The document provides an overview of active and passive voice constructions in English. It discusses the forms of the passive voice, including the use of auxiliary verbs like "be", "get", and modals. It also covers participial adjectives formed with "-ed" and "-ing", and phrases like "be used to" and "get used to". Examples are provided to illustrate different grammatical structures for active and passive voice.
Passive voice (Fundamentals of English Grammar)Sussan Roo
The document discusses various aspects of using passive voice in English, including forming passive sentences, using transitive and intransitive verbs, including optional "by-phrases", and forming passive sentences with modal auxiliaries, progressive tenses, participial adjectives, and expressions like "get used to", "used to", and "be supposed to". It provides examples and exercises for practicing each concept.
This document contains a chapter about active and passive sentences in English. It discusses the formation of passive sentences using different tenses and with modal auxiliaries. It also covers different uses of participles and adjectives. Some key points include:
- Passive sentences are formed with the verb "be" and the past participle of the main verb.
- Only transitive verbs can be used in the passive voice. Intransitive verbs do not take objects.
- The passive is used to background the agent or doer of the action using the "by" phrase.
- Participles like "interested" and "amazed" describe feelings and emotions, while "-ing" forms describe causes of those
This document contains a teacher resource slideshow for an English grammar lesson on verb tenses and time expressions in the past. It includes examples of questions and answers using the simple past and past progressive tenses, such as "Where did you go?" and "I was studying when Kyung emailed me." Various exercises are provided for students to practice forming questions and identifying verb tenses.
This document contains a table of contents and sections about active and passive sentences, transitive and intransitive verbs, and the use of different verb forms and constructions in passive sentences like the passive voice, participial adjectives, modal auxiliaries, and expressions like "be used to" and "be supposed to". It provides examples and exercises for practicing forming passive sentences and identifying appropriate uses of these grammatical structures.
This document contains a teacher resource on using various tenses in English, including the simple past, past progressive, questions with what and who, and irregular verbs. It includes examples of sentences using these tenses and time expressions, as well as exercises for students to practice. The resource is meant to be used with PowerPoint slides for an English grammar lesson.
This document provides guidance on subject-verb agreement in sentences. It explains that a singular subject requires a singular verb, while a plural subject requires a plural verb. Several examples are given of sentences with singular and plural subjects and verbs. Common mistakes in subject-verb agreement are also addressed, such as being confused by words between the subject and verb, or subjects that appear plural but are actually singular. The document emphasizes practicing identifying the subject and selecting the correct singular or plural verb form.
This document contains a teacher's resource slideshow for an English grammar lesson on verb tenses and time expressions in the past. It includes examples of questions and answers using the simple past and past progressive tenses, such as "Where did you go?" and "I was studying when Kyung emailed me." It also covers time expressions like "before", "after", "while" and "when" used in past time clauses. The slideshow provides exercises for students to practice identifying and using these grammar points.
This document provides instruction on connecting ideas in sentences using conjunctions such as and, but, or, so, even though, although, and because. It includes examples of how to correctly use commas with these conjunctions when joining two independent clauses or listing items. The document also discusses using auxiliary verbs after but and and. Exercises are provided throughout for practice applying the concepts.
Passive voice (Fundamentals of English Grammar)Sussan Roo
The document discusses various aspects of using passive voice in English, including forming passive sentences, using transitive and intransitive verbs, including optional "by-phrases", and forming passive sentences with modal auxiliaries, progressive tenses, participial adjectives, and expressions like "get used to", "used to", and "be supposed to". It provides examples and exercises for practicing each concept.
This document contains a chapter about active and passive sentences in English. It discusses the formation of passive sentences using different tenses and with modal auxiliaries. It also covers different uses of participles and adjectives. Some key points include:
- Passive sentences are formed with the verb "be" and the past participle of the main verb.
- Only transitive verbs can be used in the passive voice. Intransitive verbs do not take objects.
- The passive is used to background the agent or doer of the action using the "by" phrase.
- Participles like "interested" and "amazed" describe feelings and emotions, while "-ing" forms describe causes of those
This document contains a teacher resource slideshow for an English grammar lesson on verb tenses and time expressions in the past. It includes examples of questions and answers using the simple past and past progressive tenses, such as "Where did you go?" and "I was studying when Kyung emailed me." Various exercises are provided for students to practice forming questions and identifying verb tenses.
This document contains a table of contents and sections about active and passive sentences, transitive and intransitive verbs, and the use of different verb forms and constructions in passive sentences like the passive voice, participial adjectives, modal auxiliaries, and expressions like "be used to" and "be supposed to". It provides examples and exercises for practicing forming passive sentences and identifying appropriate uses of these grammatical structures.
This document contains a teacher resource on using various tenses in English, including the simple past, past progressive, questions with what and who, and irregular verbs. It includes examples of sentences using these tenses and time expressions, as well as exercises for students to practice. The resource is meant to be used with PowerPoint slides for an English grammar lesson.
This document provides guidance on subject-verb agreement in sentences. It explains that a singular subject requires a singular verb, while a plural subject requires a plural verb. Several examples are given of sentences with singular and plural subjects and verbs. Common mistakes in subject-verb agreement are also addressed, such as being confused by words between the subject and verb, or subjects that appear plural but are actually singular. The document emphasizes practicing identifying the subject and selecting the correct singular or plural verb form.
This document contains a teacher's resource slideshow for an English grammar lesson on verb tenses and time expressions in the past. It includes examples of questions and answers using the simple past and past progressive tenses, such as "Where did you go?" and "I was studying when Kyung emailed me." It also covers time expressions like "before", "after", "while" and "when" used in past time clauses. The slideshow provides exercises for students to practice identifying and using these grammar points.
This document provides instruction on connecting ideas in sentences using conjunctions such as and, but, or, so, even though, although, and because. It includes examples of how to correctly use commas with these conjunctions when joining two independent clauses or listing items. The document also discusses using auxiliary verbs after but and and. Exercises are provided throughout for practice applying the concepts.
