have bought a new car". Pictures are included and used to generate more example sentences of future achievements that will have happened. Readers are prompted to imagine and describe their own future achievements using the future perfect tense.
The document discusses indefinite pronouns, which are pronouns that do not refer to a specific person, place, or thing. It provides examples of singular and plural indefinite pronouns and explains that some pronouns like "any", "most", "none" can be either singular or plural depending on the context. The document also discusses pronoun agreement, noting that verbs and possessive pronouns must agree in number with the indefinite pronouns they refer to. Examples are provided to illustrate these rules.
This document discusses adverbs and adverb phrases. It defines adverbs as words that describe verbs, adjectives, and other adverbs. Adverb phrases consist of an adverb plus any modifying adverbs or phrases. The document outlines five main grammatical functions of adverb phrases: adjective phrase modifier, adverb phrase modifier, verb phrase modifier, adverbial, and adjunct. It provides examples for each function and discusses the syntax of adverb phrases, including degree words, comparison, and coordination.
The document discusses the present simple passive voice in English. It provides examples of changing sentences from the active to the passive voice. Key points:
- In the passive voice, the object of the active sentence becomes the subject and the subject becomes optional.
- To form the present simple passive, use the appropriate form of "to be" plus the past participle of the main verb.
- Examples are provided of changing sample sentences from active to passive voice.
The document discusses the difference between the words "may" and "might". It explains that "may" is used for situations that have a good chance of happening, while "might" is used for imaginary or unlikely situations. It provides examples of sentences using each word correctly. The document concludes with a quiz where the reader must identify whether each sample sentence should use "may" or "might".
The document discusses the simple past tense in English. It describes regular and irregular verb forms in the past tense. Regular verbs are formed by adding "-ed" while irregular verb forms must be memorized. It also covers forming negative and interrogative sentences in the past tense.
The document discusses the first conditional, which is used to talk about possible situations in the present or future. It provides examples of conditional sentences using an "if" clause and main clause with "will." Common structures are "if + present tense verb, will + verb" or "if + subject + present tense verb, subject + will + verb." Some examples are provided like "If it's sunny, we'll go to the park" and exercises for the reader to practice forming first conditional sentences.
This document discusses gerunds and infinitives in English grammar. It defines a gerund as a verb form ending in "-ing" that functions as a noun, and an infinitive as an uninflected verb form preceded by "to" that can function as different parts of speech. It provides examples of how gerunds can be used as subjects and after prepositions. It also explains how infinitives can be used after verbs like "want" or adjectives/adverbs, as well as for purposes. Finally, it notes that some verbs like "love" can take either form with similar meanings, while verbs like "stop" and "remember" have different meanings depending on the form.
This document discusses the uses of could, may, and might in the English language. Could is used to talk about ability in the past or possibility. May suggests something will happen in the future or is used to make polite requests. Might suggests smaller possibility and is more common than may when uncertainty is involved. It can also be used as the past tense of may for requests or conditional form. The key difference between can and may is that can is used for ability while may requires permission.
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 defines modal verbs and provides examples of their usage. Modal verbs are auxiliary verbs that modify the meaning of the main verb and express ideas like ability, permission, obligation, possibility, or necessity. The document lists common modal verbs like can, may, must, should, and would. It then provides examples of how each modal verb is used depending on whether it is expressing permission, obligation, logical conclusions, possibilities, or future intentions.
The document discusses the structure and use of third conditional sentences in English. A third conditional sentence is used to talk about things that did not happen in the past and consists of an "if" clause in the past perfect tense followed by a main clause with "would have" expressing the result. Examples are given to show how the third conditional can express criticism or regret about past events that did not occur due to certain conditions not being met.
Prefixes and suffixes are word parts that are added to root words to change their meaning. Prefixes are added to the beginning of words while suffixes are added to the end. Some common prefixes are im-, in-, bi-, non-, and dis- which mean not, two, not, and opposite. Common suffixes include -er, -or, -less, -able and -ible which denote one who, without, and can be. Randy's bike had a flat tire and he couldn't find the pump because the garage was in disorder.
The document discusses the differences between the phrases "be used to" and "used to". "Be used to" refers to something that has become habitual through regular occurrence, and can be used in present, past, or future tense. "Used to" refers specifically to a past habit or state that is no longer true. Some examples are provided to illustrate the differences. The document also discusses the similar phrase "get used to", which refers to the process of something becoming habitual or normal.
