The document discusses how to form and use superlatives in English. It explains that superlatives are used to compare three or more objects and indicate which object has the most of a quality. Superlatives are formed by adding "-est" to short adjectives and adverbs or using "most" with long adjectives and adverbs. The prepositions "in" and "of" are used after the superlative, with "in" followed by a singular noun and "of" usually followed by a plural noun. Examples are provided to illustrate superlative usage.
The document discusses forming comparatives and superlatives in English. It explains that comparatives show differences between two objects using adjectives or adverbs with "er" or "more", while superlatives show differences between three or more objects using adjectives or adverbs with "est" or "most". It provides examples of forming comparatives and superlatives and discusses using "in" or "of" after the superlative. It also notes exceptions to the rules for certain adjectives and adverbs.
This document provides information about comma splices and how to correct them. It begins with definitions of a comma splice, independent clause, and dependent clause. A comma splice occurs when only a comma is used between two independent clauses, which is incorrect. To fix a comma splice, a conjunction such as "and," "but," or "so" should be added between the clauses, or a semicolon can be used. Several examples of comma splices and the corrected versions are provided. The document also discusses coordinating and subordinating conjunctions and provides practice identifying dependent and independent clauses.
The document provides instruction on using comparatives in English. It outlines three main rules for forming comparatives: 1) most one-syllable adjectives add "-er" and most two-syllable adjectives ending in "y" add "-ier", 2) some two-syllable adjectives and adjectives with three or more syllables use "more/less" before the base adjective, and 3) "than" is used to connect the two items being compared. The document also discusses exceptions to the rules and provides examples to illustrate proper comparative usage.
The document provides an overview of a lesson on compound structures:
- It reviews lesson two and introduces compound sentences and FANBOYS conjunctions.
- Students practice writing tips for conversations and identifying clauses, fragments, and compound sentences.
- The lesson defines independent clauses, simple sentences, and compound sentences. It discusses run-on sentences and how to correct them.
- Students are assigned homework to write tips for conversations following Canadian cultural norms.
This document is a lesson plan on complex sentences. It begins with an overview of the day's topics which include reviewing independent and dependent clauses and practicing writing dialogues. Examples are provided of simple, compound, and complex sentences. The rest of the lesson defines independent and dependent clauses, complex sentences, and conjunctions. Exercises have students identifying clause types and correcting run-on sentences. The homework assignment is to write compound sentences using each conjunction. The lesson concludes with reminding students to ask questions and providing attribution for the lesson content.
The document provides lesson materials on writing practice. It includes a review of punctuation in complex sentences and dependent clauses. Students learn about paragraph structure and outlining. They practice writing a paragraph comparing punctuality in their home country and Canada. The lesson content is based on an article about punctuality in Canada. For homework, students are asked to write an outline and paragraph on why punctuality is important in Canada and send it to their teacher for feedback.
7 using commas with nonessential information, lists, and transitional words d...English Online Inc.
The document discusses a lesson on using commas with nonessential information, lists, and transitional words. It begins with an overview of the lesson and then covers rules for punctuation with nonessential clauses, examples of essential and nonessential clauses, how to use commas in lists, and how to use transitional words to connect ideas. The document also includes practice exercises for the reader to work on sentences and their essay using these punctuation concepts.
The document discusses a lesson on compound and complex sentences. It begins with reviewing lesson one on basic sentence rules. Then it defines complex sentences and conjunctions of condition that can be used with them. Students are instructed to practice writing a review of small talk between two people and giving their opinion on Canadian rules for small talk. Examples of complex sentences using different conjunctions are provided. The lesson concludes with assigning a homework of writing a comparison of small talk rules between Canada and another country.
The document discusses forming comparatives and superlatives in English. It explains that comparatives show differences between two objects using adjectives or adverbs with "er" or "more", while superlatives show differences between three or more objects using adjectives or adverbs with "est" or "most". It provides examples of forming comparatives and superlatives and discusses using "in" or "of" after the superlative. It also notes exceptions to the rules for certain adjectives and adverbs.
This document provides information about comma splices and how to correct them. It begins with definitions of a comma splice, independent clause, and dependent clause. A comma splice occurs when only a comma is used between two independent clauses, which is incorrect. To fix a comma splice, a conjunction such as "and," "but," or "so" should be added between the clauses, or a semicolon can be used. Several examples of comma splices and the corrected versions are provided. The document also discusses coordinating and subordinating conjunctions and provides practice identifying dependent and independent clauses.