This document contains a table of contents and sections for an English grammar textbook covering topics such as the use of may/might versus will, maybe versus may be, future time clauses, clauses with if, expressing habitual present, and using what + a form of do. Each section provides examples and explanations of the grammar points and includes practice questions.
This document contains a chapter about verb tenses and time clauses in English. It includes examples of questions using words like where, why, when and what time in the simple past tense. It also discusses irregular verbs in the past tense. Sections cover using before, after and when in time clauses, the present and past progressive tenses, and the difference between the simple past and past progressive. Practice exercises with answers are provided to help learners practice these grammar points.
This document contains a teacher's resource for English grammar lessons covering future time expressions, verb tenses, questions, and the forms of the verb "to be". It includes examples and exercises for students to practice using structures like "be going to", the present progressive, "will", and the simple present, past and future tenses to talk about events in the present, past and future.
This document provides instruction and examples for making comparisons in English using comparative and superlative forms of adjectives and adverbs. It covers the structures "as...as", comparisons with "than", modifying comparatives with words like "very" and "much", unclear comparisons, using "more" with nouns, repeating comparatives, double comparatives, and superlative forms. Examples are provided to illustrate each concept, along with exercises for practice. Key rules and structures are emphasized for forming comparatives and superlatives in English.
This document contains a teacher's resource for creating slide shows to teach grammar concepts related to articles (a, an, the) and quantifiers (some, many, much, a few, a little, any). It includes examples of different grammatical structures using articles and quantifiers, as well as exercises for students to practice identifying the correct usage. The slides cover topics such as count vs. non-count nouns, singular vs. plural nouns, usage of a vs. an, measurements with non-count nouns, making generalizations without articles, and the difference between some and any.
Islands is a six level Primary series that engages children in 21st century learning. Children uncover clues and solve mysteries as they learn English. The Test Booklet provides level-appropriate exam preparation materials, and the whole series covers the requirements of CYLET, KET for Schools and Trinity exams and contains exam-style practice and assessment.
Chapter 10 expressing future time - part 1tichorsergio
This document provides a summary of key grammar points around expressing future time and asking questions about the future in English. It covers using "be going to", the present progressive, and "will" to talk about future events. Examples are provided to demonstrate how to form affirmative and negative statements as well as questions using these structures. Common time expressions for the past and future are also defined. The document is a teacher's guide containing explanations, examples, exercises and answers for students to practice future tense grammar.
This document provides an introduction and overview of adjective clauses in English grammar. It discusses the use of who, whom, that, which, and whose in adjective clauses, including examples and exercises. The main topics covered are:
- Defining adjective clauses and their structure
- Using who, whom, that, and which in adjective clauses
- Agreement of verbs in adjective clauses
- Using prepositions in adjective clauses
- Using whose to indicate possession in adjective clauses
This document contains a teacher resource for a slideshow on using verbs to express future time in English. It covers using "be going to", the present progressive, "will", and forms of "be" to talk about the future. There are examples, explanations, exercises, and answer keys to help teach students how to correctly form sentences about future events and plans.
This document provides instruction on various English grammar topics, including pronunciation of final -s/-es, plural forms of nouns, subjects/verbs/objects, prepositions, word order, subject-verb agreement, adjectives, nouns as adjectives, and personal pronouns. It defines key terms, provides examples for each topic, and includes practice exercises for learners to test their understanding. The overall content covers foundational rules of English grammar.
The document provides examples of proper and improper use of apostrophes for contractions and possessives in sentences. It demonstrates correcting sentences by adding or removing apostrophes in contractions like "dont" to "don't" and possessives like "womens" to "women's." The document also contains exercises for students to identify contractions missing apostrophes and rewrite them correctly.
This document provides a preview and review of key concepts around using be verbs like is, am, are in questions and statements. It covers yes/no questions with be, short answers, questions using where, have and has, possessive adjectives like my and our, demonstrative adjectives like this and that, these and those, and questions with what and who. Examples and practice questions are provided to illustrate the uses of these grammar structures in different contexts.
The document contains examples of verb tenses and exercises on identifying verb tenses. There are sentences where the reader is asked to name the tense and find the key words. Additionally, there are multiple choice questions where the reader must choose the correct verb tense to fill in the blank. The purpose is to practice identifying and using appropriate verb tenses in English sentences.
This document contains an agenda for a reading, writing and grammar class. The agenda includes the following items:
1. Answering detail questions about the weather for different days.
2. Explaining the humor of a Nancy cartoon.
3. Spelling numbers, colors, days and months.
4. Writing simple present and present continuous verb forms and sentences.
5. Identifying singular and plural nouns.
6. Orally reading "The Bad Leg."
7. Practicing short vowel sounds.
8. Writing sentences using weather and clothing vocabulary.
9. Activities related to the stories "Hiccup! Hiccup!" and "The Wrong Number."
This document provides a summary of key grammar concepts related to gerunds and infinitives, including:
- Verb + gerund constructions
- Go + -ing expressions
- Verb + infinitive
- Verb + gerund or infinitive
- Preposition + gerund
- Expressing how something is done using by and with
- Gerunds as subjects and it + infinitive
- It + infinitive using for someone
- Expressing purpose with in order to and for
- Using infinitives with too and enough
The document uses examples and exercises to illustrate each grammar point in 3 sentence explanations or less.
This document provides an overview of key grammar concepts covered in Chapter 6, including nouns, pronouns, adjectives, singular and plural forms, and possessive forms. It begins with definitions and examples of nouns as subjects and objects, nouns as objects of prepositions. It then covers adjectives with nouns, subject and object pronouns, and singular and plural noun forms including regular and irregular plural forms. The document concludes with sections on possessive pronouns, possessive nouns, questions with "whose", and irregular plural possessive nouns. Accompanying each section are examples and exercises to practice the concepts.
