This book has been written to help students prepare for the Key Word Transformation part of the Use of English paper (grammar) of the Cambridge English: C1 Advanced exam.
It will give you a good understanding of the different grammatical structures commonly used in this part of the Use of English test, e.g. passive - active voice , impersonal passive, conditional sentences , inverted conditionals, inversions, set phrases, comparative-superlative, causative verbs, phrasal verbs, linking words, etc.
If you want to learn how to do Key word transformation exercises effectively, this book is for you.
Assignment 1 Write a 150- to 350-word summary of the difference.docxtrippettjettie
Assignment 1:
Write a 150- to 350-word summary of the differences between deductive and inductive arguments. Format APA guidelines.
Assignment 2:
5.4 EXERCISES For each of the following examples of induction or analogical reasoning, decide whether or not the argument is valid in light of the standards discussed in 5.2 and 5.3. Explain your answer. (APA FORMAT. NO WORD MIN)
1. A random sample of 1,000 Oregonians found that 51% favored the war in Iraq. Therefore, 49% of all Oregonians are opposed to the war.
2. “Now if we survey the universe, so far as it falls under our knowledge, it bears a great resemblance to an animal or organized body, and seems actuated with a like principle of life and motion. A continual circulation of matter in it produces no disorder: a continual waste in every part is incessantly repaired; the closest sympathy is perceived throughout the entire system: and each part or member, in performing its proper offices, operated both to its own preservation and to that of the whole. The world, therefore, I infer, is an animal, and the Deity is the soul of the world actuating it, and actuated by it.” (Hume, 1779, 82-3)
3. Among the students taking the history of philosophy this term, John, Shane, Michael, Roberta, Ofelia, Louise, Abigail, Suzanne, and Flora prefer the philosophy of Kant to that of Hegel. I have yet to talk with Jennifer and Martin, but I suspect that they will prefer Kant as well.
Assignment 3:
5.6.1. In each of the following decide whether the cause mentioned is a necessary condition, a sufficient condition, both or neither. (NO WORD MIN)
5. Carlos Rodriguez has U.S. citizenship because he was born in the state of New Mexico.
8. Attacking a sovereign nation for non-self-defense reasons and without an authorization for military intervention from the United Nations Security Council will cause a nation to be in violation of international law.
Assignment 4:
6.7.1. Symbolize each argument using the letters suggested. Construct formal deductions for the valid arguments below. Each of these can also be proven using the method of truth-trees.
3. If the president of the university meets with the activists and he accepts their demands, then the diversity plan will be instituted. The president, in fact, accepts the demands. If the diversity plan is accepted, then both resources will be available and there will be no more protests. The president meets with the activists. Therefore, there will be no more protests. (P: The president meets with the activists. A: The president accepts the demands. D: The diversity plan will be accepted. R: Resources will be available. N: There will be protests.)
4. Everyone can tell right from wrong. But if moral judgment is a personal matter, then there is no moral law. Of course, there is a moral law, if J. S. Mill was correct. If everyone can tell right from wrong, then Mill was correct. Therefore, moral judgment is not a personal matter. (E: Everyone can tell right from wro ...
Grammar Assignment 5 Commas with Adjective Clauses, Commas with I.docxjosephineboon366
Grammar Assignment 5: Commas with Adjective Clauses, Commas with Interrupting Words, Commas with Dates and Addresses, and Quotation Marks
Introduction to Assignment
: This assignment contains a number of sections. Each section contains a reading followed by a practice exercise. To complete the assignment, you need to respond to all the practice exercises in the assignment.
Directions
: Type out the answers to all the practice exercises on a separate sheet of paper. This sheet of paper or document will be known as the “Answer Sheet for Grammar Assignment 5” Be sure to number your answer sheet in the same way the practice exercises are numbered. For this assignment, your answer sheet should be numbered from 1 through 25. Also, be aware that for this grammar assignment, you will need to rewrite the sentences in all the practice exercises.
Where and How to Submit Assignment
: When you complete the assignment, you will submit it either by uploading it as an attachment or by cutting and pasting the assignment from your word processing program into the textbox. Both of these options appear at the bottom of the assignment page. If you cut and paste your assignment into the textbox, be sure to do so by choosing the option to “Paste from Word.” Using this option will maintain your original formatting. To access the “Paste from Word” option, click on the three dots that appear in the box in the far right hand corner of the textbox. After you do this, several more buttons should appear. Once these buttons appear, click on the arrow beside the picture of the clipboard in order to see the option “Paste from Word.” Click on this option and follow the directions provided.
