This document discusses how sentences are structured. It contains a main sentence and a subordinate sentence that are joined together using a relative pronoun to refer back to the antecedent or main idea in the main clause.
The document discusses relative pronouns in English and their uses. It explains the different types of relative clauses - defining vs non-defining, and how the relative pronouns who, whom, which, when, where, and whose are used depending on if they are the subject or object of the clause. It also discusses placing prepositions before relative pronouns like who and which.
The document discusses various abilities, possibilities, permissions, and obligations using modal verbs like can, could, may, might, must, have to, need to, ought to, and mustn't. It also mentions traveling, weather, relationships, health, honesty, rules, and talking about problems.
They are incomplete verbs that don't have all tenses like the past participle needed for the passive voice. They use other verbs like "be able to" or "have to" to complete their tenses. They are followed by an infinitive without "to" in most cases and don't require an auxiliary verb in questions or negatives. Examples of common modal verbs are can, may, must, should, and would. The modal perfect tense is formed with a modal verb plus "have" and the past participle to talk about logical conclusions, assumptions, abilities, or regrets regarding the past.
Relative pronouns serve two functions: they act as subjects or objects in clauses while also joining clauses together. The most common relative pronouns are who, which, whom, and that. Defining relative clauses identify the person or thing being talked about, while non-defining clauses provide additional information that could be left out. Characteristics like punctuation and word order differ between the two types of clauses.
The document discusses different ways to connect two actions or events that happened at the same time or one after the other using conjunctions like "while" and "when". It provides examples of sentences using these conjunctions to link events in the past, including actions that happened simultaneously or were interrupted by another action.
The document discusses the usage of the definite article "the" in English. It provides examples of when "the" is and isn't used with various nouns like children, sugar, television, meals, work, numbers, school, prison, hospital and university. Key points covered include not using "the" for general references but using it for specific people or things, as well as certain exceptions like not using "the" before nouns followed by numbers or with television, meals, or references to school/prison/hospital as services rather than places.
This document discusses stative verbs, which cannot be used in continuous tenses. It lists common stative verbs for feelings, thoughts, opinions, senses, possession, and measures. It notes some stative verbs like "think" and "have" that can sometimes be used as dynamic/action verbs in continuous tenses. When stative verbs like "smell", "weigh", "look", and "taste" are used transitively, they can be used in continuous tenses, but when used intransitively to describe a state, they cannot be used in continuous tenses. It also discusses the different meanings and uses of the verb "see".
- The document discusses the different uses of the -ing form (gerund), to-infinitive, and zero infinitive in English.
- The -ing form is used as the subject of a sentence, after prepositions, and after certain expressions like "can't help". It is also used as the direct object of verbs like "love" and "prefer".
- The to-infinitive is used after adjectives and adverbs, after verbs like "want" and "decide", and as the object of verbs like "advise" and "persuade".
- The zero infinitive is used after modal verbs except "ought to", and after verbs of perception like
The document discusses relative pronouns in English and their uses. It explains the different types of relative clauses - defining vs non-defining, and how the relative pronouns who, whom, which, when, where, and whose are used depending on if they are the subject or object of the clause. It also discusses placing prepositions before relative pronouns like who and which.
The document discusses various abilities, possibilities, permissions, and obligations using modal verbs like can, could, may, might, must, have to, need to, ought to, and mustn't. It also mentions traveling, weather, relationships, health, honesty, rules, and talking about problems.
They are incomplete verbs that don't have all tenses like the past participle needed for the passive voice. They use other verbs like "be able to" or "have to" to complete their tenses. They are followed by an infinitive without "to" in most cases and don't require an auxiliary verb in questions or negatives. Examples of common modal verbs are can, may, must, should, and would. The modal perfect tense is formed with a modal verb plus "have" and the past participle to talk about logical conclusions, assumptions, abilities, or regrets regarding the past.
Relative pronouns serve two functions: they act as subjects or objects in clauses while also joining clauses together. The most common relative pronouns are who, which, whom, and that. Defining relative clauses identify the person or thing being talked about, while non-defining clauses provide additional information that could be left out. Characteristics like punctuation and word order differ between the two types of clauses.
