This document provides a presentation on verb forms, including regular and irregular verbs. It discusses the importance of knowing standard verb forms for objective tests and provides examples of correctly identifying irregular verb forms in sentences. It also includes a short practice test with multiple choice questions to identify incorrectly used verb forms.
This document provides a summary of verb forms and includes examples of regular and irregular verbs. It discusses the importance of knowing proper verb forms for standardized tests and provides strategies for determining the correct form when unsure. It then gives a quick test with multiple choice questions to assess understanding of regular and irregular verb forms.
This document provides a summary of 3 sentences or less:
The presentation covers the proper use of regular and irregular verb forms on standardized tests. It provides examples of correctly and incorrectly used verbs and encourages relying on intuition when unsure of a verb's proper form to choose the answer that "feels right". A short practice test with multiple choice questions on verb forms is also included to allow for application of the concepts.
The document is a presentation about verb forms, both regular and irregular. It covers topics such as using context clues to determine the correct verb form, distinguishing between regular and irregular verbs, and common verb errors like using "of" instead of "have". It includes examples of fill-in-the-blank questions testing verb forms and a short quiz for the reader.
The document is a presentation about verb forms, both regular and irregular. It covers topics such as using context clues to determine the correct verb form, distinguishing between regular and irregular verbs, and common verb errors like using "of" instead of "have". It includes examples of fill-in-the-blank questions testing verb forms and a short quiz for the reader.
The document is a series of questions about the correct usage of various words in different sentences. For each question, 3 sentences are provided and the reader must identify which sentence uses the target word correctly. The questions cover words such as "oblivious", "gratitude", "option", "assign", "attire", and others.
This presentation covers standard punctuation including end marks, commas, semicolons, and apostrophes. It provides examples of how to use each punctuation mark correctly and sample test questions to assess understanding. The presentation is an educational resource from Grammar Bytes! intended to help students learn punctuation rules and properly punctuate sentences.
This document discusses avoiding unnecessary verb tense shifts in English writing. It provides examples of the 12 verb tenses in English, including the simple past, present, and future tenses as well as combinations like the past perfect and present perfect. It then gives examples of correct and incorrect verb tense usage, testing the reader's understanding with multiple choice questions identifying errors in underlined verb tenses. The purpose is to help writers maintain consistent verb tense without unnecessary shifts that could confuse or mislead the reader.
This document provides a summary of verb forms and includes examples of regular and irregular verbs. It discusses the importance of knowing proper verb forms for standardized tests and provides strategies for determining the correct form when unsure. It then gives a quick test with multiple choice questions to assess understanding of regular and irregular verb forms.
This document provides a summary of 3 sentences or less:
The presentation covers the proper use of regular and irregular verb forms on standardized tests. It provides examples of correctly and incorrectly used verbs and encourages relying on intuition when unsure of a verb's proper form to choose the answer that "feels right". A short practice test with multiple choice questions on verb forms is also included to allow for application of the concepts.
The document is a presentation about verb forms, both regular and irregular. It covers topics such as using context clues to determine the correct verb form, distinguishing between regular and irregular verbs, and common verb errors like using "of" instead of "have". It includes examples of fill-in-the-blank questions testing verb forms and a short quiz for the reader.
The document is a presentation about verb forms, both regular and irregular. It covers topics such as using context clues to determine the correct verb form, distinguishing between regular and irregular verbs, and common verb errors like using "of" instead of "have". It includes examples of fill-in-the-blank questions testing verb forms and a short quiz for the reader.
The document is a series of questions about the correct usage of various words in different sentences. For each question, 3 sentences are provided and the reader must identify which sentence uses the target word correctly. The questions cover words such as "oblivious", "gratitude", "option", "assign", "attire", and others.
This presentation covers standard punctuation including end marks, commas, semicolons, and apostrophes. It provides examples of how to use each punctuation mark correctly and sample test questions to assess understanding. The presentation is an educational resource from Grammar Bytes! intended to help students learn punctuation rules and properly punctuate sentences.
This document discusses avoiding unnecessary verb tense shifts in English writing. It provides examples of the 12 verb tenses in English, including the simple past, present, and future tenses as well as combinations like the past perfect and present perfect. It then gives examples of correct and incorrect verb tense usage, testing the reader's understanding with multiple choice questions identifying errors in underlined verb tenses. The purpose is to help writers maintain consistent verb tense without unnecessary shifts that could confuse or mislead the reader.
