Unit 5 1o ano
•
0 likes•274 views
This document provides examples and explanations for using the words "so", "such", "too", and "enough" to describe amounts or qualities. It gives sample sentences showing how each word can be used with adjectives, adverbs, nouns, and infinitive verbs. For example, it explains that "so" can be used with adjectives or adverbs to indicate great degree, "such" can introduce a quality and be followed by an optional "that" clause, and "too" and "enough" are used to discuss whether something is at an adequate level or not.
Report
Share
Report
Share
Recommended
Unit 5 1o ano
This document provides examples and explanations for using quantifiers such as "so", "such", "too", and "enough" in English. It gives sample sentences demonstrating how to use each quantifier correctly, whether before adjectives, adverbs, nouns, or in combination with prepositions like "for" or infinitives. Key uses are outlined for each quantifier, such as emphasizing amount with "such a lot of", or criticizing with "too".
Unit 5 1o ano 2013
This document provides examples and explanations for the use of quantifiers such as "so", "such", "too", and "enough" in English. It gives sample sentences demonstrating how each quantifier can be used with adjectives, adverbs, nouns, and full or partial infinitive clauses. The document cautions that "too" and "enough" are never followed by "that" clauses. It also explains that "too" is used to criticize or express something as negative, while "enough" means a sufficient or adequate amount.
Present simple
Present simple affirmative, negative, questions - Present continuous affirmative, negative, questions
Adapted from Elementary Language Practice by M Vince
Module 8 INTERJECTION
Interjections are words or phrases used to express strong feelings or emotions. They are often used at the beginning of sentences to convey surprise, joy, pain, etc. Common interjections include words like "hey!", "oh!", "ouch!", and phrases like "I'm shocked!". While having no real grammatical function, interjections are frequently used in speaking. They can be placed within sentences, offset by commas.
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.
Anhvan thay hai trung tam luyen thi dai hoc qsc-45 - cau dao ngu
The document discusses the inversion of subject and verb in sentences. It explains that inversion is used to emphasize modifiers such as adverbial or prepositional phrases. It provides examples of different types of inverted sentences including those using adverbs of negation, prepositional phrases of negation, adverbs or prepositions of place, the adverb "only", and common structures involving "if" clauses, comparisons, and phrases with "so" or "such." It also describes some common meanings conveyed by inversion including with negative adverbs and phrases containing "no."
Aller conjugation
This document discusses the French verb "aller" which means "to go" and how it is conjugated in the present and future tenses. It provides examples of using aller with infinitives to express what action you will do in the future, such as "I am going to read" or "He is going to read the book". Key conjugations of aller presented are: je vais, tu vas, il/elle/on va, nous allons, vous allez, and ils/elles vont.
Future
This document summarizes the forms and uses of will, be going to, and the present continuous tenses in English. Will is used for predictions, decisions, offering help, and promises. Be going to expresses plans, intentions, and evidence. The present continuous indicates ongoing or future arrangements and actions. Both will and be going to can be used for future meaning, while the present continuous requires an additional time indicator like "tomorrow" or "Saturday evening."
Recommended
Unit 5 1o ano
This document provides examples and explanations for using quantifiers such as "so", "such", "too", and "enough" in English. It gives sample sentences demonstrating how to use each quantifier correctly, whether before adjectives, adverbs, nouns, or in combination with prepositions like "for" or infinitives. Key uses are outlined for each quantifier, such as emphasizing amount with "such a lot of", or criticizing with "too".
Unit 5 1o ano 2013
This document provides examples and explanations for the use of quantifiers such as "so", "such", "too", and "enough" in English. It gives sample sentences demonstrating how each quantifier can be used with adjectives, adverbs, nouns, and full or partial infinitive clauses. The document cautions that "too" and "enough" are never followed by "that" clauses. It also explains that "too" is used to criticize or express something as negative, while "enough" means a sufficient or adequate amount.
Present simple
Present simple affirmative, negative, questions - Present continuous affirmative, negative, questions
Adapted from Elementary Language Practice by M Vince
Module 8 INTERJECTION
Interjections are words or phrases used to express strong feelings or emotions. They are often used at the beginning of sentences to convey surprise, joy, pain, etc. Common interjections include words like "hey!", "oh!", "ouch!", and phrases like "I'm shocked!". While having no real grammatical function, interjections are frequently used in speaking. They can be placed within sentences, offset by commas.