Notes and exercises on the simple present tense, present continuous, simple past tense and past continuous. Perfect notes and exercises for beginners in English grammars.
This document contains a teacher resource for a slideshow presentation on using verbs to express time. It includes 10 sections covering topics like using "be going to", the present progressive, and "will" to express future time. Examples are provided to illustrate how to form sentences in the present, past and future tenses. The document also contains exercises for students to practice forming sentences around given prompts using the correct verb tenses.
This document discusses the difference between active and passive voice in sentences. Active voice has the subject performing the action of the verb, while passive voice has the subject receiving the action of the verb. Active voice is generally clearer and easier to understand than passive voice. However, passive voice can be used when the receiver of the action is more important than the subject, when minimizing the role of the subject, or when writing about scientific or natural processes. Knowing the difference between active and passive voice helps writers determine the best structure to use.
This document defines and differentiates between the active and passive voices. It states that the active voice is more common and has the subject performing the action on the object. The passive voice has the object as the subject receiving the action. It provides examples of converting between active and passive sentences by changing which element is the subject and object.
The document provides information on forming the passive voice in English. It explains that to change an active sentence to the passive, you conjugate the verb "to be" in the same tense as the active sentence and change the main verb to the past participle. Examples are given for changing sentences to the passive in different tenses. The document also discusses when the passive voice is used, such as for emphasis, when the agent is unknown or unimportant, or when the agent is obvious. Exercises are included for students to practice forming passive sentences.
This document contains a table of contents and sections for an English grammar textbook covering topics such as the use of may/might versus will, maybe versus may be, future time clauses, clauses with if, expressing habitual present, and using what + a form of do. Each section provides examples and explanations of the grammar points and includes practice questions.
This document contains a chapter about verb tenses and time clauses in English. It includes examples of questions using words like where, why, when and what time in the simple past tense. It also discusses irregular verbs in the past tense. Sections cover using before, after and when in time clauses, the present and past progressive tenses, and the difference between the simple past and past progressive. Practice exercises with answers are provided to help learners practice these grammar points.
This document contains a teacher's resource for English grammar lessons covering future time expressions, verb tenses, questions, and the forms of the verb "to be". It includes examples and exercises for students to practice using structures like "be going to", the present progressive, "will", and the simple present, past and future tenses to talk about events in the present, past and future.
This document provides instruction and examples for making comparisons in English using comparative and superlative forms of adjectives and adverbs. It covers the structures "as...as", comparisons with "than", modifying comparatives with words like "very" and "much", unclear comparisons, using "more" with nouns, repeating comparatives, double comparatives, and superlative forms. Examples are provided to illustrate each concept, along with exercises for practice. Key rules and structures are emphasized for forming comparatives and superlatives in English.
This document contains a teacher's resource for creating slide shows to teach grammar concepts related to articles (a, an, the) and quantifiers (some, many, much, a few, a little, any). It includes examples of different grammatical structures using articles and quantifiers, as well as exercises for students to practice identifying the correct usage. The slides cover topics such as count vs. non-count nouns, singular vs. plural nouns, usage of a vs. an, measurements with non-count nouns, making generalizations without articles, and the difference between some and any.
Islands is a six level Primary series that engages children in 21st century learning. Children uncover clues and solve mysteries as they learn English. The Test Booklet provides level-appropriate exam preparation materials, and the whole series covers the requirements of CYLET, KET for Schools and Trinity exams and contains exam-style practice and assessment.
Chapter 10 expressing future time - part 1tichorsergio
This document provides a summary of key grammar points around expressing future time and asking questions about the future in English. It covers using "be going to", the present progressive, and "will" to talk about future events. Examples are provided to demonstrate how to form affirmative and negative statements as well as questions using these structures. Common time expressions for the past and future are also defined. The document is a teacher's guide containing explanations, examples, exercises and answers for students to practice future tense grammar.
This document provides an introduction and overview of adjective clauses in English grammar. It discusses the use of who, whom, that, which, and whose in adjective clauses, including examples and exercises. The main topics covered are:
- Defining adjective clauses and their structure
- Using who, whom, that, and which in adjective clauses
- Agreement of verbs in adjective clauses
- Using prepositions in adjective clauses
- Using whose to indicate possession in adjective clauses
This document contains a teacher resource for a slideshow on using verbs to express future time in English. It covers using "be going to", the present progressive, "will", and forms of "be" to talk about the future. There are examples, explanations, exercises, and answer keys to help teach students how to correctly form sentences about future events and plans.
This document provides instruction on various English grammar topics, including pronunciation of final -s/-es, plural forms of nouns, subjects/verbs/objects, prepositions, word order, subject-verb agreement, adjectives, nouns as adjectives, and personal pronouns. It defines key terms, provides examples for each topic, and includes practice exercises for learners to test their understanding. The overall content covers foundational rules of English grammar.
The document provides examples of proper and improper use of apostrophes for contractions and possessives in sentences. It demonstrates correcting sentences by adding or removing apostrophes in contractions like "dont" to "don't" and possessives like "womens" to "women's." The document also contains exercises for students to identify contractions missing apostrophes and rewrite them correctly.
This document provides a preview and review of key concepts around using be verbs like is, am, are in questions and statements. It covers yes/no questions with be, short answers, questions using where, have and has, possessive adjectives like my and our, demonstrative adjectives like this and that, these and those, and questions with what and who. Examples and practice questions are provided to illustrate the uses of these grammar structures in different contexts.
The document contains examples of verb tenses and exercises on identifying verb tenses. There are sentences where the reader is asked to name the tense and find the key words. Additionally, there are multiple choice questions where the reader must choose the correct verb tense to fill in the blank. The purpose is to practice identifying and using appropriate verb tenses in English sentences.
