U5 Interchange 3
•Download as PPT, PDF•
4 likes•8,173 views
This document discusses the use of relative clauses and expectations when visiting other cultures. It provides examples of relative clauses used as subjects and objects. It also discusses the use of who, which, that and omitting relative pronouns. Finally, it addresses customs and expectations around visiting others' homes, dates, weddings and more.
Report
Share
Report
Share
Recommended
U6 Interchange 3
Describing problems with past participle as adjectives and with nouns, describing problems with keep+gerund, need + gerund, and need + infinitive. Offering help, describing problems, expressing a preference, speaking frankly about a difficult topic, adding information
Make or do
The document discusses different ways to translate the verbs "make" and "do" into Italian. It provides 4 cases:
1. "Make" means something is created that didn't exist before. Common phrases include "make coffee" or "make a cake."
2. "Do" is used for activities and tasks. Examples given are "do the shopping" or "do exercises."
3. Other common verbs discussed include "have," "take," and verbs formed from nouns like "analyze."
4. The document ends with examples of inserting verbs into sentences and choosing the correct tense.
Imperatives and Infinitives for giving suggestions
This presentation provides information on using imperatives and infinitives for giving suggestions in English. It introduces the grammar structures for suggestions, such as "Be sure to...", "Don't forget to...", and "Make sure to..." followed by a verb in base form. Examples are given to illustrate these structures. An activity is included where students will write 10 suggestions for not getting sick in the autumn season using imperatives and infinitives.
Unit 3 L4 N.I.3
The document discusses making requests of friends using modals, if clauses, and gerunds. It provides examples of favors people may or may not want to do for friends and ways to politely ask for favors using different levels of formality. It also discusses indirect requests by asking someone to pass a message to another person and gives examples of rewriting direct requests as indirect requests.
Past modals for speculation in the past
This document discusses the use of past modal verbs like must, may, might, can't, and couldn't followed by the past participle to speculate or deduce about past actions. It explains that must have is used when you are almost certain something happened, might/may/could have express possible actions, and can't/couldn't have indicate when something was almost surely not possible. Examples are provided to illustrate the use of each modal.
Have something done
The document discusses the causative form, which is used to indicate that someone paid for something to be done for them. Some examples of using the causative form include "They had their house painted blue" meaning professional painters did the work, and "Jackie had her car stolen" meaning something unpleasant happened. The causative form uses "have" or "get" followed by an object and past participle. Common verbs used with the causative form include cut, plant, repair, build, paint, and clean.
Possessive adjectives a1
This document provides information about possessive adjectives and pronouns in English. It defines the possessive adjectives "my, your, his, her, our, your, their" and lists the subject pronouns that correspond to each possessor. Examples are given to demonstrate how to use possessive adjectives correctly before nouns to indicate possession. The differences between the contractions "its" and "it's" are also explained.
Some any
We use some in positive sentences with uncountable and plural nouns, and in questions when offering or requesting things. Any is used in questions and negative sentences. Would like is the same form for all persons and is used in offers and requests. How much is used with uncountable nouns while how many is used with countable nouns. Prepositions show spatial relationships between objects.
Recommended
U6 Interchange 3
Describing problems with past participle as adjectives and with nouns, describing problems with keep+gerund, need + gerund, and need + infinitive. Offering help, describing problems, expressing a preference, speaking frankly about a difficult topic, adding information
Make or do
The document discusses different ways to translate the verbs "make" and "do" into Italian. It provides 4 cases:
1. "Make" means something is created that didn't exist before. Common phrases include "make coffee" or "make a cake."
2. "Do" is used for activities and tasks. Examples given are "do the shopping" or "do exercises."
3. Other common verbs discussed include "have," "take," and verbs formed from nouns like "analyze."
4. The document ends with examples of inserting verbs into sentences and choosing the correct tense.
Imperatives and Infinitives for giving suggestions
This presentation provides information on using imperatives and infinitives for giving suggestions in English. It introduces the grammar structures for suggestions, such as "Be sure to...", "Don't forget to...", and "Make sure to..." followed by a verb in base form. Examples are given to illustrate these structures. An activity is included where students will write 10 suggestions for not getting sick in the autumn season using imperatives and infinitives.
Unit 3 L4 N.I.3
The document discusses making requests of friends using modals, if clauses, and gerunds. It provides examples of favors people may or may not want to do for friends and ways to politely ask for favors using different levels of formality. It also discusses indirect requests by asking someone to pass a message to another person and gives examples of rewriting direct requests as indirect requests.
Past modals for speculation in the past
This document discusses the use of past modal verbs like must, may, might, can't, and couldn't followed by the past participle to speculate or deduce about past actions. It explains that must have is used when you are almost certain something happened, might/may/could have express possible actions, and can't/couldn't have indicate when something was almost surely not possible. Examples are provided to illustrate the use of each modal.
