The document discusses the definite and indefinite articles "the" and "a/an". It explains that the definite article "the" refers to something specific, while the indefinite article "a/an" refers to things in a general or unspecified way. It provides examples of when to use each article with different types of nouns such as countable and uncountable nouns. The document also covers exceptions when proper nouns can take the definite article and use of "some" and "any" with plural nouns.
The document discusses the use of articles in English grammar. It explains that the zero article is used with plural countable nouns with general meanings, uncountable nouns, and some proper nouns. It also notes that the word "some" indicates a quantity and provides examples of how the zero article versus "some" can change a sentence's meaning by emphasizing quantity. Specific rules and examples are given for using the zero article with different types of nouns.
The document discusses parts of speech, including verbs, adjectives, and adverbs. It provides examples of how the same word can be different parts of speech depending on the context and sentence. Verbs express actions or states of being. Adjectives describe nouns. Adverbs provide additional information about verbs, adjectives, other adverbs, clauses, or entire sentences. The document uses examples and exercises to illustrate the different parts of speech.
The document provides examples to distinguish between the words "there", "their", and "they're". It notes that "there" means "at that place", "their" is the possessive form of "they", and "they're" is a contraction of "they are". Multiple choice questions are included for the reader to practice identifying the correct word in different sentences. The document emphasizes the differences between these commonly confused words.
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.
This document provides information and examples about prepositions and prepositional verbs. It begins by defining prepositions as words that describe relationships between persons, objects, and locations. Examples are provided of common prepositions like "under", "at", and "to". The document then discusses prepositional verbs, which are verbs combined with a preposition that do not typically change the verb's meaning. Rules and examples are given for identifying and using prepositional verbs correctly in sentences. The purpose is to help readers understand and identify prepositions and prepositional verbs.
1. The document discusses the relative pronouns "which", "who", and "that" and how they are used.
2. "That" is used for essential information where removing the relative clause would change the meaning of the sentence. "Which" and "who" are used for non-essential information where removing the relative clause does not impact the meaning.
3. Examples are provided to illustrate the difference, such as "The book that I thought I lost is on the shelf" versus "Moby Dick, which was written by Herman Melville, is my favorite novel."
This document provides an overview of conditionals in English grammar. It discusses the zero conditional and first conditional tenses. The zero conditional uses present simple verbs to express general truths, like "if you mix blue and yellow, you get green." The first conditional uses a present simple clause followed by "will" to express possible future events contingent on something else, like "if I study, I will pass my exam." The document provides examples and practice exercises for understanding and using these two conditional tenses.
Runon sentences and how to fix them. The document discusses runon sentences and provides examples of how to fix them using periods, coordinating conjunctions, and commas. It explains that runon sentences occur when two independent clauses are incorrectly joined and ways to fix this include using a period to separate the clauses, adding a coordinating conjunction like and, or, but to connect the clauses, or using a comma with a conjunction, though the comma is optional. It also notes that only using a comma between clauses is incorrect. The document provides practice examples and shows how to identify and correct runon sentences.
The document discusses the use of articles in English grammar. It explains that the zero article is used with plural countable nouns with general meanings, uncountable nouns, and some proper nouns. It also notes that the word "some" indicates a quantity and provides examples of how the zero article versus "some" can change a sentence's meaning by emphasizing quantity. Specific rules and examples are given for using the zero article with different types of nouns.
The document discusses parts of speech, including verbs, adjectives, and adverbs. It provides examples of how the same word can be different parts of speech depending on the context and sentence. Verbs express actions or states of being. Adjectives describe nouns. Adverbs provide additional information about verbs, adjectives, other adverbs, clauses, or entire sentences. The document uses examples and exercises to illustrate the different parts of speech.
The document provides examples to distinguish between the words "there", "their", and "they're". It notes that "there" means "at that place", "their" is the possessive form of "they", and "they're" is a contraction of "they are". Multiple choice questions are included for the reader to practice identifying the correct word in different sentences. The document emphasizes the differences between these commonly confused words.
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.
