There are four types of sentences: declarative, imperative, exclamatory, and interrogative. Declarative sentences make statements, imperative sentences are commands or requests, exclamatory sentences express emotion, and interrogative sentences ask questions. The document provides examples of each sentence type and includes a quiz to test understanding.
This document provides guidance on proper punctuation usage with quotation marks. It explains that quotation marks always follow commas and other punctuation when used in dialogue. Examples are given to demonstrate correctly punctuating direct quotes at the beginning, middle, or end of sentences. The document also includes an exercise for the reader to add quotation marks and capitalization to sample conversations.
This document provides examples of different types of story starters that can be used when beginning a narrative. It outlines six categories of starters: dialogue, action, flashback, foreshadowing, question, and statement. For each category, it provides a hypothetical example of how to use that type of starter to tell a story about breaking one's wrist after falling off a bike. The categories of story starters are intended to help writers get past the challenging first step of starting a story.
The document discusses run-on sentences and provides four ways to correct them: (1) keeping the sentences separate, (2) using a comma and a joining word, (3) using a semicolon without a conjunction, or (4) using a dependent word and a comma. An example is given of a run-on sentence ("Billy was sleepy he went to bed") and how it can be corrected using each of the four methods.
The document is a PowerPoint presentation about similes. It defines a simile as a figure of speech that uses "like" or "as" to compare two different things. The presentation provides several examples of common similes using "as" and "like". It also discusses the use of similes in famous poems, including in the poem "Twinkle, Twinkle, Little Star". The presentation analyzes two specific similes used in the poem "Even Past Fifty" to describe a woman's view of difficulties in life and how she hides her true feelings.
First second-and-third-person-Point of Viewpvenglishteach
This document discusses point of view and narration in stories. It explains that there are three main points of view: first person, where the narrator is involved in the story and uses "I"; second person, where the reader's actions are narrated using "you"; and third person, where the narrator is outside the story and refers to characters by name or as "he"/"she". Each point of view influences how information is revealed to the audience. In the end, it reviews that first person narrates "I", second person narrates "you", and third person narrates "he/she".
The document defines and provides examples of sentences, phrases, and clauses. A sentence is a group of words that makes complete sense on its own. A phrase is a group of related words that does not contain a subject and verb and is used as part of speech. A clause contains a subject and verb and can express a complete thought, either as part of a sentence or as a standalone sentence.
There are four types of sentences: declarative, imperative, exclamatory, and interrogative. Declarative sentences make statements, imperative sentences are commands or requests, exclamatory sentences express emotion, and interrogative sentences ask questions. The document provides examples of each sentence type and includes a quiz to test understanding.
This document provides guidance on proper punctuation usage with quotation marks. It explains that quotation marks always follow commas and other punctuation when used in dialogue. Examples are given to demonstrate correctly punctuating direct quotes at the beginning, middle, or end of sentences. The document also includes an exercise for the reader to add quotation marks and capitalization to sample conversations.
This document provides examples of different types of story starters that can be used when beginning a narrative. It outlines six categories of starters: dialogue, action, flashback, foreshadowing, question, and statement. For each category, it provides a hypothetical example of how to use that type of starter to tell a story about breaking one's wrist after falling off a bike. The categories of story starters are intended to help writers get past the challenging first step of starting a story.
The document discusses run-on sentences and provides four ways to correct them: (1) keeping the sentences separate, (2) using a comma and a joining word, (3) using a semicolon without a conjunction, or (4) using a dependent word and a comma. An example is given of a run-on sentence ("Billy was sleepy he went to bed") and how it can be corrected using each of the four methods.
The document is a PowerPoint presentation about similes. It defines a simile as a figure of speech that uses "like" or "as" to compare two different things. The presentation provides several examples of common similes using "as" and "like". It also discusses the use of similes in famous poems, including in the poem "Twinkle, Twinkle, Little Star". The presentation analyzes two specific similes used in the poem "Even Past Fifty" to describe a woman's view of difficulties in life and how she hides her true feelings.