The document provides instruction on using comparatives in English. It outlines three main rules for forming comparatives: 1) most one-syllable adjectives add "-er" and most two-syllable adjectives ending in "y" add "-ier", 2) some two-syllable adjectives and adjectives with three or more syllables use "more/less" before the base adjective, and 3) "than" is used to connect the two items being compared. The document also discusses exceptions to the rules and provides examples to illustrate proper comparative usage.
The document provides an overview of a lesson on compound structures:
- It reviews lesson two and introduces compound sentences and FANBOYS conjunctions.
- Students practice writing tips for conversations and identifying clauses, fragments, and compound sentences.
- The lesson defines independent clauses, simple sentences, and compound sentences. It discusses run-on sentences and how to correct them.
- Students are assigned homework to write tips for conversations following Canadian cultural norms.
This document is a lesson plan on complex sentences. It begins with an overview of the day's topics which include reviewing independent and dependent clauses and practicing writing dialogues. Examples are provided of simple, compound, and complex sentences. The rest of the lesson defines independent and dependent clauses, complex sentences, and conjunctions. Exercises have students identifying clause types and correcting run-on sentences. The homework assignment is to write compound sentences using each conjunction. The lesson concludes with reminding students to ask questions and providing attribution for the lesson content.
The document provides lesson materials on writing practice. It includes a review of punctuation in complex sentences and dependent clauses. Students learn about paragraph structure and outlining. They practice writing a paragraph comparing punctuality in their home country and Canada. The lesson content is based on an article about punctuality in Canada. For homework, students are asked to write an outline and paragraph on why punctuality is important in Canada and send it to their teacher for feedback.
7 using commas with nonessential information, lists, and transitional words d...English Online Inc.
The document discusses a lesson on using commas with nonessential information, lists, and transitional words. It begins with an overview of the lesson and then covers rules for punctuation with nonessential clauses, examples of essential and nonessential clauses, how to use commas in lists, and how to use transitional words to connect ideas. The document also includes practice exercises for the reader to work on sentences and their essay using these punctuation concepts.
The document discusses a lesson on compound and complex sentences. It begins with reviewing lesson one on basic sentence rules. Then it defines complex sentences and conjunctions of condition that can be used with them. Students are instructed to practice writing a review of small talk between two people and giving their opinion on Canadian rules for small talk. Examples of complex sentences using different conjunctions are provided. The lesson concludes with assigning a homework of writing a comparison of small talk rules between Canada and another country.
The document provides instruction and examples for using comparatives and adverbs in English. It discusses forming comparative adjectives using "er" and "ier", and using "more" and "less" with adjectives of two or more syllables. Examples are given comparing one, two or three items using "than". The document also covers forming comparative adverbs using "more"/"less" plus the adverb's root form or exceptions like "harder", "faster", "later". Practice questions have learners form comparative sentences. Finally, it introduces using "than"-clauses and "as"-clauses to compare things that aren't equal or are equal.
The document provides instruction on using comparatives and adverbs in English. It discusses forming comparative adjectives using "er" and "ier", and using "more" and "less" with adjectives of two or more syllables. It also covers using "than" in comparative sentences. The document then explains what adverbs are and how they are used, and how to form comparative adverbs using "more/less" plus the adverb form of adjectives. It concludes by discussing than-clauses and as-clauses, how they are used to compare things that are unequal or equal, respectively.
The document provides instruction on using comparatives in English. It outlines three main rules: 1) Most one-syllable adjectives add "-er" and most two-syllable adjectives ending in "y" add "-ier"; 2) Adjectives with two or more syllables use "more" or "less"; and 3) The word "than" is used to connect the two items being compared. It also discusses exceptions and provides examples to illustrate the rules. Adverbs of degree that indicate the extent of a difference, such as "much," "a little," and "no," are introduced. Overall, the document offers a comprehensive overview of how to form and use comparatives in the English language
The document is a lesson on coordinating conjunctions and their function. It defines FANBOYS as an acronym for the coordinating conjunctions for, and, nor, but, or, yet, and so. It provides examples of how each conjunction is used to join independent clauses. The lesson then provides exercises where students practice adding the appropriate conjunction to join sentences. The high-level purpose is to teach students about coordinating conjunctions and how they are used to connect independent clauses.