The document discusses the difference between the present perfect and present perfect continuous tenses. The present perfect is used to describe completed actions with results in the present, while the present perfect continuous describes unfinished or ongoing actions that have begun in the past and continue in the present. Some verbs like "live", "work", and "study" can be used with either tense with little difference in meaning. Certain time expressions like "for" and "since" are used with both tenses, while others like "lately" and "recently" are only used with the present perfect continuous. Examples are provided to illustrate the differences.
This document discusses the simple past tense in English. It explains that there are regular and irregular past tense verbs. Regular verbs are formed by adding "-ed" to the base verb, with some spelling changes. Irregular verbs have unpredictable spelling changes in the past form. Examples of regular and irregular verbs are provided. The uses and pronunciation of regular past tense verbs are also outlined. The document encourages practicing past tense verbs through various activities to help students master this grammar skill.
This document discusses question tags, including their definition, formula, rules, examples, and exceptions. Question tags are questions added to the end of statements. The formula is statement + tag - ? or statement - tag + ?. Rules are provided for different types of statements, including statements with pronouns, verbs, auxiliaries, imperatives, and exceptions. The document concludes with two practice tests containing questions to be answered with the proper question tags.
English Grammar topic Question Tags with the exercises. This notes is useful for everyone who wants to be perfect in this topic. This notes contain the detailed explanation of the topic in a simple language.
The document discusses tag questions, which turn a statement into a question by adding an auxiliary verb and subject pronoun. Usually a positive statement has a negative tag and vice versa. It provides many examples of tag questions using different verb tenses, subjects, modal verbs, and clauses. The rule and exceptions for forming tag questions based on the main clause are explained in detail.
This document discusses question tags, including their definition, formula, rules, examples, and exceptions. Question tags are short questions added to the end of statements. They are used to check information, seek agreement, or request something. The formula depends on if it is adding a tag to a statement or removing the tag. There are also specific rules for tags with pronouns, verbs, auxiliaries, imperatives, and exceptions for sentences with words like never or everybody. The document provides sample questions and answers to demonstrate question tags.
The document discusses question tags, which are short questions added to statements to seek confirmation or agreement. It explains that question tags follow the same auxiliary verb or modal as the main clause with opposite polarity. Several examples are provided of statements with their corresponding question tags in English and Indonesian. The document also covers special cases like statements containing negative words or subjects like "somebody."
Question tags are short questions that follow a sentence, especially in spoken English, and are used to ask if something is true, to ask people to agree, or continue a conversation. There are three rules for question tags: use a negative tag after a positive sentence and vice versa, use the same auxiliary verb as the main sentence, and if there is no auxiliary verb use "do", "does", or "did". Examples are provided to illustrate the rules. An exercise with 20 examples of question tags is included for practice.
The document provides information about the TOEIC exam, including what it tests, its format, scoring, and differences from the TOEFL exam. It discusses that the TOEIC (Test of English for International Communication) evaluates English proficiency for everyday business situations. It has two parts that test listening and reading comprehension but do not need to be taken together. The listening section contains questions based on photographs, conversations, and short talks. The reading section contains incomplete sentences, error recognition, and reading comprehension questions. In contrast, the TOEFL focuses more on academic English for studying in North American universities.
The document appears to be a quiz with 15 multiple choice questions testing knowledge of English grammar, vocabulary, and culture. It covers topics like identifying the current Queen of England, days of the week, family relationships, food items commonly found in England, and whether school attendance is mandatory on Sundays. The questions are multiple choice with 4 answer options for each.
This document contains 20 guessing games where the player must identify an object, animal, person or thing based on clues provided. Each guessing game provides 3 clues and 3 potential answers to choose from. The topics covered include parts of the house, occupations, animals, means of transportation, foods, drinks, furniture, school supplies, communication devices, weather items and appliances.
This document describes 30 different jobs, listing for each job the person's occupation, their typical place of work, and their main duties. The jobs described include actor, architect, baker, butcher, bricklayer, artist, clown, doctor, fireman, chef, barber, carpenter, vet, farmer, electrician, police officer, teacher, waitress, maid, scientist, detective, mechanic, ballet dancer, computer programmer, musician, plumber, astronaut, postman, painter, and sailor.