This document covers common sentence errors such as fragments, comma splices, and fused sentences. It provides examples of each type of error and explains how to identify and correct them. Specific punctuation rules for combining clauses using coordination and subordination are discussed. The document concludes with a quick test to allow the reader to practice identifying and fixing errors in sample sentences.
This document provides a summary of standard punctuation rules, including end marks, commas, semicolons, and apostrophes. It discusses when to use periods, question marks, exclamation points, and commas to connect clauses. It also covers using semicolons to connect two main clauses and apostrophes to show possession and contractions. The document quizzes the reader with examples to choose the correct punctuation.
Comma Splices, Run- On Sentences, and FragmentsMonique Thomas
This document covers common sentence errors such as fragments, comma splices, and fused sentences. It provides examples of each type of error and explains how to identify and correct them. Specific punctuation rules are discussed, including using periods, commas with FANBOYS, semicolons, and subordinate conjunctions to join sentences properly. A quick test at the end allows the reader to practice identifying and fixing errors in sample sentences.
This document is a presentation about misplaced modifiers. It provides examples of sentences with misplaced modifiers and explains how to identify the correctly placed modifiers. It discusses placing present participle phrases, past participle phrases, adjective clauses, and avoiding passive voice verbs when using modifiers. Multiple choice questions with sentences containing modifiers are included for a quick test.
The document discusses various grammatical structures in English including verb tenses, forms, active and passive voice, gerunds, and infinitives. It provides examples of sentences containing different verb structures and asks the reader to identify specific grammatical elements like tense markers, verb forms, and active/passive voice. Exercises are included for the reader to practice analyzing sentences for these verbal elements.
This document provides an overview of pronoun agreement rules. It discusses how pronouns must agree in number (singular or plural) with their antecedents. Some key points covered include: pronouns referring to singular antecedents use singular pronouns like "he" while plural antecedents use plural pronouns like "they"; company names and titles are singular; indefinite pronouns like "everyone" are always singular; and conjunctions like "and" can affect whether the antecedent is singular or plural. Examples and practice questions are provided to illustrate these rules.
This presentation discusses correctly placing modifiers in sentences. It provides examples of sentences with misplaced modifiers and explains which option places the modifier closest to the word it modifies. The presentation contains a quiz with 10 multiple choice questions where the reader must identify the sentence with correctly placed modifiers. It encourages readers to visit the Grammar Bytes! website for additional exercises on misplacing modifiers.
The document appears to be an English quiz bee containing multiple choice questions ranging from easy to difficult levels. Some of the questions test knowledge of literary devices, characters, works and authors. The summary is:
The document contains an English quiz bee with multiple choice questions ranging from easy to difficult levels. Questions cover topics like literary devices, characters from works like Harry Potter, authors like Shakespeare, and works including poems, plays and novels.
This presentation covers common sentence errors such as fragments, comma splices, and fused sentences. It provides examples of these errors and teaches how to identify them. Attendees will learn how to write grammatically correct sentences using appropriate punctuation like periods and conjunctions, as well as subordination with subordinate conjunctions. The goal is to recognize what makes a sentence complete and to employ punctuation and grammar properly to avoid errors in sentences.
The document contains 20 sentences with verbs that are being identified as transitive, intransitive, linking, or auxiliary. The verbs are being categorized based on their grammatical function in each sentence.
This presentation covers the rules for capitalization in English, including capitalizing the first word of a sentence, the pronoun "I", and proper nouns such as days, months, places, organizations, names, and titles of works. It provides examples of common words and terms that should be capitalized or not capitalized according to standard English capitalization rules. The presentation concludes with a quick test to check understanding of applying the rules.
1. The document discusses the use of can/be able to and their past forms could/was/were able to in expressing ability, permission, and possibility in the present and past tenses. It provides examples of their use in affirmative and negative sentences.
2. It explains that could is used for ability and permission in the past, while was/were able to is used to express managing to overcome a difficult situation in the past.
3. An exercise is provided where learners must use could for ability and permission in the past and was/were able to for overcoming difficulties.