This document contains an agenda for a reading, writing and grammar class. The agenda includes the following items:
1. Answering detail questions about the weather for different days.
2. Explaining the humor of a Nancy cartoon.
3. Spelling numbers, colors, days and months.
4. Writing simple present and present continuous verb forms and sentences.
5. Identifying singular and plural nouns.
6. Orally reading "The Bad Leg."
7. Practicing short vowel sounds.
8. Writing sentences using weather and clothing vocabulary.
9. Activities related to the stories "Hiccup! Hiccup!" and "The Wrong Number."
This document provides a summary of key grammar concepts related to gerunds and infinitives, including:
- Verb + gerund constructions
- Go + -ing expressions
- Verb + infinitive
- Verb + gerund or infinitive
- Preposition + gerund
- Expressing how something is done using by and with
- Gerunds as subjects and it + infinitive
- It + infinitive using for someone
- Expressing purpose with in order to and for
- Using infinitives with too and enough
The document uses examples and exercises to illustrate each grammar point in 3 sentence explanations or less.
This document provides an overview of key grammar concepts covered in Chapter 6, including nouns, pronouns, adjectives, singular and plural forms, and possessive forms. It begins with definitions and examples of nouns as subjects and objects, nouns as objects of prepositions. It then covers adjectives with nouns, subject and object pronouns, and singular and plural noun forms including regular and irregular plural forms. The document concludes with sections on possessive pronouns, possessive nouns, questions with "whose", and irregular plural possessive nouns. Accompanying each section are examples and exercises to practice the concepts.
Notes and exercises on the simple present tense, present continuous, simple past tense and past continuous. Perfect notes and exercises for beginners in English grammars.
This document contains a teacher resource for a slideshow presentation on using verbs to express time. It includes 10 sections covering topics like using "be going to", the present progressive, and "will" to express future time. Examples are provided to illustrate how to form sentences in the present, past and future tenses. The document also contains exercises for students to practice forming sentences around given prompts using the correct verb tenses.
This document discusses the difference between active and passive voice in sentences. Active voice has the subject performing the action of the verb, while passive voice has the subject receiving the action of the verb. Active voice is generally clearer and easier to understand than passive voice. However, passive voice can be used when the receiver of the action is more important than the subject, when minimizing the role of the subject, or when writing about scientific or natural processes. Knowing the difference between active and passive voice helps writers determine the best structure to use.
This document defines and differentiates between the active and passive voices. It states that the active voice is more common and has the subject performing the action on the object. The passive voice has the object as the subject receiving the action. It provides examples of converting between active and passive sentences by changing which element is the subject and object.
The document provides information on forming the passive voice in English. It explains that to change an active sentence to the passive, you conjugate the verb "to be" in the same tense as the active sentence and change the main verb to the past participle. Examples are given for changing sentences to the passive in different tenses. The document also discusses when the passive voice is used, such as for emphasis, when the agent is unknown or unimportant, or when the agent is obvious. Exercises are included for students to practice forming passive sentences.
This document discusses verbs that take gerunds or infinitives after them. It lists verbs like "can't stand", "detest", and "enjoy" that take a gerund form ending in "-ing", as well as verbs like "want", "decide", and "promise" that take an infinitive form with "to". The document encourages practicing forming sentences with these verbs and their objects to commit them to memory.
The document discusses active and passive voice in sentences. Active voice has the subject performing the action of the verb. Passive voice has the subject receiving the action. To change a sentence from active to passive voice, the subject and object are swapped, the verb is changed to a participle, and a form of "to be" is added along with the original subject. Examples are provided to demonstrate active and passive constructions.
The document discusses the active and passive voice in verbs. The active voice is the normal form where the subject performs the action on the object. In the passive voice, the object receives the action from the subject. Some examples of sentences in the active and passive voice are provided. The passive voice is used when we want to emphasize the object or when the subject is unknown.
This document discusses active and passive sentences. It provides examples of changing sentences from active to passive voice and vice versa. It explains the forms of the present, past, and progressive tenses in passive sentences. Specifically, it demonstrates how the subject and object are flipped in passive sentences and the roles of "be" and the past participle. Examples are provided for practice changing between active and passive voice.
This document provides information about active and passive sentences, including:
- Examples of active and passive sentences and how they differ in structure
- The forms that passive sentences can take, such as present progressive or past perfect
- Which verbs are transitive or intransitive and whether they can be used in passive sentences
- When and why the "by-phrase" is used in passive sentences
- How to form passive sentences using modal auxiliaries
The document provides examples and explanations of the present perfect tense in English. It discusses two main uses: 1) unspecified time before now, and 2) duration from the past until now for non-continuous verbs. It provides sample conversations and exercises with answers to illustrate the proper uses of the present perfect tense.
The document provides examples and explanations of the present perfect tense in English. It discusses two main uses of the present perfect: 1) to refer to an unspecified time before now, and 2) to refer to a duration of time from the past until now for non-continuous verbs. It then provides exercises for learners to practice filling in verbs in the present perfect tense.
The document is a teacher's resource containing slides for a PowerPoint presentation on using modal verbs like "can", "could", "be able to", and "know how to" to express ability in English. It includes examples of these verbs in affirmative and negative sentences and questions. Accompanying exercises provide practice identifying and using these modal verbs correctly.
The document is a teacher's resource containing slides for a PowerPoint presentation on using modal verbs like "can", "could", "be able to", and "know how to" to express ability in English. It includes examples of these verbs in affirmative and negative sentences and questions. Accompanying exercises provide practice identifying and using these modal verbs correctly.
The document is a teacher's resource that provides lessons on using English modal verbs like "can", "could", "be able to", and "know how to" to express ability. It includes examples of how to use these verbs in sentences and questions. It also covers distinguishing "two", "too", and "to" as well as using prepositions like "at" and "in" to indicate location. The slides include exercises for students to practice these grammar concepts.