First second-and-third-person-Point of Viewpvenglishteach
This document discusses point of view and narration in stories. It explains that there are three main points of view: first person, where the narrator is involved in the story and uses "I"; second person, where the reader's actions are narrated using "you"; and third person, where the narrator is outside the story and refers to characters by name or as "he"/"she". Each point of view influences how information is revealed to the audience. In the end, it reviews that first person narrates "I", second person narrates "you", and third person narrates "he/she".
The document defines and provides examples of sentences, phrases, and clauses. A sentence is a group of words that makes complete sense on its own. A phrase is a group of related words that does not contain a subject and verb and is used as part of speech. A clause contains a subject and verb and can express a complete thought, either as part of a sentence or as a standalone sentence.
The document provides guidelines for using quotation marks, including enclosing direct quotes but not indirect quotes. Direct quotes use quotation marks at the beginning and end and retain the speaker's exact words. Indirect quotes do not use quotation marks and rephrase the speaker's words. Punctuation like periods and commas go inside the closing quotation mark, while question marks and exclamation points go inside or outside depending on whether they are part of the quote. Dialogue in a story is indicated with quotation marks and a new paragraph each time the speaker changes. Several examples are provided to demonstrate proper punctuation and formatting of direct quotes.
Adverbs describe verbs and adjectives describe nouns. Most adverbs are formed by adding -ly to adjectives, though some irregular forms exist. Examples are provided of correctly matching adverbs with adjectives and verbs in sentences.
The document discusses adverbial phrases and their use in sentences. It defines adverbial phrases as groups of words that modify verbs, adjectives, or other adverbs by describing how, why, where, or when an action occurred. Several examples of sentences are provided that contain adverbial phrases answering "how," "where," "why," or "when." A quiz section then gives additional sentences for the reader to identify the verb being modified and determine which question (how, where, why, when) the adverbial phrase in each sentence answers.
The document discusses the differences between statements and questions. Statements are telling sentences that provide information and do not start with question words, while questions ask something by starting with question words like who, what, when, where, why, should, could, how, did, does, do, can, are, is, may, which, was, would, were. The document provides examples of statements and questions and has exercises to identify whether examples are statements or questions based on these distinguishing characteristics.
This document discusses the proper use of apostrophes to show possession and contractions. It explains that apostrophes are used to show missing letters in contractions and to indicate possession or ownership. For singular possessive nouns, an apostrophe-s is added. For plural nouns ending in s, only an apostrophe is added. For plural nouns not ending in s, an apostrophe-s is added. Compound nouns showing joint possession take an apostrophe-s after the second noun only, while individual possession uses a double possessive.
Adjectives are words that describe or modify nouns. They can be used to provide more information about a noun's characteristics, save time, and emphasize feelings. Adjectives are placed in a specific order when used before nouns, and some adjectives have irregular comparative and superlative forms. Exercises are provided to match adjectives with pictures to indicate their meanings.
The document provides objectives and examples for using prepositions correctly in sentences. It lists common prepositions like "about", "before", and "from". It explains that a prepositional phrase can function as an adverb, adjective, or noun. Examples are given of prepositional phrases modifying verbs and nouns. The conclusion contains a practice exercise where readers choose the correct preposition to complete each sentence.
This document provides instruction on how to properly punctuate direct speech. It explains that direct speech are the actual words people say. It uses the metaphor of speech words being sheep that need to be kept in a pen with correct punctuation to avoid escaping. It demonstrates how a capital letter is needed at the start of speech and punctuation like an exclamation mark at the end. Additionally, it notes that when a new speaker begins, their speech should start on a new line. Finally, it provides a checklist to ensure direct speech is punctuated correctly.
This document discusses different types of sentences including complete sentences, fragments, run-on sentences, and compound sentences. It defines independent and dependent clauses and provides examples. It also discusses ways to identify and fix fragments and run-on sentences such as attaching fragments to complete sentences, adding missing elements, or rewriting. The document emphasizes the importance of sentence structure and variety.
When subject and object refer to the same person termed as reflexive pronoun while reflexive pronoun used to emphasize the particular noun termed as an emphatic pronoun.
