This document provides information about different types of clauses and sentences in English grammar. It defines independent clauses as main clauses that can stand alone as a complete sentence. Dependent clauses cannot stand alone and are part of a larger sentence. Complex sentences combine an independent clause with one or more dependent clauses using a subordinating conjunction. Compound sentences contain two independent clauses joined by a coordinating conjunction. The document gives numerous examples of simple, complex, and compound sentences and exercises to practice transforming between sentence types.
The document discusses idioms, which are phrases that mean something other than their literal meaning. Some examples of idioms provided are "it's raining cats and dogs" meaning it's raining very hard, and "skeletons in your closet" meaning secrets. The document explains common idioms and their real meanings, provides examples of idioms involving food, and tests the reader's understanding with sentences using idioms.
This document provides an overview of verb tenses and their usage patterns in English. It discusses the main tenses - present, past, and future - and their simple, progressive, and perfect forms. For each tense, it gives examples of common usage patterns with subjects and verbs. The document aims to help readers understand the different tenses and when to use them appropriately.
This document discusses contractions in English and provides examples of how to form contractions using common words. It explains that a contraction is formed by combining two words and shortening them, usually by removing letters and replacing them with an apostrophe. Some key points covered include:
- There are about 70 common contractions in English.
- Contractions are usually formed by removing two letters like "she'll" from "she will".
- Contractions with "I" and "am" form "I'm" by removing the "a".
- Contractions with "is", "are", "will", "not", "have", "had", and "has" follow patterns of removing letters and using an apostrophe.
Tansen was a famous Indian singer who lived from 1506 to 1589. He was born in Gwalior, India and was considered the greatest musician in the court of the Mughal emperor Akbar. Tansen received his musical training from his guru Haridasa and showed great talent at a young age. As an adult, he composed new musical styles called ragas and is believed to have been influential in the development of Hindustani classical music. Tansen received the title "Miyan" from Emperor Akbar and wrote important texts on music.
This document discusses idioms, which are expressions that do not literally mean what the words say. It provides examples of common idioms and their meanings, such as "pulling my leg" meaning teasing, "knocked her over with a feather" meaning very surprised, "drop me a line" meaning write me a letter, and "down in the dumps" meaning feeling sad. The document seeks to illustrate idioms and show that their real meanings can be different than the literal meaning of the words through various examples.
When reporting speech, verb tenses are usually changed to be in the past. This is because reported speech refers to something that was said in the past. Common changes include changing present tenses to past tenses, changing pronouns like "I" and "me" to reflect the person who originally spoke, and adjusting time and place references. Reporting speech involves systematically changing verb tenses, pronouns, and other elements of the original statement while retaining the overall meaning.
This slide presentation teaches students about tense shifting in writing. It begins with an introduction that defines and provides examples of the past tense, present tense, and tense shifting. It explains that tense should be consistent within a work unless shifting is needed to describe a completed action and a habitual one. The second part includes practice exercises for identifying tense and appropriate tense shifting.
This document discusses the use of semicolons in sentences. It provides examples of how semicolons can be used to combine two independent clauses, as well as how they are often used with conjunctive adverbs. The document also demonstrates how semicolons can help clarify lists within sentences by separating items in the list with semicolons instead of commas.
The document discusses idioms, which are phrases that mean something other than their literal meaning. Some examples of idioms provided are "it's raining cats and dogs" meaning it's raining very hard, and "skeletons in your closet" meaning secrets. The document explains common idioms and their real meanings, provides examples of idioms involving food, and tests the reader's understanding with sentences using idioms.
This document provides an overview of verb tenses and their usage patterns in English. It discusses the main tenses - present, past, and future - and their simple, progressive, and perfect forms. For each tense, it gives examples of common usage patterns with subjects and verbs. The document aims to help readers understand the different tenses and when to use them appropriately.
This document discusses contractions in English and provides examples of how to form contractions using common words. It explains that a contraction is formed by combining two words and shortening them, usually by removing letters and replacing them with an apostrophe. Some key points covered include:
- There are about 70 common contractions in English.
- Contractions are usually formed by removing two letters like "she'll" from "she will".
- Contractions with "I" and "am" form "I'm" by removing the "a".
- Contractions with "is", "are", "will", "not", "have", "had", and "has" follow patterns of removing letters and using an apostrophe.
Tansen was a famous Indian singer who lived from 1506 to 1589. He was born in Gwalior, India and was considered the greatest musician in the court of the Mughal emperor Akbar. Tansen received his musical training from his guru Haridasa and showed great talent at a young age. As an adult, he composed new musical styles called ragas and is believed to have been influential in the development of Hindustani classical music. Tansen received the title "Miyan" from Emperor Akbar and wrote important texts on music.
This document discusses idioms, which are expressions that do not literally mean what the words say. It provides examples of common idioms and their meanings, such as "pulling my leg" meaning teasing, "knocked her over with a feather" meaning very surprised, "drop me a line" meaning write me a letter, and "down in the dumps" meaning feeling sad. The document seeks to illustrate idioms and show that their real meanings can be different than the literal meaning of the words through various examples.