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.
Anhvan thay hai trung tam luyen thi dai hoc qsc-45 - cau dao ngu
The document discusses the inversion of subject and verb in sentences. It explains that inversion is used to emphasize modifiers such as adverbial or prepositional phrases. It provides examples of different types of inverted sentences including those using adverbs of negation, prepositional phrases of negation, adverbs or prepositions of place, the adverb "only", and common structures involving "if" clauses, comparisons, and phrases with "so" or "such." It also describes some common meanings conveyed by inversion including with negative adverbs and phrases containing "no."
Aller conjugation
This document discusses the French verb "aller" which means "to go" and how it is conjugated in the present and future tenses. It provides examples of using aller with infinitives to express what action you will do in the future, such as "I am going to read" or "He is going to read the book". Key conjugations of aller presented are: je vais, tu vas, il/elle/on va, nous allons, vous allez, and ils/elles vont.
Future
This document summarizes the forms and uses of will, be going to, and the present continuous tenses in English. Will is used for predictions, decisions, offering help, and promises. Be going to expresses plans, intentions, and evidence. The present continuous indicates ongoing or future arrangements and actions. Both will and be going to can be used for future meaning, while the present continuous requires an additional time indicator like "tomorrow" or "Saturday evening."
Spanish grammar book pt 2
This document is a grammar book that provides an overview of Spanish grammar topics including verb conjugations, tenses, adverbs, prepositions, and other concepts. It covers imperfect and preterite verbs, -car -gar -zar verbs, modal verbs, progressive and future tenses, superlatives, commands, and more. Each section defines the grammar point and provides examples for clarification.
Grammar book Semester 2
This document provides a summary of key Spanish grammar concepts and vocabulary organized by topic. It covers topics such as que vs cual, verbs like gustar, stem-changing verbs, the preterite tense, ser/estar, reflexive verbs, adverbs, and more. Formulas, examples, and conjugations are provided for many of the grammar structures. The document is intended as a study guide or reference sheet for a Spanish grammar lesson.
Twelfth Class - Part I - Introduction to Modals: Ability & Future
A dog can bark loudly to alert its owner. It can run very fast to catch toys or sticks that are thrown. A dog can jump high to catch treats. It can sniff out scents to track animals. However, a dog cannot fly like birds or climb trees well like cats. A dog also cannot see in the dark as well as owls with their special eyes. While dogs are very loyal companions, they have limitations in their abilities compared to other animals.
Phonics Review
Phonics review - children are challenged to find the sound that is common to all words on the slide. The becomes difficult when different letter patterns make the same sound.
convo english
Who and why questions are commonly used in the simple present tense to ask about people and reasons. Who is used to refer to people, as in "Who is your best friend?" Why is used to ask for an explanation or reason, like "Why are they late?" WH-questions start with words like what, when, where, who, why and how to solicit different types of information. Prepositions like to, into, in, out of, at, towards, back and around are often used with verbs of movement to indicate direction or destination of movement. Negative statements are formed by using the word "not" after a helping verb like "is" or "are" to negate the sentence, such as
Usful tips
This document discusses how to identify and use helping verbs (auxiliary verbs) in English. It explains that helping verbs like "do", "does", "did" are used together with the main verb. It also provides examples of how to form questions and answers using helping verbs correctly. Additionally, it outlines rules for subject-verb agreement and how to determine the correct verb form based on time expressions like "now", "already", "yesterday", etc.
Spanish 2 grammar book
This document contains a grammar book summary in Spanish with the following sections:
1. Que vs. Cual - used to ask definitions or refer to dates
2. Ser - used for descriptions, origins, characteristics, occupations, etc.
3. Estar - used for health, emotions, location, present conditions
4. Gustar - to like, singular "me gusta", plural "me gustan"
5. Transitional words, imperfect verbs, triggers for time expressions, verbs like gustar, and formulas using acabar de and hace.