Have something done
The document discusses the causative form, which is used to indicate that someone paid for something to be done for them. Some examples of using the causative form include "They had their house painted blue" meaning professional painters did the work, and "Jackie had her car stolen" meaning something unpleasant happened. The causative form uses "have" or "get" followed by an object and past participle. Common verbs used with the causative form include cut, plant, repair, build, paint, and clean.
Possessive adjectives a1
This document provides information about possessive adjectives and pronouns in English. It defines the possessive adjectives "my, your, his, her, our, your, their" and lists the subject pronouns that correspond to each possessor. Examples are given to demonstrate how to use possessive adjectives correctly before nouns to indicate possession. The differences between the contractions "its" and "it's" are also explained.
Some any
We use some in positive sentences with uncountable and plural nouns, and in questions when offering or requesting things. Any is used in questions and negative sentences. Would like is the same form for all persons and is used in offers and requests. How much is used with uncountable nouns while how many is used with countable nouns. Prepositions show spatial relationships between objects.
used to, be used to and get used to
1) The document discusses three phrases related to habits - "used to", "be used to", and "get used to".
2) "Used to" refers to activities that were regularly done in the past but are no longer done. It is followed by a verb in the past tense.
3) "Be used to" means being accustomed to something that seems normal. It is followed by a verb-ing/noun/pronoun and can be used with present, past, or future tense of "be".
4) "Get used to" refers to the process of becoming accustomed to something new. It is followed by a verb-ing/noun/pronoun and can be used
Uses of the infinitive with to
This document discusses different uses of the infinitive with "to" in English. It explains that the infinitive with "to" can be used:
1) After some verbs like "need", "try", and "want";
2) After adjectives like "nice" and "important"; and
3) To give a reason for doing something in response to questions starting with "why" or "to".
It provides examples for each case and notes that a negative infinitive takes "not" before the infinitive. Finally, it lists some common verbs that are followed by the infinitive.
Personal Pronouns, Possessive Adjectives and Possessive Pronouns!
This document discusses personal pronouns, possessive adjectives, and possessive pronouns. It provides examples of how to use each, including common personal pronouns like I, you, he, she, it, we and they. Possessive adjectives show ownership, like my and your. Possessive pronouns also show ownership and include mine, yours, his, hers, theirs, and ours. The document concludes with thanks for watching.
Simple Present Yes/No Questions
Making Yes/No Questions in Simple Present Tense. Giving short answers. Examples and controlled practice.
Have to, don’t have to, must, mustn't
The document discusses the use of "have to", "must", "don't have to", and "mustn't" to talk about obligations and prohibitions in English. "Have to" and "must" are used to talk about rules and obligations, with "have to" referring to personal obligations and "must" referring to more general obligations. "Don't have to" means there is no obligation, while "mustn't" refers to something that is prohibited or against the rules. Examples are provided for how to use each phrase correctly.
Adverb of frequency
This document discusses adverbs of frequency and their usage in sentences. It provides examples of how adverbs of frequency are often used with the present simple tense to indicate repeated or routine activities. It also explains where to place different adverbs of frequency depending on whether the sentence has one verb or multiple verbs. Finally, it provides an exercise for learners to practice using adverbs of frequency in various sentence structures.
Difference between "to make" and "to do"
The document discusses the differences between using "do" and "make" in Spanish. It states that "do" is used more generally for actions and activities that do not result in a physical object, while "make" implies creating something tangible. It provides examples of phrases using both "do" and "make" to illustrate when each is appropriate.
Present progressive
The document summarizes the present progressive tense through examples of what is happening at a party. It provides examples of sentences using the present progressive to describe singing, dancing, and other ongoing actions. It also discusses forming questions in the present progressive and using short answers with contractions.
Would
Would is an auxiliary verb used to talk about the past, future in the past, and conditional statements. It expresses ideas like desire, polite requests, opinions, hopes, wishes, and regret. Would is never conjugated and always takes the bare infinitive form of the main verb. Common uses of would include talking about past habits, unreal past situations, conditional sentences, expressing desires or inclinations, making polite requests, stating opinions or expectations, expressing wishes, and showing uncertainty.
Have to and_dont_have
Here are the answers to the exercises about the secretary and health:
1. The secretary has to know how to type.
2. The secretary doesn't have to be a woman.
3. Do the secretary have to work Saturdays?
4. No, he/she doesn't have to go to work on saturdays.
5. The secretary also has to answer the company's phones....
6. ...and he/she has to file reports every week.
7. Do the secretary have to use a computer?
8. Yes, He or she has to use a computer.
9. People have to eat food to stay alive.
10.
Would like to - Like - Want
The document discusses the use of the verbs "like", "would like", and "want" in English. It explains that "like" is used to express preferences, such as "I like pizza". "Would like" is used to express desires or make polite invitations, as in "Would you like some coffee?". "Want" has a similar meaning to "would like" but is more direct and informal. The document provides examples of how to use each verb correctly in affirmative and negative constructions.