If you send the assignment as an attachment, name the attachment in the following way: GA5LastName. For example, if I were submitting the assignment as an attachment, I would name the attachment GA5Tolbert.
If you submit the exercise as an attachment, be sure to save it and attach it as a Rich Text Format (RTF) since the majority of computers can open an RTF attachment.
If you submit an assignment as an attachment that my computer will not open, I will return the assignment to you ungraded. The assignment will remain ungraded until you submit it in a form my computer will open
.
When to Submit Your Assignment:
Grammar Assignment 5 is due by 11:59 Eastern Standard Time on
Sunday, November 23, 2014.
How to Format Assignmen
t:
Title
: Center the following information at the top of the completed exercise:
Answer Sheet for Grammar Assignment 5
Font
: 12pt Times New Roman
Spacing
: Double Spacing
If you have any questions about how to do Grammar Assignment 5 or how to submit it, be sure to let me know.
Section 1: Commas with adjective clauses
An adjective clause is a group of words with a subject and a verb that describes a noun or pronoun right before it in a sentence.
Even though the adjective clause has a subject and a verb, it does not express a complete thought and does not “make se.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Overview on Edible Vaccine: Pros & Cons with Mechanism
Unit 6 Grammar Contents
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
1. Too and enough
□Too and enough indicate degree. They are used with adjectives.
● Too means more than what is needed.
● Enough means sufficient.
- We can use too before an adjective. (It shows a negative opinion.)
● It’s too hot = It is very hot and I don’t like it.
- We can also use too before an adverb
●The teacher speaks too quietly. = He speaks very quickly and I don’t understand him.
● She is too old to dance in the disco.
Examples:
□Too:
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- "Too" can come before a noun IF the adjectives many/much also come before the noun.
● I ate too much food. (food = uncountable noun, so we use "much")
● I ate too many sandwiches.(sandwiche = countable noun, so we use "many")
-We can also use too much after a verb.
GRAMMAR – UNIT 6GRAMMAR – UNIT 6
1. Too and enough
● I ate too much.
● Homer drinks too much.
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□ Enough
GRAMMAR – UNIT 6GRAMMAR – UNIT 6
1. Too and enough
● He is tall enough to play basketball.
- We write enough before a noun
e.g.: We have enough chairs in the classroom.
- But we write it after an adjective or verb.
● He works hard enough.
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
1. Too and enough
Sentences with enough are sometimes followed by to + verb infinitive.
● I’m not tall enough to reach the flower.
● I ‘m not reach enough to buy that car.
5. 55
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
1. Too and enough
EXERCISES
1. Fill in the correct word (too or enough).
1. I left the coffee for a minute to cool because it was __________ hot to drink.
2. He wasn't strong _______ to lift that heavy box.
3. There aren't ________ policemen in our town.
4. Do you have ________ information to help me with this problem?
5. It is ________ difficult to do for a little child.
6. I do not have _________ much time to prepare dinner.
7. I didn't buy the car because it was ________expensive.
8. He didn't work hard ________to pass the exam.
9. My mum can't sleep because she drinks ________ much coffee.
10. She isn't old ________ to start driving.
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
1. Too and enough
Answer Key:
1. Too
2. Enough
3. Enough
4. Enough
5. Too
6. Too
7. Too
8. Enough
9. Too
10. enough
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
TWO TYPES
2. Relative clauses
Defining Non-defining
Main sentence Main sentence
Relative sentence Relative sentence
→ Unnecessary
The student who didn’t come yesterday is ill in hospital. Marta, who is my best friend, has bought a new house.
Which student? It identifies /defines ?
the student = subject (CAN’T be omitted) It’s already
definined (who = subject of the R. clause)
The student whom / that I gave the results is very itelligent. Marta, whom I gave the book, has bought a new house.
or The student Who / that I gave the results to is very itelligent. or Marta, Who I gave the book to, has bought a new house.
Which student? It identifies /defines ?
the student = object (CAN be omitted) It’s already definined (whom/who … to = object or the R.
clause)
the whole Relative clause CAN be omitted
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CONCLUSION:
(1) In defining relative sentences, the relative pronoun CAN only be omitted
when it’s the OBJECT of the R. clause.