Games passing the ball and answer questionimamfauzi
The document describes a game where participants pass an imaginary ball back and forth and whoever has the ball when the music stops must answer a question about a picture or shape. The game involves taking turns asking and answering questions about various topics to encourage sharing thoughts and opinions.
The document contains a series of sentences with blanks that must be filled in with one of several modal verbs provided in brackets after each sentence. The modal verbs include "can", "could", "have to", "might", "must", "should". The sentences describe various situations involving obligations, possibilities, permissions and likelihoods.
The document describes a classroom game where students work in pairs to write down job titles on a whiteboard without shouting them out. If a student shouts out the answer, they will lose a point at the end. The game provides job titles for students to write down including author, estate agent, Islamic scholar, astronaut, musician, model, clown, and The Queen.
The document contains a series of sentences with blanks that must be filled in with the correct modal verb. The modal verbs are: could, can, might, should, must, have to. The sentences provide examples of situations where different modal verbs could be used to show various levels of certainty, permission, or obligation.
This syllabus outlines a course to help students prepare for the TOEFL exam. The 16-session course covers key TOEFL test sections like listening, reading, grammar, and error recognition. Students will practice sample questions, learn test-taking strategies, and have opportunities for discussion. Assessment includes quizzes, assignments, a midterm, and a final exam. The goal is for students to improve their English proficiency in areas tested on the TOEFL so they can feel confident in their ability to succeed on the exam.
This syllabus outlines a Business English course that aims to improve students' English communication skills, including speaking, listening, reading and writing. The 16-session course covers topics such as giving advice, question tags, making appointments and reporting. Students will develop their vocabulary, grammar, and ability to discuss topics relevant to business. Assessment includes quizzes, assignments, a midterm exam and final exam. The goal is for students to gain confidence in using English for professional purposes.
This document outlines the syllabus for an English course aimed at improving students' speaking, listening, and writing skills. The 16-session course will cover grammar, vocabulary, reading, writing, and communication exercises. Students will develop language skills through activities like question tags, opinion expressions, listening comprehension, writing letters and CVs. There will be a midterm exam and final exam, with students evaluated based on quizzes, assignments, exams. The course aims to prepare students to communicate effectively in English in their academic and professional fields.
This syllabus outlines a Business English course aimed at developing students' language skills including grammar, vocabulary, writing, reading, speaking, and communication. The 16-session course covers topics like English expressions, storytelling, letter writing, resumes, company structures, and practice meetings. Students will be evaluated based on quizzes, assignments, mid-term and final exams. The course materials will draw from various English language teaching references.
This document outlines the syllabus for an English course aimed at developing students' writing, reading, and speaking skills. The course will last 16 sessions and cover topics like grammar, vocabulary, business communication skills like making phone calls, and presentation skills. Students will be evaluated based on quizzes, assignments, midterm and final exams. The goal is for students to improve their ability to communicate effectively in English on academic and professional matters.
This document outlines the syllabus for an English course aimed at improving students' English communication skills, including writing, reading, speaking, and grammar. The course will cover 16 sessions over the semester, including lessons on grammar, business English topics like making phone calls and job interviews, and presentations. Students will be evaluated based on quizzes, assignments, a midterm, and final exam. The course aims to help students understand and apply English in their studies and future careers.
This document outlines the syllabus for an English 1 course worth 2 credit points. The 16-session course is designed to develop students' writing, reading, and speaking skills in academic English, with a focus on grammar structures, tenses, and sentence construction. Key topics include the present perfect and present perfect continuous tenses, future tenses, positive and negative agreement, and email and letter writing. Students will be assessed through quizzes, assignments, a midterm exam, and a final exam.
This course syllabus outlines a 2 credit English course aimed at developing students' writing, reading, speaking, and presentation skills. The 16 session course will cover topics such as grammar, tenses, sentence structures, and types of English phrases and sentences. Students will practice skills through activities, exercises and composition assignments. They will be evaluated through quizzes, assignments, a midterm exam and final exam. The goal is for students to improve their ability to comprehend English, construct grammatically correct sentences, and feel more confident communicating in English.