When reporting speech, verb tenses are usually changed to be in the past. This is because reported speech refers to something that was said in the past. Common changes include changing present tenses to past tenses, changing pronouns like "I" and "me" to reflect the person who originally spoke, and adjusting time and place references. Reporting speech involves systematically changing verb tenses, pronouns, and other elements of the original statement while retaining the overall meaning.
This slide presentation teaches students about tense shifting in writing. It begins with an introduction that defines and provides examples of the past tense, present tense, and tense shifting. It explains that tense should be consistent within a work unless shifting is needed to describe a completed action and a habitual one. The second part includes practice exercises for identifying tense and appropriate tense shifting.
This document discusses the use of semicolons in sentences. It provides examples of how semicolons can be used to combine two independent clauses, as well as how they are often used with conjunctive adverbs. The document also demonstrates how semicolons can help clarify lists within sentences by separating items in the list with semicolons instead of commas.
Tansen was a renowned Indian musician who lived in the 16th century. He was born in Behat near Gwalior and showed musical talent from a young age by imitating bird and animal calls. He became a disciple of Swami Haridas and learned music from him for 11 years, becoming a great singer. Tansen joined the court of the Mughal emperor Akbar in 1556 and became his favorite, though some courtiers grew jealous. When those courtiers challenged Tansen to sing a raga that could burn him, his daughter and her friend countered with a raga that brought rain to save him. Tansen remained at Akbar's court until his death in 1585, composing many
This document provides a summary of a meeting between journalist Firdaus Kanga and renowned physicist Stephen Hawking. It describes Hawking as one of the greatest scientists who is confined to a wheelchair and speaks through a voice synthesizer. The summary highlights that the meeting was between two differently abled people and discusses Hawking's message that the disabled should focus on their abilities rather than limitations. It also conveys the writer's feelings of gratitude for Hawking's inspiration.
This document provides teaching materials for a lesson on simple, compound, and complex sentences. It includes a PowerPoint presentation defining the three sentence types and providing examples. Accompanying worksheets and activities are referenced for students to practice identifying and writing different sentence structures. The PowerPoint addresses the Australian Curriculum and is intended to help students learn to express and develop ideas through proper use of language.
The document provides information about analytical writing and paragraphs. It defines analytical writing as descriptive writing based on data like charts, graphs or tables. It requires analyzing facts and drawing conclusions. The document then lists features of analytical paragraphs such as being brief but complete, stating facts, using simple language, and not including personal responses. It also outlines the typical elements of an analytical paragraph - introduction, body and conclusion. The document provides examples of useful phrases that can be used in introductions, for describing trends, quantities, relationships and conclusions. It emphasizes choosing important information, stating correct facts, and proper organization.
The document discusses the differences between direct and indirect speech. It provides examples of how to change direct speech into indirect speech, including changing pronouns, tenses, adverbs of time and place, interrogative sentences, imperative sentences, and exclamatory sentences. The key differences covered are using "that" instead of commas, changing pronouns according to the SON formula, changing present and past tense verbs, changing adverbs of time and place, changing interrogative sentences into statements, using "to" after imperative verbs, and using "that" after reporting verbs for exclamatory sentences.
The document defines adverbs and describes their types and usage. It explains that adverbs modify verbs, adjectives, other adverbs, or entire sentences. The main types of adverbs are manner, place, time, frequency, and degree. Many adverbs are formed by adding -ly to adjectives. Adverbs are also compared in forms like more quietly. The document provides examples and discusses the typical positions of different types of adverbs in sentences. It concludes with exercises to practice identifying and using adverbs.
A complex sentence contains one independent clause and one dependent clause. A dependent clause cannot stand alone as a complete thought and must be attached to an independent clause. There are two patterns for writing complex sentences: pattern one uses a comma to separate the dependent clause, which comes first, from the independent clause. Pattern two does not use a comma, with the independent clause coming first followed by the dependent clause. Common words like although, before, and when can make a clause dependent.
This document defines and provides examples of different types of verbs: action verbs that show action, linking verbs that connect subjects to predicates, and helping verbs that assist main verbs. It explains that action verbs tell what a subject does, linking verbs link subjects to predicates without showing action, and helping verbs come before and help main verbs. Examples of each verb type are given and readers are asked to identify verbs in sample sentences.
Tsunamis are large, powerful waves caused by undersea earthquakes. In 2004, a tsunami hit parts of India and Thailand, killing over 150,000 people. However, many animals seemed to sense the impending disaster and fled to safety, including elephants that screamed and ran inland and zoo animals that rushed into shelters. Some experts believe animals have a sixth sense or can detect vibrations that humans cannot, allowing them to escape danger from natural disasters like tsunamis.
This document discusses compound sentences and their components. A compound sentence is composed of two independent clauses joined by a coordinating conjunction. The seven FANBOYS conjunctions - for, and, nor, but, or, yet, so - are used to connect independent clauses. Examples are provided of simple sentences being combined into compound sentences using various FANBOYS conjunctions. Attendees are given practice exercises to change pairs of simple sentences into single compound sentences. The document concludes by thanking attendees and announcing the next session.
The document discusses verb tenses in English. It explains that tenses indicate time and are categorized based on time frame (present, past, future) and aspect (simple, continuous, perfect, perfect continuous). There are 12 possible verb tenses combining these categories. Each tense is defined and examples are provided to illustrate their typical uses and time signals. The rules of tense formation are also outlined. In the end, the reader is instructed to practice creating their own sentences using the explained tenses.