The document discusses infinitive phrases, including what an infinitive verb is, what a complement is, and examples of infinitive phrases being used as subjects and objects in sentences. It provides examples of identifying the infinitive verb and complement in sentences. It then gives a practice section where the reader identifies the infinitive phrase in different sentences by determining if it is the subject or object. This allows the reader to practice recognizing infinitive phrases and their use in sentences.
The document is a lesson on parts of speech that provides definitions and examples of the 7 main parts of speech: verbs, nouns/pronouns, adjectives, adverbs, articles, prepositions, and conjunctions. It defines each part of speech and provides patterns and examples to illustrate how they are used in sentences. It then has exercises for learners to identify the different parts of speech in sample sentences.
This document discusses parts of speech and grammar rules. It explains that adjectives can come before nouns or after linking verbs. Linking verbs connect subjects to descriptions and include verbs like "be", "become", and verbs of perception like "look", "smell", and "taste". Verbs of perception describe how we use our senses to understand the world.
This document provides a lesson on prefixes. It begins by defining an affix as letters added to the root of a word that change its meaning. Examples are given of prefixes like over, under, pre, post, re and dis and how they affect the meaning of words. Common words using these prefixes are listed and their meanings explained. Students are assigned homework to write sentences using the prefixes. The purpose is to teach students how prefixes change the core meaning of words and help expand vocabulary.
The document discusses different types of pronouns in English including subject pronouns, object pronouns, possessive pronouns, and possessive adjectives. It provides examples for each type and a practice section where students identify which type of pronoun is being used in sample sentences. The key information covered includes defining characteristics of each pronoun type and example sentences to illustrate proper usage.
The document provides information about gerunds and infinitives in English grammar. It defines gerunds as verb forms ending in "ing" that function as nouns. Infinitives are verb forms preceded by "to" that can function as nouns, adjectives, or adverbs. Some key points include: certain verbs are commonly followed by gerunds or infinitives; gerunds can be subjects or objects in sentences; and a few verbs can take either a gerund or infinitive without changing the sentence's meaning. Examples are provided to illustrate proper usage of gerunds and infinitives.
The document provides an overview of the uses and rules for commas. It discusses the three main uses of commas: 1) to separate items in a series, 2) to join two independent clauses, and 3) after introductory phrases or non-essential information. Examples are given for each use and practice sentences are provided for learners to insert commas correctly. Key points about commas are reinforced such as only using commas with FANBOYS conjunctions and the optional Oxford comma.
The document discusses how to identify and fix run-on sentences. It provides examples of run-on sentences and explains how to correct them by adding a period to separate independent clauses, adding a comma and conjunction, or restructuring the sentence. Some common ways to fix run-on sentences include using a period, comma, or conjunction like "and," "but," or "so."
This document provides information about using the modal verbs "can" and "could" in English. It discusses when to use "can" versus "could", including for talking about abilities in the present or past, possibilities, requests, and offers of help. Examples are given for different uses. The last sections provide practice identifying whether sentences discuss abilities, possibilities, requests, offers, or permissions and whether they refer to the past, present or future.
This document provides information about minimal pairs, which are words that differ by only one sound. It begins by explaining what minimal pairs are and gives examples. Then, it lists some reasons to learn about minimal pairs, such as avoiding confusion between similar words and practicing pronunciation. The rest of the document consists of exercises to practice identifying and pronouncing minimal pairs with different vowel and consonant sounds. Students are instructed to complete the exercises, which involve listening to sentences containing minimal pairs and responding. They are also asked to record some sample sentences containing minimal pairs as homework.
This document discusses consonant pronunciation in English. It explains that consonants are either stop consonants, which have a short sound and you can feel air leaving your mouth, or continuous consonants, which have a longer sound with no air. When two stop consonants are together, they are pronounced as one sound, while two continuous consonants have a short pause between them. The document provides examples and practice sets applying these rules to improve linking consonants in speech.
The document discusses noun-verb agreement. It explains that nouns and verbs must agree in number, with singular nouns taking singular verbs and plural nouns taking plural verbs. It provides examples like "the cat sleeps" and "the cats sleep". The document notes that noun-verb agreement is particularly important for third person singular pronouns like she/he/it in the present tense. Exceptions like the verbs "to be" and "to have" are also discussed.