This document provides information on modal auxiliary verbs in English. It discusses the features of modal verbs, including that they are invariable and defective since they lack certain verb tenses. It then defines and provides examples of usage for various modal verbs, including can, can't, could, be able to, may, might, must, mustn't, have to, need to, don't have to, mustn't, would, should, and ought to. It compares the uses of must and have to as well as should and ought to.
- The document discusses the history and development of English through different periods and locations.
- English has evolved over time from Old English to Middle English to Modern English, changing as it spread to new places through colonization and migration.
- As English was adopted in former British colonies and elsewhere, it took on local influences, leading to the emergence of many new varieties of World Englishes.
This document covers standard punctuation rules including end marks, commas, semicolons, and apostrophes. It presents examples of how to use these punctuation marks correctly through sample sentences. Readers are then given punctuation tests in a multiple choice format to assess their understanding of commas, semicolons, apostrophes and other punctuation. The document aims to teach proper punctuation usage.
Fragments, Comma Splices, and Fused SentencesJane Sandor
This presentation covers identifying and correcting sentence fragments, comma splices, and fused sentences. It provides examples of each error type and shows how to fix the errors using appropriate punctuation like periods, commas, semicolons, and conjunctions or by subordinating one of the clauses. Sample multiple choice questions are included to test understanding of the concepts.
The english learner's guide to chinglish 中式英语之鉴(读者对象 初 ...sugeladi
This document provides a guide to common Chinese-influenced English expressions known as "Chinglish" for English language learners at beginner to intermediate levels. It lists various Chinglish expressions along with their proper English equivalents and sources used to compile the list. The guide will be continually updated and revised. Readers are asked to cite the original source when sharing the content.
This document provides guidance on various elements of writing style, including editing and revision, titles, point of view, professions of faith, quotation marks, semicolons and colons, contractions, spelling, possessives, pronouns, and active voice. Key recommendations include always proofreading work, using clear and descriptive titles, maintaining an appropriate point of view, avoiding subjective language, properly formatting quoted material, and preferring the active voice.
This document contains a listening comprehension test with multiple choice questions and answers. It tests vocabulary, grammar, pronunciation and comprehension skills through various question types including choosing the word with a different sound, identifying stressed syllables, and providing phonetic transcriptions. The test covers a wide range of everyday topics in short conversational excerpts and contexts like shops, health, travel and social situations.
Thomas sang along to a CD in his car until it ended. As he was choosing a new disk, he lost control of the car and drove into a ditch. The document provides a 10-item grammar quiz with sentences containing verbs in various tenses and forms to identify errors.
The document is a presentation about the proper use of adjectives and adverbs. It provides examples of sentences where the adjectives or adverbs are used incorrectly and offers the correct versions. It then has a short quiz with sentences for the user to identify errors and choose the right adjective or adverb form. The presentation teaches the difference between adjectives and adverbs and how to identify and use them correctly in sentences.
This document covers common sentence errors such as fragments, comma splices, and fused sentences. It provides examples of each type of error and explains how to identify and correct them. Specific punctuation rules for combining clauses using coordination and subordination are discussed. The document concludes with a quick test to allow the reader to practice identifying and fixing errors in sample sentences.
This document provides a summary of standard punctuation rules, including end marks, commas, semicolons, and apostrophes. It discusses when to use periods, question marks, exclamation points, and commas to connect clauses. It also covers using semicolons to connect two main clauses and apostrophes to show possession and contractions. The document quizzes the reader with examples to choose the correct punctuation.
Comma Splices, Run- On Sentences, and FragmentsMonique Thomas
This document covers common sentence errors such as fragments, comma splices, and fused sentences. It provides examples of each type of error and explains how to identify and correct them. Specific punctuation rules are discussed, including using periods, commas with FANBOYS, semicolons, and subordinate conjunctions to join sentences properly. A quick test at the end allows the reader to practice identifying and fixing errors in sample sentences.
This document is a presentation about misplaced modifiers. It provides examples of sentences with misplaced modifiers and explains how to identify the correctly placed modifiers. It discusses placing present participle phrases, past participle phrases, adjective clauses, and avoiding passive voice verbs when using modifiers. Multiple choice questions with sentences containing modifiers are included for a quick test.