This document provides information and examples about prepositions and prepositional verbs. It begins by defining prepositions as words that describe relationships between persons, objects, and locations. Examples are provided of common prepositions like "under", "at", and "to". The document then discusses prepositional verbs, which are verbs combined with a preposition that do not typically change the verb's meaning. Rules and examples are given for identifying and using prepositional verbs correctly in sentences. The purpose is to help readers understand and identify prepositions and prepositional verbs.
1. The document discusses the relative pronouns "which", "who", and "that" and how they are used.
2. "That" is used for essential information where removing the relative clause would change the meaning of the sentence. "Which" and "who" are used for non-essential information where removing the relative clause does not impact the meaning.
3. Examples are provided to illustrate the difference, such as "The book that I thought I lost is on the shelf" versus "Moby Dick, which was written by Herman Melville, is my favorite novel."
This document provides an overview of conditionals in English grammar. It discusses the zero conditional and first conditional tenses. The zero conditional uses present simple verbs to express general truths, like "if you mix blue and yellow, you get green." The first conditional uses a present simple clause followed by "will" to express possible future events contingent on something else, like "if I study, I will pass my exam." The document provides examples and practice exercises for understanding and using these two conditional tenses.
Runon sentences and how to fix them. The document discusses runon sentences and provides examples of how to fix them using periods, coordinating conjunctions, and commas. It explains that runon sentences occur when two independent clauses are incorrectly joined and ways to fix this include using a period to separate the clauses, adding a coordinating conjunction like and, or, but to connect the clauses, or using a comma with a conjunction, though the comma is optional. It also notes that only using a comma between clauses is incorrect. The document provides practice examples and shows how to identify and correct runon sentences.
This document is a presentation on adverbs of time and place. It defines adverbs as words that modify verbs, adjectives, and other adverbs. It then discusses the five main types of adverbs and focuses on two types - adverbs of time and adverbs of place. Adverbs of time indicate when an action occurred, how long, or how often. Adverbs of place specify where an action takes place. The presentation provides examples and exercises for identifying and using adverbs of time and place correctly in 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.
The document discusses the five main types of adverbs in English: adverbs of time, manner, degree, frequency, and place. It provides examples of each type using sentences from a paragraph about a family moving to Manitoba. It then analyzes which type of adverb is used in each of 13 additional sentences through an interactive exercise. The types are defined and examples are given to illustrate how adverbs modify verbs, adjectives, and other adverbs.
The document discusses the five main types of adverbs in English: adverbs of time, manner, degree, frequency, and place. It provides examples of each type using sentences from a paragraph about a family moving to Manitoba. It then analyzes which type of adverb is used in each of 13 additional sentences through an interactive exercise. The types are defined and examples are given to illustrate how adverbs modify verbs, adjectives, and other adverbs.
The document discusses conjunctions and conditions. It defines conjunctions as words that connect two ideas or clauses. It explains different types of conjunctions including coordinating conjunctions, subordinating conjunctions, and the subordinating conjunctions "if", "whether", "even if", and their uses. The document also defines conditions as things that may or may not happen depending on circumstances, and provides examples of conditional sentences using the conjunctions.
The document discusses different types of nouns including common nouns, proper nouns, countable nouns, and uncountable nouns. It provides examples and explanations of each noun type. Key points covered include how common nouns refer to classes of things and are not capitalized, how countable nouns can be counted and have singular and plural forms, and how uncountable nouns cannot be counted and only have a singular form. Articles like a, an, the and zero article Ø are also explained in the context of the different noun types.
The document discusses prepositional verbs. It begins by defining prepositions and prepositional verbs. It notes that prepositional verbs have the same meaning as the regular verb. It provides rules for prepositional verbs - they do not typically change the verb's meaning, can sometimes be separated, and are used in the middle or at the end of sentences. Examples are provided to illustrate these rules. The document concludes by providing practice matching prepositional verbs to their meanings and filling in blanks with prepositional verbs.
The document discusses irregular plural nouns and exceptions to normal pluralization rules. It provides examples of changing singular nouns to plural by adding "s" or "es" and identifies exceptions. It also discusses using singular or plural nouns with exact numbers and uncountable nouns. Examples are provided to demonstrate correct usage.