Past tense verb to be
This document provides information and examples about using the past tense of the verb "to be" in English. It discusses the positive, negative, and question forms of was/were and provides exercises for the learner to practice. Key points covered include:
- The past tense of "to be" is used to describe something that happened in the past.
- "Was" is used with singular subjects and "were" is used with plural subjects.
- Forming negatives uses "was/were not" or contractions like "wasn't/weren't".
- Questions switch the verb and subject, starting with "Was/Were".
- Short answers change the subject noun to a pronoun like "she
Past of the Verb to be - Was/ Were
1. The document provides examples of verbs in different tenses including present, past, and negatives.
2. It demonstrates interrogative sentences and short answers using auxiliary verbs like "was" and "were".
3. The examples illustrate how to use verbs like "am", "is", "are", "was", and "were" to talk about things that are happening now, happened in the past, or things that are/were not happening.
Second Conditional Presentation
The document discusses the second conditional, which is used to talk about impossible or unlikely situations. It is formed using the structure "if + past tense/past perfect, would/could/might + bare infinitive". Some examples given include "If I had millions of dollars, I'd give a lot to charity" and "If we met up for lunch, we could go to that new restaurant." The subjunctive form "were" is often used after "I/he/she/it/we" in the if-clause. Advice can also be given using "If I were you...".
Relative clauses. defining and non defining presentacion
Relative clauses provide additional information about a noun or pronoun in the main clause. They are introduced by relative pronouns such as who, whom, whose, which, where, or when. Defining relative clauses are essential to the meaning of the sentence, while non-defining clauses provide non-essential information set off by commas. Different relative pronouns are used to refer to people, things, places, time, or possession.
Perfect Modal Verbs
The document discusses the usage of perfect modal verbs including: must have, can't have, may/might/could have, could have/couldn't have, should have, would have, and will have. It provides examples of how each modal verb is used to express certainty, possibility, ability, expectations, desires, and future completion when referring to past actions or situations.
Something, anything, nothing
The document discusses the words somebody, something, and somewhere. It provides definitions and examples for how these words are used when referring to an unknown person, thing, or place. Somebody refers to an unknown person, something refers to an unknown thing, and somewhere refers to an unknown place. Examples are given showing these words used in positive sentences, negative sentences, questions, short answers, and with verbs.
Have something done
The document provides examples of using the structure "have/has + noun + past participle" to express that someone else does an action for you. It gives sentence pairs where the first sentence uses an active verb like "cut" or "repair" followed by a second sentence using the "have/has + noun + past participle" structure to convey the same meaning but with the implication that someone else performs the action. It concludes by asking the reader to write their own sentences using the target structure.
Permission, obligation and necessity
This document discusses the use of modal verbs and other expressions to indicate permission, obligation, and necessity in English. It explains how "can, must, should, ought to, had better, have to, have got to, need to" are used to show different levels of obligation or necessity. It also covers expressions like "be able to, be allowed to, be permitted to, be supposed to" and their appropriate uses depending on whether referring to specific occasions, general rules, or acknowledged but unenforced obligations.
Make and do (the differences)
Make is used for constructing, building, or creating something, as in making a recipe, cup of coffee, plan, or phone call. Do is used for actions, activities, or tasks like doing exercise, a crossword puzzle, homework, laundry, or one's hair. Both make and do translate to "hacer" in Spanish and are similar in meaning, but make refers more to creating something while do refers more to performing an action.
U5 Interchange 3
noun phrases containing relative clauses; expectations & expressing emotions, asking for permission, describing expectations, giving advice/emphasizig a point, telling someone something surprising, expressing an opinion/ a feeling
PHX Startup Week - Designing Intelligent Content for Entrepreneurs
Ideas and business plans are so much more than text. But for most of us, visual design isn’t our first language. In this presentation, you’ll learn how to support your content with great visual design when you don’t have the time or ability to work in tandem with a design strategist.
As presented at Phoenix Startup Week: http://phoenix.startupweek.co/
More Related Content
What's hot
used to, be used to and get used to
1) The document discusses three phrases related to habits - "used to", "be used to", and "get used to".
2) "Used to" refers to activities that were regularly done in the past but are no longer done. It is followed by a verb in the past tense.
3) "Be used to" means being accustomed to something that seems normal. It is followed by a verb-ing/noun/pronoun and can be used with present, past, or future tense of "be".
4) "Get used to" refers to the process of becoming accustomed to something new. It is followed by a verb-ing/noun/pronoun and can be used
Uses of the infinitive with to
This document discusses different uses of the infinitive with "to" in English. It explains that the infinitive with "to" can be used:
1) After some verbs like "need", "try", and "want";
2) After adjectives like "nice" and "important"; and
3) To give a reason for doing something in response to questions starting with "why" or "to".