This document contains materials for an English class discussing various topics such as describing people, making choices, family conflicts, opinions, and discussion phrases. Some key topics covered include describing a person's appearance, personality, and clothes, major life decisions people make, common arguments families have, asking for and giving opinions, and expressions for agreeing, disagreeing, or complaining in a discussion.
This document provides examples and explanations of the words "so", "such", "too", and "enough" and how they are used to emphasize degrees in English. It discusses how "so" and "such" emphasize a high degree of a quality, while "too" means more than necessary or wanted. "Enough" means a sufficient or adequate amount. Examples are given for each word used with adjectives, adverbs, and nouns. The key differences between these words in terms of their meaning and usage are explained.
This document provides information about personification, including examples and an activity. It defines personification as portraying a non-human thing as doing something human. Examples given include death being personified and gambling being described as having claws. Students are asked to identify personification in a passage from Romeo and Juliet and to write their own personification poem in the style of Shakespeare.
This document defines and provides examples of adjective clauses and adverb clauses. Adjective clauses modify nouns and usually contain a relative pronoun like who, which, that. Adverb clauses are used like adverbs to describe when, where, why, or how something occurred. Examples of adjective clauses include "Emma Willard was the one who founded the first women's college in the United States" and "The team's mascot, which is a horse, is called Renegade." Examples of adverb clauses include "After I finish painting my bookcases, I will call you" and "I paint where there is plenty of fresh air."
This document discusses the comparative and superlative forms of adverbs. It explains that the comparative form compares two things and uses "-er" and the superlative compares three or more things and uses "-est". For regular adverbs ending in "-ly", the comparative uses "more" and the superlative uses "most". It provides examples of adverbs and their comparative and superlative forms. It also notes that some adverbs are irregular and lists those with their forms.
The document provides guidance on using "who" versus "whom" correctly in sentences. It explains that "who" or "whom" will usually be in a subordinate clause and that "who" is used for nominative case while "whom" is used for objective case. Examples are given demonstrating how to determine whether to use "who" or "whom" by substituting pronouns like "he", "she", or "him", "her" in the subordinate clause.
The document provides an in-depth overview of infinitives in English grammar. It defines infinitives as verbals that act as other parts of speech. Infinitives can function as nouns, adjectives, and adverbs. As nouns, they can be subjects, direct objects, or predicate nominatives. As adjectives, they modify nouns and pronouns. As adverbs, they modify verbs, adjectives, or other adverbs. The document also discusses verbs that are followed by infinitives and adjectives followed by infinitives. It provides examples and explanations of different infinitive uses and forms.
The document discusses two main uses of apostrophes: forming contractions and showing possession. It provides examples of common contractions like don't and wouldn't which show where letters have been omitted. For possession, an apostrophe is added to the end of a noun to show it belongs to someone, like John's car. There are two rules for forming possessives - add only an apostrophe if the noun already ends in s, otherwise add 's. The document also briefly mentions a few other less common uses of apostrophes.
An adverb modifies a verb, adjective, or other adverb by providing additional information about when, where, how, how often, how long, or to what degree. Adverbs typically end in -ly, but some common adverbs do not, like very, home, and sometimes. There are different types of adverbs including manner, place, frequency, time, and degree. Adverbs can occur in various positions in sentences depending on whether they are definite or indefinite and whether an auxiliary verb is present. The order of multiple adverbs is adverb of manner, place, time and degree.
Relative pronouns introduce relative clauses and relate back to a word they modify. The main relative pronouns are who for people, whom for objects of a verb or preposition, whose for possession, which for things, and that for things or people in defining clauses. A study friends activity provides four sentences to complete using who, which, or whose as a practice exercise on using relative pronouns correctly.
This document provides tips and examples for using a variety of sentence starters to make writing more interesting and varied. It encourages beginning sentences with verbs, gerunds, prepositions, adverbs, and other parts of speech rather than using the same words like subjects at the start of sentences. Examples are given like "Running was the only way to escape the savage dog" and "On Suhkveer's wall was a poster advertising the next school dance." Readers are invited to try rewriting sentences themselves using these techniques.