This document discusses the differences between -ed and -ing adjective endings. It provides examples of words with each ending and their meanings. -Ed endings describe how someone feels about something, like "tired" or "bored." -Ing endings describe what causes the feeling, like "boring" or "frightening." The document tests readers with sentences using words with these endings and identifies the correct form. It emphasizes that -ed describes a feeling and -ing describes what causes the feeling.
Some words that include 'every' are:
- Everyone
- Everything
- Everywhere
- Everyday
- Whenever
These words may seem plural because of the 'every', but they are actually singular and require a singular verb.
For example:
"Everyone wants to have fun" (not "want")
"Everything is ready to go" (not "are")
So in summary, words with 'every' seem plural but are actually singular in terms of verb agreement.
This document outlines a lesson on the "be" verb in English. It begins with an introduction and welcome. It then discusses the forms and tenses of the "be" verb, including examples. It also covers using the "be" verb for small talk conversations and provides sample dialogues. Homework is assigned to practice using the "be" verb to describe oneself. The lesson aims to help English language learners better understand and use this important irregular verb.
The document provides instruction and examples for using comparatives and adverbs in English. It discusses forming comparative adjectives using "er" and "ier", and using "more" and "less" with adjectives of two or more syllables. Examples are given comparing one, two or three items using "than". The document also covers forming comparative adverbs using "more"/"less" plus the adverb's root form or exceptions like "harder", "faster", "later". Practice questions have learners form comparative sentences. Finally, it introduces using "than"-clauses and "as"-clauses to compare things that aren't equal or are equal.
The document provides instruction on using comparatives and adverbs in English. It discusses forming comparative adjectives using "er" and "ier", and using "more" and "less" with adjectives of two or more syllables. It also covers using "than" in comparative sentences. The document then explains what adverbs are and how they are used, and how to form comparative adverbs using "more/less" plus the adverb form of adjectives. It concludes by discussing than-clauses and as-clauses, how they are used to compare things that are unequal or equal, respectively.
The document provides instruction on using comparatives in English. It outlines three main rules: 1) Most one-syllable adjectives add "-er" and most two-syllable adjectives ending in "y" add "-ier"; 2) Adjectives with two or more syllables use "more" or "less"; and 3) The word "than" is used to connect the two items being compared. It also discusses exceptions and provides examples to illustrate the rules. Adverbs of degree that indicate the extent of a difference, such as "much," "a little," and "no," are introduced. Overall, the document offers a comprehensive overview of how to form and use comparatives in the English language
The document is a lesson on coordinating conjunctions and their function. It defines FANBOYS as an acronym for the coordinating conjunctions for, and, nor, but, or, yet, and so. It provides examples of how each conjunction is used to join independent clauses. The lesson then provides exercises where students practice adding the appropriate conjunction to join sentences. The high-level purpose is to teach students about coordinating conjunctions and how they are used to connect independent clauses.
The document discusses infinitive phrases, including what an infinitive verb is, what a complement is, and examples of infinitive phrases being used as subjects and objects in sentences. It provides examples of identifying the infinitive verb and complement in sentences. It then gives a practice section where the reader identifies the infinitive phrase in different sentences by determining if it is the subject or object. This allows the reader to practice recognizing infinitive phrases and their use in sentences.
The document is a lesson on parts of speech that provides definitions and examples of the 7 main parts of speech: verbs, nouns/pronouns, adjectives, adverbs, articles, prepositions, and conjunctions. It defines each part of speech and provides patterns and examples to illustrate how they are used in sentences. It then has exercises for learners to identify the different parts of speech in sample sentences.
This document discusses parts of speech and grammar rules. It explains that adjectives can come before nouns or after linking verbs. Linking verbs connect subjects to descriptions and include verbs like "be", "become", and verbs of perception like "look", "smell", and "taste". Verbs of perception describe how we use our senses to understand the world.
This document provides a lesson on prefixes. It begins by defining an affix as letters added to the root of a word that change its meaning. Examples are given of prefixes like over, under, pre, post, re and dis and how they affect the meaning of words. Common words using these prefixes are listed and their meanings explained. Students are assigned homework to write sentences using the prefixes. The purpose is to teach students how prefixes change the core meaning of words and help expand vocabulary.