Relative pronoun + Verb = NO omission: The student who/ that came yesterday is very intelligent.
R.Pr. Verb
Relative pronoun + Subject = Omission: The book which / that they gave you is about plants and flowers.
R. Pr. S
The book they gave you is about plants and flowers. (ø R.
pron)
dO S V iO Predicate (dO complement)
(2) In Non-defining relative sentences, the whole R. clause CAN be omitted (but Not the R. Pr.):
- Your sister, who is very nice, came yesterday. = Your sister came yesterday.
(3) The R. Pronoun ”THAT” can be used instead of “who” (people) or “which” (animals or things),
It’s used ONLY in defining relative sentences NEVER in Non-defining.
Non-defining relative clauses:
(a) Are separeted by commas.
(b) NEVER use "that"
(c) NEVER omit the relative pronoun, though the whole R. clause can be removed from the main sentence.
(d) These clauses are used in written or formal speech, therefore they are not very common in everyday communication.
9. 99
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Relative Pronouns & Adverbs
why
who
that
which
whom
whose
when
where
(a) Defining (no commas and essential information)
Subject Object Possessive
(can be omitted)
(b) Non-defining (commas and extra information)
subject object possessive
(can’t be omitted)
People who who/whom whose
that that
who who/whom whose
----- --------
Animals
or things
which /that which /that whose/of which which which whose/of which
( Note that here we don’t use ‘that’)
SUMMARY for Relative Sentences:
10. 1010
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
□ In defining relative clause we use who/ that/which instead of he/she/they/it.
Examples:
• The woman –she lives next door –is a doctor.
R. Sentence: The woman who lives next door is a doctor. (“who” = subject of the relative sentence →CAN’T be omitted)
→ We can use “that” instead of “who”:
• The woman that lives next door is a doctor.
R. Sentence: We know a lot of people who live in London. (“who” = subject of the relative sentence →CAN’T be omitted)
Further examples:
• We know a lot of people – they live in London.
□ We use relative clauses when we need to add some more information; it can be
necessary information (defining) or extra information (non-denining).
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This is the house - The house was built in the 19th century by a famous architect.
→ This is the house which was built in the 19th century by a famous architect.
The man livis next door - The man is a hairdresser.
→ The man who lives next door is a hairdresser.
Which = the house
Who = the man
> A relative clause always follow its antecendent (= the noun it refers to)
□ The most frequent relative words are:
● Who / whom people ● Which animals / objects
● Where places ● When Time references
● That people / animals / objects
□ Whom is mostly used in formal speech and it is only used when it refers to the object of the main clause:
● This is the student about whom the teachers were talking = This is the student the teachers were talking about.
● Why reason
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
□ Whose expresses possession and CAN'T be omitted:
● The students whose books you are revising are having a break.
Relat. clause
Main clause
□ Examples for the relative adverbs "where", "when" and "why“ (they can be omitted)
● This is the town - she was born there. This is the town where she was born.
● She remembers the time - she lived there. She remember the time when she lived there.
● She is so excited - she has been promoted. The reason why she is so excited is because she has
been promoted
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
Steps to recognize the type of relative sentences
(1) Look for the antecedent: The Eiffel Tower.
(2) Chose the appropriate relative pronoun for this antecedent: which
(3) Start by writing the subject of the main clause: The Eiffel Tower
(4) Add the relative pronoun immediately after the subject:
The Eiffel Tower which
(5) Decide which is the main information and which the secondary (year of construction or
appearance? in my opinion, it’s the year of construction): was built in 1889
(6) The secondary or extra information goes between commas, and you have it!!
> The Eiffel Tower, which is very impressive, was built in 1889. (= Non-defining R. sentence)
Sample sentence:
The Eiffel Tower was built in 1889. The Eiffel Tower is very impressive.
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
EXERCISE
(1) Sara is a new student. She is very hard-working.
(2) The machine broke down. The machine has now been repaired
(3) The white table is now in the dinning room. It is quite large.
(4) A laptop. A computer you can carry around.
(5) The house is very modern. It has all necessary electrical appliances and air-conditioning.
(6) The woman was away on holiday. I wanted to see the woman.
(7) Barbara works for a company. The company makes washing machines.
(8) John speaks French and Italian. He works as a tourist guide.
(9) That guy seems to be very lonely. His family is away.