The English language is filled with words that sound the same (homophones), but have different spellings and meanings. This powerpoint has a guessing game, writing activity, and speaking activity.
The document describes the present perfect continuous tense in English. It explains that this tense is used to describe an action that began in the past and either continues in the present or recently stopped. It provides the formula for forming the tense and examples of its use, including contractions. The tense is used to talk about actions that have just stopped or are continuing up until now. It also discusses using "for" and "since" with the present perfect continuous tense to specify periods of time.
1) The document discusses the differences between active and passive voice in English grammar. It provides rules for changing sentences from active to passive voice using various tenses.
2) Transitive verbs can be changed to passive voice, where the subject receives the action. The passive voice is used when the subject is unknown, unimportant, or vague.
3) Five golden rules are provided for changing active to passive voice: the object becomes the subject, use the correct form of "be", use the past participle of the verb, add "by", and the original subject becomes the object.
A colon introduces a list, introduces a restatement of the main clause, appears at the end of a main clause and introduces an elaboration of the main clause.
Types of nouns part 3 -Abstract, concrete and collective nounKarishmaAdulkar
This document discusses different types of nouns:
- Abstract nouns refer to ideas, qualities, or states of being that cannot be seen or experienced directly. Examples include happiness, freedom, and beauty.
- Concrete nouns refer to material objects that can be experienced by senses like sight, sound, smell, taste, or touch. Examples include trees, music, and sandwiches.
- Collective nouns name groups of people, animals, or things and can be either singular or plural depending on whether the group or individuals are being referred to. Examples of collective nouns include team, herd, and flock.
Tips on Using Prepositions [ https://learningpundits.com/module-view/20-prepositions/1-tips-on-prepositions/ ].
LearningPundits helps Job Seekers make great CVs [ https://learningpundits.com/module-view/1-cv-preparation-for-freshers/1-cv-writing-tips-for-freshers/ ] , master English Grammar and Vocabulary [ https://learningpundits.com/course/4-english-grammar/ ] , ace Aptitude Tests [ https://learningpundits.com/course/11-mathematical-aptitude/ ], speak fluently in a Group Discussion [ https://learningpundits.com/module-view/6-group-discussion-questions/1-tips-for-speaking-in-a-group-discussion/ ] and perform well in Interviews [ https://learningpundits.com/course/2-personal-interview/ ] We also conduct weekly online contests on Aptitude and English [ https://learningpundits.com/contest ]. We also allow Job Seekers to apply for Jobs [ https://learningpundits.com/applyForJobs ]
The document defines personification as giving human qualities to objects and animals. It explains that personification helps readers better visualize what an author is describing. The document provides examples of sentences using personification, such as describing a tree weeping under stormy weather or blades of grass struggling in sand. It concludes by asking readers to use personification to describe inanimate objects, like a dentist's chair or angry clouds.
The document summarizes a short story about a man who restores an old roll-top desk and finds a letter inside from 1915. The letter describes how on Christmas during WWI, British and German soldiers spontaneously celebrated together in no man's land, playing football and sharing food and drink. The man tracks down the letter's recipient, 101-year-old Mrs. Macpherson, and delivers the letter to her. Although confused, she believes the man is her late husband Jim returned, and says receiving the letter after so long is "the best Christmas present in the world."
This document provides rules for transforming sentences from affirmative to negative and vice versa, as well as transforming sentences between simple, complex, and compound structures. It discusses how to change affirmative sentences to negative by replacing words like 'only', 'must', and 'and' with alternatives like 'nothing but', 'cannot but', and 'not only...but also'. It also outlines how to transform sentences between assertive, interrogative, imperative, and exclamatory forms. Finally, it explains the characteristics of simple, complex, and compound sentences and how to change between these sentence structures.
Tansen was a renowned Indian musician who lived in the 16th century. He was born in Behat near Gwalior and showed musical talent from a young age by imitating bird and animal calls. He became a disciple of Swami Haridas and learned music from him for 11 years, becoming a great singer. Tansen joined the court of the Mughal emperor Akbar in 1556 and became his favorite, though some courtiers grew jealous. When those courtiers challenged Tansen to sing a raga that could burn him, his daughter and her friend countered with a raga that brought rain to save him. Tansen remained at Akbar's court until his death in 1585, composing many
This document provides a summary of a meeting between journalist Firdaus Kanga and renowned physicist Stephen Hawking. It describes Hawking as one of the greatest scientists who is confined to a wheelchair and speaks through a voice synthesizer. The summary highlights that the meeting was between two differently abled people and discusses Hawking's message that the disabled should focus on their abilities rather than limitations. It also conveys the writer's feelings of gratitude for Hawking's inspiration.
This document provides teaching materials for a lesson on simple, compound, and complex sentences. It includes a PowerPoint presentation defining the three sentence types and providing examples. Accompanying worksheets and activities are referenced for students to practice identifying and writing different sentence structures. The PowerPoint addresses the Australian Curriculum and is intended to help students learn to express and develop ideas through proper use of language.
