A complete guide on transformation of sentences. Perfectly explained as to how various types of sentences can be changed. All the rules explained in a simplified way.
Hope you guys like it.
Follow for more grammar ppts.
A complete guide on transformation of sentences. Perfectly explained as to how various types of sentences can be changed. All the rules explained in a simplified way.
Hope you guys like it.
Follow for more grammar ppts.
Slideshow that features as part of IB geography Core lesson on Gender and Change. See http://mcleankids.wikifoundry.com/page/Gender+and+Change+Version+2
Learning with celebrities - Dušan Nikolić - Jelena JovićNašaŠkola.Net
Takmičenje na portalu www.nasaskola.net
"biramo najbolju lekciju"
engleski jezik i računarstvo i informatika,
mart 2011. godine,
Learning with celebrities,
Engleski jezik,
Dušan Nikolić, IV-1
Jelena Jović,
Prva niška gimnazija "Stevan Sremac"
1. DEFINITION AND EXPLANATION FOR THREE SENTENCES.
2.ALL TYPE OF SENTENCES '
3.EXERCISES GIVEN FOR PRACTICE.
4. HOW TO CHANGE INTO OTHER SENTENCES.
5. ASSIGNMENT GIVEN TO PRACTICE.
Tips on Using Adverbs [ https://learningpundits.com/module-view/9-adverbs/1-tips-on-adverbs/ ].
LearningPundits helps Job Seekers make great CVs [ https://learningpundits.com/module-view/1-cv-preparation-for-freshers/1-cv-writing-tips-for-freshers/ ] , master English Grammar and Vocabulary [ https://learningpundits.com/course/4-english-grammar/ ] , ace Aptitude Tests [ https://learningpundits.com/course/11-mathematical-aptitude/ ], speak fluently in a Group Discussion [ https://learningpundits.com/module-view/6-group-discussion-questions/1-tips-for-speaking-in-a-group-discussion/ ] and perform well in Interviews [ https://learningpundits.com/course/2-personal-interview/ ] We also conduct weekly online contests on Aptitude and English [ https://learningpundits.com/contest ]. We also allow Job Seekers to apply for Jobs [ https://learningpundits.com/applyForJobs ]
LIN020L007A Syntax and MorphologyTahmina HaqueModal VerbsA mo.docxSHIVA101531
LIN020L007A Syntax and Morphology
Tahmina Haque Modal VerbsA modal verb, also known as a modal auxiliary, is a type of auxiliary verb that is used to indicate modality. In 'Understanding English Grammar' Payne defines modality as a complex conceptual domain. Many researchers have written on defining auxiliarihood and modaity ( Palmer 1986; Nagle 1989; Heine 1993). There is no correct way to define modality because of its highly distinctive and variable feature. Palmer (1986: 4) tries to explain the reason:'The real problem with modality is just not that there is great variation in meaning across languages but that there is no clear basic feature.' Modality is not only marked by modal verbs, it is also marked by mood and by particle and clitics. All these together make the syntax and semantics of modality one of the biggest problem for grammatical analysis.In this essay English modal verbs and their general characteristics are brought together followed by their complex effect in the language in terms of meanings and their general use in communication. Modal verbs are members of a large set of auxiliary verbs which have some common characteristics. Below is a table listing the modal verbs and their classification ( Quirk et al. 1985: 137):Class of verbsExamples CENTRAL MODALSMARGINAL MODALSMODAL IDIOMSSEMI-AUXILIARIES can, could, may, might, must, shall, should, will, woulddare, need, ought to, used tohad better, would rather/ sooner, BE to, HAVE got to, etc
Have to, BE about to, BE able to, BE going to, BE likely to, BE supposed to, BE obliged to, BE supposed to, BE willing to, etcMorphological and syntactic characteristics of modal verbs:The modal verbs have been classified according to their morphological and syntactical characteristics. Below are some characteristics of the central modals verbs :Takes bare infinitiveTakes negation directly Takes inversion without DO 'Code' EmphasisNo -s form for third-person singular No non-finite formNo co-occurrence Abnormal time refercenceThey have no imperativeThere are suppletive negative formI can go.can't, mustn'tcan I? must I?I can swim and so can you..She COULD finish that*cans, *musts*to can, *musting*may will You COULD leave this evening. (not past time)*Must come now!Ayesha must be there → Ayesha needn't be there. The table below shows central modal verbs also take a morphologically past form :Present tensePast tenseCanFarhana can study all night.WillAyesha knows he will help herShallI know I shall help the kidsMayI know the students may need help.CouldFarhana could study all night.WouldAyesha knew he would help her.ShouldI knew I should help the kids.MightI knew the students might need helpThe past form of the verbs might, would, could, should are also used as different modal verbs with different meanings. 'Must' do not have a morphological past form. Syntactical change takes place to express past time:I must finish my syntax and morphology assignment (present)I must have finished sy ...