This document provides an introduction to adjective clauses and discusses their use with different pronouns like who, whom, which, that and whose. It covers topics like using prepositions in adjective clauses and agreement of verbs in singular and plural clauses. Examples are provided to illustrate the rules and practice questions are included for students.
The document discusses comparative and superlative forms of adjectives and adverbs in English. It provides rules and examples for forming comparatives and superlatives of one-syllable adjectives, two-syllable adjectives, irregular adjectives and adverbs. Examples are given for using comparative and superlative forms in sentences.
This document provides information about parts of speech, tenses, and sentence construction in English grammar. It defines nouns, verbs, pronouns, adjectives, adverbs, conjunctions, and interjections as the main parts of speech. It then explains the simple present, present continuous, present perfect, simple past, past continuous, and past perfect tenses. Examples are provided to illustrate how to use each tense. The document also covers prepositions, with examples. Finally, it discusses how to construct simple sentences using subjects and verbs, and includes examples of sentences in different tenses and structures.
This document contains a teacher's resource for creating slide shows to teach grammar concepts related to articles (a, an, the) and quantifiers (some, many, much, a few, a little, any). It includes examples of different grammatical structures using articles and quantifiers, as well as exercises for students to practice identifying the correct usage. The slides cover topics such as count vs. non-count nouns, singular vs. plural nouns, usage of a vs. an, measurements with non-count nouns, making generalizations without articles, and the difference between some and any.
"The Present Perfect Tense" Project in Seminar in The Teaching of Grammarglenda75
The document discusses the present perfect tense in English. It provides the form of the present perfect tense for singular and plural subjects. It then lists four main uses of the present perfect tense: 1) to express a situation that began in the past and continues to the present, 2) to express a recently completed action, 3) to express an action that occurred at an unspecified time with current relevance, and 4) to describe an action that occurred over a period of time that is now complete. Examples are given for each use. The document concludes with a short quiz to test understanding of using the present perfect tense.
This document provides examples and guidelines for using articles (a, an, the) correctly with nouns in English. It discusses count and noncount nouns and when to use a, an, some, any or no article. It also covers nouns that can be both count and noncount, units of measure with noncount nouns, generalizations vs specific references, and using the or no article with names. The document aims to help readers understand the rules for articles and when to include or exclude them with different types of nouns in a sentence.
This document contains a teacher resource on English grammar concepts such as modal auxiliaries (can, could, may, must, should) and imperative and interrogative sentences. It includes examples of how to use each concept correctly in sentences, as well as practice questions for students. The resource covers topics like using should for advice, have to/has to for necessity, must for obligation, polite questions with may and could, and imperative sentences for commands or requests.
This document contains a teacher resource on English modal verbs and expressions. It includes 13 sections that provide examples, explanations and exercises on using verbs like "should", "have to", "must", "may", "let's" and others. The slides cover common usages, question forms, negatives and summaries of modal meanings in clear tables. Interactive exercises allow typing answers directly on the slides.
This document contains a teacher resource on English modal verbs and expressions. It includes 13 sections that provide examples, explanations and exercises on using verbs like "should", "have to", "must", "may", "let's" and modal auxiliaries in sentences. The slides contain questions for students to practice using these verbs correctly in different contexts.
Here are some examples of verb tenses in sentences:
Present Tense:
- I walk to school every day.
- She studies hard for her exams.
Past Tense:
- I walked to school yesterday.
- They studied all night for the test.
Future Tense:
- I will walk to school tomorrow.
- She will study more for the next exam.
By changing the form of the verb, we can indicate whether an action happened in the past, is happening now, or will happen in the future. Identifying the verb tense helps the reader understand when events are occurring.
The document is a quiz on using the present perfect tense in English. It contains 20 multiple choice or fill-in-the-blank questions about when and how to use the present perfect, including questions about introducing experiences, time periods, unfinished past actions, and forming the present perfect with auxiliary verbs and past participles.
The document provides information about the past simple and future tenses in English. It includes the formations, examples, and practice exercises for the past simple, past to be, future going to, future will, present continuous, present simple, and opposites in English. Key details include the formations for the affirmative, negative, and interrogative forms of each tense, examples of their uses, and practice activities like ordering sentences, filling in blanks, and answering questions to reinforce understanding and usage of these tenses and concepts.
The document discusses developing a research question and provides guidance on defining topics and questions. It notes that a good research question defines the investigation, sets boundaries, and provides direction. It advises that if finding a topic is challenging, to use concept mapping or draw from personal experience, theory, observations, issues, or literature. The document emphasizes that narrowing, clarifying, and redefining questions is important and iterative. It provides a checklist for evaluating questions, including whether the question interests the researcher, is significant to the field, is well-articulated, can be answered, and is approved by supervisors and experts.
The document discusses different genres of academic discussions including lectures and consultations. It provides lexical phrases and organization patterns common in lectures and consultations. Sample introduction phrases are given for lectures and consultations. Common graphic organizers for organizing information like cause and effect, comparison, process, chronological order, and problem-solution are also listed. Finally, example questions are provided to understand the main idea and purpose of lectures and consultations.
Functional syntax phrases refer to grammatical structures that serve specific purposes or functions in language. Some examples of functional syntax phrases include noun phrases, which identify objects or people, and prepositional phrases, which provide additional details like location. Overall, understanding functional syntax phrases is important for comprehending how different grammatical elements work together to form meaningful sentences.
The document discusses various academic and non-academic topics without providing full sentences or context. Terms like "academic knowledge", "little effect", "no evidence", "conversation", "dinner", "children", "problem", "mistake", "effort", "difference", "plans", "appointment", "judgment", "choice", "prediction", "take action", "initiative", "account", "form", and "precedence" are mentioned without any clear meaning or relationship between the concepts. No overall meaning or main point can be discerned from the document.