It provides examples for each case and notes that a negative infinitive takes "not" before the infinitive. Finally, it lists some common verbs that are followed by the infinitive.
Personal Pronouns, Possessive Adjectives and Possessive Pronouns!
This document discusses personal pronouns, possessive adjectives, and possessive pronouns. It provides examples of how to use each, including common personal pronouns like I, you, he, she, it, we and they. Possessive adjectives show ownership, like my and your. Possessive pronouns also show ownership and include mine, yours, his, hers, theirs, and ours. The document concludes with thanks for watching.
Simple Present Yes/No Questions
Making Yes/No Questions in Simple Present Tense. Giving short answers. Examples and controlled practice.
Have to, don’t have to, must, mustn't
The document discusses the use of "have to", "must", "don't have to", and "mustn't" to talk about obligations and prohibitions in English. "Have to" and "must" are used to talk about rules and obligations, with "have to" referring to personal obligations and "must" referring to more general obligations. "Don't have to" means there is no obligation, while "mustn't" refers to something that is prohibited or against the rules. Examples are provided for how to use each phrase correctly.
Adverb of frequency
This document discusses adverbs of frequency and their usage in sentences. It provides examples of how adverbs of frequency are often used with the present simple tense to indicate repeated or routine activities. It also explains where to place different adverbs of frequency depending on whether the sentence has one verb or multiple verbs. Finally, it provides an exercise for learners to practice using adverbs of frequency in various sentence structures.
Difference between "to make" and "to do"
The document discusses the differences between using "do" and "make" in Spanish. It states that "do" is used more generally for actions and activities that do not result in a physical object, while "make" implies creating something tangible. It provides examples of phrases using both "do" and "make" to illustrate when each is appropriate.
Present progressive
The document summarizes the present progressive tense through examples of what is happening at a party. It provides examples of sentences using the present progressive to describe singing, dancing, and other ongoing actions. It also discusses forming questions in the present progressive and using short answers with contractions.
Would
Would is an auxiliary verb used to talk about the past, future in the past, and conditional statements. It expresses ideas like desire, polite requests, opinions, hopes, wishes, and regret. Would is never conjugated and always takes the bare infinitive form of the main verb. Common uses of would include talking about past habits, unreal past situations, conditional sentences, expressing desires or inclinations, making polite requests, stating opinions or expectations, expressing wishes, and showing uncertainty.
Have to and_dont_have
Here are the answers to the exercises about the secretary and health:
1. The secretary has to know how to type.
2. The secretary doesn't have to be a woman.
3. Do the secretary have to work Saturdays?
4. No, he/she doesn't have to go to work on saturdays.
5. The secretary also has to answer the company's phones....
6. ...and he/she has to file reports every week.
7. Do the secretary have to use a computer?
8. Yes, He or she has to use a computer.
9. People have to eat food to stay alive.
10.
Would like to - Like - Want
The document discusses the use of the verbs "like", "would like", and "want" in English. It explains that "like" is used to express preferences, such as "I like pizza". "Would like" is used to express desires or make polite invitations, as in "Would you like some coffee?". "Want" has a similar meaning to "would like" but is more direct and informal. The document provides examples of how to use each verb correctly in affirmative and negative constructions.
Past tense verb to be
This document provides information and examples about using the past tense of the verb "to be" in English. It discusses the positive, negative, and question forms of was/were and provides exercises for the learner to practice. Key points covered include:
- The past tense of "to be" is used to describe something that happened in the past.
- "Was" is used with singular subjects and "were" is used with plural subjects.
- Forming negatives uses "was/were not" or contractions like "wasn't/weren't".
- Questions switch the verb and subject, starting with "Was/Were".
- Short answers change the subject noun to a pronoun like "she
Past of the Verb to be - Was/ Were
1. The document provides examples of verbs in different tenses including present, past, and negatives.
2. It demonstrates interrogative sentences and short answers using auxiliary verbs like "was" and "were".
3. The examples illustrate how to use verbs like "am", "is", "are", "was", and "were" to talk about things that are happening now, happened in the past, or things that are/were not happening.
Second Conditional Presentation
The document discusses the second conditional, which is used to talk about impossible or unlikely situations. It is formed using the structure "if + past tense/past perfect, would/could/might + bare infinitive". Some examples given include "If I had millions of dollars, I'd give a lot to charity" and "If we met up for lunch, we could go to that new restaurant." The subjunctive form "were" is often used after "I/he/she/it/we" in the if-clause. Advice can also be given using "If I were you...".
Relative clauses. defining and non defining presentacion
Relative clauses provide additional information about a noun or pronoun in the main clause. They are introduced by relative pronouns such as who, whom, whose, which, where, or when. Defining relative clauses are essential to the meaning of the sentence, while non-defining clauses provide non-essential information set off by commas. Different relative pronouns are used to refer to people, things, places, time, or possession.