The document provides information about analytical writing and paragraphs. It defines analytical writing as descriptive writing based on data like charts, graphs or tables. It requires analyzing facts and drawing conclusions. The document then lists features of analytical paragraphs such as being brief but complete, stating facts, using simple language, and not including personal responses. It also outlines the typical elements of an analytical paragraph - introduction, body and conclusion. The document provides examples of useful phrases that can be used in introductions, for describing trends, quantities, relationships and conclusions. It emphasizes choosing important information, stating correct facts, and proper organization.
The document discusses the differences between direct and indirect speech. It provides examples of how to change direct speech into indirect speech, including changing pronouns, tenses, adverbs of time and place, interrogative sentences, imperative sentences, and exclamatory sentences. The key differences covered are using "that" instead of commas, changing pronouns according to the SON formula, changing present and past tense verbs, changing adverbs of time and place, changing interrogative sentences into statements, using "to" after imperative verbs, and using "that" after reporting verbs for exclamatory sentences.
The document defines adverbs and describes their types and usage. It explains that adverbs modify verbs, adjectives, other adverbs, or entire sentences. The main types of adverbs are manner, place, time, frequency, and degree. Many adverbs are formed by adding -ly to adjectives. Adverbs are also compared in forms like more quietly. The document provides examples and discusses the typical positions of different types of adverbs in sentences. It concludes with exercises to practice identifying and using adverbs.
A complex sentence contains one independent clause and one dependent clause. A dependent clause cannot stand alone as a complete thought and must be attached to an independent clause. There are two patterns for writing complex sentences: pattern one uses a comma to separate the dependent clause, which comes first, from the independent clause. Pattern two does not use a comma, with the independent clause coming first followed by the dependent clause. Common words like although, before, and when can make a clause dependent.
This document defines and provides examples of different types of verbs: action verbs that show action, linking verbs that connect subjects to predicates, and helping verbs that assist main verbs. It explains that action verbs tell what a subject does, linking verbs link subjects to predicates without showing action, and helping verbs come before and help main verbs. Examples of each verb type are given and readers are asked to identify verbs in sample sentences.
Tsunamis are large, powerful waves caused by undersea earthquakes. In 2004, a tsunami hit parts of India and Thailand, killing over 150,000 people. However, many animals seemed to sense the impending disaster and fled to safety, including elephants that screamed and ran inland and zoo animals that rushed into shelters. Some experts believe animals have a sixth sense or can detect vibrations that humans cannot, allowing them to escape danger from natural disasters like tsunamis.
This document discusses compound sentences and their components. A compound sentence is composed of two independent clauses joined by a coordinating conjunction. The seven FANBOYS conjunctions - for, and, nor, but, or, yet, so - are used to connect independent clauses. Examples are provided of simple sentences being combined into compound sentences using various FANBOYS conjunctions. Attendees are given practice exercises to change pairs of simple sentences into single compound sentences. The document concludes by thanking attendees and announcing the next session.
The document discusses verb tenses in English. It explains that tenses indicate time and are categorized based on time frame (present, past, future) and aspect (simple, continuous, perfect, perfect continuous). There are 12 possible verb tenses combining these categories. Each tense is defined and examples are provided to illustrate their typical uses and time signals. The rules of tense formation are also outlined. In the end, the reader is instructed to practice creating their own sentences using the explained tenses.
The English language is filled with words that sound the same (homophones), but have different spellings and meanings. This powerpoint has a guessing game, writing activity, and speaking activity.
The document describes the present perfect continuous tense in English. It explains that this tense is used to describe an action that began in the past and either continues in the present or recently stopped. It provides the formula for forming the tense and examples of its use, including contractions. The tense is used to talk about actions that have just stopped or are continuing up until now. It also discusses using "for" and "since" with the present perfect continuous tense to specify periods of time.
1) The document discusses the differences between active and passive voice in English grammar. It provides rules for changing sentences from active to passive voice using various tenses.
2) Transitive verbs can be changed to passive voice, where the subject receives the action. The passive voice is used when the subject is unknown, unimportant, or vague.
3) Five golden rules are provided for changing active to passive voice: the object becomes the subject, use the correct form of "be", use the past participle of the verb, add "by", and the original subject becomes the object.
A colon introduces a list, introduces a restatement of the main clause, appears at the end of a main clause and introduces an elaboration of the main clause.
Types of nouns part 3 -Abstract, concrete and collective nounKarishmaAdulkar
This document discusses different types of nouns:
- Abstract nouns refer to ideas, qualities, or states of being that cannot be seen or experienced directly. Examples include happiness, freedom, and beauty.
- Concrete nouns refer to material objects that can be experienced by senses like sight, sound, smell, taste, or touch. Examples include trees, music, and sandwiches.
- Collective nouns name groups of people, animals, or things and can be either singular or plural depending on whether the group or individuals are being referred to. Examples of collective nouns include team, herd, and flock.
Tips on Using Prepositions [ https://learningpundits.com/module-view/20-prepositions/1-tips-on-prepositions/ ].