These are my slides to my talk at t3con Europe in Munich in 2016. It is about what you can do, when there is an elephant in the room and what you can do to avoid these elephants.
The document provides guidelines for using quotation marks, including enclosing direct quotes but not indirect quotes. Direct quotes use quotation marks at the beginning and end and retain the speaker's exact words. Indirect quotes do not use quotation marks and rephrase the speaker's words. Punctuation like periods and commas go inside the closing quotation mark, while question marks and exclamation points go inside or outside depending on whether they are part of the quote. Dialogue in a story is indicated with quotation marks and a new paragraph each time the speaker changes. Several examples are provided to demonstrate proper punctuation and formatting of direct quotes.
Adverbs describe verbs and adjectives describe nouns. Most adverbs are formed by adding -ly to adjectives, though some irregular forms exist. Examples are provided of correctly matching adverbs with adjectives and verbs in sentences.
The document discusses adverbial phrases and their use in sentences. It defines adverbial phrases as groups of words that modify verbs, adjectives, or other adverbs by describing how, why, where, or when an action occurred. Several examples of sentences are provided that contain adverbial phrases answering "how," "where," "why," or "when." A quiz section then gives additional sentences for the reader to identify the verb being modified and determine which question (how, where, why, when) the adverbial phrase in each sentence answers.
The document discusses the differences between statements and questions. Statements are telling sentences that provide information and do not start with question words, while questions ask something by starting with question words like who, what, when, where, why, should, could, how, did, does, do, can, are, is, may, which, was, would, were. The document provides examples of statements and questions and has exercises to identify whether examples are statements or questions based on these distinguishing characteristics.
This document discusses the proper use of apostrophes to show possession and contractions. It explains that apostrophes are used to show missing letters in contractions and to indicate possession or ownership. For singular possessive nouns, an apostrophe-s is added. For plural nouns ending in s, only an apostrophe is added. For plural nouns not ending in s, an apostrophe-s is added. Compound nouns showing joint possession take an apostrophe-s after the second noun only, while individual possession uses a double possessive.
Adjectives are words that describe or modify nouns. They can be used to provide more information about a noun's characteristics, save time, and emphasize feelings. Adjectives are placed in a specific order when used before nouns, and some adjectives have irregular comparative and superlative forms. Exercises are provided to match adjectives with pictures to indicate their meanings.
The document provides objectives and examples for using prepositions correctly in sentences. It lists common prepositions like "about", "before", and "from". It explains that a prepositional phrase can function as an adverb, adjective, or noun. Examples are given of prepositional phrases modifying verbs and nouns. The conclusion contains a practice exercise where readers choose the correct preposition to complete each sentence.
This document provides instruction on how to properly punctuate direct speech. It explains that direct speech are the actual words people say. It uses the metaphor of speech words being sheep that need to be kept in a pen with correct punctuation to avoid escaping. It demonstrates how a capital letter is needed at the start of speech and punctuation like an exclamation mark at the end. Additionally, it notes that when a new speaker begins, their speech should start on a new line. Finally, it provides a checklist to ensure direct speech is punctuated correctly.
This document discusses different types of sentences including complete sentences, fragments, run-on sentences, and compound sentences. It defines independent and dependent clauses and provides examples. It also discusses ways to identify and fix fragments and run-on sentences such as attaching fragments to complete sentences, adding missing elements, or rewriting. The document emphasizes the importance of sentence structure and variety.
When subject and object refer to the same person termed as reflexive pronoun while reflexive pronoun used to emphasize the particular noun termed as an emphatic pronoun.
This document contains materials for an English class discussing various topics such as describing people, making choices, family conflicts, opinions, and discussion phrases. Some key topics covered include describing a person's appearance, personality, and clothes, major life decisions people make, common arguments families have, asking for and giving opinions, and expressions for agreeing, disagreeing, or complaining in a discussion.