Ea3u2g2
The document is an English grammar lesson about using the past continuous (progressive) tense. It provides examples of filling in tables with the affirmative, negative, and question forms of common verbs like "watch", "listen", and "run" in the past continuous tense. It also contrasts using the past simple and past continuous tenses through examples about a tornado, with verbs like "drive", "move", and "see".
Decoding Word Pattern Review
Word patterns include vowel pairs, cvc silent e, r-controlled vowels, consonant blends, and consonant digraphs. Children look for the word that does not belong or fit each pattern.
Present continuous
The document summarizes the present continuous tense in English. It is used to talk about actions happening now or ongoing actions. The structure is "to be" verb (am, is, are) + verb + "-ing". Examples are given of affirmative, negative, and question forms using the present continuous. Common uses include talking about what someone is doing now or an action in progress.
The Present Progressive
This presentation explains the use and form of the present progressive tense. It stats with a lead-in, followed by presentation and wrapped with some examples for immediate creativity.
Present continuous
The document discusses the structure and uses of the present continuous tense in English, Spanish, and Catalan. It covers forming affirmative, negative, and interrogative sentences, as well as short answers. It also provides examples of how the present continuous is used to describe actions happening now or over a period of time, describe temporary situations, and for complaints about repeated actions.
Present continuous page 52
The document discusses the present continuous tense in English. It provides examples of how to form the present continuous using the verbs "be", a gerund ("-ing" verb form), and a complement. It covers the positive, negative, and interrogative forms. Examples are given for short affirmative and negative answers to questions in the present continuous tense.
Presentation 4
The document discusses the present continuous tense in English. It is used to express actions that are happening at the present time or plans for the future. Examples are given such as "the car is running madly" and "he is travelling to Britain next summer." The present continuous is formed using the verb "to be" plus the verb ending in "-ing." Certain verbs like thinking, feeling, ownership, senses cannot be used in the present continuous tense.
3 ppt adverbs of manner_karina_varas_2016
This document provides instruction on using adverbs of manner in English. It defines adverbs of manner as words used to describe how an action is performed. Common ways to form adverbs of manner are by adding "-ly" to adjectives or changing the ending of adjectives already ending in "-y" or "-ic". The document includes examples of adverbs and exercises for students to practice completing sentences with the appropriate adverb of manner.
The Present Continuous Tense
A presentation on the Present Continuous Tense for students who have already studied it before. It is a quick reminder of the most common uses, its form and some spelling rules.
Part of speech
Nouns name people, places, things, feelings. Verbs describe actions. Adjectives describe nouns and usually come before the noun. Adverbs describe verbs, adjectives, or other adverbs and often end in -ly to indicate how, when, or where something is done. The document provides examples of how nouns, verbs, adjectives, and adverbs are used in sentences to illustrate their grammatical functions and properties.
4 C Adverbs of frequency
This document provides information about adverbs and expressions of frequency used with the present simple tense. It lists common adverbs of frequency like never, usually, and always and expressions like every day, once a month. It explains that adverbs of frequency go before the main verb, except after forms of "to be" where they go after. Expressions of frequency usually go at the end of a sentence. Examples are provided to demonstrate usage.
Present continuous for the future
This document outlines the structure of the present continuous tense in English for affirmative, negative, and interrogative sentences. It provides examples of using the present continuous to describe actions happening now as well as fixed arrangements in the future, such as "Next year I am travelling to London." The present continuous is formed by combining the present form of the verb "to be" with the verb ending in "-ing".
Intensifier.pptx
This document discusses intensifiers in Indonesian, which are words used to strengthen the meaning of adjectives and adverbs. It covers the intensifiers "enough", "too", "very", and "very much". "Enough" can be placed after or in front of adjectives and adverbs. "Too" means "more than desirable" and is placed in front of adjectives and adverbs. "Very" makes adjectives stronger. "Very much" is used before some verbs like "agree" and "enjoy" to intensify them.