LearningPundits helps Job Seekers make great CVs [ https://learningpundits.com/module-view/1-cv-preparation-for-freshers/1-cv-writing-tips-for-freshers/ ] , master English Grammar and Vocabulary [ https://learningpundits.com/course/4-english-grammar/ ] , ace Aptitude Tests [ https://learningpundits.com/course/11-mathematical-aptitude/ ], speak fluently in a Group Discussion [ https://learningpundits.com/module-view/6-group-discussion-questions/1-tips-for-speaking-in-a-group-discussion/ ] and perform well in Interviews [ https://learningpundits.com/course/2-personal-interview/ ] We also conduct weekly online contests on Aptitude and English [ https://learningpundits.com/contest ]. We also allow Job Seekers to apply for Jobs [ https://learningpundits.com/applyForJobs ]
The document defines personification as giving human qualities to objects and animals. It explains that personification helps readers better visualize what an author is describing. The document provides examples of sentences using personification, such as describing a tree weeping under stormy weather or blades of grass struggling in sand. It concludes by asking readers to use personification to describe inanimate objects, like a dentist's chair or angry clouds.
The document summarizes a short story about a man who restores an old roll-top desk and finds a letter inside from 1915. The letter describes how on Christmas during WWI, British and German soldiers spontaneously celebrated together in no man's land, playing football and sharing food and drink. The man tracks down the letter's recipient, 101-year-old Mrs. Macpherson, and delivers the letter to her. Although confused, she believes the man is her late husband Jim returned, and says receiving the letter after so long is "the best Christmas present in the world."
This document provides rules for transforming sentences from affirmative to negative and vice versa, as well as transforming sentences between simple, complex, and compound structures. It discusses how to change affirmative sentences to negative by replacing words like 'only', 'must', and 'and' with alternatives like 'nothing but', 'cannot but', and 'not only...but also'. It also outlines how to transform sentences between assertive, interrogative, imperative, and exclamatory forms. Finally, it explains the characteristics of simple, complex, and compound sentences and how to change between these sentence structures.
A complete guide on transformation of sentences. Perfectly explained as to how various types of sentences can be changed. All the rules explained in a simplified way.
Hope you guys like it.
Follow for more grammar ppts.
Inversion involves changing the normal subject-verb order in a sentence. It is commonly used to form questions by placing the verb before the subject. Inversion is also sometimes used when a negative adverb or adverb phrase appears at the start of a sentence, or in conditional sentences with "should", "were", or "had". Inversion can add emphasis or formality. It also follows expressions involving time or place at the start of a sentence, or in sentences beginning with "so + adjective".
Conjunctions are words that join or link other words, phrases, and clauses. There are three types of conjunctions: coordinating conjunctions, subordinating conjunctions, and correlative conjunctions. Coordinating conjunctions join individual words, phrases, and clauses of equal importance. Common coordinating conjunctions include and, but, or, nor, for, so, and yet. Subordinating conjunctions introduce subordinate clauses and include words like because, when, where, and while. Correlative conjunctions always come in pairs like either...or, neither...nor, and both...and.
The document discusses the key components of sentences in the English language. It begins by defining the basic units of phrases and clauses. It then explains the different types of sentences: simple sentences contain one independent clause, compound sentences join two independent clauses, complex sentences contain one independent clause and one dependent clause, and compound-complex sentences contain at least two independent clauses and one dependent clause. The document provides examples for each sentence type and discusses the punctuation and conjunctions used to join the clauses.
This document summarizes the four main types of sentences: simple, compound, complex, and compound-complex. It provides examples and explanations of each type. Key points include:
- Simple sentences contain one independent clause.
- Compound sentences join two independent clauses with coordinating conjunctions or semicolons.
- Complex sentences contain one independent clause and one or more dependent clauses.
- Compound-complex sentences contain at least two independent clauses and one or more dependent clauses.
This document outlines the four types of sentences: simple, compound, complex, and compound-complex. It provides examples and explanations of each. Key points include:
- Simple sentences contain one independent clause.
- Compound sentences join two independent clauses with coordinating conjunctions or semicolons.
- Complex sentences contain one independent clause and one or more dependent clauses.
- Compound-complex sentences contain at least two independent clauses and one or more dependent clauses.
This document provides information about phrasal verbs in English. It begins by explaining that phrasal verbs, which combine verbs with particles like prepositions, are difficult for language learners. It then defines phrasal verbs and discusses how they can be divided based on meaning and whether the particle is separable. The document also notes that phrasal verbs have more formal Latin-rooted equivalents. It proceeds to analyze the meanings conveyed by common prepositions used in phrasal verbs like down, up, through, on, off, away, back, in/into, and out. Examples of phrasal verbs are provided to illustrate each preposition.
There are three main tenses in English: present, past, and future. Each tense can be further divided into simple and progressive/continuous forms. The present tense expresses current or ongoing actions, habits, general truths, and planned future actions. The past tense is used for completed actions and durations in the past. The future tense can be expressed using "will" to indicate voluntary actions or "be going to" to suggest planned or predicted events.
This document provides an outline for an English grammar course, covering topics such as verbs, adjectives, adverbs, tenses, and exercises. The course consists of 16 sessions, beginning with greetings, verbs and tenses. Later sessions cover pronouns, passive voice, conjunctions, and comparative adjectives, culminating in a final exam. Interspersed are quizzes, a midterm, and reviews of previously taught material.