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 discusses different types of nouns and the articles used with them. It begins by defining nouns and categorizing them as common or proper, countable or uncountable, and singular or plural. It then provides examples and exercises to practice identifying noun types and using the correct article - a/an, the, or zero article - with different nouns. Proper nouns are discussed separately, with rules around when to use 'the' or the zero article with proper nouns.
Here are three examples of uncountable nouns with the appropriate article:
1) the furniture in my living room
2) a glass of water
3) the information in the report
Uncountable nouns can refer to substances, liquids, gases, abstract ideas and others. They are always singular and used with the articles 'the' or zero article.
Common Nouns: A common noun refers to a class of things but never a specific thing. Common nouns can be countable or uncountable.
Countable Nouns: Countable nouns can be counted and have a singular or plural form. They are used with the articles 'a/an', 'the' or zero article
The document discusses subordinating conjunctions of contrast such as although, though, however, and nevertheless. It provides examples of how each conjunction is used and explanations of their meanings and functions in a sentence. For example, it states that although is used to introduce a statement that makes the main statement seem surprising, though and even though show something happened but could have been stopped, however introduces a contrasting statement, and nevertheless also introduces a contrast and is more formal than however.
The document provides tips for improving pronunciation, including using tongue twisters to practice specific sounds, paying attention to word and sentence stress, recording one's own voice, speaking slowly, and singing songs to work on rhythm and intonation. It includes examples of tongue twisters and discusses how to identify stressed syllables within words and content vs function words. Recording oneself and choosing dialogs or songs to read aloud can help identify mistakes. Speaking slowly allows time to think and avoids repeating errors, while singing relaxes the speaker and improves pronunciation.
The document provides instruction on forming wh-word questions in English. It discusses three main rules: 1) The wh-word goes at the beginning of the question. 2) If the wh-word is the subject, the word order is the same as a statement. 3) If the wh-word is not the subject, the word order is inverted and an auxiliary verb is needed. Examples are provided to illustrate each rule. Learners then practice forming questions based on statements and correcting incorrectly formed questions. The document aims to teach learners how to properly structure wh-word questions in English.
The document discusses the rules for using definite and indefinite articles in English. It explains that the indefinite article "a/an" is used when referring to something in a general sense or when the identity is unknown, while the definite article "the" is used when referring to something specific or already mentioned. The document provides numerous examples and exercises to illustrate the differences between definite and indefinite article usage.
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.
The document discusses the difference between using "say" and "tell" in sentences. Say is used to directly quote a speaker and does not include the listener. Tell is used to report what was said and includes the listener as the object. Examples are provided that use say when there is no listener mentioned and use tell when reporting something said to a listener.
1. The document discusses prefixes and their meanings. It provides examples of prefixes like non-, un-, mis- and mal- and explains that they mean "not" or "incorrectly".
2. It gives sentences using words with those prefixes and asks the reader to determine the meanings. For example, it explains that being misinformed means being given wrong information.
3. The document is a lesson on determining word meanings from prefixes. It teaches the definitions and uses interactive examples to practice applying the prefix rules.
The document discusses the rules for using the definite article "the" in English. It explains that the definite article is used with plural and singular countable nouns as well as uncountable nouns. It also provides four specific situations when the definite article is used: 1) when the noun is shared knowledge, 2) when referring to a specific noun, 3) when referring to a unique or famous noun, and 4) when a noun has already been mentioned. Examples are given to illustrate each situation. The document concludes with a practice section where readers identify which rule applies to different example sentences.
This document is a presentation on adverbs of time and place. It defines adverbs as words that modify verbs, adjectives, and other adverbs. It then discusses the five main types of adverbs and focuses on two types - adverbs of time and adverbs of place. Adverbs of time indicate when an action occurred, how long, or how often. Adverbs of place specify where an action takes place. The presentation provides examples and exercises for identifying and using adverbs of time and place correctly in 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.