The document discusses different types of pronouns in English including subject pronouns, object pronouns, possessive pronouns, and possessive adjectives. It provides examples for each type and a practice section where students identify which type of pronoun is being used in sample sentences. The key information covered includes defining characteristics of each pronoun type and example sentences to illustrate proper usage.
The document provides information about gerunds and infinitives in English grammar. It defines gerunds as verb forms ending in "ing" that function as nouns. Infinitives are verb forms preceded by "to" that can function as nouns, adjectives, or adverbs. Some key points include: certain verbs are commonly followed by gerunds or infinitives; gerunds can be subjects or objects in sentences; and a few verbs can take either a gerund or infinitive without changing the sentence's meaning. Examples are provided to illustrate proper usage of gerunds and infinitives.
The document provides an overview of the uses and rules for commas. It discusses the three main uses of commas: 1) to separate items in a series, 2) to join two independent clauses, and 3) after introductory phrases or non-essential information. Examples are given for each use and practice sentences are provided for learners to insert commas correctly. Key points about commas are reinforced such as only using commas with FANBOYS conjunctions and the optional Oxford comma.
The document discusses how to identify and fix run-on sentences. It provides examples of run-on sentences and explains how to correct them by adding a period to separate independent clauses, adding a comma and conjunction, or restructuring the sentence. Some common ways to fix run-on sentences include using a period, comma, or conjunction like "and," "but," or "so."
This document provides information about using the modal verbs "can" and "could" in English. It discusses when to use "can" versus "could", including for talking about abilities in the present or past, possibilities, requests, and offers of help. Examples are given for different uses. The last sections provide practice identifying whether sentences discuss abilities, possibilities, requests, offers, or permissions and whether they refer to the past, present or future.
This document provides information about minimal pairs, which are words that differ by only one sound. It begins by explaining what minimal pairs are and gives examples. Then, it lists some reasons to learn about minimal pairs, such as avoiding confusion between similar words and practicing pronunciation. The rest of the document consists of exercises to practice identifying and pronouncing minimal pairs with different vowel and consonant sounds. Students are instructed to complete the exercises, which involve listening to sentences containing minimal pairs and responding. They are also asked to record some sample sentences containing minimal pairs as homework.
This document discusses consonant pronunciation in English. It explains that consonants are either stop consonants, which have a short sound and you can feel air leaving your mouth, or continuous consonants, which have a longer sound with no air. When two stop consonants are together, they are pronounced as one sound, while two continuous consonants have a short pause between them. The document provides examples and practice sets applying these rules to improve linking consonants in speech.
The document discusses noun-verb agreement. It explains that nouns and verbs must agree in number, with singular nouns taking singular verbs and plural nouns taking plural verbs. It provides examples like "the cat sleeps" and "the cats sleep". The document notes that noun-verb agreement is particularly important for third person singular pronouns like she/he/it in the present tense. Exceptions like the verbs "to be" and "to have" are also discussed.
This document discusses the differences between -ed and -ing adjective endings. It provides examples of words with each ending and their meanings. -Ed endings describe how someone feels about something, like "tired" or "bored." -Ing endings describe what causes the feeling, like "boring" or "frightening." The document tests readers with sentences using words with these endings and identifies the correct form. It emphasizes that -ed describes a feeling and -ing describes what causes the feeling.
Some words that include 'every' are:
- Everyone
- Everything
- Everywhere
- Everyday
- Whenever
These words may seem plural because of the 'every', but they are actually singular and require a singular verb.
For example:
"Everyone wants to have fun" (not "want")
"Everything is ready to go" (not "are")
So in summary, words with 'every' seem plural but are actually singular in terms of verb agreement.
This document outlines a lesson on the "be" verb in English. It begins with an introduction and welcome. It then discusses the forms and tenses of the "be" verb, including examples. It also covers using the "be" verb for small talk conversations and provides sample dialogues. Homework is assigned to practice using the "be" verb to describe oneself. The lesson aims to help English language learners better understand and use this important irregular verb.
This document provides an overview of adverbs of manner in English. It begins by defining what an adverb is and gives examples of how adverbs modify verbs, adjectives, and other adverbs. It then discusses the five main types of adverbs, including adverbs of manner. Examples of common adverbs of manner like slowly, happily, and loudly are provided. The document provides exercises for learners to practice identifying and using adverbs of manner correctly in sentences. It concludes by announcing a language contest on social media to help learners improve their English.