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2. Things to be noted
Simple sentence contains only one main verb
Complex sentence contains one subordinate clause and one coordinate clause
Compound sentence contain two principle clauses
Complex sentence contains the following words
Compound sentence contain the following words
Though/although/evenif /even though
Since/as /when
That/which/where/who/whom{any relative pronoun
So that/in order that
And ,or, but , yet , still
3. To be----beingto have-----havingverb-------ingform
COMPLEX
Though/although he had earned lots of money , he had no peace of mind
SIMPLE
In spite of/despite his having earned lots of money he had no peace of mind
COMPOUND
He had earned lotsof money but had no peace of mind
complex
simple
4. Complex
Theman was sosmart thathe managed to accomplish the assignment
Simple
The man was smartenough to accomplish the assignment
compound
The man was verysmart and managed to accomplish the assignment
5. Complex
Karimwas so tired that he could not walk that far
The ladyis so weak that she can’t lift that heavy load
Simple
Karim was too tired to walk that far
The lady is too weakto lift that heavy load
compound
Karim wasvery tired and so he could not walk that far
The lady isvery weakand can’tlift that heavy load
6. Complex
Heis studying hard so that/ in order that he can get admitted in a reputed university
Simple
He is studyinghard to get admitted in a reputed university
compound
He is studyinghard and can get admitted in a reputed university
7. Complex
If yousmartly worked hard , you would not have to suffer now
Unless/If you don’t prepare well, youwill not be able to secure GPA-5*
N B: unless = if______ not
Simple
Byworking hard you would not have to suffer now
Without preparing well you willnot be able to secure GPA-5*
compound
Smartly workhardand you would not have to suffer then
Prepare wellor you will not be able to secure GPA -5*
8. Complex
I know theplace where he lives
Karimwho is an army officer, is my friend
Simple
I knowhis address
Karim, an army officer, is my friend
compound
He livesin a place and I know that
Karim is an army officer and ismy friend
9. Complex
As /Since/When we sawthem that they’d become
successful, we realized how much we need health.
As /Since/When shesaw a boy crying standing by a village road ,she asked him why he was crying
Simple
Seeingthem becoming successful we realized the need/importance of health
Seeing a boy crying standing by a village road, she asked him the reason of his crying.
compound
We saw them thatthey’d become successful and we realized how much we need health.
She saw a boycrying standing by a village road and asked him why he was crying .
10. Complex
Since he had nomoney at that time , he could not fulfil his dream
Simple
Because of not having money at that time he could not fulfilhis dream
compound
He had no money at that time and he could not fulfil his dream
11. Complex
As it was verycold outside , we could not go to Cox’s Bazar
simple
Its being cold outsidewe could not go to Cox’s Bazar
compound
It was verycold outside and we could not go to cox’s bazar
12. Complex
She wants that hewill continue his study
It is he who once broke the axehandle
Simple
She wants to continue his study.
Once he broke the axe handle.
compound
Hewill continue his study and she wants that
Oncehe broke a handle and it belonged to that axe
13. Complex
I sawa vulture that was flying or
I saw that a vulture was flying
Itis knowledge which is power
Simple
I saw a vultureflying
Knowledgeis power
Compound
I sawa vulture and it was flying
It is knowledgeand it is power
14. Superlative
DrYunusis the greatest man in Bangladesh
MdSaifsaifullahis one of the most talented inventors of Bangladesh
Comparative
DrYunusis greater than any other man in Bangladesh
MdSaifsaifullahis more talented than most other inventors of bangladesh
Simple
No other man in Bangladeshis as great as (Dryunus/ he)
singular
Veryfew inventors of Bangladesh are as talented as (MS/HE)
PLURAL
15. Positive
Comparative
The studentsof BD are not so much busy as those of foreign countries
The studentsof foreign countries are much busier than those of BD
Theclimate of Chittagong is as fine as that of Dhaka
The climate of Dhaka is not finer than that of Chittagong
Or
The climateof Chittagong is not less fine than that of dhaka
He is as intelligentas his brother
He is not less intelligentthan his brother
Jamal is not as good as Karim
Karim is better than Jamal
16. Exclamatory to assertive
Exclamatory
Assertive
Whata nice student you are !
you are a very nicestudent.
What a pity!(what a pity it is!)
It is a great pity .
How tall the toweris !
The tower is very tall.
Yahoo/hurrah! we won the match
Itis a matter of joy that we won the match
HadI the wings of a bird/if I had the wings of a bird !
I wish Ihad the wings of a bird .
Would that I could be famous !
Iwish I could be famous .
17. Assertive
Interrogative
He reads historybook
Doesn’t he read history book?or
does he not read history book?
He completedhis assignment
Didn’the complete his assignment ?
Or
Did he not complete his assignment?
He could not kill the innocent boy
Could he killthe innocent boy?
She has not done what sheis Hasshe done what she is
18. Assertive to interrogative
Assertive
Interrogative
Everybody/everyone/all wants money
Who doesn’t want money?
Nobody/none/noone can do two things at a time well
Who can do two thingsat a time well?
He has never drunk wine
Hashe ever drunk whine ?
He worked hard to succeed
Didn’t he work hardto succeed ?
Every +anynoun must die
Is there any noun(man) who will not die ?
Lifeis nothing but full of assignments
Whatis life but full of assignments? or
Is life anything but full of assignments
It does not matter if you don’t come
Whatif /though you don’t come ?
19. Alwaysspeak the truth
Nevertell a lie
I shall remember you
I shall not forget you
Both Ronand John can dance well
Not only Ronbut also john can dance well
I (haveto /must ) attend the party in time
I can’t but attend the party in time or
I can’t help attending the party in time .
Every+any noun (man) loves money
There isno man but love money or
There is no man without loving money.
20. Only/alone he can do this
None but he can do this
They have only a few book or
All they have is some books
They have nothingbut a few books
Thegirl was only fifteen or
That boy was as proactive as Karim
The girl was not more than fifteen
Thatboy was not less proactive than karim
The richare sometimes satisfied
The richare not always satisfied
He is too weak to walk
He is so weak that he can’t walk
Heis the best boy in the group
No other boyin the group is as good as he .
Health is wealth
Isn’t health is wealth ?