Perfect Modal Verbs
The document discusses the usage of perfect modal verbs including: must have, can't have, may/might/could have, could have/couldn't have, should have, would have, and will have. It provides examples of how each modal verb is used to express certainty, possibility, ability, expectations, desires, and future completion when referring to past actions or situations.
Something, anything, nothing
The document discusses the words somebody, something, and somewhere. It provides definitions and examples for how these words are used when referring to an unknown person, thing, or place. Somebody refers to an unknown person, something refers to an unknown thing, and somewhere refers to an unknown place. Examples are given showing these words used in positive sentences, negative sentences, questions, short answers, and with verbs.
Have something done
The document provides examples of using the structure "have/has + noun + past participle" to express that someone else does an action for you. It gives sentence pairs where the first sentence uses an active verb like "cut" or "repair" followed by a second sentence using the "have/has + noun + past participle" structure to convey the same meaning but with the implication that someone else performs the action. It concludes by asking the reader to write their own sentences using the target structure.
Permission, obligation and necessity
This document discusses the use of modal verbs and other expressions to indicate permission, obligation, and necessity in English. It explains how "can, must, should, ought to, had better, have to, have got to, need to" are used to show different levels of obligation or necessity. It also covers expressions like "be able to, be allowed to, be permitted to, be supposed to" and their appropriate uses depending on whether referring to specific occasions, general rules, or acknowledged but unenforced obligations.
Make and do (the differences)
Make is used for constructing, building, or creating something, as in making a recipe, cup of coffee, plan, or phone call. Do is used for actions, activities, or tasks like doing exercise, a crossword puzzle, homework, laundry, or one's hair. Both make and do translate to "hacer" in Spanish and are similar in meaning, but make refers more to creating something while do refers more to performing an action.
What's hot (20)
Personal Pronouns, Possessive Adjectives and Possessive Pronouns!
Personal Pronouns, Possessive Adjectives and Possessive Pronouns!
Relative clauses. defining and non defining presentacion
Relative clauses. defining and non defining presentacion
Similar to U5 Interchange 3
U5 Interchange 3
noun phrases containing relative clauses; expectations & expressing emotions, asking for permission, describing expectations, giving advice/emphasizig a point, telling someone something surprising, expressing an opinion/ a feeling
PHX Startup Week - Designing Intelligent Content for Entrepreneurs
Ideas and business plans are so much more than text. But for most of us, visual design isn’t our first language. In this presentation, you’ll learn how to support your content with great visual design when you don’t have the time or ability to work in tandem with a design strategist.
As presented at Phoenix Startup Week: http://phoenix.startupweek.co/
Unit 5 L4 N.I.3
The document discusses various customs related to relationships and weddings in different cultures. It provides examples of wedding traditions in Chinese, Greek, French, Belgian, and Irish cultures. It also discusses expectations and customs related to dating in Mexico, such as giving flowers, paying for dinner, inviting a girl's friends and family to her bridal shower, and visiting her family to decide on a wedding date. The document aims to increase awareness of cultural differences in relationship and wedding expectations around the world.
Unit 6
This document provides information on various topics related to image and identity, including body decoration, feelings, reflexive pronouns, having things done, and defining vs. non-defining relative clauses. It discusses different types of body decoration such as hair, makeup, tattoos and piercings. It also covers reflexive pronouns like myself, herself and each other. Additionally, it examines how to use have/get when asking others to do things for you, such as having your hair cut or getting your car repaired. Finally, it outlines the differences between defining and non-defining relative clauses, specifically looking at relative pronouns like who, which, that, when and whose.
Relative Clauses
The document discusses relative clauses, which are parts of sentences that begin with relative pronouns like who, which, that, where, when, and why. It explains the difference between defining and non-defining relative clauses. Defining clauses provide essential information to identify a noun, while non-defining clauses provide extra, non-essential information. The document provides examples of forming relative clauses and choosing the correct relative pronouns, and emphasizes the importance of punctuation in non-defining clauses. It concludes by noting that practice is needed to fully understand relative clauses.
Legally Blonde
The document provides background information on the 2001 comedy film Legally Blonde, including a plot summary and definitions of words and expressions used in the film. It introduces the main characters and gives brief descriptions of each. It then presents a high-level summary of the film's plotline about Elle Woods, a sorority girl who decides to attend Harvard Law School to win back her ex-boyfriend Warner.
American Beauty
Lester Burnham is an unhappy advertising executive living with his wife Carolyn and daughter Jane in suburban Connecticut. His marriage is loveless and his relationship with Jane is strained. He quits his job and becomes obsessed with Jane's friend Angela. As Lester's life spirals out of control, those around him each have their own reasons for thinking it might be better if he was dead.