The document discusses different ways to connect two actions or events that happened at the same time or one after the other using conjunctions like "while" and "when". It provides examples of sentences using these conjunctions to link events in the past, including actions that happened simultaneously or were interrupted by another action.
The document discusses the usage of the definite article "the" in English. It provides examples of when "the" is and isn't used with various nouns like children, sugar, television, meals, work, numbers, school, prison, hospital and university. Key points covered include not using "the" for general references but using it for specific people or things, as well as certain exceptions like not using "the" before nouns followed by numbers or with television, meals, or references to school/prison/hospital as services rather than places.
This document discusses stative verbs, which cannot be used in continuous tenses. It lists common stative verbs for feelings, thoughts, opinions, senses, possession, and measures. It notes some stative verbs like "think" and "have" that can sometimes be used as dynamic/action verbs in continuous tenses. When stative verbs like "smell", "weigh", "look", and "taste" are used transitively, they can be used in continuous tenses, but when used intransitively to describe a state, they cannot be used in continuous tenses. It also discusses the different meanings and uses of the verb "see".
- The document discusses the different uses of the -ing form (gerund), to-infinitive, and zero infinitive in English.
- The -ing form is used as the subject of a sentence, after prepositions, and after certain expressions like "can't help". It is also used as the direct object of verbs like "love" and "prefer".
- The to-infinitive is used after adjectives and adverbs, after verbs like "want" and "decide", and as the object of verbs like "advise" and "persuade".
- The zero infinitive is used after modal verbs except "ought to", and after verbs of perception like
Verb noun collocations including the following verbs:
have, organize, plan, make, get, take, catch, ask, lose, pay, run, do
There is a fill in the blanks and a word match activity included in this slide show.
There are also 3 slides that have collocations that use swear words.
This lesson plan focuses on the themes of relationships, jealousy, and violence against women. Students will listen to the song "Every Breath You Take" and discuss the feelings and relationship dynamics portrayed. They will also brainstorm words related to jealousy and discuss whether it is generally positive or negative. Characteristics of healthy and unhealthy relationships will be considered. Finally, students will learn about the International Day for the Elimination of Violence Against Women on November 25th.
This document provides examples of modal verbs followed by infinitives or past participles in English and Spanish. It shows modal verbs like can, could, may, might, should, ought to, had better, must, and don't have to followed by infinitives or past participles to express possibilities, necessities, or suggestions in the past. Examples are given of conversations where the second speaker uses a modal verb with an infinitive or past participle to speculate about what happened based on evidence presented by the first speaker.
This document provides a list of adjectives to describe character and personality traits. It includes both positive traits like attentive, cheerful, friendly, and honest, as well as negative traits such as impatient, rude, lazy, and dishonest. The adjectives give a wide range of options to characterize someone's disposition and behavior.
The document discusses the past perfect tense and how it is used to indicate that an action was completed before another past action. Specifically:
1) The past perfect expresses that one action occurred before another in the past or before a specific time in the past.
2) It is used to clarify the order of two past events when the timing is important to understand.
3) The construction of the past perfect involves using "had" plus the past participle of the main verb.
The document discusses common noun suffixes in English and their meanings. It identifies suffixes that can be added to adjectives (-ness, -ity), verbs (-tion, -sion, -ment, -ance, -ence) and nouns (-ship, -hood) to form new nouns. Examples are provided for each suffix like happiness from happy and information from inform. Readers are encouraged to practice identifying word types and choosing the correct suffix to form new nouns like sadness from sad.
The document discusses the causative form, which is used to indicate that someone paid for something to be done for them. Some examples of using the causative form include "They had their house painted blue" meaning professional painters did the work, and "Jackie had her car stolen" meaning something unpleasant happened. The causative form uses "have" or "get" followed by an object and past participle. Common verbs used with the causative form include cut, plant, repair, build, paint, and clean.
This document discusses modal verbs in English. It defines modal verbs as auxiliaries that add meaning to sentences and accompany the main verb. Some common modal verbs are can, could, may, might, will, would, shall, should, ought to, must, cannot, must not. The document provides examples of how different modal verbs are used to express ideas like ability, permission, possibility, advice, necessity, obligation, prohibition, and certainty. It also discusses the use of modal verbs with perfect infinitives to talk about past situations.