3°adverbs of degree.pptx
This document discusses adverbs of degree and their grammatical rules. Adverbs of degree modify verbs, adjectives, other adverbs, and entire sentences to indicate the extent or intensity. They are usually placed before the word they modify. There are three main types: intensifiers which strengthen meaning, moderators which are relative opinions, and mitigators which weaken meaning. Common intensifiers are absolutely, very, and really. Moderators include quite and fairly. Mitigators are rather and slightly. The structures for using "so" and "such" as well as "too" and "enough" are also explained.
so such that used to make in a sentence.ppt
The document discusses the words so, such, too, and enough and how they are used to talk about cause and effect. So and such are used to connect an adjective or adverb to a result clause beginning with "that". Too and enough are used to indicate something is too much or not enough of a quality. Examples are provided showing how so, such, too, and enough can be used to describe a problem being too difficult to solve or not easy enough.
More Related Content
What's hot
Spanish grammar book pt 2
This document is a grammar book that provides an overview of Spanish grammar topics including verb conjugations, tenses, adverbs, prepositions, and other concepts. It covers imperfect and preterite verbs, -car -gar -zar verbs, modal verbs, progressive and future tenses, superlatives, commands, and more. Each section defines the grammar point and provides examples for clarification.
Grammar book Semester 2
This document provides a summary of key Spanish grammar concepts and vocabulary organized by topic. It covers topics such as que vs cual, verbs like gustar, stem-changing verbs, the preterite tense, ser/estar, reflexive verbs, adverbs, and more. Formulas, examples, and conjugations are provided for many of the grammar structures. The document is intended as a study guide or reference sheet for a Spanish grammar lesson.
Twelfth Class - Part I - Introduction to Modals: Ability & Future
A dog can bark loudly to alert its owner. It can run very fast to catch toys or sticks that are thrown. A dog can jump high to catch treats. It can sniff out scents to track animals. However, a dog cannot fly like birds or climb trees well like cats. A dog also cannot see in the dark as well as owls with their special eyes. While dogs are very loyal companions, they have limitations in their abilities compared to other animals.
Phonics Review
Phonics review - children are challenged to find the sound that is common to all words on the slide. The becomes difficult when different letter patterns make the same sound.
convo english
Who and why questions are commonly used in the simple present tense to ask about people and reasons. Who is used to refer to people, as in "Who is your best friend?" Why is used to ask for an explanation or reason, like "Why are they late?" WH-questions start with words like what, when, where, who, why and how to solicit different types of information. Prepositions like to, into, in, out of, at, towards, back and around are often used with verbs of movement to indicate direction or destination of movement. Negative statements are formed by using the word "not" after a helping verb like "is" or "are" to negate the sentence, such as
Usful tips
This document discusses how to identify and use helping verbs (auxiliary verbs) in English. It explains that helping verbs like "do", "does", "did" are used together with the main verb. It also provides examples of how to form questions and answers using helping verbs correctly. Additionally, it outlines rules for subject-verb agreement and how to determine the correct verb form based on time expressions like "now", "already", "yesterday", etc.
Spanish 2 grammar book
This document contains a grammar book summary in Spanish with the following sections:
1. Que vs. Cual - used to ask definitions or refer to dates
2. Ser - used for descriptions, origins, characteristics, occupations, etc.
3. Estar - used for health, emotions, location, present conditions
4. Gustar - to like, singular "me gusta", plural "me gustan"
5. Transitional words, imperfect verbs, triggers for time expressions, verbs like gustar, and formulas using acabar de and hace.
Ea3u2g2
The document is an English grammar lesson about using the past continuous (progressive) tense. It provides examples of filling in tables with the affirmative, negative, and question forms of common verbs like "watch", "listen", and "run" in the past continuous tense. It also contrasts using the past simple and past continuous tenses through examples about a tornado, with verbs like "drive", "move", and "see".
Decoding Word Pattern Review
Word patterns include vowel pairs, cvc silent e, r-controlled vowels, consonant blends, and consonant digraphs. Children look for the word that does not belong or fit each pattern.
Present continuous
The document summarizes the present continuous tense in English. It is used to talk about actions happening now or ongoing actions. The structure is "to be" verb (am, is, are) + verb + "-ing". Examples are given of affirmative, negative, and question forms using the present continuous. Common uses include talking about what someone is doing now or an action in progress.
The Present Progressive
This presentation explains the use and form of the present progressive tense. It stats with a lead-in, followed by presentation and wrapped with some examples for immediate creativity.