The document discusses various grammatical structures in English including verb tenses, forms, active and passive voice, gerunds, and infinitives. It provides examples of sentences containing different verb structures and asks the reader to identify specific grammatical elements like tense markers, verb forms, and active/passive voice. Exercises are included for the reader to practice analyzing sentences for these verbal elements.
This document provides an overview of pronoun agreement rules. It discusses how pronouns must agree in number (singular or plural) with their antecedents. Some key points covered include: pronouns referring to singular antecedents use singular pronouns like "he" while plural antecedents use plural pronouns like "they"; company names and titles are singular; indefinite pronouns like "everyone" are always singular; and conjunctions like "and" can affect whether the antecedent is singular or plural. Examples and practice questions are provided to illustrate these rules.
This presentation discusses correctly placing modifiers in sentences. It provides examples of sentences with misplaced modifiers and explains which option places the modifier closest to the word it modifies. The presentation contains a quiz with 10 multiple choice questions where the reader must identify the sentence with correctly placed modifiers. It encourages readers to visit the Grammar Bytes! website for additional exercises on misplacing modifiers.
The document appears to be an English quiz bee containing multiple choice questions ranging from easy to difficult levels. Some of the questions test knowledge of literary devices, characters, works and authors. The summary is:
The document contains an English quiz bee with multiple choice questions ranging from easy to difficult levels. Questions cover topics like literary devices, characters from works like Harry Potter, authors like Shakespeare, and works including poems, plays and novels.
This presentation covers common sentence errors such as fragments, comma splices, and fused sentences. It provides examples of these errors and teaches how to identify them. Attendees will learn how to write grammatically correct sentences using appropriate punctuation like periods and conjunctions, as well as subordination with subordinate conjunctions. The goal is to recognize what makes a sentence complete and to employ punctuation and grammar properly to avoid errors in sentences.
The document contains 20 sentences with verbs that are being identified as transitive, intransitive, linking, or auxiliary. The verbs are being categorized based on their grammatical function in each sentence.
This presentation covers the rules for capitalization in English, including capitalizing the first word of a sentence, the pronoun "I", and proper nouns such as days, months, places, organizations, names, and titles of works. It provides examples of common words and terms that should be capitalized or not capitalized according to standard English capitalization rules. The presentation concludes with a quick test to check understanding of applying the rules.
1. The document discusses the use of can/be able to and their past forms could/was/were able to in expressing ability, permission, and possibility in the present and past tenses. It provides examples of their use in affirmative and negative sentences.
2. It explains that could is used for ability and permission in the past, while was/were able to is used to express managing to overcome a difficult situation in the past.
3. An exercise is provided where learners must use could for ability and permission in the past and was/were able to for overcoming difficulties.
This document provides information on modal auxiliary verbs in English. It discusses the features of modal verbs, including that they are invariable and defective since they lack certain verb tenses. It then defines and provides examples of usage for various modal verbs, including can, can't, could, be able to, may, might, must, mustn't, have to, need to, don't have to, mustn't, would, should, and ought to. It compares the uses of must and have to as well as should and ought to.
- The document discusses the history and development of English through different periods and locations.
- English has evolved over time from Old English to Middle English to Modern English, changing as it spread to new places through colonization and migration.
- As English was adopted in former British colonies and elsewhere, it took on local influences, leading to the emergence of many new varieties of World Englishes.
This document covers standard punctuation rules including end marks, commas, semicolons, and apostrophes. It presents examples of how to use these punctuation marks correctly through sample sentences. Readers are then given punctuation tests in a multiple choice format to assess their understanding of commas, semicolons, apostrophes and other punctuation. The document aims to teach proper punctuation usage.
Fragments, Comma Splices, and Fused SentencesJane Sandor
This presentation covers identifying and correcting sentence fragments, comma splices, and fused sentences. It provides examples of each error type and shows how to fix the errors using appropriate punctuation like periods, commas, semicolons, and conjunctions or by subordinating one of the clauses. Sample multiple choice questions are included to test understanding of the concepts.
The english learner's guide to chinglish 中式英语之鉴(读者对象 初 ...sugeladi
This document provides a guide to common Chinese-influenced English expressions known as "Chinglish" for English language learners at beginner to intermediate levels. It lists various Chinglish expressions along with their proper English equivalents and sources used to compile the list. The guide will be continually updated and revised. Readers are asked to cite the original source when sharing the content.
