"Used to" Lesson
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Learning English and want to know more about it? Today, a lesson from our blog on the phrase "used to."
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There are two ways to report what someone has said: direct speech and indirect speech. Direct speech uses quotation marks and does not change the tense, while indirect speech introduces reported speech with "that" and changes pronouns, adverbs of time and verb tenses according to specific rules. A table outlines how to change verb tenses like simple present to past simple and compound tenses like present perfect continuous to past perfect continuous. Examples are provided to illustrate the tense changes in indirect speech.
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1. Reported speech is used to communicate what someone else said indirectly, without using their exact words.
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3. Common changes include changing present tenses to past tenses, changing pronouns like "I" and "you" depending on the speaker, and adjusting time and place expressions like "today" to "that day".
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1. Reported speech is used to communicate what someone else said indirectly, without using their exact words.
2. When changing direct speech to reported speech, pronouns and verbs may need to be changed depending on who is speaking and the tense used in the introduction. Time and place expressions also need to be changed to reflect when the original statement was said.
3. Common changes include changing present tenses to past tenses, changing pronouns like "I" and "you" depending on the speaker, and adjusting time and place expressions like "today" to "that day".
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This document discusses direct and indirect speech. Direct speech conveys the original words spoken without changes. Indirect speech reports what was said by making some changes, such as changing verb tenses and pronouns based on the context. The key differences are that direct speech uses quotation marks while indirect speech uses the word "that" and changes verbs and pronouns. The document provides examples of changing direct speech to indirect speech based on tense, including changing will to would for future tense. It also notes that tense may not change if the reported speech expresses a universal truth.
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This document discusses direct and reported speech. Direct speech uses quotation marks to report the exact words spoken. Reported speech conveys the general meaning without exact words. Tenses change in reported speech, and commands are often reported with infinitives using "tell" or "say." Questions in reported speech use the verb "to be." Examples are provided to illustrate tense changes and rewriting direct speech as reported speech.
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- Pronouns, verbs, adverbs, and other words change according to specific rules when changing from direct to indirect speech.
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- Imperative, interrogative, exclamatory, and optative sentences also have specific rules for changing to indirect narration.
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We learned that native speakers have an implicit knowledge of grammar and that children acquire this without realizing it. I commented, however, that a language teacher needs to be able to describe grammatical rules, and in Unit 2 you noted some grammatical differences between spoken and written English. Unit 3 will introduce further grammar concepts and you will have the chance to assess your own explicit knowledge. Unit 2 also began to explore the area of what language we actually choose to use. This unit will continue the theme by looking at how we choose to speak in different situations and will show that this sort of knowledge is just as important for a language learner as grammatical knowledge.
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As you carry out the activities on grammar in this unit, remember that it would be very unlikely for a teacher to tell learners everything at once about a particular grammatical item and expect them to apply it when communicating. What she can do is guide learners towards their own understanding about the limits that grammar sets in English - in other words the rules of English grammar. The activities in this section will give you an insight into how to discover and articulate these limits.
A teacher must be skilled at deducing the rules herself so that she can then foster this skill in her learners, who themselves need to develop the same skill if they are to become effective, independent learners. Without such strategies they'll be left to rely entirely on the trial and error methods of a child, and few learners have time to do it this way. So let's now look for some linguistic patterns in English.
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This section is about looking for boundaries and patterns in verbs. It isn't a comprehensive guide to verbs in the English language. I could have chosen any of the main word classes to investigate - for example, nouns, pronouns or adjectives. But the variety and complexity of the English verb offers you as good a chance as any to practice teasing out and describing some grammatical rules. Verbs also happen to be very central to everything that goes on in English and the explicit knowledge you gain from this section will be useful to you. We'll start with defining the word verb.