This document provides an overview of a lesson on the simple present tense. It begins with welcoming students and establishing guidelines of inclusion and respect. It then defines verbs and verb tenses, focusing on the simple present tense. It provides examples of how to form affirmative, negative, and interrogative sentences in the simple present. The lesson includes exercises for students to practice using the simple present correctly. It concludes by discussing students' daily routines and answering any questions.
This document provides information about gradable and ungradable adjectives. It begins by defining adjectives as words that modify or describe nouns. It explains that gradable adjectives can have different degrees of a quality and lists common gradable adjectives like "angry" and "big". It discusses how modifiers like "very" and "quite" can be used with gradable adjectives. It then defines non-gradable or absolute adjectives that cannot be modified and lists examples like "dead" and "finished". It concludes by discussing non-gradable extreme adjectives that already imply a level of intensity and can be modified by words like "absolutely". The document provides examples and
This document provides an overview of an English lesson about idioms related to justice and the legal system. It reviews common idioms such as "to feel sorry for," "to mess it up," and "better to be safe than sorry." It includes a quiz to practice using the idioms correctly. It also discusses how the justice system differs in Canada compared to other countries. Additionally, it covers grammar transitions about cause and effect and defines new vocabulary words related to the legal system.
The document discusses a lesson on Moon idioms and related activities:
1. It reviews common Moon idioms such as "over the moon", "once in a blue moon", and "to love someone to the moon and back".
2. Learners practice using the idioms correctly in sentences and discuss beliefs about the moon in their own cultures.
3. The passage then discusses how in recent years, several countries have successfully landed on the Moon, and the first private company delivery of cargo to the lunar surface through the Odysseus mission.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
3. Making comparisons can be done in many ways.
For example using
1. adjectives
My toast is drier than hers.
2. adverbs
Please walk more quickly!
3. As-clauses
She is as boring as she always
has been.
The weather is the same today
as it was yesterday!
3https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
5. Comparative
Make a comparison
The cat is higher than the donkey.
What is the function of the comparative?
• To show the differences/similarities
between two objects.
The rooster is higher than the cat.
The rooster is as grey as the cat.
5
8. Superlative
Write a superlative sentence.
The donkey is the lowest animal in the
tower.
What is the function of the superlative?
8
9. Superlative
Write a superlative sentence.
The donkey is the lowest animal in the
tower.
What is the function of the superlative?
• To show the differences/similarities
between three or more objects.
• To show which object is more “X” than the
others.
The rooster has the smallest head of the
four animals.
9
10. Forming a superlative
adjectives and adverbs
The cheetah is the fastest runner in Africa.
‘Fastest’ is an adjective because it
describes the noun ‘runner’.
10
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/books-bookstore-book-reading-shop-1204038/ shared under CC0
11. Forming a superlative
adjectives and adverbs
Bobby talks the loudest of all the boys.
‘Loudest’ is an adverb because it
describes a verb ‘talks’.
11
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/books-bookstore-book-reading-shop-1204038/ shared under CC0
12. Forming a superlative
adjectives and adverbs
Donald Trump is the most embarrassing
president the USA has ever had.
“Most embarrassing” is an _________
because it describes Donald Trump, a
_________.
12
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/books-bookstore-book-reading-shop-1204038/ shared under CC0
13. Forming a superlative
adjectives and adverbs
Donald Trump is the most embarrassing
president the USA has ever had.
“Most embarrassing” is an adjective
because it describes Donald Trump, a
noun.
13
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/books-bookstore-book-reading-shop-1204038/ shared under CC0
14. Forming a superlative
adjectives and adverbs
I’ve never eaten so quickly in my life.
“Quickly” is an ______ because it
describes “eaten”, a _______.
14
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/books-bookstore-book-reading-shop-1204038/ shared under CC0
15. Forming a superlative
adjectives and adverbs
I’ve never eaten so quickly in my life.
‘Quickly’ is an adverb because it
describes a verb ‘eaten’.
15
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/books-bookstore-book-reading-shop-1204038/ shared under CC0
16. Forming a superlative
adjectives and adverbs
When do we use +est?
16
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/books-bookstore-book-reading-shop-1204038/ shared under CC0
17. Forming a superlative
adjectives and adverbs
When do we use +est?