LESSON 14to eat into eat out to eat at hometo eat in a restau.docx
LESSON 14
to eat in/to eat out: to eat at home/to eat in a restaurant
o I feel too tired to go out for dinner. Let's eat in again tonight.
o When you eat out, what restaurant do you generally go to?
cut and dried: predictable, known beforehand; boring
o The results of the national election were rather cut and dried; the
Republicans won easily.
o A job on a factory assembly line is certainly cut and dried.
to look after: to watch, to supervise, to protect (also: to take care of, to
keep an eye on)
o Grandma will look after the baby while we go to the lecture.
o Who is going to take care of your house plants while you are away?
o I'd appreciate it if you'd keep an eye on my car while I'm in the store.
to feel like: to have the desire to, to want to consider
This idiom is usually followed by a gerund (the –ing form of a verb used as a
noun).
o I don't feel like studying tonight. Let's go to a basketball game.
o I feel like taking a long walk. Would you like to go with me?
once and for all: finally, absolutely
o My daughter told her boyfriend once and for all that she wouldn't date
him anymore.
o Once and for all, john has quit smoking cigarettes.
to hear from: to receive news or information from
To hear from is used for receiving a letter, telephone call, etc., from a person
or organization.
o I don't hear from my brother very often since he moved to Chicago.
o Have you heard from the company about that new job?
to hear of: to know about, to be familiar with; to consider
The second definition is always used in the negative.
o When I asked for directions to Mill Street, the police officer said that
she had never heard of it.
o Byron strongly disagreed with my request by saying, "I won't hear of
it!"
to make fun of: to laugh at, to joke about
o They are making fun of Carla's new hair style. Don't you think that it's
really strange?
o Don't make fun of Jose's English. He's doing the best he can.
to come true: to become reality, to prove to be correct
o The weatherman's forecast for today's weather certainly came true.
o Everything that the economists predicted about the increased cost of
living has come true.
as a matter of fact: really, actually (also: in fact)
o Hans thinks he knows English well but, as a matter of fact, he speaks
very poorly.
o I didn't say that. In fact, I said quite the opposite.
PRENTICE HALL REGENTS Englewood Cliffs, New Jersey 07632 - 20 -
ESSENTIAL IDIOMS IN ENGLISH by ROBERT J. DIXSON
to have one's way: to arrange matters the way one wants (especially when
someone else doesn't want to same way) (also: to get one's way)
o My brother always wants to have his way, but this time our parents
said that we could do what I wanted.
o If Sheila doesn't get her way, she becomes very angry.
to look forward to: to expect or anticipate with pleasure
This idiom can be followed by a regular noun or a gerund.
o We're greatly looking forward to our vacation in Mexico.
o Margaret never looks forward to going to work.
LESSON 15
inside out: ...
Defining Relative Clauses
The document discusses defining relative clauses, which provide essential information about a person, thing, or place mentioned in the main clause. Defining relative clauses use who for people, which for things, and where for places. Some examples provided are "A cook is a person who makes food" and "A clock is something which tells the time." The document also provides exercises for the reader to practice identifying and forming defining relative clauses.
Relative pronouns
The document discusses relative pronouns and how to form relative clauses. It explains that relative pronouns introduce relative clauses and connect information about a person or thing mentioned elsewhere in the sentence. The key relative pronouns are who, which, that, and whose. It also distinguishes between defining and non-defining relative clauses.
dictionary
The document is the lyrics of the song "Black or White" by Michael Jackson. The song promotes racial equality and says that it does not matter if you are black or white when it comes to love and relationships. The lyrics discuss getting tired of racial divisions and violence between different groups. The overall message is that we should focus on our shared humanity rather than superficial differences in things like skin color or ethnicity.
Homework 1
1. The document discusses an Alzheimer's writers' group started by Dr. Dienstag based on an idea from writer Don DeLillo.
2. DeLillo's mother-in-law had Alzheimer's disease and wanted to remember things, but was forgetting more every day.
3. DeLillo told Dr. Dienstag about starting a writers' group to help Alzheimer's patients remember, and Dr. Dienstag thought it was a great idea so they decided to work together on it.
Love themed lesson
The document discusses various topics including retelling stories, communication, love, grammar review, pronouns, music, movies, and storytelling games. It provides information on the four types of pronouns - subject, object, possessive, and demonstrative pronouns. It also includes lyrics from the song "If I Ain't Got You" by Alicia Keys and a movie introduction for Pride and Prejudice. It describes an activity where partners take turns telling and retelling short stories to each other about love and romance.
New Headway Intermediate - Unit12 Lifes great events !
New Headway Intermediate Unit12 Lifes great events !.
UNIDAD 12. Lifes great events !. PAGINA 94.
TEMAS: Report speech, Reporting Verbs, Birth, Marriage, and death, Saying sorry.