Present continuous
The document discusses the structure and uses of the present continuous tense in English, Spanish, and Catalan. It covers forming affirmative, negative, and interrogative sentences, as well as short answers. It also provides examples of how the present continuous is used to describe actions happening now or over a period of time, describe temporary situations, and for complaints about repeated actions.
Present continuous page 52
The document discusses the present continuous tense in English. It provides examples of how to form the present continuous using the verbs "be", a gerund ("-ing" verb form), and a complement. It covers the positive, negative, and interrogative forms. Examples are given for short affirmative and negative answers to questions in the present continuous tense.
Presentation 4
The document discusses the present continuous tense in English. It is used to express actions that are happening at the present time or plans for the future. Examples are given such as "the car is running madly" and "he is travelling to Britain next summer." The present continuous is formed using the verb "to be" plus the verb ending in "-ing." Certain verbs like thinking, feeling, ownership, senses cannot be used in the present continuous tense.
3 ppt adverbs of manner_karina_varas_2016
This document provides instruction on using adverbs of manner in English. It defines adverbs of manner as words used to describe how an action is performed. Common ways to form adverbs of manner are by adding "-ly" to adjectives or changing the ending of adjectives already ending in "-y" or "-ic". The document includes examples of adverbs and exercises for students to practice completing sentences with the appropriate adverb of manner.
The Present Continuous Tense
A presentation on the Present Continuous Tense for students who have already studied it before. It is a quick reminder of the most common uses, its form and some spelling rules.
Part of speech
Nouns name people, places, things, feelings. Verbs describe actions. Adjectives describe nouns and usually come before the noun. Adverbs describe verbs, adjectives, or other adverbs and often end in -ly to indicate how, when, or where something is done. The document provides examples of how nouns, verbs, adjectives, and adverbs are used in sentences to illustrate their grammatical functions and properties.
4 C Adverbs of frequency
This document provides information about adverbs and expressions of frequency used with the present simple tense. It lists common adverbs of frequency like never, usually, and always and expressions like every day, once a month. It explains that adverbs of frequency go before the main verb, except after forms of "to be" where they go after. Expressions of frequency usually go at the end of a sentence. Examples are provided to demonstrate usage.
Present continuous for the future
This document outlines the structure of the present continuous tense in English for affirmative, negative, and interrogative sentences. It provides examples of using the present continuous to describe actions happening now as well as fixed arrangements in the future, such as "Next year I am travelling to London." The present continuous is formed by combining the present form of the verb "to be" with the verb ending in "-ing".
What's hot (19)
Twelfth Class - Part I - Introduction to Modals: Ability & Future
Twelfth Class - Part I - Introduction to Modals: Ability & Future
Similar to Unit 5 1o ano
Intensifier.pptx
This document discusses intensifiers in Indonesian, which are words used to strengthen the meaning of adjectives and adverbs. It covers the intensifiers "enough", "too", "very", and "very much". "Enough" can be placed after or in front of adjectives and adverbs. "Too" means "more than desirable" and is placed in front of adjectives and adverbs. "Very" makes adjectives stronger. "Very much" is used before some verbs like "agree" and "enjoy" to intensify them.
3°adverbs of degree.pptx
This document discusses adverbs of degree and their grammatical rules. Adverbs of degree modify verbs, adjectives, other adverbs, and entire sentences to indicate the extent or intensity. They are usually placed before the word they modify. There are three main types: intensifiers which strengthen meaning, moderators which are relative opinions, and mitigators which weaken meaning. Common intensifiers are absolutely, very, and really. Moderators include quite and fairly. Mitigators are rather and slightly. The structures for using "so" and "such" as well as "too" and "enough" are also explained.
so such that used to make in a sentence.ppt
The document discusses the words so, such, too, and enough and how they are used to talk about cause and effect. So and such are used to connect an adjective or adverb to a result clause beginning with "that". Too and enough are used to indicate something is too much or not enough of a quality. Examples are provided showing how so, such, too, and enough can be used to describe a problem being too difficult to solve or not easy enough.
clauses-of-result-so-suchthat-adverbs-of-degree-to-grammar-drills-grammar-gui...
The document discusses the words so, such, too, and enough and how they are used to talk about cause and effect. So and such are used to connect an adjective or adverb to a result clause beginning with "that". Too and enough are used to indicate something is too much of a quality or not enough of a quality. Examples are provided to illustrate the different uses of these words.