• When the adjective/adverb is a short
word.
calm
happy
17
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/books-bookstore-book-reading-shop-1204038/ shared under CC0
18. Forming a superlative
adjectives and adverbs
When do we use +est?
• When the adjective/adverb is a short
word.
calm calmest
happy happiest
18
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/books-bookstore-book-reading-shop-1204038/ shared under CC0
19. Forming a superlative
adjectives and adverbs
When do we use most?
19
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/books-bookstore-book-reading-shop-1204038/ shared under CC0
20. Forming a superlative
adjectives and adverbs
When do we use most?
• When the adjective/adverb is a long
word.
embarrassing
peaceful
20
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/books-bookstore-book-reading-shop-1204038/ shared under CC0
21. Forming a superlative
adjectives and adverbs
When do we use most?
• When the adjective/adverb is a long
word.
embarrassing most embarrassing
peaceful most peaceful
21
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/books-bookstore-book-reading-shop-1204038/ shared under CC0
23. 23
1. lion/scary
2. school/easy
3. lunch/delicious
4. sister/patient
5. car/fast
6. ill/cousin
7. house/bad shape
Form the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
24. 24
1. lion/scary The female lion is the scariest lion in the pride.
2. school/easy
3. lunch/delicious
4. sister/patient
5. car/fast
6. ill/cousin
7. house/bad shape
Form the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
25. 25
1. lion/scary The female lion is the scariest lion in the pride.
2. school/easy School is the easiest now that is has ever been.
3. lunch/delicious
4. sister/patient
5. car/fast
6. ill/cousin
7. house/bad shape
Form the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
26. 26
1. lion/scary The female lion is the scariest lion in the pride.
2. school/easy School is the easiest now that is has ever been.
3. lunch/delicious
4. sister/patient
5. car/fast
6. ill/cousin
7. house/bad shape
Form the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
27. 27
1. lion/scary The female lion is the scariest lion in the pride.
2. school/easy School is the easiest now that is has ever been.
3. lunch/delicious Last year’s lunch was the most delicious.
4. sister/patient
5. car/fast
6. ill/cousin
7. house/bad shape
Form the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
28. 28
1. lion/scary The female lion is the scariest lion in the pride.
2. school/easy School is the easiest now that is has ever been.
3. lunch/delicious Last year’s lunch was the most delicious.
4. sister/patient My sister is the most patient sibling.
5. car/fast
6. ill/cousin
7. house/bad shape
Form the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
29. 29
1. lion/scary The female lion is the scariest lion in the pride.
2. school/easy School is the easiest now that is has ever been.
3. lunch/delicious Last year’s lunch was the most delicious.
4. sister/patient My sister is the most patient sibling.
5. car/fast The hot pink car is the fastest.
6. ill/cousin
7. house/bad shape
Form the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
30. 30
1. lion/scary The female lion is the scariest lion in the pride.
2. school/easy School is the easiest now that is has ever been.
3. lunch/delicious Last year’s lunch was the most delicious.
4. sister/patient My sister is the most patient sibling.
5. car/fast The hot pink car is the fastest.
6. ill/cousin My younger cousin is the least ill of the family.
7. house/bad shape
Form the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
31. 31
1. lion/scary The female lion is the scariest lion in the pride.
2. school/easy School is the easiest now that is has ever been.
3. lunch/delicious Last year’s lunch was the most delicious.
4. sister/patient My sister is the most patient sibling.
5. car/fast The hot pink car is the fastest.
6. ill/cousin My younger cousin is the least ill of my cousins.
7. house/bad shape The last house we saw was in the worst shape.
Form the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
32. 32
1. lion/scary The female lion is the scariest lion in the pride.
2. school/easy School is the easiest now that is has ever been.
3. lunch/delicious Last year’s lunch was the most delicious.
4. sister/patient My sister is the most patient sibling.
5. car/fast The hot pink car is the fastest.
6. ill/cousin My younger cousin is the least ill of my cousins.
7. house/bad shape The last house we saw was in the worst shape.
Form the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
33. Do you use
“in” or “of”?
https://pixabay.com/photos/books-bookstore-book-reading-shop-1204038/ shared under CC0
34. Forming a superlative
Do we use “in” or “of”?
“In” is followed by a ___ noun.
“Of” is usually followed by a ___ noun.