The document discusses the five main types of adverbs in English: adverbs of time, manner, degree, frequency, and place. It provides examples of each type using sentences from a paragraph about a family moving to Manitoba. It then analyzes which type of adverb is used in each of 13 additional sentences through an interactive exercise. The types are defined and examples are given to illustrate how adverbs modify verbs, adjectives, and other adverbs.
The document discusses the five main types of adverbs in English: adverbs of time, manner, degree, frequency, and place. It provides examples of each type using sentences from a paragraph about a family moving to Manitoba. It then analyzes which type of adverb is used in each of 13 additional sentences through an interactive exercise. The types are defined and examples are given to illustrate how adverbs modify verbs, adjectives, and other adverbs.
The document discusses conjunctions and conditions. It defines conjunctions as words that connect two ideas or clauses. It explains different types of conjunctions including coordinating conjunctions, subordinating conjunctions, and the subordinating conjunctions "if", "whether", "even if", and their uses. The document also defines conditions as things that may or may not happen depending on circumstances, and provides examples of conditional sentences using the conjunctions.
The document discusses different types of nouns including common nouns, proper nouns, countable nouns, and uncountable nouns. It provides examples and explanations of each noun type. Key points covered include how common nouns refer to classes of things and are not capitalized, how countable nouns can be counted and have singular and plural forms, and how uncountable nouns cannot be counted and only have a singular form. Articles like a, an, the and zero article Ø are also explained in the context of the different noun types.
The document discusses prepositional verbs. It begins by defining prepositions and prepositional verbs. It notes that prepositional verbs have the same meaning as the regular verb. It provides rules for prepositional verbs - they do not typically change the verb's meaning, can sometimes be separated, and are used in the middle or at the end of sentences. Examples are provided to illustrate these rules. The document concludes by providing practice matching prepositional verbs to their meanings and filling in blanks with prepositional verbs.
The document discusses irregular plural nouns and exceptions to normal pluralization rules. It provides examples of changing singular nouns to plural by adding "s" or "es" and identifies exceptions. It also discusses using singular or plural nouns with exact numbers and uncountable nouns. Examples are provided to demonstrate correct usage.
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 discusses different types of nouns and the articles used with them. It begins by defining nouns and categorizing them as common or proper, countable or uncountable, and singular or plural. It then provides examples and exercises to practice identifying noun types and using the correct article - a/an, the, or zero article - with different nouns. Proper nouns are discussed separately, with rules around when to use 'the' or the zero article with proper nouns.
Here are three examples of uncountable nouns with the appropriate article:
1) the furniture in my living room
2) a glass of water
3) the information in the report
Uncountable nouns can refer to substances, liquids, gases, abstract ideas and others. They are always singular and used with the articles 'the' or zero article.
Common Nouns: A common noun refers to a class of things but never a specific thing. Common nouns can be countable or uncountable.
Countable Nouns: Countable nouns can be counted and have a singular or plural form. They are used with the articles 'a/an', 'the' or zero article
The document discusses subordinating conjunctions of contrast such as although, though, however, and nevertheless. It provides examples of how each conjunction is used and explanations of their meanings and functions in a sentence. For example, it states that although is used to introduce a statement that makes the main statement seem surprising, though and even though show something happened but could have been stopped, however introduces a contrasting statement, and nevertheless also introduces a contrast and is more formal than however.
The document provides tips for improving pronunciation, including using tongue twisters to practice specific sounds, paying attention to word and sentence stress, recording one's own voice, speaking slowly, and singing songs to work on rhythm and intonation. It includes examples of tongue twisters and discusses how to identify stressed syllables within words and content vs function words. Recording oneself and choosing dialogs or songs to read aloud can help identify mistakes. Speaking slowly allows time to think and avoids repeating errors, while singing relaxes the speaker and improves pronunciation.
The document provides instruction on forming wh-word questions in English. It discusses three main rules: 1) The wh-word goes at the beginning of the question. 2) If the wh-word is the subject, the word order is the same as a statement. 3) If the wh-word is not the subject, the word order is inverted and an auxiliary verb is needed. Examples are provided to illustrate each rule. Learners then practice forming questions based on statements and correcting incorrectly formed questions. The document aims to teach learners how to properly structure wh-word questions in English.