The passive voice is used when the agent or doer of the action is unknown, not important, or to give importance to the object of the sentence. It is formed by using some form of 'to be' plus the past participle of the main verb. Some common uses of the passive voice include reporting information, rules, or media reports where the focus is on the topic rather than who performed the action. The passive voice can be used in all tenses and includes changes in verbs and pronouns compared to the active voice.
This document discusses the parts of houses and the types of furniture found in different rooms. It identifies common rooms like bedrooms, bathrooms, living rooms, dining rooms, family rooms, kitchens, and laundry rooms. It then lists examples of furniture typically found in each room, such as beds, dressers, and mirrors in bedrooms, bathtubs and sinks in bathrooms, sofas and armchairs in living rooms, and washing machines and dryers in laundry rooms. The document provides an overview of house parts and the furniture associated with different rooms.
Adjectives describing appearance and personalityLjubica Ruzinska
This document provides information about describing a person's physical appearance and personality. It includes lists of parts of the body, physical descriptors like height, build, age, hair and eye color. It also gives adjectives to characterize someone as shy, friendly, honest, etc. Sample descriptions are given, such as "Arnold is tall and well built. He has short brown hair and green eyes." The document teaches the proper order of adjectives and provides exercises to describe famous people.
This presentation consists of pictures we took in our 1st mobility to Joensuu (Finland) from 22nd to 27th november 2015 within our Erasmus + project "Building Bridges through games".
The document provides a list of verbs to use in forming sentences in the present continuous tense, including the affirmative, negative, and interrogative forms. Some of the verbs listed are cook, play basketball, study, drink, color, comb, dance, play, listen, skate, read, skateboard, watch TV, write, ride a bike, and smile.
Este documento resume el proceso de admisión de alumnos en los centros educativos de Castilla-La Mancha para el curso 2014/2015, incluyendo las fechas clave, los criterios de baremación y adjudicación de plazas, y los canales de información disponibles para las familias.
The document contains examples of sentences using present perfect tense in English with words and phrases like "have/has played", "haven't/hasn't broken", "did he/we play/break", "has he drunk", "have we broken", "she has played", "he has stopped", "we have driven", "they haven't eaten". It also includes questions and negative forms with "haven't" and examples comparing years of studying English and pages in a book. Further examples discuss uses of "already", "yet", "still", "ever" and "just" with the present perfect tense.
Este documento presenta un plan de autoprotección para los alumnos con 15 normas. Las normas incluyen instrucciones como seguir las instrucciones del profesor, evacuar el centro de forma ordenada y rápida sin empujar o correr, y cubrirse la boca y la nariz con paños mojados si hay humo. También indican qué hacer si se encuentran en otras plantas o si hay pasillos inundados de humo.
Este documento presenta los pronombres reflexivos en inglés para cada persona gramatical (yo, tú, él, ella, eso, nosotros, vosotros, ellos) y muestra cómo se usan solos o acompañados de la palabra "alone".
The document compares two schools - IES Miguel de Cervantes in Fuentealamo, Spain and Medina Highschool in London, England. It contrasts what students at each school do and do not have to do regarding uniforms, lunch, fees, and books. Specifically, it notes that students at IES Miguel de Cervantes do not have to wear a uniform, eat lunch at school, pay £300 per month, or buy their own books, whereas students at Medina Highschool do have to do these things.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document describes a person's physical appearance using various adjectives of degree such as extremely, really, very, rather, quite, and a bit to modify adjectives like ugly, long, fat, and short. It states that he is really ugly, not very fit, has an extremely long nose, a very fat face, a rather or quite aquiline nose, and is a bit short.
Verb noun collocations including the following verbs:
have, organize, plan, make, get, take, catch, ask, lose, pay, run, do
There is a fill in the blanks and a word match activity included in this slide show.
There are also 3 slides that have collocations that use swear words.