Qualifiers.ppt
This document discusses the words so, such, too, and enough and how they are used to describe cause and effect relationships. So and such are used to indicate that something was to a degree that a certain result occurred, such as "the problem was so difficult that we couldn't solve it". Too and enough are used to indicate that something was beyond a tolerable level, like "the music is too loud". Examples are provided to illustrate the different uses of these words.
So - Such Too - Enough
The aim of this ppt is to help students understand clauses of result with so/such...that, as well as the use of ´too´ and ´enough´ (adverbs of degree).
clauses-of-result-so-suchthat-adverbs-of-degree-to-grammar-drills-grammar-gui...
The document discusses the words so, such, too, and enough and how they are used to talk about cause and effect. So and such are used to connect an adjective or adverb to a result clause, such as "the problem was so difficult that we couldn't solve it." Too and enough are used to indicate something is too much or not enough, like "the music is too loud" or "I don't have enough time." All four words can be used to emphasize extent or show a limit was reached.
clauses-of-result-so-suchthat-adverbs-of-degree-to-grammar-drills-grammar-gui...
This document discusses the use of the words "so", "such", "too", and "enough" to describe cause and effect relationships. It provides examples of how each word can be used in different grammatical structures, such as "so + adjective/adverb + that + clause" and "too + adjective/adverb + for/to". For instance, "the problem was so difficult that we couldn't solve it" or "the music is too loud". The document also explains how "so" and "such" can be used without "that" clauses to emphasize adjectives, like saying "this dress is so beautiful".
Too / Enough and So / Such
This document provides examples and explanations of the words "so", "such", "too", and "enough" and how they are used to emphasize degrees in English. It discusses how "so" and "such" emphasize a high degree of a quality, while "too" means more than necessary or wanted. "Enough" means a sufficient or adequate amount. Examples are given for each word used with adjectives, adverbs, and nouns. The key differences between these words in terms of their meaning and usage are explained.
Na1 adjectives comparison_special_cases
This document discusses various grammatical structures involving comparisons in English, including comparative adjectives and adverbs, as...as structures, so...that clauses, and the...the constructions. It provides examples of how to use comparative forms like more expensive, older, and quicker. It also explains how to compare two things as being equally adjective with as...as, use so...that to show result, and say one thing changes as another does with the...the. The document is aimed at teaching advanced English grammar concepts.
Adverbs of manner (Prislovky sposobu)
This document discusses the formation of adverbs in English. It explains that most adverbs of manner are formed by adding "-ly" to adjectives. However, adjectives ending in "-ly" cannot have "-ly" added. In those cases, adverbs are formed in a descriptive way using words like "way" or "manner". The document also notes some adjectives that can form adverbs in two ways, changing the meaning, and exceptions with verbs like "be" where adverbs are not used. It provides examples and an exercise to underline the correct adjective or adverb form.
IBAS 3.2
This document provides a summary of English grammar lessons on future tenses, probability modals, word families, offering help, articles, superlative adjectives, conditionals, and cause and effect connectors. It includes examples and explanations of grammar structures like future simple, zero conditional, first conditional, use of "so" and "neither", and expressions like "how + adjective".
Enough and too
The document discusses the words "too" and "enough" and how they indicate degree. Too means more than what is needed, while enough means a sufficient amount. Some examples are provided to illustrate their uses with adjectives, adverbs, and nouns. Too comes before adjectives and adverbs, while enough can come after adjectives and adverbs or before nouns. The differences between using "too much" versus "too many" are also explained.
Preposition, adjective, adverb
This document provides examples and explanations of parts of speech including prepositions, adjectives, adverbs, and their comparative and superlative forms. It includes examples of common prepositions of time and position, participial adjectives, adjective and adverb collocations, irregular comparative forms, and practice questions testing the use of adjectives and adverbs.
Adjectives
The document discusses the use of adjectives, adverbs, and structures using them in English. It provides examples of how adjectives are used to describe nouns and can be modified by verbs like "be", "become", and "get". It also discusses how adverbs are used to modify verbs and describe manner, place, time and other elements. Finally, it explains common adjective and adverb structures like using "too" and "enough" followed by an adjective or adverb and an infinitive verb.