This document provides guidance on various elements of writing style, including editing and revision, titles, point of view, professions of faith, quotation marks, semicolons and colons, contractions, spelling, possessives, pronouns, and active voice. Key recommendations include always proofreading work, using clear and descriptive titles, maintaining an appropriate point of view, avoiding subjective language, properly formatting quoted material, and preferring the active voice.
This document contains a listening comprehension test with multiple choice questions and answers. It tests vocabulary, grammar, pronunciation and comprehension skills through various question types including choosing the word with a different sound, identifying stressed syllables, and providing phonetic transcriptions. The test covers a wide range of everyday topics in short conversational excerpts and contexts like shops, health, travel and social situations.
Thomas sang along to a CD in his car until it ended. As he was choosing a new disk, he lost control of the car and drove into a ditch. The document provides a 10-item grammar quiz with sentences containing verbs in various tenses and forms to identify errors.
The document is a presentation about the proper use of adjectives and adverbs. It provides examples of sentences where the adjectives or adverbs are used incorrectly and offers the correct versions. It then has a short quiz with sentences for the user to identify errors and choose the right adjective or adverb form. The presentation teaches the difference between adjectives and adverbs and how to identify and use them correctly in sentences.
This document is a presentation about the proper use of adjectives and adverbs. It provides examples to illustrate the difference between adjectives, which describe nouns, and adverbs, which modify verbs, adjectives and other adverbs. It includes a short quiz with multiple choice questions testing the audience's knowledge of whether words in sentences should be adjectives or adverbs. The presentation emphasizes that while something may sound right, the grammatically correct form is important.
This document provides examples and explanations of subject-verb agreement in English. It discusses how to determine if a subject is singular or plural and how this affects verb form. Key points include plural verbs not ending in "s", conjunctions like "and" making subjects plural, and exceptions with indefinite pronouns which can be singular even if referring to multiple people or things. The document uses examples and a quick quiz to help teach the rules of subject-verb agreement.
This document contains a presentation on subject-verb agreement. It provides examples of singular and plural subjects and verbs. It discusses how compound subjects, indefinite pronouns, interrupting phrases, and inverted word order can affect agreement. The presentation concludes with a quick test for the learner to practice identifying errors in subject-verb agreement.
This document discusses verb tenses and provides examples of when to use different tenses such as present, past, future, and perfect tenses. It includes a sample test question about correcting tense errors and discusses using the appropriate tense based on the time frame or context.
This document provides examples and explanations of subject-verb agreement in English grammar. It discusses how to determine if a subject is singular or plural and how this affects verb conjugation. Key points include plural subjects formed from multiple nouns joined by "and", the singular nature of indefinite pronouns, and avoiding agreement errors with interrupting phrases or inverted word orders. Several practice questions with answers are provided to help readers identify errors in subject-verb agreement.
This document provides examples and explanations of subject-verb agreement in English. It discusses how to determine if a subject is singular or plural and how this affects verb form. Key points include plural verbs not ending in "s", conjunctions like "and" making subjects plural, and exceptions with indefinite pronouns which can be singular even if referring to multiple people or things. The document uses examples and a quick quiz to help teach the rules of subject-verb agreement.
This presentation covers regular and irregular verb forms. It provides examples of verbs in their simple present, past, and participle forms. It includes a sample multiple choice question testing verb forms and a quick 10 question test for learners to assess their knowledge of correct verb usage. The presentation emphasizes relying on familiarity with verb forms over strict rules and encourages reviewing additional resources for practice.
This presentation covers commonly misspelled words and spelling rules through a series of examples. It begins with two sample spelling test questions covering the words "hungry", "definitely", and "fueling". It then addresses various spelling rules and exceptions, including pluralization, final letter changes, doubling consonants, and other patterns. A 10 question spelling quiz is included at the end to allow readers to test their knowledge.
This presentation covers commonly misspelled words and spelling rules, with examples of spelling items that could appear on an objective test. It discusses rules for making words plural, dealing with final letters like Y and E, doubling final consonants, and ordering letters like I and E. Sample multiple choice questions are provided to test knowledge of these rules.