This lesson plan focuses on the themes of relationships, jealousy, and violence against women. Students will listen to the song "Every Breath You Take" and discuss the feelings and relationship dynamics portrayed. They will also brainstorm words related to jealousy and discuss whether it is generally positive or negative. Characteristics of healthy and unhealthy relationships will be considered. Finally, students will learn about the International Day for the Elimination of Violence Against Women on November 25th.
This document provides examples of modal verbs followed by infinitives or past participles in English and Spanish. It shows modal verbs like can, could, may, might, should, ought to, had better, must, and don't have to followed by infinitives or past participles to express possibilities, necessities, or suggestions in the past. Examples are given of conversations where the second speaker uses a modal verb with an infinitive or past participle to speculate about what happened based on evidence presented by the first speaker.
This document provides a list of adjectives to describe character and personality traits. It includes both positive traits like attentive, cheerful, friendly, and honest, as well as negative traits such as impatient, rude, lazy, and dishonest. The adjectives give a wide range of options to characterize someone's disposition and behavior.
The document discusses the past perfect tense and how it is used to indicate that an action was completed before another past action. Specifically:
1) The past perfect expresses that one action occurred before another in the past or before a specific time in the past.
2) It is used to clarify the order of two past events when the timing is important to understand.
3) The construction of the past perfect involves using "had" plus the past participle of the main verb.
The document discusses common noun suffixes in English and their meanings. It identifies suffixes that can be added to adjectives (-ness, -ity), verbs (-tion, -sion, -ment, -ance, -ence) and nouns (-ship, -hood) to form new nouns. Examples are provided for each suffix like happiness from happy and information from inform. Readers are encouraged to practice identifying word types and choosing the correct suffix to form new nouns like sadness from sad.
The document discusses the causative form, which is used to indicate that someone paid for something to be done for them. Some examples of using the causative form include "They had their house painted blue" meaning professional painters did the work, and "Jackie had her car stolen" meaning something unpleasant happened. The causative form uses "have" or "get" followed by an object and past participle. Common verbs used with the causative form include cut, plant, repair, build, paint, and clean.
This document discusses modal verbs in English. It defines modal verbs as auxiliaries that add meaning to sentences and accompany the main verb. Some common modal verbs are can, could, may, might, will, would, shall, should, ought to, must, cannot, must not. The document provides examples of how different modal verbs are used to express ideas like ability, permission, possibility, advice, necessity, obligation, prohibition, and certainty. It also discusses the use of modal verbs with perfect infinitives to talk about past situations.
The passive voice is used when the agent or doer of the action is unknown, not important, or to give importance to the object of the sentence. It is formed by using some form of 'to be' plus the past participle of the main verb. Some common uses of the passive voice include reporting information, rules, or media reports where the focus is on the topic rather than who performed the action. The passive voice can be used in all tenses and includes changes in verbs and pronouns compared to the active voice.
This document discusses the parts of houses and the types of furniture found in different rooms. It identifies common rooms like bedrooms, bathrooms, living rooms, dining rooms, family rooms, kitchens, and laundry rooms. It then lists examples of furniture typically found in each room, such as beds, dressers, and mirrors in bedrooms, bathtubs and sinks in bathrooms, sofas and armchairs in living rooms, and washing machines and dryers in laundry rooms. The document provides an overview of house parts and the furniture associated with different rooms.
Adjectives describing appearance and personalityLjubica Ruzinska
This document provides information about describing a person's physical appearance and personality. It includes lists of parts of the body, physical descriptors like height, build, age, hair and eye color. It also gives adjectives to characterize someone as shy, friendly, honest, etc. Sample descriptions are given, such as "Arnold is tall and well built. He has short brown hair and green eyes." The document teaches the proper order of adjectives and provides exercises to describe famous people.
This presentation consists of pictures we took in our 1st mobility to Joensuu (Finland) from 22nd to 27th november 2015 within our Erasmus + project "Building Bridges through games".
The document provides a list of verbs to use in forming sentences in the present continuous tense, including the affirmative, negative, and interrogative forms. Some of the verbs listed are cook, play basketball, study, drink, color, comb, dance, play, listen, skate, read, skateboard, watch TV, write, ride a bike, and smile.