This document provides examples and explanations of the words "so", "such", "too", and "enough" and how they are used to emphasize degrees in English. It discusses how "so" and "such" emphasize a high degree of a quality, while "too" means more than necessary or wanted. "Enough" means a sufficient or adequate amount. Examples are given for each word used with adjectives, adverbs, and nouns. The key differences between these words in terms of their meaning and usage are explained.
This document provides information about personification, including examples and an activity. It defines personification as portraying a non-human thing as doing something human. Examples given include death being personified and gambling being described as having claws. Students are asked to identify personification in a passage from Romeo and Juliet and to write their own personification poem in the style of Shakespeare.
This document defines and provides examples of adjective clauses and adverb clauses. Adjective clauses modify nouns and usually contain a relative pronoun like who, which, that. Adverb clauses are used like adverbs to describe when, where, why, or how something occurred. Examples of adjective clauses include "Emma Willard was the one who founded the first women's college in the United States" and "The team's mascot, which is a horse, is called Renegade." Examples of adverb clauses include "After I finish painting my bookcases, I will call you" and "I paint where there is plenty of fresh air."
This document discusses the comparative and superlative forms of adverbs. It explains that the comparative form compares two things and uses "-er" and the superlative compares three or more things and uses "-est". For regular adverbs ending in "-ly", the comparative uses "more" and the superlative uses "most". It provides examples of adverbs and their comparative and superlative forms. It also notes that some adverbs are irregular and lists those with their forms.
The document provides guidance on using "who" versus "whom" correctly in sentences. It explains that "who" or "whom" will usually be in a subordinate clause and that "who" is used for nominative case while "whom" is used for objective case. Examples are given demonstrating how to determine whether to use "who" or "whom" by substituting pronouns like "he", "she", or "him", "her" in the subordinate clause.
The document provides an in-depth overview of infinitives in English grammar. It defines infinitives as verbals that act as other parts of speech. Infinitives can function as nouns, adjectives, and adverbs. As nouns, they can be subjects, direct objects, or predicate nominatives. As adjectives, they modify nouns and pronouns. As adverbs, they modify verbs, adjectives, or other adverbs. The document also discusses verbs that are followed by infinitives and adjectives followed by infinitives. It provides examples and explanations of different infinitive uses and forms.
The document discusses two main uses of apostrophes: forming contractions and showing possession. It provides examples of common contractions like don't and wouldn't which show where letters have been omitted. For possession, an apostrophe is added to the end of a noun to show it belongs to someone, like John's car. There are two rules for forming possessives - add only an apostrophe if the noun already ends in s, otherwise add 's. The document also briefly mentions a few other less common uses of apostrophes.
An adverb modifies a verb, adjective, or other adverb by providing additional information about when, where, how, how often, how long, or to what degree. Adverbs typically end in -ly, but some common adverbs do not, like very, home, and sometimes. There are different types of adverbs including manner, place, frequency, time, and degree. Adverbs can occur in various positions in sentences depending on whether they are definite or indefinite and whether an auxiliary verb is present. The order of multiple adverbs is adverb of manner, place, time and degree.
Relative pronouns introduce relative clauses and relate back to a word they modify. The main relative pronouns are who for people, whom for objects of a verb or preposition, whose for possession, which for things, and that for things or people in defining clauses. A study friends activity provides four sentences to complete using who, which, or whose as a practice exercise on using relative pronouns correctly.
This document provides tips and examples for using a variety of sentence starters to make writing more interesting and varied. It encourages beginning sentences with verbs, gerunds, prepositions, adverbs, and other parts of speech rather than using the same words like subjects at the start of sentences. Examples are given like "Running was the only way to escape the savage dog" and "On Suhkveer's wall was a poster advertising the next school dance." Readers are invited to try rewriting sentences themselves using these techniques.
These are my slides to my talk at t3con Europe in Munich in 2016. It is about what you can do, when there is an elephant in the room and what you can do to avoid these elephants.
This document discusses the three types of verbals: gerunds, participles, and infinitives. It provides examples and explanations of each type of verbal phrase, how they function as nouns, adjectives, or adverbs, and how to identify them in sentences. Key points include that gerunds end in "-ing" and function as nouns, participles can end in "-ing", "-ed", or "-en" and act as adjectives, and infinitives use "to + verb" and can function as nouns, adjectives, or adverbs.