Grammar function -for - 2nd- back students-06-06-2014Mohamed Akklouch
This document provides a summary of lessons for 2nd year Baccalaureate students. It covers 7 units: Gifts of Youth, Humour, Education, Sustainable Development, Women and Power, Cultural Values, and Citizenship. Each unit covers grammar concepts, functions, and vocabulary related to the topic. For example, Unit 1 discusses expressions followed by infinitives, opinions, and modals. Unit 2 covers making and responding to requests and modals. This document serves as a comprehensive review of various English language concepts for BAC students.
1. This document provides a summary of lessons for 2nd year Baccalaureate students, covering 8 units of grammar and language functions.
2. The units cover topics such as gifts of youth, humor, education, sustainable development, women and power, cultural values, citizenship, and international organizations.
3. Each unit provides explanations of grammar structures and language functions relevant to the topic, with examples, such as uses of tenses, modals, passive voice, reported speech, and conjunctions.
Narrative tenses new english file advanced, Past simple, Past Continuos, Pas...Lola Domínguez
This document discusses narrative tenses used when telling stories about past events. It explains the uses of the past simple, past continuous, past perfect, and past perfect continuous tenses. It also discusses time clauses and conjunctions used with different past tenses, such as "when", "while", and "before". Finally, it distinguishes between state verbs like "love" and "know" that are not used in the continuous form, and action verbs that can be used in both simple and continuous forms depending on their meaning in a given context.
The document discusses the simple present tense, including:
- How to identify it based on use of regular verb forms like "get" and "clean" rather than past or past participle forms.
- Rules for adding "-s" or "-es" to verbs based on subject ("she" gets an "-s").
- Uses of the simple present tense including habitual actions, general truths, and timetables.
- Nominal patterns involving forms of "to be" like "is", "am", and "are" connecting subjects to complements.
This document discusses different types of clauses, phrases, and sentences. It defines independent and dependent clauses, and explains that every sentence must contain at least one independent clause. It also defines noun phrases, verb phrases, and prepositional phrases. The document outlines simple, compound, and complex sentences. It provides examples and descriptions of subjects, predicates, direct objects, indirect objects, and end marks in sentences.
Công ty Hawaii Education chuyên cung cấp giáo viên nước ngoài dạy tiếng Anh uy tín và chất lượng. Với nguồn giáo viên ổn định đến từ các nước Anh, Mỹ, Úc, Cananda, đội ngũ giáo viên đều tốt nghiệp các trường đại học và đầy đủ chứng chỉ giảng dạy trên thế giới (CELTA, TESOL).
Ngoài ra, giáo viên sẽ được phỏng vấn chọn lọc và đào tạo kỹ càng để phù hợp với việc giảng dạy tiếng Anh tại Việt Nam. Chúng tôi hiện cung cấp giáo viên nước ngoài và chương trình học cho hàng trăm trường học, trung tâm Anh Ngữ và doanh nghiệp trên khắp cả nước. Bằng kinh nghiệm trong lĩnh vực cung cấp giáo viên nước ngoài, sự chuyên nghiệp, tận tâm và nhiệt tình của mình công ty Hawaii Education sẽ là sự lựa chọn đáng tin cậy và lý tưởng dành cho quý khách.
This document discusses different types of connectors used in the English language. It defines connectors as words that join words or sentences. It identifies three main types of connectors: coordinating conjunctions, correlative conjunctions, and subordinating conjunctions. It provides examples of common coordinating conjunctions like "and", "but", and "or" and explains their uses. It also discusses correlative conjunctions used in pairs and subordinating conjunctions that join dependent clauses. Finally, it examines the use of time clauses with examples showing the order of past events and events happening simultaneously.
1. The document discusses different types of sentences including simple, compound, and complex sentences.
2. It explains the key elements of each sentence type, such as a simple sentence containing one independent clause, a compound sentence containing at least two independent clauses, and a complex sentence containing one independent clause and at least one subordinate clause.
3. Examples are provided for each sentence type to illustrate their structures.
Similar to SIMPLE, COMPLEX AND COMPOUND SENTENCES. (20)
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.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
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).
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.
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.
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.)
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.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
5. A clause is a group of words
with its own subject and verb.
Examples:
Dev laughs at diffident men
Ikbal smiled at him
6. 1. INDEPENDENT CLAUSES
also known as “Main clauses”.
◦It has a subject and a verb and can
stand by itself as a complete
sentence.
The school will be closed on
7. 2. DEPENDENT CLAUSES
also known as “Subordinate clauses”.
◦ A subordinate clause, although it has a
subject and a verb, cannot stand by itself as
a sentence; it is only part of a sentence.
Examples:
After the children left for school
Because I love grammar
8. . On seeing the cat the dog jumped up
phrase clause
In spite of his pride he was popular
9. COMPLEX SENTENCES
A complex sentence combines an
independent clause with one or more
dependent clauses. A complex sentence
always has a subordinating conjunction.
For example:
He was defeated though he was strong.
Complex sentences = main clause +
conjunction + dependent clause
11. Subordinating Conjunctions
after how until now that
although if unless wherever as in
as much as if while in order that
when as long as before at least
whenever that
as much as since soon even though
because though whereas as though so
12. A compound sentence contains two
independent clauses, joined by a
coordinating conjunction.