The document discusses the rules for using definite and indefinite articles in English. It explains that the indefinite article "a/an" is used when referring to something in a general sense or when the identity is unknown, while the definite article "the" is used when referring to something specific or already mentioned. The document provides numerous examples and exercises to illustrate the differences between definite and indefinite article usage.
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.
The document discusses the difference between using "say" and "tell" in sentences. Say is used to directly quote a speaker and does not include the listener. Tell is used to report what was said and includes the listener as the object. Examples are provided that use say when there is no listener mentioned and use tell when reporting something said to a listener.
1. The document discusses prefixes and their meanings. It provides examples of prefixes like non-, un-, mis- and mal- and explains that they mean "not" or "incorrectly".
2. It gives sentences using words with those prefixes and asks the reader to determine the meanings. For example, it explains that being misinformed means being given wrong information.
3. The document is a lesson on determining word meanings from prefixes. It teaches the definitions and uses interactive examples to practice applying the prefix rules.
The document discusses the rules for using the definite article "the" in English. It explains that the definite article is used with plural and singular countable nouns as well as uncountable nouns. It also provides four specific situations when the definite article is used: 1) when the noun is shared knowledge, 2) when referring to a specific noun, 3) when referring to a unique or famous noun, and 4) when a noun has already been mentioned. Examples are given to illustrate each situation. The document concludes with a practice section where readers identify which rule applies to different example sentences.
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
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 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.
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
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.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
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.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
3. Today’s Class
1. Describe the function of the definite and indefinite article.
I’ve never used an article and the teacher won’t make me!
2. Practice using the definite and indefinite article correctly for
specific and general meaning.
A dog isn’t good enough, we need the dog!
3. Practice using the articles with different types of nouns.
3
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5. the most important idea
indefinite article “a/an”
“Indefinite” means not clearly
defined.
The indefinite article is used for
when you’re talking about
something in a general way.
I’d like a better job.
definite article “the”
“Definite” means easily
understood, or something that is
certain.
The definite article is used when
you’re talking about something in
a specific way.
I’d like the job my boss has.
5
9. The Definite Article ‘the’
What is the function of the definite article?
9
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10. The Definite Article ‘the’
What is the function of the definite article?
The function of the definite article is to refer to something specific.
Where is the cat?
‘The cat’ isn’t just any cat, it’s a specific cat.
Make sure that the listeners know what specific thing you’re referring
to.
I’m leaving for the university at noon.
‘The university’ doesn’t tell us which university they are going to. We
know it is a specific university, but which one?
10
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11. The Definite Article ‘the’
How can you be sure that the listeners know specific thing you’re
referring to?
11
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12. The Definite Article ‘the’
How can you be sure that the listeners know specific thing you’re
referring to?
Provide context for the listeners! The context is the words coming
before and after the words you’re trying to understand.
a) The University of Manitoba is far away so I’m leaving for the
university at noon to be on time for my lecture on dinosaurs.
The context tells the listener which specific university ‘the university’
refers to.
12
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13. The Definite Article ‘the’
Add words before or after these sentences to create a context that
shows what specific noun you’re referring to.
a) Do you see the jeans?
Do you see the jeans I was wearing yesterday in the drawer?
Do you see the jeans next to my red sweater?
b) I’ve never been to the city.
c) Have you tried making the soup?
d) Here is the dog.
13
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14. The Definite Article ‘the’
Add words before or after these sentences to create a context that
shows what specific noun you’re referring to.
a) Do you see the jeans?
Do you see the jeans I was wearing yesterday in the drawer?
Do you see the jeans next to my red sweater?
b) I’d like to go to Winnipeg because I’ve never been to the city.
c) You father’s soup is so famous. Have you tried making the soup?
d) Here is the dog that we’ve been looking for all morning!