The document discusses different types of sentences where the subject is not in the typical beginning position, including questions, commands, inverted sentences, and sentences beginning with "here" or "there". Specifically, it notes that in questions the subject often comes before or between the verb. For commands, the subject is usually implied rather than stated. Some sentences intentionally place the subject after the verb for a more formal style of writing or speech.
During a storm, a teacher is knocked out, a student is blown out the door, and another student must take action. The document provides examples of engaging ways to begin a story, including with a question, dialogue, or single evocative word. It then models using these techniques to set up a hypothetical classroom emergency scenario.
During a storm, a classroom door blows open knocking out the teacher. A small student named Melissa answers the door and is blown outside by strong winds. The other students are left wondering what to do with their unconscious teacher and classmate in danger outside.
This document is a summary of a children's story about a girl named Jamie who starts a harmful rumor at her school. After seeing the boy Del in the principal's office with a crying kindergartner, Jamie tells her friends she thinks Del beat up the younger student. This rumor then spreads throughout the school. Jamie later realizes she was wrong to start gossiping without knowing the full story. She feels bad for Del and wants to set the record straight. She goes to her teacher Mr. Sanchez for advice on how to fix the situation.
1) Noah witnesses James kissing and pushing Riley at a party while drunk. She intervenes and drives Riley home to ensure her safety.
2) Noah and Riley decide to create an anonymous book called "Consent Matters" to educate others on issues of consent and how to seek help. They gather anonymous stories and distribute the book at their college.
3) The book gains popularity but the principal wants to ban it, believing the sensitive topics are inappropriate and could worry parents. Noah argues it provides much-needed education and support for students.
4) After being warned about further distributing the book, Noah organizes a student protest outside the college to fight for their right to learn about consent.
1. The document instructs students to play games on the Vocabulary and Spelling City (VSC) app to earn extra credit points.
2. To access the VSC app, students should log into Edmodo and click on the icon at the top left of their screen resembling a phone or calculator.
3. The teacher will give students one point of extra credit for each game played on VSC.
Noah creates an anonymous book called "Consent Matters" after witnessing her friend Riley being pressured into an unwanted encounter at a party. The book shares anonymous stories from students about issues with consent to educate others. Noah distributes the book around her college but the principal wants to ban it, prioritizing parents' concerns over students' safety. Noah organizes a protest with other students to fight for their right to learn about consent.
The document provides an overview of the eight parts of speech: noun, verb, pronoun, adjective, adverb, preposition, conjunction, and interjection. It defines each part of speech and provides examples. It also includes exercises for students to practice identifying and using the different parts of speech in sentences. The purpose is to teach English grammar by explaining the importance and functions of each part of speech.
The document provides instructions for a parts of speech bingo game for 6th grade students. It includes directions for creating bingo boards and pieces, playing the game by identifying the part of speech for words in sample sentences, and examples played through with answers. The goal is for students to practice identifying different parts of speech by placing game pieces on the correct spots on their bingo boards.
Noah witnesses James kissing and pushing Riley at a party without her consent. She drives Riley home to ensure her safety. Noah and Riley then create an anonymous book called "Consent Matters" to educate their college on sexual consent and help for those suffering. Their college principal tries to ban the book, seeing it as inappropriate, but Noah continues fighting for students' right to learn about consent. She leads a protest with other students outside the college to further their cause.
This story is about a girl named Faith who is afraid to go to camp. She tries to hide on the bus so she doesn't have to get off. Her teacher convinces her to get off and promises to stay by her side. At camp, Faith is nervous about hiking trails with puddles but decides to run through one, getting her boots muddy. The camp counselor sees and looks exasperated with Faith's actions.
The document instructs students to play games on the Vocabulary and Spelling City (VSC) app by logging into Edmodo and clicking on an icon resembling a phone or calculator, and that the student will receive 1 point of extra credit for each game played on VSC.