For example:
He is kind so he helps the poor.
Compound Sentence = main clause +
conjunction + main clause
COMPOUND SENTENCES
14. COMPOUND SENTENCES.
I shall do it now or I shall not do it at all.
I both thanked him and rewarded him.
I called him, but he gave me no answer.
He cannot speak, nor can he write.
I did my best, nevertheless I failed.
He is rich, yet he is not happy.
He is unwell, so he cannot attend office.
15.
16. 1.SIMPLE : In spite of her illness, Navya was not hospitalized.
COMPLEX : Though Navya was ill, she was not hospitalized.
COMPOUND: Navya was ill but she was not hospitalized.
2. SIMPLE : Despite his great strength he was overcome.
COMPLEX : Though he had great strength, he was overcome.
COMPOUND: He had great strength but he was overcome.
EXERCISE:
SIMPLE :
COMPLEX :
COMPOUND: Rithi was old but she walked fast.
17. Notwithstanding Though/Although/Eventhough yet/but
SIMPLE : Notwithstanding his hard work, he did not succeed.
COMPLEX ; Though he worked hard, he did not succeed.
COMPOUND: He worked hard but he did not succeed.
SIMPLE : Notwithstanding several efforts, he failed
COMPLEX ; Though he made several efforts, he failed
COMPOUND: He made several efforts, he failed.
SIMPLE : Notwithstanding his cleverness, he failed in the
competition.
COMPLEX ;
COMPOUND:
EXERCISE
18. SIMPLE : In the event of such a thing happening, I should take long
leave.
COMPLEX : If such a thing happens, I should take long leave.
COMPOUND : Such a thing happens and I should take long leave
SIMPLE : In case of being late, he will be punished.
COMPLEX : If he is late, he will be punished.
COMPOUND : He is late and he will be punished.
EXERCISE:
SIMPLE :
COMPLEX ; If you walk quickly, you will overtake him.
COMPOUND:
19. In case of (not) Unless or/ otherwise
SIMPLE : In case of not preparing well he will not score centum.
COMPLEX : Unless he prepares well, he will not score centum
COMPOUND : He prepares well or he will not score centum.
EXERCISE:
SIMPLE :
COMPLEX : Unless he has worked hard, he will be dismissed.
COMPOUND :
SIMPLE : In case of not trying again you may not win this time.
COMPLEX :
COMPOUND :
20. On + verb + ing when / as soon as and / at once
SIMPLE : On hearing the noise they began to run
COMPLEX : When they heard the noise, they began to run.
COMPOUND : They heard the noise and they began run
SIMPLE : On receiving the letter, I was filled with joy.
COMPLEX : As soon as I received the letter, I was filled with
joy.
COMPOUND : I received the letter at once I was filled with joy.
SIMPLE : On returning home, she found the child lying in
the
bed.
COMPLEX :
EXERCISE:
21. No sooner did/had---than as soon as at once
SIMPLE : No sooner did he finished his meal than he went to
school.
COMPLEX : As soon as he finished his meal he went to school.
COMPOUND : He finished his meal at once he went to school.
SIMPLE :No sooner had the president arrived than the function
began.
COMPLEX :
COMPOUND :
SIMPLE :
COMPLEX : As soon as he entered into the class all were silent.
COMPOUND :
EXERCISE:
22. SIMPLE : Being a conscientious man, he must have done his duty.
COMPLEX : As he is a conscientious man, he must have done his duty.
COMPOUND : He is conscientious man, he must have done his duty.
SIMPLE : Due to breaking his spectacles, my dad was angry.
COMPLEX : Dad was angry because I broke his spectacles.
COMPOUND : I broke his spectacles therefore my dad was angry.
SIMPLE : Owing to poverty, he often suffered great hardship.
COMPLEX :
COMPOUND :
EXERCISE:
SIMPLE :
COMPLEX : Since he leads a simple life, he is happy.
COMPOUND :
23. SIMPLE : Kiran is too ill to go to school today.
COMPLEX : Kiran is so ill that he cannot go to school today.
COMPOUND : Kiran is very ill and so he cannot go to school today.
SIMPLE : The lid of the bottle is too tight for me to open it.
COMPLEX : The lid of the bottle is so tight. That I cannot open it.
COMPOUND : The lid of the bottle is very tight and so I cannot open it.
SIMPLE : This problem was too difficult for Velan to solve
COMPLEX :
COMPOUND :
EXERCISE:
SIMPLE :
COMPLEX : The question is so hard that I cannot answer .
COMPOUND :
24. SIMPLE : You must work hard in order to pass in the
examination
COMPLEX : You must work hard so that you may pass in the
examination.
COMPOUND : You must work hard and so you will pass in the
examination.
SIMPLE : I went to his office in order to meet him.
COMPLEX :
COMPOUND :
EXERCISE:
SIMPLE :
COMPLEX : I talked to him so that I have a better
understanding
of the situation.
COMPOUND :
25. SIMPLE : Besides being industrious he is also intelligent.
COMPLEX : He is not only industrious but he is also intelligent.
COMPOUND : He is industrious and intelligent.