This presentation covers standard punctuation including end marks, commas, semicolons, and apostrophes. It provides examples of how to use each punctuation mark correctly and sample test questions to assess understanding. The presentation is intended to help students learn punctuation rules and properly punctuate sentences. It quizzes learners on comma usage, identifying possessive nouns, and choosing the correctly punctuated sentence out of multiple options. The goal is to provide a thorough review of foundational punctuation.
This document discusses misplaced modifiers and provides examples of sentences with modifiers that are correctly and incorrectly placed. It explains that modifiers should be placed immediately next to the words they modify. Some key points covered include placing present and past participles, adjective clauses, and avoiding passive voice when placing modifiers. Multiple choice questions with answers identifying correctly placed modifiers are also provided.
This document provides examples and explanations of sentence fragments, comma splices, and fused sentences. It discusses how to identify these errors and offers strategies to correct them, including using appropriate punctuation like periods, commas with coordinating conjunctions, semicolons, and subordinate conjunctions. The document concludes with a quick test that provides sentence examples for the learner to identify and correct any errors.
This presentation covers the differences between coordination and subordination. Coordination connects two independent clauses with equal importance, using coordinating conjunctions like "and" and "or". Subordination makes one clause less important by using subordinate conjunctions like "because" and "since". Knowing when to use coordination versus subordination is important for constructing clear, grammatically correct sentences.
The poem is about a creature called the Jabberwock that the narrator's son is warned to beware of. It has jaws that bite and claws that catch. The narrator's son takes up his vorpal sword to hunt the Jabberwock. He finds it by the Tumtum tree and slays it with his sword. After defeating the Jabberwock, the narrator's son is praised for his victory over the fearsome creature. The poem uses made up words and nonsense language to describe an imaginary fight between the hero and monster.
This document provides guidance on proper capitalization in English. It discusses capitalizing the first word of a sentence, the pronoun "I", and proper nouns such as days of the week, months, names, places, organizations, holidays, and titles. It includes examples of capitalized and uncapitalized words and provides a short quiz to test capitalization skills.
This document provides a lesson on subject-verb agreement in English. It begins with examples of singular and plural subjects and verbs. It then discusses how conjunctions like "and" can affect whether the subject is singular or plural. Certain pronouns like "everyone" and "each" are always singular. Interrupting phrases and inverted word orders can obscure the subject. The document concludes with a quick test to assess understanding of subject-verb agreement through multiple choice questions.
This presentation provides examples of commonly confused and misused words, as well as tips and practice questions to help the reader distinguish between similar words. It begins by noting two friends arguing over whether the correct word is "affect" or "effect". It then presents several slides with examples of misused words or phrases and their correct versions. These include homonyms, words that sound the same but have different meanings and spellings. The presentation provides memory techniques and emphasizes relying on prior exposure to avoid confusion. It concludes with a short practice test for the reader to apply the lessons.
This document discusses introductory phrases and clauses. It begins by defining a phrase as a group of words without a subject or verb, and a clause as having both a subject and verb. Examples of each are provided. Readers are then asked to identify examples as phrases or clauses. The document continues explaining that introductory phrases and clauses are followed by commas in sentences, and provides rules for punctuation. It concludes by discussing run-on sentences and how to fix them using punctuation like periods, semicolons, or conjunctions.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
2. Verb FormsVerb FormsVerb FormsVerb Forms
I know you can
say hook ,
hooked ...
I know you can
say hook ,
hooked ...
But can you
say took,
tooked?
But can you
say took,
tooked?
3. This
presentation
covers the use
of standard
regular and
irregular verb
forms.
This
presentation
covers the use
of standard
regular and
irregular verb
forms.
A verb form itemA verb form item
on an objectiveon an objective
test might looktest might look
like thislike this .. .. ..
4. Sample ItemSample ItemSample ItemSample Item
Thomas sang along until the CD ended; then asThomas sang along until the CD ended; then as
he was choosing a new disk, he lost control ofhe was choosing a new disk, he lost control of
the car and drived into a ditch.the car and drived into a ditch.
A.A.sungsung
B.B.chosingchosing
C.C.drovedrove
D.D.No change is necessary.No change is necessary.