This document discusses the frequency of modal verbs across different registers or text types based on two corpora. It provides data on the frequency per million words of various modal verbs like may, can, must, have to, etc. in conversation versus academic texts. There are also breakdowns of permission/possibility/ability modal verbs and obligation/necessity modal verbs across registers.
This document discusses the frequency of modal verbs such as "can", "may", "will" across different registers using data from the Longman Grammar of Spoken and Written English corpus. It shows the frequency per million words of modal verbs in conversation and academic texts, with conversation having higher frequency than academic texts.
This document lists various prepositions that are commonly used to describe relationships between things or concepts, such as "accustomed to", "associated with", "bored with", "concerned about", "connected to", "covered with", "crowded with", and "exhausted from".
The document discusses the passive voice and its uses. It defines the passive voice, provides examples of active vs. passive constructions, discusses how the passive is formed using various verb tenses and includes a by-phrase. It notes the percentage of passive vs. active voice found in text analyses. It also outlines reasons for using the passive voice such as to emphasize certain information, conceal unimportant details, or when the subject is unknown or obvious from context.
The document discusses the passive voice and its uses. It defines the passive voice, provides examples of active vs. passive constructions, and describes how the passive voice is formed using different verb tenses. It also notes common uses of the passive voice, such as when the subject is unknown or unimportant, or when the focus is on the action rather than the actor.
This document discusses understanding the purpose and meaning behind statements in conversations. It provides guidance on listening to context clues and avoiding literal interpretations when determining what is meant by repeated parts of a dialogue. Examples are given of conversations where a statement has an implied meaning rather than its literal definition. The document also discusses language used in answers to show, state, imply or suggest meanings and provides examples of common expressions that may have secondary meanings beyond their literal definition.
The document provides guidance on understanding a speaker's stance and feelings in a conversation by paying attention to their intonation, idioms, and context cues. It then provides a short sample conversation where a woman suggests a man join the chess club, though he expresses hesitation as he does not think his chess playing is at a high enough level. It asks which sentence best captures the woman's positive view of the chess club and the man's hesitant feelings about joining.
The document provides guidance on understanding a speaker's stance and feelings in a conversation by paying attention to their intonation, idioms, and context cues. It then provides a short sample conversation where a woman suggests a man join the chess club, though he expresses hesitancy by saying his chess skills are not at the level of the club yet. The document asks which sentences best capture the feelings expressed.
The Program in American Language Studies (PALS) at Rutgers University in Newark, NJ provides intensive English language instruction through various ESL courses and programs. PALS has been operating for over 20 years and offers courses in ESL, TOEFL preparation, accent reduction, graduate and undergraduate university courses, and TESL certification. Students must submit an application, proof of high school completion, and fees to enroll in one of PALS's six sessions throughout the year or winter workshop. Additional documents are required for students needing an I-20 form to apply for an F-1 student visa.
The reading passage announces a new parking policy at a university starting the following Monday. It will now charge $3 per day for solo drivers but remain free for those with passengers, in order to encourage carpooling and reduce traffic congestion. The listening passage is a conversation between two students reacting mixedly to the new rules. One disagrees, thinking it unfairly forces responsibility, while the other supports it as an environmental measure.
The document provides sample responses to speaking tasks that ask for personal preferences, experiences, opinions, and descriptions with varying levels of detail. It includes prompts about favorite activities, music, movies, most challenging experiences, important childhood events, holidays celebrated in one's country, what three items one would bring to a deserted island, something one would like to learn, a good role model for youth, a received gift, good advice received, a meal for a visitor, and how one would feel if ordered to do something unwanted. It emphasizes the need to provide reasons, examples, and details in responses as requested. Sample answers of varying quality are provided.
This document discusses formulating research questions about the topic of computer literacy. It provides examples of different types of questions that could be asked, including:
- Journalistic questions about who has computer skills, what computer literacy is, and when computers became essential
- Narrative questions seeking stories about computer literacy
- Descriptive questions about what it feels like to be computer literate
- Exemplification questions providing examples of computer literacy and programs that would be difficult without skills
- Process questions about the steps to becoming computer literate
- Comparative questions contrasting computer skills of different groups
- Classification questions categorizing aspects of computer literacy
- Dialectical questions about how computer illiteracy has changed over time
This document discusses formulating research questions about the topic of computer literacy. It provides examples of different types of questions that could be asked, including:
- Journalistic questions about who has computer skills, what computer literacy is, and when computers became essential for students
- Narrative questions seeking stories about computer literacy challenges
- Descriptive questions about what it feels like to be computer literate
- Questions about examples of computer literacy and programs for different skill levels
- Process questions about the steps to becoming computer literate
- Comparative questions about computer literacy skills and illiteracy
- Questions seeking definitions and classifications of computer literacy aspects
- Questions about how computer illiteracy has changed over time and relationships with
This document discusses understanding the purpose and meaning behind statements in conversations. It provides guidance on listening to context clues and avoiding literal interpretations when determining what is meant by repeated parts of a dialogue. Examples are given of conversations where a statement has an implied meaning rather than its literal definition. The document also discusses language used in answers to show, state, imply or suggest meanings and provides examples of common expressions that may have secondary meanings beyond their literal definition.
The document provides guidance on understanding a speaker's stance based on contextual clues like intonation, certainty, and restatements of feelings. It advises paying attention to whether the speaker seems calm, anxious, excited, afraid, unsure, and gives an example conversation where the woman seems enthusiastic about a chess club while the man seems unsure about joining due to his skill level.
This document does not provide a clear narrative or main ideas. It consists of fragmented phrases that do not form complete sentences or convey meaningful information on their own. It is difficult to extract any essential details or high-level summary from this document.