SIMPLE : Beside on Sundays, he met his friend on holidays
COMPLEX :
COMPOUND : He met his friend on Sundays as well as on
holidays
SIMPLE :
COMPLEX :
COMPOUND :It's a theoretical matter as well as a practical one
EXERCISE:
26. SIMPLE : Having read the books he returned it to the library.
COMPLEX : After he had read the books he returned it to the library.
COMPOUND : He had read the books and then he returned to the library.
SIMPLE : The train having left we reached the station.
COMPLEX : Before we reached the station the train had left
COMPOUND : The train had left and then we reached the station.
EXERCISE:
SIMPLE : Having done the sums he went to bed.
COMPLEX :
COMPOUND :
SIMPLE : Having done the sums he went to bed.
COMPLEX : After I had taken the items for worship I went to the
temple.
COMPOUND :
27. OTHER TYPES FOR TRANSFORMATION THE SENTENCES.
SIMPLE : The teacher punished the boy for disobedience.
COMPLEX : As the boy was disobedient, the teacher punished
him.
COMPOUND : The boy was disobedient, and so the teacher punished
him.SIMPLE : We must eat to live.
COMPLEX : Since we must eat , we live.
COMPOUND : We must eat or we cannot live.
SIMPLE : Walk quickly so as to overtake him.
COMPLEX : Walk quickly so that you can overtake him.
COMPOUND : Walk quickly else you cannot overtake him.
(or)
Walk quickly lest you cannot over take him.
(or)
Walk quickly and so you can overtake him.
28. OTHER TYPES FOR TRANSFORMATION THE SENTENCES
SIMPLE : He confessed his guilty.
COMPLEX : He confessed that he was guilty
COMPOUND : He was guilty and so he confessed
.
SIMPLE : He declared his innocence
COMPLEX : He declared that he was innocent
COMPOUND : He was innocent and so he declared.
SIMPLE : I have found the lost book.
COMPLEX : I have found the book that I had lost.
COMPOUND : I had lost the book but I have found it.
SIMPLE : This was done in my absence.
COMPLEX : This was done when I was absent.
COMPOUND : I was absent and so this was done.
29. OTHER TYPES FOR TRANSFORMATION THE SENTENCES.
SIMPLE : He requested my help.
COMPLEX : He requested that I should help him.
COMPOUND : He requested and so I should help him.
SIMPLE : He wrote according to instructions.
COMPLEX : He wrote as he was instructed.
COMPOUND : He was instructed and so he wrote.
SIMPLE : He can prove his innocence.
COMPLEX : He can prove that he is innocent.
COMPOUND : He is innocent and so he can prove.
SIMPLE : He followed my suggestion.
COMPLEX : He followed what I suggested.
COMPOUND : I suggested and so he followed.
30. LEVEL I (HOT)
a) Transform the following sentences in to complex and compound.
1. In spite of his learning he acts foolishly.
2. In the event of your not making haste you will be late.
3. Being an honest man he succeeded in all his attempts.
4. On seeing the rain coming on, we took shelter under a tree.
5. On account of his negligence the company suffered heavy losses.
6. Besides robbing the poor child, he also murdered her.
7. Because of hard work he completed his project.
8. He is too tired to walk.
9. Having finished our work, we went out for a walk.
10.He practices well in order to win the match.
11.I have to pick up my daughter from school, notwithstanding my
headache.
31. LEVEL I (HOT) Continued….
b) Transform the following sentences in to simple.
1. If you trust in God you will come to no harm.
2. I will not like to attend the function unless I am invited.
3. Speak the truth and then I shall excuse you.
4. He is very weak and so he cannot attend the school.
5. I had gone to the railway station at once the train arrived.
6. Save me or I perish.
7. He is old in years but he is young at heart
8. He not only educated his nephew but also set him up in business.
9. He threw off his coat and plunged into the sea.
10.When he was punished he wept.
11.I rejoice that he has good fortune.
12.Though he is young he is very capable.
13.Before he departed he had met the CM.
14.I convinced him that he was mistaken. 15.Tell me what your
32. a) Transform the following sentences in to compound.
LEVEL II (MOT) ….
1. Since you want the book I will give it to you.
2. If you are slow you will miss the train.
3. Though he has many faults he is loved by all.
4. Birds sing as soon as the sun ;rises in the east.
5. He will not pay unless he is compelled to do so.
6. When the sun set he returned home.
7. After he had heard the news he wrote to me.
8. My friend having arrived we went for a walk.
9. Because he was ill he stayed at home.
10.The horse is so old that it cannot work.
11.No sooner did he see us than he disappeared
12.Besides having a salary, he also has a private income.
13.I proved my innocence.
33. LEVEL III (LOT)
a) Transform the following sentences in to as instructed.
1. He is too short to touch the top of the black board. (complex)
2. In spite of laziness he got a job. ( complex)
3. On seeing the snake I called the forest guard.(compound)
4. She worked so that she could earn. (Simple)
5. Although he saw the danger, he pressed on. (compound)
6. As he was not there, I spoke to his brother,. (compound)
7. If he plays well he can score a century. (compound)
8. He is poor but he an active worker. (complex)
9. It is cold, so I shall wear a coat.(complex)
10.The boy was tired, therefore he went to bed.(simple)
11.This sum is so hard that I cannot do it. (simple)
12.He will pay you when he hears from me. (compound)