Pronouns
This document provides information and examples about the use of pronouns in English. It discusses generic pronouns like you, one, we and they which can be used to refer to people in general. It also covers reflexive and reciprocal pronouns like myself, yourself, each other and one another. Finally, it examines the uses of the pronouns it and there, noting that it is used with be to talk about time, temperature, distance or as a preparatory subject, while there indicates existence or presence. The document aims to clarify the appropriate uses of different pronouns through examples.
Simple Future
The document discusses the differences between using "will" and "be going to" to express future tense in English. It explains that "will" is used for voluntary actions or promises, while "be going to" expresses planned actions. Both can also be used to make predictions about events outside of one's control. Examples are provided to illustrate the proper usage of each form.
Junio
The document provides information on the uses and grammar of the modal verb "would". It discusses how would is used to talk about the past, form conditionals, express desires or politeness, and other functions. Specific examples are given to illustrate each use of would, such as showing repetition in the past or expressing regret.
Mrs doubtfire
Mrs. Doubtfire is a 1993 comedy film starring Robin Williams as Daniel Hillard, an actor who dresses up as an elderly British woman named Mrs. Doubtfire to be able to see his children more after losing custody in a divorce. After the divorce, Daniel is only allowed to see his kids one day a week. To spend more time with them, he gets a job as the Hillard family housekeeper by pretending to be Mrs. Doubtfire. The children love Mrs. Doubtfire but Daniel struggles to keep his secret identity hidden from his ex-wife Miranda and her new boyfriend.
Ec 1 b
This document provides corrections for 5 examples of errors in English. Each section addresses a different type of error: 1) similar words, 2) similar words, 3) false friends, 4) confusing words, 5) never/ever. For each error example, the correct version is provided along with a brief explanation of the difference between the incorrect and correct usage.
Prepositions after verbs
This document provides information about prepositions that follow verbs. It defines prepositional verbs as combinations of a verb and preposition. Some examples of frequently used prepositional verbs are given, such as agree about, argue about, care about, ask about, complain about, disagree about, feel about, forget about, hear about, inform about, talk about, tell about, speak about, warn about, and worry about. The document also lists verbs followed by specific prepositions such as belong to, come to, complain to, connect to, consent to, and work for. Finally, the document provides an activity to test knowledge of prepositional verbs.
Similar to U5 Interchange 3 (20)
PHX Startup Week - Designing Intelligent Content for Entrepreneurs
PHX Startup Week - Designing Intelligent Content for Entrepreneurs
LESSON 14to eat into eat out to eat at hometo eat in a restau.docx
LESSON 14to eat into eat out to eat at hometo eat in a restau.docx
New Headway Intermediate - Unit12 Lifes great events !
New Headway Intermediate - Unit12 Lifes great events !
More from Lic. Norma Dzib
Expressions to participate in commercial transactions.
This document contains a worksheet for a 6th grade class on expressions used in commercial transactions. The worksheet has two activities:
1) Students underline expressions they understand and don't understand in sample dialogues between customers and salespeople.
2) Students complete dialogue sentences using phrases to open ("hello"), continue negotiating in the middle ("How much does it cost?"), and close ("goodbye") a transaction. Key verbs like "help", "have", and courtesy phrases are defined.
U16 Interchange 3
This document discusses complex noun phrases containing gerunds and provides examples. It also briefly discusses antonyms, jobs, accomplishments in the past and future goals.
U16 Interchange 3
This document discusses complex noun phrases containing gerunds and provides examples. It also briefly discusses antonyms, jobs, accomplishments in the past and future goals.
U8 Interchange 3
The document discusses the use of "would rather" and "would prefer" in English, including their grammatical structures and examples of usage. It also covers using the structure "by + gerund" to describe how to do things, providing example phrases and exercises for students to practice these concepts.
U10 Interchange 3
The document discusses referring to time in the past and predicting the future using certain verbs. It provides examples of using words like "since", "for", and "ago" to talk about periods of time in the past. It also discusses using "will" and "be going to" for predicting future events and ongoing actions. The document includes practice exercises for readers to complete using these time reference words.
U7 Interchange3
The document discusses the use of passive voice and infinitive clauses and phrases. It provides examples of active and passive sentences in different tenses. It also explains how to form passive sentences using prepositions and the structure of infinitive clauses. There are exercises for the reader to practice rewriting sentences from active to passive voice and providing solutions to problems using infinitive phrases.
U8 Interchange 3
The document discusses the use of "would rather" and "would prefer" in English, including their grammatical structures and examples of usage. It also covers using "by + gerund" to describe how to do things, providing example phrases and exercises for students to practice completing.
U6 Interchange 3
The document provides instruction on describing problems using past participles and verbs. It discusses using past participles like "torn" and "damaged" to describe the state of objects. It then gives examples of describing problems with various items using terms like "chipped", "cracked", and "stained". Finally, it discusses using forms of "keep" and "need" plus gerunds to talk about problems that repeatedly occur.