Unit 2
This document provides information on grammar structures including the present simple, present continuous, frequency adverbs, and expressions of frequency. It also includes a list of common feelings and a link to an exercise practicing the present simple and continuous tenses. The key topics covered are:
1) How to form the present simple and present continuous tenses in affirmative, negative, and interrogative forms.
2) How adverbs of frequency are used and examples of common frequency expressions.
3) A list of common feelings in English.
4) A link to an online exercise to practice the present simple and continuous tenses.
Verb + verb or that clause patterns
This document provides a summary of verb patterns in English involving verbs that follow other verbs. It lists over 400 common verbs and the patterns they can take, such as verb + ing form, verb + infinitive, or verb + that clause. It also explains other constructions such as verbs taking prepositions, wh- words, or infinitives of purpose. The document is a reference for students to look up how different verbs can be used grammatically in English.
Too much. too many, not enough iiº ppt
The document discusses the phrases "too many", "too much", and "not enough". It explains that "too many" and "too much" are used to indicate that there is more of something than wanted, while "not enough" means more is needed. It provides examples of using each phrase correctly before plural countable nouns, uncountable nouns, and with verbs.
Structures of Modification!
The document outlines different types of modifiers that can be used with adjectives and adverbs, including qualifiers, other adjectives/adverbs, nouns, verbs, prepositional phrases. It provides examples of each type of modifier combined with adjectives and adverbs. The document concludes with an assignment where students will work with a partner to create a dialogue using examples of adjective and adverb modifiers provided in a table.
Similar to Unit 5 1o ano (20)
clauses-of-result-so-suchthat-adverbs-of-degree-to-grammar-drills-grammar-gui...
clauses-of-result-so-suchthat-adverbs-of-degree-to-grammar-drills-grammar-gui...
clauses-of-result-so-suchthat-adverbs-of-degree-to-grammar-drills-grammar-gui...
clauses-of-result-so-suchthat-adverbs-of-degree-to-grammar-drills-grammar-gui...
clauses-of-result-so-suchthat-adverbs-of-degree-to-grammar-drills-grammar-gui...
clauses-of-result-so-suchthat-adverbs-of-degree-to-grammar-drills-grammar-gui...
More from silviamilagres
Reported speech 2o ano 2013 pdf
This document provides information on how to report what someone else has said in the past tense. It explains that when reporting speech, the tense of the original statement is changed to the past tense, except for modal verbs which take a past form. Time, place and other demonstrative words must also be changed. Questions and imperatives are reported with different structures. In some cases like very recent statements or facts, the tense may not need to be changed when reporting.
Zero, first, second and third conditionals (2nd grade)
This document discusses the four types of conditionals in English:
1) Zero conditional uses the present simple to talk about general truths.
2) First conditional uses will or other modals with the present tense to talk about possible or likely situations now or in the future.
3) Second conditional uses would or other modals with the past simple to talk about impossible or unlikely situations now or in the future.
4) Third conditional uses would have with the past perfect to talk about hypothetical situations in the past. Each conditional structure is explained with examples.
The future 2nd grade
This document discusses different tenses used to talk about the future in English, including the present simple, present continuous, be going to, future simple, future perfect simple, and future continuous. The present simple is used for timetabled future events. The present continuous and be going to are used for plans and arrangements. The future simple expresses predictions not based on evidence, offers, promises, and refusals. The future perfect simple talks about actions finished by a certain future time. The future continuous discusses actions in progress at a future time or planned arrangements.
Present perfect simple and continuous 2013
The document summarizes the uses of the present perfect simple and present perfect continuous tenses in English. It explains that the present perfect simple is used to talk about experiences or actions that have occurred or been completed up until now, without specifying exact times. The present perfect continuous is used to describe actions that began in the past and continue in the present. It provides examples of how each tense is used and compares their usage to the simple past tense.
Activate b1 unit 9 reported speech
The document discusses how to report speech in English. It provides examples of reporting statements, questions, and changes that are made to verbs and other words. Some key points:
1) When reporting statements, verbs are usually changed to the past tense (e.g. "said" instead of "say").