Este documento resume el proceso de admisión de alumnos en los centros educativos de Castilla-La Mancha para el curso 2014/2015, incluyendo las fechas clave, los criterios de baremación y adjudicación de plazas, y los canales de información disponibles para las familias.
The document contains examples of sentences using present perfect tense in English with words and phrases like "have/has played", "haven't/hasn't broken", "did he/we play/break", "has he drunk", "have we broken", "she has played", "he has stopped", "we have driven", "they haven't eaten". It also includes questions and negative forms with "haven't" and examples comparing years of studying English and pages in a book. Further examples discuss uses of "already", "yet", "still", "ever" and "just" with the present perfect tense.
Este documento presenta un plan de autoprotección para los alumnos con 15 normas. Las normas incluyen instrucciones como seguir las instrucciones del profesor, evacuar el centro de forma ordenada y rápida sin empujar o correr, y cubrirse la boca y la nariz con paños mojados si hay humo. También indican qué hacer si se encuentran en otras plantas o si hay pasillos inundados de humo.
Este documento presenta los pronombres reflexivos en inglés para cada persona gramatical (yo, tú, él, ella, eso, nosotros, vosotros, ellos) y muestra cómo se usan solos o acompañados de la palabra "alone".
The document compares two schools - IES Miguel de Cervantes in Fuentealamo, Spain and Medina Highschool in London, England. It contrasts what students at each school do and do not have to do regarding uniforms, lunch, fees, and books. Specifically, it notes that students at IES Miguel de Cervantes do not have to wear a uniform, eat lunch at school, pay £300 per month, or buy their own books, whereas students at Medina Highschool do have to do these things.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
The document describes a person's physical appearance using various adjectives of degree such as extremely, really, very, rather, quite, and a bit to modify adjectives like ugly, long, fat, and short. It states that he is really ugly, not very fit, has an extremely long nose, a very fat face, a rather or quite aquiline nose, and is a bit short.
Sam does not eat vegetables or fruit. Similarly, he does not eat either vegetables or fruit.
Lucy cooks multiple types of foods. Specifically, she cooks pizzas as well as roast beef and fish.
I studied journalism in college and had an additional part-time job at a newspaper.
Past simple and present perfect (practice)lovinglondon
1) The document describes various activities that different people have done or not done at certain times in the past.
2) It provides timeframes for when certain activities like playing games, singing songs, eating food, sweeping, reading, and others were done or not done.
3) Various prepositions of time are used like "yesterday", "last night", "4 days ago", "in February", "since 20:00", and others to specify when each activity occurred or did not occur.
The document provides examples of using different time expressions to indicate actions that started in the past and continue in the present. It shows how to express the duration of an action that began in the past using "for" and "since" by giving examples like "He has cooked for 3 hours since 12:00" or "They have driven their car since September for 1 month." It also contrasts expressions like "yesterday," "last week," and specific past dates and months with continuing present actions.
Present continuous diapos para hacer fraseslovinglondon
The document contains sentences using present continuous verbs like "making", "reading", "running", "driving", "writing", "listening", "relaxing", and "flying". It also contains sentences with words like "no" and "right" that are not grammatically correct sentences.
The document discusses having an English exam on October 19th. It states that it is explaining the present continuous tense except for the words X, W, and Y. It also mentions that "I'm having" an English exam on the specified date.
The document discusses whether someone has eaten insects or not using Spanish words and phrases. It asks if the person has ever eaten an insect with "¿Alguna vez...?" and the response is "Nunca" or no, they have never eaten an insect. It also uses words like "Ya (+)" meaning yes they have already finished, "Ya (?)" asking if they have eaten an insect yet, and "Todavía/aún (-)" meaning they haven't eaten an insect yet.
The document describes various emotions and feelings, including being relaxed, embarrassed, annoyed, frightened, surprised, worried, and excited. Situations and things like massages, flies, spiders, notes, problems, and slides can induce these different emotions in people.
This document contains instructions for completing four exercises: ordering words, and making sentences using the adverbs "probably", "definitely", "maybe", and "perhaps". The exercises are meant to practice rearranging words and incorporating different adverbs into sentences.