14
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15. The Definite Article ‘the’
We use the definite article for
a) singular countable nouns
Where is the baby?
b) plural countable nouns
The babies are crying.
c) uncountable nouns
The beauty of a flower is in it’s colour and smell.
15
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16. The Definite Article ‘the’
We don’t use ‘the’ for proper nouns.
Where is Nastashya?
This is Winnipeg.
What is the opposite of a proper noun?
16
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17. The Definite Article ‘the’
We don’t use ‘the’ for proper nouns.
Where is Nastashya?
This is Winnipeg.
What is the opposite of a proper noun? A common noun.
Can you use ‘the’ with common nouns?
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18. The Definite Article ‘the’
We don’t use ‘the’ for proper nouns.
Where is Nastashya?
This is Winnipeg.
What is the opposite of a proper noun? A common noun.
Can you use ‘the’ with common nouns? Yes, you can.
Change the proper nouns above into common nouns and provide
context!
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19. The Definite Article ‘the’
We don’t use ‘the’ for proper nouns.
Where is Nastashya?
This is Winnipeg.
What is the opposite of a proper noun? A common noun.
Can you use ‘the’ with common nouns? Yes, you can.
Change the proper nouns above into common nouns and provide
context!
Where is the teacher of this class?
This is the city I was born in.
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20. The Definite Article ‘the’
There are exceptions to this rule.
There are some proper nouns that go with ‘the’.
I’m going to the Philippines.
I used to attend the University of Winnipeg.
Is that building the Winnipeg Convention Centre?
Look at the presentation ‘Definite Article and Proper Nouns’ on
livelearn.ca if you’re interested
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22. The Indefinite Article ‘a/an’
What is the function of the indefinite article?
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23. The Indefinite Article ‘a/an’
What is the function of the indefinite article?
The function of the indefinite article is to refer to a category of things,
or to refer to something general but not something specific.
Do you want a cat?
‘A cat’ is part of the category ‘cats’. It doesn’t refer to a specific cat.
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24. The Indefinite Article ‘a/an’
What is the rule for using ‘a’ or ‘an’?
a + word begins with a ____
A dog is much smarter than a worm.
an + word begins with a ____
An orange is way more orange than an apple.
They’ve definitely been waiting for an hour.
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25. The Indefinite Article ‘a/an’
What is the rule for using ‘a’ or ‘an’?
a + word begins with a consonant
A dog is much smarter than a worm.
an + word begins with a vowel or sounds like it begins with a vowel
An orange is way more orange than an apple.
They’ve definitely been waiting for an hour.
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26. Complete the sentence with ‘the’ or ‘a/an’
26
1. Taking __ science course is a good idea, but I’m not sure which to
choose.
2. We went to __ Louvre and saw __ Mona Lisa.
3. I was out the other day and I found __ ten dollar bill on the street. I
couldn't decide whether to keep __ money or hand it in.
4. He is __ doctor I came to see.
5. I went to __ movie alone.
27. Complete the sentence with ‘the’ or ‘a/an’
27
1. Taking a science course is a good idea, but I’m not sure which to choose.
general meaning, identity unknown
2. We went to the Louvre and saw the Mona Lisa. unique/famous
3. I was out the other day and I found a ten dollar bill on the street. I
couldn't decide whether to keep the money or hand it in.
general/specific meaning
4. He is the doctor I came to see. specific person
5. I went to a/the movie alone. general/specific meaning
28. Complete the sentence with ‘the’ or ‘a/an’
28
1. I live in __ small house with a blue door.
2. __ apple a day keeps the doctor away!
3. Where can I find __ cup of coffee in this town?
4. Pass ___ last jar of strawberry jam.
5. __ tomato is rotten.
6. __ furniture will be delivered tomorrow.
29. Complete the sentence with ‘the’ or ‘a/an’
29
1. I live in a/the small house with a blue door. general/specific meaning
2. An apple a day keeps the doctor away! general meaning
3. Where can I find a cup of coffee in this town? general meaning/identity
of the noun in unknown
4. Pass the last jar of strawberry jam. specific meaning
5. The tomato is rotten. specific meaning
6. The furniture will be delivered tomorrow. specific meaning
30. The Indefinite Article ‘a/an’
What words do we use for plural nouns with general meaning?