This document provides guidance on requesting information through a letter. It recommends including an opening paragraph to ask for specific information, a second paragraph to introduce yourself, and a closing paragraph thanking the recipient. The letter should begin with a greeting of "Dear Mr./Ms. Last Name" if the name is known or "Dear Sir/Madam" if unknown, and end with "Yours Faithfully" or "Yours Sincerely" depending on whether the recipient's name is used.
The document provides guidance on how to write an effective job application letter. It should be no more than one page, single-spaced with 1" margins using a 10-12 point traditional font. The letter includes a heading with contact information and date, a salutation, 3 paragraphs in the body discussing the position and qualifications, and a closing with signature. The letter is intended to explain why the applicant is qualified for the position and should be selected for an interview.
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.
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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.
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
2. Definition
Question tags are short questions that follow a sentence –
especially in spoken English:
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3. Use
We use a question tag to ask if something is
true, or to ask people to agree with us, or
just to keep the conversation going.
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4. Rule 1
- Use a negative tag after a positive sentence and a
positive tag after a negative sentence.
e.g. + -
The Earth is bigger than the Moon,
isn’t it?
-
+
The Earth isn’t as big as the Sun, is it?
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5. Rule 2
- Use the same auxiliary or modal verb
as it is in the main sentence.
e.g.
We’ll go out together, won’t we?
Albert can’t play the violin, can he?
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6. Rule 3
-If the main sentence has no auxiliary,
use do, does or did:
Asian people like rice, don’t they?
She speaks Russian, doesn’t she?
Jack bought a new car last week,
didn’t he?
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7. Remember!
I am late, aren’t I?
Let’s go, shall we?
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8. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late, are you?
Let’s go there, was it?
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9. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help,She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late, are you?
Let’s go there, was it?
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10. Find the appropriate question tag
for each sentence:
Main sentence: Question tag
She needs some help,She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?doesn’t she?
It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late, are you?
Let’s go there, was it?
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11. Find the appropriate question tag
for each sentence:
Main sentence: Question tag
She needs some help, shall we?
They’re away for a week,They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late, are you?
Let’s go there, was it?
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12. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?
They’re away for a week,They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem, aren’t they?aren’t they?
You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late, are you?
Let’s go there, was it?
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13. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine,I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late, are you?
Let’s go there, was it?
20.03.18 13
14. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine,I’m fine, aren’t I?aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late, are you?
Let’s go there, was it?
20.03.18 14
15. Find the appropriate question tag
for each sentence
Main sentence Question tag
She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm,It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late, are you?
Let’s go there, was it?
20.03.18 15
16. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm,It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here, isn’t it?isn’t it?
You won’t be late, are you?
Let’s go there, was it?
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17. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn,It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late, are you?
Let’s go there, was it?
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18. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn,It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late, are you?
Let’s go there, was it?was it?
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19. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem,There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late, are you?
Let’s go there, was it?
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20. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem,There’s a problem, aren’t they?
You’re not serious, isn’t there?isn’t there?
You often come here, isn’t it?
You won’t be late, are you?
Let’s go there, was it?
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21. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious,You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late, are you?
Let’s go there, was it?
20.03.18 21
22. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious,You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late, are you?are you?
Let’s go there, was it?
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23. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here,You often come here, isn’t it?
You won’t be late, are you?
Let’s go there, was it?
20.03.18 23
24. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?
They’re away for a week, don’t you?don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here,You often come here, isn’t it?
You won’t be late, are you?
Let’s go there, was it?
20.03.18 24
25. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late,You won’t be late, are you?
Let’s go there, was it?
20.03.18 25
26. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn, will you?will you?
There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late,You won’t be late, are you?
Let’s go there, was it?
20.03.18 26
27. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?
They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late, are you?
Let’s go there,Let’s go there, was it?
20.03.18 27
28. Find the appropriate question tag
for each sentence:
Main sentence Question tag
She needs some help, shall we?shall we?
They’re away for a week, don’t you?
I’m fine, aren’t I?
It’s warm, doesn’t she?.
It wasn’t your turn, will you?
There’s a problem, aren’t they?
You’re not serious, isn’t there?
You often come here, isn’t it?
You won’t be late, are you?
Let’s go there,Let’s go there, was it?
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29. A fable
“You’re the most beautiful bird in the
world, aren’t you?”
“You’ve nice feathers, haven’t you?”
“You’ve the sweetest voice, haven’t you?”
“But you can’t sing, can you?”
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