Underline once main verb and twice auxiliary verb
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The document provides a series of sentences with errors in verb conjugation and asks the reader to identify and correct the errors. It contains three sections: 1. Underline the main verb and auxiliary verb in sentences with errors 2. Fill in blanks with the correct auxiliary verb "do," "does," or "did" 3. Underline the correct auxiliary verb that fits in questions The document tests verb conjugation skills and identifying main verbs and auxiliary verbs in sentences.
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The document contains 20 sentences with blanks that require a part of speech like a verb or modal to complete them correctly. The sentences test grammar concepts like subject-verb agreement, verb tense, auxiliary verbs, and parts of speech. The goal is to choose the right verb or modal that makes each sentence grammatically correct.
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The document contains 20 sentences with blanks that require a part of speech like a verb or modal to complete them correctly. The sentences test grammar concepts like subject-verb agreement, verb tense, auxiliary verbs, and parts of speech. The goal is to choose the right verb or modal that makes each sentence grammatically correct.
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The document provides rules for using auxiliaries like do and does when forming questions and negative statements in the simple present tense. It explains that do should be used with pronouns like I, you, we, and they, while does is used with pronouns like she, he, and it. Examples are given showing how to use do and does to ask questions, form negative statements, and give short answers in the simple present tense. Practice questions are also provided to help apply these rules.
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This document provides exercises on using verbs in the present simple and present progressive tenses in English. It includes filling in verbs, circling correct verbs, answering yes/no and wh- questions, and rewriting sentences with frequency adverbs in the right places. The exercises cover a range of grammar points including regular and irregular verbs, questions forms, time expressions, and the differences between the simple present and present progressive tenses.
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Adjective clauses
Adjective clauses use relative pronouns like "that" or "which" to provide additional information about a noun. For example, in the sentence "The package that arrived this morning is on the desk", the adjective clause "that arrived this morning" tells us more about "the package". Adjective clauses are useful for clarifying which specific noun is being referred to in a sentence.
Adjective clauses
Adjective clauses use relative pronouns like "that", "which", or "who" to provide additional information about a noun. For example, in the sentence "The package that arrived this morning is on the desk", the adjective clause "that arrived this morning" identifies which package is being referred to. Adjective clauses add essential details to the meaning of a sentence.
Gerunds and infinitives
Gerunds are formed with -ing and can be used as subjects or objects of verbs or prepositions. Infinitives are formed with "to" and can be used as subjects or objects of verbs. While both can be subjects and objects of verbs, only gerunds can be objects of prepositions. Gerunds are used to describe real or completed actions, while infinitives describe unreal, abstract, or future actions.
Compound subject
This document discusses compound subject-verb agreement. It explains that when subjects are joined by "and", "or", or "both...and", the verb should be plural. However, when subjects are joined by "either...or", "neither...nor", or "or", the verb agrees with the subject closest to it. It then provides 15 examples sentences with compound subjects and asks the reader to choose the correct singular or plural verb in each case based on the conjunction used.
Newspaper final
The mayor of the city visited San Patricio school and recognized outstanding students for their hard work. He greeted every student and later gave sport balls and soccer tickets. The visit was enjoyed by teachers, students, and parents.
Sub verb
The document provides rules for subject-verb agreement in English. It explains that subjects and verbs must match in number, with singular subjects taking singular verbs and plural subjects taking plural verbs. It then lists 12 specific rules for determining whether a subject is singular or plural and ensuring the verb matches accordingly, such as compound subjects, collective nouns, inverted subjects, and subjects of different numbers.
Booklet
The document outlines the scientific method that students should follow for a science fair project, including forming a research question and hypothesis, designing an experiment with variables and controls, collecting and recording data, analyzing results, and drawing a conclusion. It provides examples of experimental design, data collection through charts and graphs, materials lists, procedures, and results and conclusion sections. Students are instructed to follow this process, record their work in a journal, and cite any resources used.
Six kingdoms
The document discusses the six kingdoms of classification: Plants, Animals, Protists, Fungi, Archaebacteria, and Eubacteria. It was discovered that a two-kingdom system of Plants and Animals was no longer useful with the development of the microscope and discovery of new organisms. The six kingdoms are described based on characteristics like cell type, ability to produce their own food, and whether organisms consist of single or multiple cells.
14.3
Energy flows through ecosystems in food chains and webs. Producers like plants use sunlight to make sugars that are then consumed by primary consumers, which are eaten by secondary consumers, and decomposers break down dead organisms. This transfer of energy is inefficient, so the amount of available energy decreases at each trophic level of the food chain.