Source: https://ebookschoice.com/linguistic-and-communicative-rules/
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This document provides information on direct and indirect narration including:
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Leo and Malik's Word Affix Project
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This document discusses the differences between direct and indirect speech. Direct speech uses the exact words of the speaker, while indirect speech conveys the meaning without using the exact words. When changing direct speech to indirect speech, if the reporting verb is in the past tense, the verb in the reported speech must also change to the past tense according to specific rules outlined in the document.
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We learned that native speakers have an implicit knowledge of grammar and that children acquire this without realizing it. I commented, however, that a language teacher needs to be able to describe grammatical rules, and in Unit 2 you noted some grammatical differences between spoken and written English. Unit 3 will introduce further grammar concepts and you will have the chance to assess your own explicit knowledge. Unit 2 also began to explore the area of what language we actually choose to use. This unit will continue the theme by looking at how we choose to speak in different situations and will show that this sort of knowledge is just as important for a language learner as grammatical knowledge.
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Why do grammar activities like these?
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A teacher must be skilled at deducing the rules herself so that she can then foster this skill in her learners, who themselves need to develop the same skill if they are to become effective, independent learners. Without such strategies they'll be left to rely entirely on the trial and error methods of a child, and few learners have time to do it this way. So let's now look for some linguistic patterns in English.
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Source: https://ebookschoice.com/linguistic-and-communicative-rules/
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1. The document provides examples of how to use quantifiers such as "many", "much", "some", "any", "a few", and "a little" in English sentences. It explains that quantifiers help indicate number and quantity.
2. It gives examples of using each quantifier in both countable and uncountable nouns. For instance, "many" is used with plural countable nouns while "much" is used with uncountable nouns.
3. The examples help illustrate the different meanings and uses of common English quantifiers in terms of number, amount, and countability. This helps non-native speakers properly incorporate quantifiers into their sentences.
What are Adverbs.pdf
Do you know what adverbs are, no? Don’t worry!! We have got you covered with all that is there to know about adverbs, their types, usage, and correct placement.
Presentperfect continous
The document discusses the present perfect and present perfect continuous tenses in English. It provides examples of how to use each tense to talk about experiences, changes over time, accomplishments, uncompleted actions, and multiple past actions. It explains that the present perfect is used for unspecified times and the present perfect continuous focuses on duration or process up until now. Key differences are that non-progressive verbs can't be used in the continuous form, and the simple form focuses more on products or quantities while the continuous form emphasizes duration.
What are modal_verbs
Modal verbs are special verbs that behave differently than regular verbs. Some key differences are that modal verbs do not take "-s" in the third person and use "not" to form negatives. Common modal verbs include can, could, may, might, must, ought to, shall, should, will, and would. Modal verbs are used to express attitudes like obligation, permission, possibility, and logical deduction. Their meaning depends on the context, and one modal verb can have multiple meanings.
Words and Their Context
You have now explored in a practical way a number of different aspects of language and learning, including the difference between implicit and explicit knowledge of rules, rule discovery, the grammar of spoken and written English, phonology, and linguistic and communicative competence. I now want to turn to the significance of grammatical and communicative contexts for understanding words and grammatical structures. For example, in this unit you will study not only the grammar of the passive, but also the contexts in which it is used.
The unit begins with a look at what we can find out about a word in a dictionary and includes an activity to test your knowledge of grammar terminology. It finishes with a look at some of the reasons why words and patterns change over time and the question of what we consider to be 'correct' modern English.
Dictionaries can give teachers and learners an overall view of a word, with information about its many different aspects. So it's a good idea to get to enjoy using dictionaries. I'm therefore starting this unit with an activity to test your knowledge of what a dictionary can tell you about a word.
1. What information might a dictionary give about a word you look up (for example, its pronunciation)? Make a note of your ideas.
2. Now look up the word kneel in a dictionary and see what information is given. Summarize what you found.
Comment
1. Dictionaries can tell you about a word's:
pronunciation (including where the stress lies)
meaning(s)
word class(es)
different forms (for example past tense, plural)
usage
origin.