1. Brhan is the oldest in her class.
2. Brhan is the oldest of the three girls.
34
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/books-bookstore-book-reading-shop-1204038/ shared under CC0
35. Forming a superlative
Do we use “in” or “of”?
“In” is followed by a singular noun.
“Of” is usually followed by a plural noun.
1. Brhan is the oldest in her class.
2. Brhan is the oldest of the three girls.
35
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/books-bookstore-book-reading-shop-1204038/ shared under CC0
36. Forming a superlative
Do we use “in” or “of”?
“In” is followed by a singular noun.
“Of” is usually followed by a plural noun.
1. Gamze is the tallest in her friend group.
2. Gamze is the tallest of the students.
36
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/books-bookstore-book-reading-shop-1204038/ shared under CC0
38. 38
Jill danced the best in her class.
Jill danced the best of _____________________.
“In” is followed by a singular noun.
“Of” is usually followed by a plural
noun.
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
39. 39
Jill danced the best in her class.
Jill danced the best of all the girls her class.
“In” is followed by a singular noun.
“Of” is usually followed by a plural
noun.
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
40. 40
Barry slept the longest in his family.
Barry slept the longest of _____________________.
“In” is followed by a singular noun.
“Of” is usually followed by a plural
noun.
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
41. 41
Barry slept the longest in his family.
Barry slept the longest of all the family members.
“In” is followed by a singular noun.
“Of” is usually followed by a plural
noun.
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
42. 42
Naomi finished the quickest in her team.
Naomi finished the quickest of _____________________.
“In” is followed by a singular noun.
“Of” is usually followed by a plural
noun.
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
43. 43
Naomi finished the quickest in her team.
Naomi finished the quickest of all the competitors.
“In” is followed by a singular noun.
“Of” is usually followed by a plural
noun.
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
45. Forming a superlative
Exceptions to the rule
good better
bad worse
far further
much more
little less
45
the
adjective/adverb +est
in/of
most + adjective/adverb
46. Forming a superlative
Exceptions to the rule
good better best
bad worse worst
far further furthest
much more most
little less least
46
the
adjective/adverb +est
in/of
most + adjective/adverb
48. 48
1. you/good/swimming
good better best
bad worse worst
far further furthest
much more most
little less least
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
50. 50
1. you/good/swimming
statement: You’re good at swimming.
comparative: You’re a better swimmer than me.
superlative: You’re the best swimmer in the whole city.
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
good better best
bad worse worst
far further furthest
much more most
little less least
51. 51
statement:
comparative:
superlative:
2. they/bad/making plans
3. we/far/walked
4. he/eat/more and most
5. I/sleep/less and least
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
good better best
bad worse worst
far further furthest
much more most
little less least
53. 53
Statement: This is a cute cat.
Comparative:
Superlative:
Form the comparative and the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
54. 54
Statement: This is a cute cat.
Comparative: This black cat is cuter than that white cat.
Superlative: This cat is the cutest cat I have ever seen in my life.
Form the comparative and the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
55. 55
Statement: I am smart.
Comparative:
Superlative:
Form the comparative and the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
56. 56
Statement: I am smart.
Comparative: I’m smarter than you.
Superlative: I’m the smartest person in this class.
Form the comparative and the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
57. 57
Statement: She is calm.
Comparative:
Superlative:
Form the comparative and the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
58. 58
Statement: She is calm.
Comparative: She is calmer after she has time to breathe.
Superlative: She is the calmest person in a crisis.
Form the comparative and the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
59. 59
Statement: It was a hard test.
Comparative:
Superlative:
Form the comparative and the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
60. 60
Statement: It was a hard test.
Comparative: It was the hardest test of the whole year.
Superlative: It was the hardest test of the whole year.
Form the comparative and the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
61. 61
Statement: It was a hard test.
Comparative:
Superlative:
Form the comparative and the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
62. 62
The little boy was sleepy.
Studying English takes patience.
Form the comparative and the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0
63. 63
The little boy was sleepy.
The little boy was sleepier than his dog.
The little boy was the sleepiest child in his family.
Studying English takes patience.
Studying English takes as much patience as studying Arabic.
Studying English take the most patience of any language.
Form the comparative and the superlative
the
adjective/adverb +est
in/of
most + adjective/adverb
https://pixabay.com/photos/book-asia-children-boys-education-1822474/ shared under CC0