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The Passive Voice
1. 10-1 Active sentences and passive sentences 10-2 Form of the passive 10-3 Transitive and intransitive verbs 10-4 Using the by- phrase 10-5 The passive forms of the present and past progressive 10-6 Passive modal auxiliaries 10-7 Using past participles as adjectives (stative passive) 10-8 Participial adjectives: -ed vs. -ing 10-9 Get + adjective; get + past participle 10-10 Using be used/accustomed to and get … 10-11 Used to vs. be used to 10-12 Using be supposed to CONTENTS
2. 10-1 ACTIVE SENTENCES AND PASSIVE SENTENCES The chair is being made by the carpenter.
3. 10-1 ACTIVE SENTENCES AND PASSIVE SENTENCES (a) ACTIVE: The carpenter sanded the wood. (b) PASSIVE: The wood was sanded by the carpenter. same meaning
4. by + O 10-1 ACTIVE SENTENCES AND PASSIVE SENTENCES (c) Carol sold the house . (d) The house was sold by Carol . S O ACTIVE: PASSIVE: S object of active subject of passive subject of active object of by
6. 10-2 FORM OF THE PASSIVE BE + PAST PARTICIPLE (a) Coffee is grown by farmers. (b) The raise was given by the boss. (c) The photo will be printed by Alex.
7. 10-2 FORM OF THE PASSIVE SIMPLE PRESENT Cars burn fuel. Fuel is burned by cars. SIMPLE PAST PRESENT PERFECT FUTURE The raise thrilled Ben. Ben was thrilled by the raise. Al has printed the photo. The photo has been printed by Al. New cars will save fuel. Fuel will be saved by cars.
8. The nuts were gathered by the squirrel. 10-1, 10-2 LET’S PRACTICE ACTIVE PASSIVE The squirrel gathered the nuts.
9. The wall was painted by Matthew. 10-1, 10-2 LET’S PRACTICE ACTIVE PASSIVE Matthew painted the wall.
10. The election results will be determined by the voters. 10-1, 10-2 LET’S PRACTICE ACTIVE PASSIVE The voters will determine the election results.
12. 10-3 TRANSITIVE AND INTRANSITIVE VERBS (a) TRANSITIVE (b) INTRANSITIVE Janet earned the promotion . They saw the accident . S V O A problem occurred . They arrived late. S V TRANSITIVE verb + object INTRANSITIVE verb + object
13. 10-3 TRANSITIVE AND INTRANSITIVE VERBS (c) TRANSITIVE VERBS (d) INTRANSITIVE VERBS (e) INCORRECT: Birds are fly. ACTIVE: Janet earned the promotion. PASSIVE: The promotion was earned by Janet. ACTIVE: Birds fly . PASSIVE: (not possible)
14. 10-3 TRANSITIVE AND INTRANSITIVE VERBS (c) TRANSITIVE VERBS (d) INTRANSITIVE VERBS ACTIVE: Janet earned the promotion. PASSIVE: The promotion was earned by Janet. transitive verbs passive okay intransitive verbs no passive ACTIVE: Birds fly. PASSIVE: (not possible)
16. 10-3 LET’S PRACTICE transitive intransitive Eva won a medal. PASSIVE: _______________________ A medal was won by Eva. ?
17. 10-3 LET’S PRACTICE transitive intransitive Tim Berners-Lee invented the World Wide Web. PASSIVE: _______________________ The World Wide Web was invented by Tim Berners-Lee. _______________________ ?
18. 10-4 USING THE BY- PHRASE This painting was done by my mother.
19. 10-4 USING THE BY- PHRASE (a) This desk was made by Manuel . by phrase important information
20. 10-4 USING THE BY- PHRASE (b) This desk was made in Taiwan. (c) Corn is eaten in many places. (d) That apartment was built in 2007. (e) Spanish is spoken in many countries. usually NO by -phrase
21. focus my mother 10-4 USING THE BY- PHRASE ACTIVE (f) My mother is a great artist. She painted many beautiful portraits. PASSIVE (g) This painting was done by my mother. That one was done by her friend. by -phrase focus on subjects
22. 10-4 LET’S PRACTICE ACTIVE PASSIVE Shakespeare wrote Hamlet . Hamlet was written by Shakespeare.
23. 10-4 LET’S PRACTICE ACTIVE PASSIVE Many students use computers. Computers are used by many students.
24. 10-4 LET’S PRACTICE ACTIVE PASSIVE Tina taught me how to knit. I was taught to knit by Tina.
25. 10-5 THE PASSIVE FORMS OF THE PRESENT AND PAST PROGRESSIVE A photo is being taken by Elton.
26. 10-5 THE PASSIVE FORMS OF THE PRESENT AND PAST PROGRESSIVE He is taking photos. (a) Photos are being taken by him. She is writing a book. (b) A book is being written by her. ACTIVE PASSIVE
27. 10-5 THE PASSIVE FORMS OF THE PRESENT AND PAST PROGRESSIVE He is taking photos. (a) Photos are being taken by him. present progressive: passive form am is are + being + past participle She is writing a book. (b) A book is being written by her. ACTIVE PASSIVE
28. 10-5 THE PASSIVE FORMS OF THE PRESENT AND PAST PROGRESSIVE ACTIVE PASSIVE He was taking photos. (c) Photos were being taken by him. past progressive: passive form was were + being + past participle She was writing a book. (d) A book was being written by her.
29. 10-5 LET’S PRACTICE ACTIVE PASSIVE Two great teams are playing hockey. Hockey is being played by two great teams.
30. 10-5 LET’S PRACTICE ACTIVE PASSIVE Someone was building a guest house in Bhutan. A guest house was being built in Bhutan.
31. 10-5 LET’S PRACTICE ACTIVE PASSIVE Alan is studying the memo. The memo is being studied by Alan.