2. You could have found the following information about kneel:
how it is pronounced
that it is a verb
that it is intransitive (see below)
that it has alternative past tense forms: knelt or kneeled
that kneeled is used particularly in the United States
that kneel down is a phrasal verb
that it means fall or rest on the knees or a knee
that it comes from an old English word, cneowlian.
In a dictionary like Cobuild or The Longman Dictionary of Contemporary English, you will also find examples showing you how the word can be used: for example, He kneels beside the girl or Lottie knelt down to pray. We are also given the -ing form of the verb and an example: The kneeling figure was Mary Darling.
Transitive and intransitive verbs
A dictionary always tells you whether a verb is transitive or intransitive, that is, whether it can be followed by an object or not.
The verb 'lost' is transitive because we can put a noun after it. The verb yawned is intransitive because we can't put a noun after it.
Active and passive sentences
Sentences in English are either active or passive. Teachers of English need to understand the grammar of each of them and to be clear under what circumstances it is appropriate to use either the passive or the active. Let's start with the grammar.
Source: https://ebookschoice.com/words-and-their-context/
presentation practice 5
The document provides information about verb tenses and forms in English, including:
1. It defines and explains the present simple passive voice, noting that it emphasizes the action rather than who performs it.
2. Details are given on how to form the present simple passive using the verb "to be" followed by the past participle form of the main verb.
3. Examples are given of sentences in the present simple passive voice.
verbos y cuantificadores
This document contains summaries and examples of English grammar concepts such as the present perfect of "there is/are", future tense of "have to", introduction to the passive voice, past perfect tense with "yet/already", quantifiers, "must/might", past simple of "can", reported speech, modal verbs like "can", "mustn't", and "have to". Each concept includes a brief definition or explanation followed by examples to illustrate usage. Websites for further reading on English grammar are also provided.
Grammar1
This document provides an introduction to basic English grammar structures including simple, continuous, perfect simple and perfect continuous tenses. It explains how to form questions and negatives using auxiliary verbs like "do", "be", and "have". The past and future tenses are also covered, noting that only the main verb changes for past while the future uses "will" followed by the verb's infinitive form. Forming questions and negatives for these tenses is described as straightforward.
Tiempos verbales, quantifist
This document contains summaries of various English grammar topics in Spanish, including:
1. The present perfect tense, how it is formed using auxiliary verb "have" and past participle.
2. Future tense constructions in English using "will" or "shall".
3. The passive voice and how it is formed using a form of "to be" and the past participle.
4. Quantifiers like "some" and "any" and how they are used without specifying an exact amount.
Sentence Variation
This presentation discusses techniques for varying sentence length in writing. It begins by reviewing the presenter's experience receiving feedback that their sentences were too long. Comma splices are introduced as joining two independent clauses with a comma. Methods are provided for fixing comma splices, including using periods, semicolons, or conjunctions. Short sentences can also be fixed by combining them or adding subordinate clauses. In conclusion, the presenter advocates for sentence variation to engage readers and improve grades.
Tenses.ppt
This document discusses the connection between English tenses and adverbs of time. It explains that certain adverbs of time, like "yesterday" or "last week", require the past tense, while other adverbs like "now" or "already" require other tenses. Understanding this tight connection between tenses and time adverbs is the key to correctly using English tenses. It provides examples of sentences using different tenses and adverbs of time, and recommends that language learners practice identifying the adverbs of time that dictate the necessary tense.
Subject verb agreement
This document provides 10 rules for subject-verb agreement in English. The rules address topics such as singular and plural subjects, subjects separated from verbs, collective nouns, and the subjunctive mood. Key points covered include that a singular subject takes a singular verb and plural subject takes a plural verb; the subject of a sentence can come before a phrase starting with "of"; and with collective nouns like "group" or "family", the verb can be either singular or plural depending on whether the group is seen as a unit or individuals.