14.3
Energy flows through ecosystems in food chains and webs. Producers like plants use sunlight to make sugars that are then consumed by primary consumers, which are eaten by secondary consumers, and decomposers break down dead organisms. This transfer of energy is inefficient, so the amount of available energy decreases at each trophic level depicted in an energy pyramid. Disruptions at different levels can impact organisms throughout the entire food chain or web.
14.1
The document discusses key concepts in ecosystems including biotic and abiotic factors. It notes that plants produce oxygen and food through photosynthesis while coral reefs provide shelter for other organisms. Abiotic factors like temperature and rainfall determine the types and abundance of plants in an ecosystem, and their removal for a year could cause many plants and dependent animals to disappear.
Underline once main_verb_and_twice_auxiliary_verb
The document provides a series of sentences with errors in verb conjugation and asks the reader to identify and correct the errors. It contains three sections:
1. Underline the main verb and auxiliary verb in sentences with errors
2. Fill in blanks with the correct auxiliary verb "do," "does," or "did"
3. Underline the correct auxiliary verb that fits in questions
The document tests verb conjugation skills and identifying main verbs and auxiliary verbs in sentences.
Map 7.2
This document discusses the classification of organisms and how they are organized into a 7 level system of taxonomy. It mentions key concepts like binomial nomenclature, using Latin names for genus and species, DNA evidence, and physical traits being used by taxonomists to determine genetic and biological relationships between modern animals and their ancestors to systematically name and organize all types of organisms. A dichotomous key and field guides are tools that use the 7 level classification system.
Map 7.2
This document discusses the classification of organisms and how they are organized into a 7 level system including kingdom, phylum, class, order, family, genus and species. It mentions how taxonomy uses physical traits, DNA evidence and binomial nomenclature set up by Linnaeus to classify organisms into this 7 level system and provide a standardized naming convention. Field guides and dichotomous keys also help with organizing organisms into the classification system.
Cmap1
Linnaeus created a system of biological classification that organized plants and animals into a hierarchy with 7 levels based on their physical appearance and evidence. He named and categorized over 4,000 species using binomial nomenclature with a capitalized genus name followed by a species name in italics, establishing the foundation of modern taxonomy.
Tag questions exercise
The document provides 10 sentences with a blank for a tag question. The correct tag question option is given to finish each sentence. Tag questions are used to ask for confirmation or agreement and involve switching the sentence structure and adding a tag like "isn't it?" at the end. The document tests the reader's knowledge of proper tag question usage in different situations.
Tag questions
The document discusses tag questions in English. [1] Tag questions are statements followed by a mini-question at the end to ask for confirmation, with the structure of a positive statement followed by a negative tag or vice versa. [2] Examples are provided of common tag questions using auxiliary verbs like "do", "be", and modal verbs. [3] The document explains the basic structure and provides examples to illustrate how tag questions are used in English.
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Underline once main verb and twice auxiliary verb
- 1. I. Underline once Main Verb and twice Auxiliary verb. Correct statement if it’s necessary. 1. I don't studied at night. 2. She don't work here anymore. 3. Do you attended this school? 4. Does he works here? 5. Do she work here? 6. Did your grandmother knows Truman? 7. Do wildflowers grew in your back yard? 8. My wife hates spinach and so does my son. 9. My wife don't like spinach; neither do I.
- 2. 10. Larry excelled in language studies; so did his brother. 11. Raul studies as hard as his sister do. 12. He does like spinach. 13. Do came in. 14. She always does manages to hurt her mother's feelings 15. You didn't did your homework. 16. Oh, but I did finished it. 17. Ridwell didn't took the tools. 18. Then who did take the tools? 19. They did returned some of the gifts. 20. Did Rinaldo got selected by the committee? 21. The audience didn't got riled up by the politician.
- 3. II. Fill in the blank using auxiliary verbs: Do, Does, or Did. 1. I ______________ not play football on Sundays. 2. _____________ she come today? 3. You _______________ your homework quickly yesterday. 4. He ______________ not go on holiday last year. 5. What ____________ they do tonight? 6. We ____________ not want to hear your music now. 7. She ______________ not like your coffee. 8. _______________ you live in Paris? I live in Marseille. 9. ________________ they do their laundry last weekend? 10. He _____________ not swim very well. III. Underline the Auxiliary verb that best fits in each question. 1. Does, Do, Did you like fish ? 2. Does, Did Do she come to work yesterday ? 3. Did, Do, Does she usually come to work on time ? 4. Do, Did, Does the shops usually close at six in your town ? 5. Did, Does, Do you see this film a year ago ? 6. Did, Do, Does Helen say she was sorry ? 7. Did, Does, Do we need the receipt now ? 8. Do, Does, Did they leave without saying good-bye last night ? 9. Did, Do, Does the shop close earlier last weekend ? 10. Does, Do, Did they like the fish you prepared for them ?