This document discusses and provides examples of different parts of speech including adjectives, nouns, verbs, pronouns, and adverbs. It defines each part of speech and gives examples. It then provides sentences for the reader to identify the part of speech of bolded words. Upon choosing an answer, it will confirm if the selection is correct or have the reader try again. Resources for further information on parts of speech are also listed.
The document provides a scene-by-scene summary of a film titled "Hellion". It describes:
1) A boy lying in bed who is filmed by a ceiling camera that pans in on his face.
2) Scenes of the boy leaving his house with his bag, walking to school, and entering the classroom.
3) The boy going to the bathroom at school and being noticed by another boy, Jay.
4) Additional scenes of the boy leaving school, noticing a memorial, and talking with Jay before walking alone to a graveyard.
Learn these four English idioms: ring a bell, around the clock, let someone off the hook and mean the world to someone. Learn the meaning of these useful idioms and master them by studying and reading aloud the example sentences. Also read the Idioms in Use text, which contains all four target idioms in a natural context.
Leave a comment below and practice the idioms that you learned.
Learn more by visiting me at www.SirEnglish.com
Similar to Sentence Starters - English Revision (20)
This student leadership profile summarizes Rahul Jose's roles, achievements, interests, and goals. He currently serves as Head of Vice-Presidents and has held several leadership positions. His interests include technology and programming. Rahul has helped start the school's Live Stream Team and inter-section academic contests. He excels in computer studies, math, and chemistry. His targets are to improve his physics knowledge and practice past papers daily. Rahul has strengthened his computer skills but wants to broaden his abilities and recover his involvement in sports.
Rahul Jose is a Year 11 student who has a passion for visual design, video editing, and photography. He lists his skills as being expert in Adobe After Effects and Premiere, advanced in teamwork and time management, and a beginner in Adobe Photoshop. Rahul provides his contact information and notes he has participated in online competitions and had a work experience at SOBHA Contracting in Dubai.
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 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.
1. The document provides information on the IGCSE biology specification for the Triple Award, including the classification of living organisms into five kingdoms and the structures and functions of cells, tissues, and organ systems.
2. It also covers topics like photosynthesis, diffusion, osmosis, human nutrition, and the digestive system, providing details on the key processes, experiments, and structures/organelles involved.
3. Specific examples are given for classifying organisms, structures of plant and animal cells, the effect of temperature on the enzyme catalase, and experiments on photosynthesis and energy content of foods.
This document provides an overview of key biology concepts covered in IGCSE Biology. It discusses the seven characteristics of living things: movement, respiration, sensitivity, growth, reproduction, excretion and nutrition. It also covers cell structure, including differences between plant and animal cells. Additionally, it summarizes the five kingdoms of classification (Bacteria, Protista, Fungi, Plants, Animals) and mechanisms of transport across cell membranes, such as diffusion, osmosis and active transport.
The Bengal tiger is primarily found in India and neighboring countries, with fewer than 2,500 remaining in the wild. They inhabit dry and wet forests as well as mangrove forests. Poaching to meet demand in Asian markets has put the Bengal tiger at risk once again. WWF works with local partners on initiatives like strengthening anti-poaching efforts, empowering communities with alternatives to fuelwood collection from tiger forests like biogas, and stopping illegal wildlife trade through intelligence networks and regional cooperation to curb trafficking of tigers and their parts.
Skills & Strands - A Guide to Effective LearningRahul Jose
The document outlines several key skills frameworks including creativity and innovation, original thinking, cross-cultural skills, scientific skills, life skills, and ICT skills. It discusses the importance of using a cross-curricular approach to teaching and learning. For scientific skills specifically, it lists attributes that scientists must have such as constant awareness of limitations, being critical-minded, curious, honest, objective, open-minded, patient, persevering, able to suspend conclusions, truthful, willing to work hard, and willing to suspend judgment.
The document summarizes the process of extracting aluminium from bauxite ore. Bauxite ore is dissolved in cryolite to lower its melting point before being electrolyzed in a molten electrolyte. During electrolysis, positively charged aluminium ions move to the negatively charged carbon cathode, gaining electrons and forming aluminium atoms. Negatively charged oxide ions move to the positively charged carbon anode, losing electrons and forming oxygen gas. Some oxygen reacts with the carbon anode to form carbon dioxide, requiring frequent anode replacement. The overall process uses electrolysis to extract aluminium from bauxite ore dissolved in cryolite.