ThomasThomas sangsang along until the CD ended; then asalong until the CD ended; then as
AA
he washe was choosingchoosing a new disk, he lost control ofa new disk, he lost control of
BB
the car andthe car and driveddrived into a ditch.into a ditch.
CC
A.A.sungsung
B.B.chosingchosing
C.C.drovedrove
D.D.No change is necessary.No change is necessary.
ThomasThomas sangsang along until the CD ended; then asalong until the CD ended; then as
AA
he washe was choosingchoosing a new disk, he lost control ofa new disk, he lost control of
BB
the car andthe car and drovedrove into a ditch.into a ditch.
CC
A.A.sungsung
B.B.chosingchosing
C.C.drovedrove
D.D.No change is necessary.No change is necessary.
Is sang,
choosing, or
drived a badly
formed verb?
Is sang,
choosing, or
drived a badly
formed verb?
Drived is
incorrect, which
option C fixes.
Drived is
incorrect, which
option C fixes.
5. Regular verbs have reliableRegular verbs have reliable
forms.forms.
Regular verbs have reliableRegular verbs have reliable
forms.forms.
Infinitive
Simple
Present
Simple
Past
Past
Participle
Present
Participle
to laugh laugh(s) laughed laughed laughing
to start start(s) started started starting
to travel travel(s) traveled traveled traveling
Or to fish,
fish(es), fished,
fished, fishing!
Or to fish,
fish(es), fished,
fished, fishing!
6. Irregular verbs, however, have noIrregular verbs, however, have no
consistent patterns.consistent patterns.
Irregular verbs, however, have noIrregular verbs, however, have no
consistent patterns.consistent patterns.
Infinitive
Simple
Present
Simple
Past
Past
Participle
Present
Participle
to drive drive(s) drove driven driving
to think think(s) thought thought thinking
to drink drink(s) drank drunk drinking
to swim swim(s) swam swum swimming
For example, to catch,
catch(es), caught,
caught, catching!
For example, to catch,
catch(es), caught,
caught, catching!
7. On many objective exams, youOn many objective exams, you
cancannotnot use a dictionary to lookuse a dictionary to look
up the correct form!up the correct form!
On many objective exams, youOn many objective exams, you
cancannotnot use a dictionary to lookuse a dictionary to look
up the correct form!up the correct form!
XX
8. When in doubt, rely onWhen in doubt, rely on
“gut” feelings.“gut” feelings.
When in doubt, rely onWhen in doubt, rely on
“gut” feelings.“gut” feelings.
Hey, I’ve seen
that verb
before!
Hey, I’ve seen
that verb
before!
Your eyes haveYour eyes have seenseen in printin print——and yourand your
brain hasbrain has registeredregistered——all of the possibleall of the possible
verb forms that you will encounter for thisverb forms that you will encounter for this
skill. If you don’tskill. If you don’t recognizerecognize the rightthe right
answer, go with the one thatanswer, go with the one that feelsfeels right.right.
9. Instead of skipping class to go fishing,Instead of skipping class to go fishing,
Yolanda should of studied for herYolanda should of studied for her
accounting exam.accounting exam.
Don’t confuseDon’t confuse ofof andand havehave..Don’t confuseDon’t confuse ofof andand havehave..
My grade
was a
disaster!
My grade
was a
disaster!
Instead of skipping class to go fishing,Instead of skipping class to go fishing,
Yolanda shouldYolanda should havehave studied for herstudied for her
accounting exam.accounting exam.
10. Confirm thatConfirm that used toused to is in theis in the
past tense.past tense.
Confirm thatConfirm that used toused to is in theis in the
past tense.past tense.
Now that he’s older, Fred has a full-time job,Now that he’s older, Fred has a full-time job,
but he use to spend his summers fishing.but he use to spend his summers fishing.
You’re a bad
influence!
You’re a bad
influence!
Now that he’s older, Fred has a full-time job,Now that he’s older, Fred has a full-time job,
but hebut he usedused to spend his summers fishing.to spend his summers fishing.
11. Quick TestQuick TestQuick TestQuick Test
Directions:Directions: In the items that follow, chooseIn the items that follow, choose
the option that corrects an error in thethe option that corrects an error in the
underlined portion(s). If no error exists, chooseunderlined portion(s). If no error exists, choose
“No change is necessary.”“No change is necessary.”