U15 Interchange 3
The document provides recommendations and opinions on various issues using tag questions and modals. It discusses whether certain actions should or should not be required by law. It then asks the reader how they feel about issues related to pet ownership using passive modals. Finally, it discusses adding tag questions to statements and making a vocabulary log on social issues.
U14 Interchange 3
The document discusses various aspects of filmmaking such as using the passive voice to describe processes, defining and non-defining relative clauses, unusual film jobs and their responsibilities, film vocabulary terms, and sample bibliographic citations.
U12 Interchange 3
This document provides information about describing purpose and giving reasons in English. It discusses using infinitive clauses with "to" and "for" to talk about purpose. For example, "to run a popular Internet café, it’s a good idea to have late opening hours." It also discusses using structures like "in order to" and mentioning reasons using phrases like "due to." There are examples of matching goals with suggestions and practice filling in sentences with connectors like "because," "since," and "the reason." Finally, there is a vocabulary section with words like "nest," "victory," "goddess" and their meanings.
U13 Interchange 3
The document discusses past modal verbs used to express degrees of certainty about past events and opinions/advice about past actions. It provides examples of modals like must have, may have, should have, and would have. It also discusses the differences between past and present modal verbs and includes exercises for students to practice using past modal verbs in sentences.
U11 Interchange 3
This document provides information about time clauses and expressions of regret and hypothetical situations in English. It defines various time clauses like "by the time", "until", and "as soon as" and provides examples of their usage. It also contrasts the uses of "since" and "until". Additionally, it discusses expressing regret using "should/shouldn't have" and describing hypothetical situations with "if". The document includes practice activities matching time clauses and fill-in-the-blank exercises to reinforce the topics.
U9 Interchange 3
The document provides guidance on using "have" or "get" to describe services, examples of requests using these verbs, suggestions for making suggestions using gerunds, infinitives, modals, or negative questions, examples of matching problems to suggestions, and practice identifying the best suggestion for given scenarios.
More from Lic. Norma Dzib (14)
Expressions to participate in commercial transactions.
Expressions to participate in commercial transactions.
Recently uploaded
How to Setup Warehouse & Location in Odoo 17 Inventory
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
How to Make a Field Mandatory in Odoo 17
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
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.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Community pharmacy- Social and preventive pharmacy UNIT 5
Covered community pharmacy topic of the subject Social and preventive pharmacy for Diploma and Bachelor of pharmacy
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
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.ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
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.
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Recently uploaded (20)
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Community pharmacy- Social and preventive pharmacy UNIT 5
Community pharmacy- Social and preventive pharmacy UNIT 5
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
U5 Interchange 3
- 1. Unit 5 Crossing cultures Noun phrases containing relative clauses and expectations Lic. Selene Rodríguez Lic. Norma Dzib January 20 2008
- 2. Noun phrases containing relative clauses As a subject As an object One thing (that) I’d really miss is my My mom’s cooking is one thing mom’s cooking. (that) I’d really miss. Something (that) I’d be nervous about Making new friends is something is making new friends. (that) I’d be nervous about. Two people (who/that) I’d e-mail My parents are the two people every day are my parents. (who/that) I’d e-mail every day.
- 7. PRACTICE
- 8. Expectations When you visit someone, it ’s the custom to bring a small gift you aren’t supposed to arrive early If you want to bring someone, you ’re expected to call first and ask you 're supposed to check with the host it ’s not acceptable to arrive without calling first
- 11. Your Vocabulary Another way to talk about: People.- Adult/ grown – up, fellow/guy/bloke, girl/lass, boy/lad, child/kid, baby, toddler, teenager, adolescent. Nice.- Sweet, attractive, adorable, pretty, good-looking. Nasty.- Selfish, grumpy (grouchy), miserable, stupid, lazy, narrow-minded, cruel, aggressive, violent, rough, dishonest, mean, stingy, disloyal, bad-tempered, Ignorant, too clever by half, crazy, cynical, prejudiced, touchy, obstinate/stubborn, arrogant, proud, rude, ruthless, greedy, jealous, noisy. Neutral.- Absent-minded, forgetful, silly, shy, sentimental, emotional, sad, worried, nervous, scared/frightened, cheeky (fresh), naive, cunning/ crafty, quiet, noisy, lonely (lonesome).
- 12. Bibliography Richards, Jack C. Interchange Third Edition Cambridge University Press 2005 Shepherd, J. Multilevel English Grammar Programme Phoenix ELT 1996 Bolton , David and Goodey , Noel English Grammar in Steps Richmond Publishing 1996 Jones, Leo Ideas Teacher´s book Cambridge University Press 1994 Images www.grandecom.com www.kleanbathandbody.com