1Unit ILesson 6 Grammar and StyleAdjectives and Adverbs.docx
1
Unit I
Lesson 6: Grammar and Style
Adjectives and Adverbs
Adjectives
Adjectives are modifiers: Modifiers include words, phrases, and clauses.
Adjectives modify or say something about a noun or a pronoun. Adjectives can tell what color, how many, how big or small, in fact just about anything about the words they modify.
There are several very specific things about adjectives that we have to be aware of as we write and speak:
1. One common error in slang, low diction, and conversational English is to misuse an adjective to modify another adjective.
For example:
He is real tall.
Here the word real is an adjective, but it cannot modify another adjective, tall.
The correct form would be, “He is really tall.” In this case, really, an adverb, can modify the adjective tall.
Another example:
Yesterday I was real sick the whole time at school
Here real attempts to modify the adjective sick. As above, an adjective can never modify another adjective.
The correct form would be, “Yesterday I was really sick the whole time at school.”
2. Adjectives conform to particular and traditional positions, in English usually immediately before what they modify.
Most of the time, adjectives come directly in front of the word they are modifying.
For example:
She drove a new pink Mercedes.
The hot, roaring fire engulfed the house.
In both cases here, there are two adjectives in front of the words they modify.
Another common position for the adjective is at the end of the sentence. This common structure takes the form of subject + linking verb + adjective. Many of these structures, as you will see, are common everyday expressions.
For example:
The quarterback for the opposing team is extremely tall.
Here the adjective tall modifies the subject of the sentence, quarterback.
Sharks in these waters have been known to be very aggressive.
Here the adjective aggressive modifies the subject, sharks.
Food in this part of New Orleans is generally accepted to be very expensive.
Here the adjective expensive modifies the subject, food.
3. Adjectives also normally appear in three different forms, depending on what they are modifying and the context. These are called the positive, what you might call the normal or typical form of the adjective; the comparative, used when you are comparing two items; and the superlative, used when you are comparing one item to three or more other similar items.
For example:
Positive Comparative Superlative
fast faster fastest
good better best
smooth smoother smoothest
Note that adjectives of multiple syllables have to use more and most to make their comparative and superlative forms:
Positive Comparative Superlative
Redolent more redolent most redolent
Note that you could not say redolenter or redolentest.
Fragrant more fragrant most fragrant
Again, there are no such words as fragranter or fragrantest.
Also note that you cannot mix the two forms—that is, add more or most to a form that is made by ...
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
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Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
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Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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"Used to" Lesson
- 1. The English language has some very strange words and phrases you are sure to see at some point. For instance, the word read. Depending on how you pronounce this word, determines if it is in the present or past tense. Today I want to talk about a phrase that does the job of three phrases. It changes its meaning completely depending on how you use it. The phrase is only two words; used to. Let’s first look at the phrase when it is used as an idiom (there’s those pesky idioms again). If you add a “to be” verb to the phrase, you can use it to explain that you are accustomed to doing something. Here are some examples. “I am used to getting up early in the morning.” “I could get used to getting up early in the morning.” “I am getting used to reading examples of English sentences.” Because the speaker has done these things many times, he is accustomed to doing them, meaning they are very familiar to him. Another way to use “used to” is as a verb. Many English learners get this usage confused with the previous example. Look at the following sentences. “He used to go to the café every day.” “There used to be a restaurant here before they built this gas station.” “Used to” here means something that was happening or commonly done in the past, but is no longer true. We have looked at the two most common uses for the phrase “used to.” There is one more usage I want to discuss, which is also common, but not usually confused with the other two uses. Here is the example. “This is the tool that is used to fix her broken washing machine.” In this case, the message communicated is that some thing has the ability to complete a task (the tool fixes the machine). When read the sentence, it looks like the same phrase we used before. However, it is actually a combination of a verb (used) and an infinitive (to fix). So, it’s not really the phrase “used to,” but two separate sentence parts, verb + infinitive. So, get used to using this phrase, because it is used to help you communicate better than you used to.