33. 10-6 PASSIVE MODAL AUXILIARIES Lin will send it. It will be sent by Lin. Lin can send it. It can be sent by Lin. Lin must send it. It must be sent by Lin. Lin may send it. It may be sent by Lin. ACTIVE MODAL AUXILIARIES PASSIVE MODAL AUXILIARIES FORM: modal + be + past participle
34. 10-6 LET’S PRACTICE ACTIVE MODALS PASSIVE MODALS Someone must mow the grass today. This grass __________________. must be mowed today
35. 10-6 LET’S PRACTICE You should not feed candy to babies. Babies _____________________. should not be fed candy ACTIVE MODALS PASSIVE MODALS
36. Hurricanes cannot be controlled. 10-6 LET’S PRACTICE __________________________ People cannot control hurricanes. ACTIVE MODALS PASSIVE MODALS
37. 10-7 USING PAST PARTICIPLES AS ADJECTIVES (STATIVE PASSIVE) Lily is pleased with her life.
38. 10-7 USING PAST PARTICIPLES AS ADJECTIVES (STATIVE PASSIVE) (a) Lily is brave . (b) Lily is short . (c) Lily is healthy . BE + ADJECTIVE BE + PAST PARTICIPLE (d) Lily is divorced . (e) Lily is excited . (f) Lily is pleased . like an adjective
39. 10-7 USING PAST PARTICIPLES AS ADJECTIVES (STATIVE PASSIVE) (g) Lily is divorced from Jack . (h) Lily was happy with her career . (i) Lily will be excited for the trip . past particular participle + prepositions + object
44. 10-8 PARTICIPIAL ADJECTIVES: -ED VS. -ING (a) I am interested in pottery. INCORRECT: I am interesting in pottery. (b) Pottery is interesting . INCORRECT: P ottery is interested. past participle feelings present participle cause of feeling
45. 10-8 PARTICIPIAL ADJECTIVES: -ED VS. -ING Ben was thrilled with the promotion. (c) Ben was thrilled . (d) The promotion was thrilling . past participle passive meaning present participle cause of feeling
46. 10-8 PARTICIPIAL ADJECTIVES: -ED VS. -ING (e) I heard some disappointing news. (f) Jill read the shortened version of the book. participial adjectives nouns
47. 10-8 LET’S PRACTICE surprised surprising Gail Gwen Gwen’s news must be __________. Gail looks very __________. surprised surprising
48. Most people are truly ________ when they first see it. 10-8 LET’S PRACTICE amazed amazing The Great Wall is ________. amazed amazing
49. 10-8 LET’S PRACTICE terrified terrifying Some bugs are scary. This spider is ________! I wonder if it is ________ of anything? terrifying terrified
50. 10-9 GET + ADJECTIVE; GET + PAST PARTICIPLE People often get thirsty when they exercise.
51. 10-9 GET + ADJECTIVE; GET + PAST PARTICIPLE (a) I am getting thirsty . (b) Fahad got angry at him. GET + ADJECTIVE GET ADJECTIVE change, beginning to be
52. 10-9 GET + ADJECTIVE; GET + PAST PARTICIPLE (c) I ’m getting worried . (d) My friend and his wife got divorced . GET + PAST PARTICIPLE GET PAST PARTICIPLE like an adjective, describes subject
53. 10-9 LET’S PRACTICE He ___________ while he was working. get + sleep got sleepy
54. 10-9 LET’S PRACTICE He _________________ with his work. get + frustrated is getting frustrated
56. 10-10 USING BE USED/ACCUSTOMED TO AND GET USED/ACCUSTOMED TO We are used to driving in traffic.
57. (a) We are used to this city. (b) We are accustomed to this city. 10-10 USING BE USED/ACCUSTOMED TO AND GET USED/ACCUSTOMED TO same meaning
58. 10-10 USING BE USED/ACCUSTOMED TO AND GET USED/ACCUSTOMED TO (c) We are used to living in this city. (d) We are accustomed to living in this city. to + -ing form (gerund)
59. (e) I just moved to Athens, Greece. I have never lived in this city before, but I am getting used to ( accustomed to ) it. 10-10 USING BE USED/ACCUSTOMED TO AND GET USED/ACCUSTOMED TO beginning to feel normal
60. 10-10 LET’S PRACTICE be used to ( affirmative or negative ) I always go to the beach. I __________ the sand and sea. am used to
61. 10-10 LET’S PRACTICE I’m confused. I _____________ this new computer. am not used to be used to ( affirmative or negative )
62. 10-10 LET’S PRACTICE Maybe I’ll call Eva. She _____________ this type of computer. is used to be used to ( affirmative or negative )
63. 10-11 USED TO vs. BE USED TO He used to eat meat, but now he is a vegetarian.
64. 10-11 USED TO vs. BE USED TO (a) He used to eat meat, but now he is a vegetarian. INCORRECT: He used to be eating meat. INCORRECT: He is used to eat meat. habitual past used to + simple form of verb
65. 10-11 USED TO vs. BE USED TO (b) He is used to eating meat. be used to + - ing form of verb (gerund)
66. 10-11 LET’S PRACTICE be Ø When I was young, I often went skiing. I ____ used to skiing back then. was
67. 10-11 LET’S PRACTICE I _____ used to like skiing, but now I prefer snowboarding. Ø be Ø
69. 10-12 USING BE SUPPOSED TO You were supposed to clean out the garage this morning.
70. 10-12 USING BE SUPPOSED TO (a) The flight is supposed to leave in 10 minutes. I expect the flight to leave in 10 minutes.
71. 10-12 USING BE SUPPOSED TO (a) The flight is supposed to leave in 10 minutes. (b) I am supposed to write to Jim. an expectation
72. 10-12 USING BE SUPPOSED TO (c) The flight was supposed to leave at 4:30. expected event didn’t occur
73. 10-12 LET’S PRACTICE be supposed to I expect to get email today . I ______________ get email today. am supposed to
74. 10-12 LET’S PRACTICE They were expected to arrive on May 4, but they came on May 6. They _______________ arrive on May 6. were supposed to be supposed to
75. 10-12 LET’S PRACTICE be supposed to I expected you to call me at noon! You ______ ___________ call me at noon! were supposed to