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31. The Indefinite Article ‘a/an’
What words do we use for plural nouns with general meaning?
We use ‘some’ and ‘any’.
What do ‘some’ and ‘any’ mean?
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32. The Indefinite Article ‘a/an’
What words do we use for plural nouns with general meaning?
We use ‘some’ and ‘any’.
What do ‘some’ and ‘any’ mean?
Some and any refer to a quantity of something or how much of
something you have.
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33. The Indefinite Article ‘a/an’
‘Some’ is used in statements and when you’re offering something.
Some visitors are coming this afternoon.
Would you like some cake?
‘Any’ is used in negative statements or questions.
There aren’t any tickets left for the concert tonight.
Are any visitors coming this afternoon?
I don’t have any time for your nonsense!
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34. The Indefinite Article ‘a/an’
What type of nouns can you use some and any with?
a) plural countable
Some of the dogs bite.
Do any of the dogs bite?
b) uncountable
Would you like some money?
I don’t have any time for your nonsense!
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35. Complete the sentences with ‘the’, ‘a/an’, ‘some’,
or ‘any’. Identify the type of noun.
1. I’d like __ tomato.
2. I’ll have ___ olives.
3. Do you have ___ classes on Monday?
4. I’d like __ tomatoes.
5. Do you want __ milk?
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36. Complete the sentences with ‘the’, ‘a/an’, ‘some’,
or ‘any’. Identify the type of noun.
1. I’d like a/the tomato. singular countable noun
2. I’ll have the/some olives. plural countable noun/ some: a quantity
3. Do you have any classes on Monday? plural countable/question
4. I’d like the/some tomatoes. plural countable noun/ some: a quantity
5. Do you want the/some milk? uncountable noun and offering
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37. Complete the sentences with ‘the’, ‘a/an’, ‘some’,
or ‘any’. Identify the type of noun.
6. Pass __ milk.
7. Can you give me __ advice?
8. Do you make __ of the decisions?
9. I have __ class on Mondays.
10. Where can I find __ skates for my hockey team in this town?
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38. Complete the sentences with ‘the’, ‘a/an’, ‘some’,
or ‘any’. Identify the type of noun.
6. Pass the milk. uncountable noun
7. Can you give me some/any advice? uncountable/ some: a quantity/any:
question
8. Do you make some/any of the decisions? plural countable/ some: a
quantity, any: question
9. I have a/the class on Mondays. singular countable noun
10. Where can I find the/some skates for my hockey team in this town?
plural countable noun/ some: a quantity
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39. Summary
39
singular countable plural countable uncountable
apple apples rice
She has an apple.
-
-
They have the apple.
-
Would you like some
apples?
Do you have any apples?
Here are the chairs.
-
Do you want some rice?
I don’t want any rice.
Pass the rice.
40. 40
Review
1.Does the speaker care what park they visit?
a) Can we go to the park?
b) Can we go to a park?
2. Is the speaker talking about a specific restaurant?
c)Here is the restaurant.
d) Here is a restaurant.
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41. 41
Review
1.Does the speaker care what park they visit?
a) Can we go to the park?
Yes, they care because it is a specific park.
b) Can we go to a park?
No, they don’t care because it is any park.
2. Is the speaker talking about a specific restaurant?
c)Here is the restaurant.
Yes, they are.
d) Here is a restaurant.
No, they aren’t.
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42. 42
Review
3. Which article is used for referring to something general?
4. Which article do you use with proper nouns?
5. When do you use ‘some’ and when do you ‘use’ any?
____ is used in statements and when you’re offering something.
____ is used in negative statements or questions.
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43. 43
Review
3. Which article is used for referring to something general?
The indefinite article ‘a/an’.
4. Which article do you use with proper nouns?
Usually you don’t use either article with proper nouns, but sometimes
you use ‘the’.
5. When do you use ‘some’ and when do you ‘use’ any?
Some is used in statements and when you’re offering something.
Any is used in negative statements or questions.
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