This document provides notes on various mathematics topics for the IGCSE including: decimals and standard form, accuracy and error, powers and roots, ratio and proportion, and trigonometry. It includes examples and practice problems for each topic. The notes are intended to help with revision for IGCSE mathematics question papers and assessments.
This document provides an overview of key chemistry concepts including the states of matter, atoms, bonding, and molecular structures.
It begins by explaining the particle nature of matter and defining solids, liquids, and gases. Atoms are introduced as the smallest particles that make up elements, which can combine to form compounds. Bonding types - ionic, covalent, and metallic - are then described along with their characteristic properties. Molecular structures like diamond, graphite, and silica are used as examples of giant covalent networks.
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2. Read this Story …
One day, Kyle was walking to school. He
heard a noise behind him. He turned
around. He looked to see who was there.
He didn’t see anyone, but he knew
someone was there. He ran quickly to
Jon’s house and knocked on the door
but Jon wouldn’t let him in. He was
getting really frightened. He kept
thumping on the door. He got no answer
so he ran way.
…. Also known as the story where
each sentence begins with He!
3. Vary your sentence beginnings
There are lots of ways to make your
sentences more interesting ….. Here are
some ideas….
4. BEGIN WITH A VERB!!!
A VERB IS A DOING WORD … OR AN
ACTION WORD
TELL ME SOME …….
NOW ADD “ING” TO THE VERBS …
THEY ARE NOW CALLED GERUNDS!!!
5. Begin with a VERB!!!!
Running was the only way
to escape the savage dog!
Screaming loudly
with frustration, he
threw his computer
across the room.
Peeking from
behind the door
allowed the boy
to see who was
creeping up the
stairs. It was
SANTA!!!
6. Why not begin your sentence
with a VERB or GERUND?
Compare this:
Callum turned around and looked to see
who was behind him.
To this ….
Turning around quickly, Callum looked to
see who was behind him.
7. Now You Try …
Pick a good verb … Move it to the
beginning of the sentence.
Steven realised he had been picked for the
team when he looked down the list for his
name.
Looking down the list for his name, Steven
realised he had been picked for the team.
8. Now you try
Daisy decided to relax in the bath
because she was tired from the
snowboarding.
Tired from all the snowboarding,
Daisy decided to relax in the bath.
9. Match the sentence starter
Gripping
Twisting
Shocked by
Angered by
the sight of so many injured people,
the doctors called for more
ambulances.
the rope tightly, Steven slowly climbed
towards the surface of the deep pit.
the rude and noisy boy, the teacher
sent him from the room.
from side to side allowed the boy to
loosen the tight ropes around his legs.
10. Start with a PREPOSITION or a
PLACE !!!!
“What a great idea I hear you say … but
what on earth is a PREPOSITION????”
JAY … WOULD YOU PLEASE COME
TO THE FRONT OF THE CLASS ….
AND BRING YOUR CHAIR WITH
YOU?
11. Beside Jay sat cutest girl in
Drummond High School.
Some sentence starters … starring
Jay Jay Black!
On Suhkveer’s wall was a poster
advertising the next school dance.
Under the chair sat the
shoe that Jay had been
looking for all week.
12. Other Preposition or Place
words that can begin a sentence.
On Inside Within Outside
Beside Throughout Upon
Near Beyond Among Below
Beneath To Inside
Towards From Into Out
of Off
13. Begin your sentences with Adverbs
(those words that describe the verb and end in
“ly”)
1. Anxiously
2. Violently
3. Rapturously
4. Unexpectedly
5. Patiently
6. Suspiciously
the lady looked around her
beautiful new house and smiled.
he looked over his shoulder to
see if anyone was watching.
shaking the boy only made him
cry and scream even louder.
the baby arrived early to
everyone’s delight.
the mother taught her child to tie
her shoelaces correctly.