2) Questions are reported using "asked" followed by the indirect object. Words like "what", "who" are kept the same, but "if" is used if those words were not present.
3) Demonstratives, adverbs and verbs referring to the specific situation change (e.g. "this" becomes "that", "today" becomes "that day").
Eat right, stay fit unit 8
This document lists various types of fruits, vegetables, meats, poultry, seafood and dairy products. It includes berries like raspberries and blueberries; tree fruits such as cherries, apricots and mangos; citrus fruits; tropical fruits; melons; cruciferous and allium vegetables; tubers; mushrooms; nightshades; protein foods like beef, pork, poultry, seafood and eggs; and dairy items like butter, cheese and cream. A wide variety of foods from all major categories are represented.
Relative clauses 2nd grade
Relative clauses provide additional information about a person or thing mentioned in a sentence. They make text more fluent by avoiding repetition. Relative pronouns like who, which, that, and whose introduce relative clauses and refer back to the person or thing. Defining relative clauses are essential information that cannot be omitted, while non-defining clauses add extra details separated by commas. The relative pronoun can be omitted in defining clauses if it is the object but not if it is the subject.
List of irregular verbs
The document lists irregular verbs in English and provides their simple past and past participle forms. It includes the infinitive form of the verb, its simple past form, and its past participle. There are over 60 irregular verbs listed with their variations.
The history of english language
The earliest inhabitants of Britain were the Celts. In the 5th century AD, Germanic tribes like the Angles and Saxons invaded and their language, Old English, began to develop. After the Norman conquest in 1066, French influences entered English and the language was transformed into Middle English. By the 16th century, English had evolved into its Modern form, with a vocabulary that was 60% Latin/French-derived and 40% Germanic-based.
More from silviamilagres (9)
Zero, first, second and third conditionals (2nd grade)
Zero, first, second and third conditionals (2nd grade)
Recently uploaded
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)Academy of Science of South Africa
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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.
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Main Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Types of Herbal Cosmetics its standardization.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdA Strategic Approach: GenAI in Education
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.
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.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingExcellence Foundation for South Sudan
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
Recently uploaded (20)
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Digital Artefact 1 - Tiny Home Environmental Design
Digital Artefact 1 - Tiny Home Environmental Design
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Unit 5 1o ano
- 1. These are used to talk about amounts. So so + adjective/ adverb She is so good (that) she could be a professional. She plays so well (that) she could be a professional. So + many/ much + noun There are so many footballs that I didn’t know which one to choose. There was so much noise that I couldn’t hear. That clause is optional.
- 2. Such Such + a/ an + adjective + singular noun +that clause She’s such a good player (that) she could be a professional. Such + plural noun +that clause They’re such good players (that) they could be professionals. Attention! Such before a lot of to emphasize the amount. He’s got such a lot of footballs. (= so many) They made such a lot of noise. (= so much)
- 3. Too We usually use too to criticize, or to say that something is negative or bad. too + adjective/ adverb He’s too slow. He runs too slowly. too + adjective/ adverb + full infinitive He is too slow to be in the team. He runs too slowly to be in the team. too + adjective/ adverb + for sth He is too slow for the team. He runs too slowly for the team.
- 4. We can also combine FOR and the FULL INFINITIVE in one sentence. It was too cold for me to go swimming. BE CAREFUL!!!! TOO is never followed by a that clause!
- 5. Enough Enough means the RIGHT amount of Not enough means LESS than the right amount/number of (not) adjective/ adverb + enough + full infinitive I am good enough to be in the team. She ran fast enough to win the race. (not) adjective/ adverb + enough + for I am good enough for the team. She trained hard enough for the race.
- 6. We can also combine FOR and the FULL INFINITIVE in one sentence. It wasn’t warm enough for me to go swimming. (= It was TOO cold FOR me TO go swimming) ________________________________________________ (not) enough + noun + full infinitive I have enough money to buy the ticket. (not) enough + noun + for I have enough money for the ticket. BE CAREFUL!!! ENOUGH IS NEVER FOLLOWED BY A THAT CLAUSE. Source: MANN, Malcolm. Laser B1: Student’s Book. Greece: Macmillan, 2008. Page 193.