15. 1515
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
SUGGESTED ANSWERS:
(1) Sara, who is very hard-working, is a new student.
(2) The machine which broke down has now been repaired
(3) The white table, which is quite large, is now in the dinning room.
(4) A laptop is a computer which / that you can carry around.
(5) The house, which has all necessary electrical appliances and air-conditioning, is very modern.
(6) The woman who I wanted to see was away on holiday.
(7) Barbara works for a company which makes washing machines.
(8) John, who speaks French and Italian, works as a tourist guide.
(9) That guy, whose family is away, seems to be very lonely.
16. 1616
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
2.1. Relative clauses
□ When the Relative Pronoun is the object of a preposition:
The formal construction is preposition + which / that / who(m), but it is more usual to move
the preposition to the end of the clause, using which / that or who or omitting the relative
altogether.
Examples:
● The ladder on which I was standing began to slip.
The ladder which/that I was standing on began to slip.
The ladder I was standing on began to slip
● The man to whom I gave the message is the headteacher.
The man who I gave the message to is the headteacher.
The man I gave the message to is the headteacher.
17. 1717
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
THE CAUSATIVE: To have/get something done
Form: Subject + have / get + object + past participle
□ We use the causative form when we don't do things ourselves, but arrange
for someone to do it for us. All tenses can be used to express the causative:
TENSE HAVE/GET SOMETHING DONE
Present Simple I have / get my hair cut.
Past Simple I had / got my hair cut.
Present Continuous I'm having / getting my hair cut.
Past Continuous I was having / getting my hair cut.
Present Perfect I have had my hair cut.
Past Perfect I had had my hair cut.
will I will have my hair cut.
must I must have my hair cut.
be going to I'm going to have my hair cut.
The different between “have” and “get” is just that “get” is more colloquial, and we don’t
use it for something unpleasant: I have had my handbag stolen on my way to the office. (NOT “get”)
18. 1818
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
Compare the following examples:
3. THE CAUSATIVE: To have/get something done
She is cutting her hair = She is doing it herself. She is having her hair cut = the hairdresser is doing it for her.
She’s doing her nails. = She’s doing it herself. She’s having her nails done. = the manicurist is doing it for her.
19. 1919
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
THE CAUSATIVE: To have/get something done
There are several ways to get your house painted without having to work.
(1) You can pay someone to get it painted.
(2) You can get it painted by an ingenious machine.
(3) You can get it painted by a nice neighbour
20. 2020
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
THE CAUSATIVE: To have/get something done
If you don’t know how to use
the CAUSATIVES, you might have
to do everything by yourself.
So you’d better learn it!!
He got his tonsils removed this morning.
She got two wisdom teeth removed yesterday.
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
THE CAUSATIVE: To have/get something done
PRACTICE:
Look at the pictures and write the suitable CAUSATIVE sentences
At this moment Tomorrow Last week Again tomorrow
Every morning Urgently
Three months ago
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
THE CAUSATIVE: To have/get something done
1. She’s having her car fixed / mended / repaired. / Her car is being repaired.
2. He‘ll have his eyes tested by an eye specialist / an ophtalmologist tomorrow.
3. You can have your clothes / suit cleaned at the dry cleaner's. / The suit has been cleaned.
4. He’ll have his bike repaired again tomorrow.
5. You can have breakfast sent to your room every morning / Breakfast is served in your room every morning.
6. The computer must be repaired urgently.
7. The grass had been cut three months ago.
SUGGESTED ANSWERS:
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
THE CAUSATIVE: Make (we saw it in UNIT 5)
The verb "make" is similar to "get" and "have" when used to express
that someone is doing work for you.
□ The word order is: Subject + "make" + direct object + Verb (in the simple form)
EXAMPLES:
● I made him do the washing-up.
● The police officer made me pull over (stop).
● My students make me work on Sunday.
● I make my students do very little homework.
What do you say in these situations?
(1) eat fruit and vegetables
Parents to their children
(2) clean their room (3) have a bath every evening
24. 2424
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by Matifmarin GRAMMAR – UNIT 6GRAMMAR – UNIT 6
SUGGESTED ANSWERS:
THE CAUSATIVE: Make (we saw it in UNIT 5)
(1) Their parents make them eat fruit and vegetables.
(2) Their parents make them clean their room.
(3) His parents make him have a bath every evening.