Show me
what you
know.
Show me
what you
know.
12. Item 1Item 1Item 1Item 1
We knew that Charley had hid the cookies inWe knew that Charley had hid the cookies in
his bedroom, so we stole his key and searched inhis bedroom, so we stole his key and searched in
all the dresser drawers.all the dresser drawers.
A.A.knowedknowed
B.B.hiddenhidden
C.C.stealedstealed
D.D.No change is necessary.No change is necessary.
WeWe knewknew that Charley hadthat Charley had hidhid the cookies inthe cookies in
AA BB
his bedroom, so wehis bedroom, so we stolestole his key and searched inhis key and searched in
CC
all the dresser drawers.all the dresser drawers.
A.A.knowedknowed
B.B.hiddenhidden
C.C.stealedstealed
D.D.No change is necessary.No change is necessary.
WeWe knewknew that Charley hadthat Charley had hiddenhidden the cookies inthe cookies in
AA BB
his bedroom, so wehis bedroom, so we stolestole his key and searched inhis key and searched in
CC
all the dresser drawers.all the dresser drawers.
A.A.knowedknowed
B.B.hiddenhidden
C.C.stealedstealed
D.D.No change is necessary.No change is necessary.
13. Item 2Item 2Item 2Item 2
If we had known that you were serving squidIf we had known that you were serving squid
eyeball stew, we would of come for dinner!eyeball stew, we would of come for dinner!
A.A.of cameof came
B.B.have camehave came
C.C.have comehave come
D.D.No change is necessary.No change is necessary.
If we had known that you were serving squidIf we had known that you were serving squid
eyeball stew, we wouldeyeball stew, we would of comeof come for dinner!for dinner!
A.A.of cameof came
B.B.have camehave came
C.C.have comehave come
D.D.No change is necessary.No change is necessary.
If we had known that you were serving squidIf we had known that you were serving squid
eyeball stew, we wouldeyeball stew, we would of comeof come for dinner!for dinner!
A.A.of cameof came
B.B.have camehave came
C.C.have comehave come
D.D.No change is necessary.No change is necessary.
14. Item 3Item 3Item 3Item 3
Priscilla use to have a pet parakeet; her mother’sPriscilla use to have a pet parakeet; her mother’s
story is that the bird escaped and flew away, butstory is that the bird escaped and flew away, but
Priscilla believes that the cat ate it.Priscilla believes that the cat ate it.
A.A.usedused
B.B.fliedflied
C.C.eateneaten
D.D.No change is necessary.No change is necessary.
PriscillaPriscilla useuse to have a pet parakeet; her mother’sto have a pet parakeet; her mother’s
AA
story is that the bird escaped andstory is that the bird escaped and flewflew away, butaway, but
BB
Priscilla believes that the catPriscilla believes that the cat ateate it.it.
CC
A.A.usedused
B.B.fliedflied
C.C.eateneaten
D.D.No change is necessary.No change is necessary.
PriscillaPriscilla usedused to have a pet parakeet; her mother’sto have a pet parakeet; her mother’s
AA
story is that the bird escaped andstory is that the bird escaped and flewflew away, butaway, but
BB
Priscilla believes that the catPriscilla believes that the cat ateate it.it.
CC
A.A.usedused
B.B.fliedflied
C.C.eateneaten
D.D.No change is necessary.No change is necessary.
15. Item 4Item 4Item 4Item 4
Julissa was soaked during the afternoonJulissa was soaked during the afternoon
thunderstorm because she had choosed to walk tothunderstorm because she had choosed to walk to
school rather than drive.school rather than drive.
A.A.chosenchosen
B.B.choosenchoosen
C.C.chosechose
D.D.No change is necessary.No change is necessary.
Julissa was soaked during the afternoonJulissa was soaked during the afternoon
thunderstorm because she hadthunderstorm because she had choosedchoosed to walk toto walk to
school rather than drive.school rather than drive.
A.A.chosenchosen
B.B.choosenchoosen
C.C.chosechose
D.D.No change is necessary.No change is necessary.
Julissa was soaked during the afternoonJulissa was soaked during the afternoon
thunderstorm because she hadthunderstorm because she had choosedchoosed to walk toto walk to
school rather than drive.school rather than drive.
A.A.chosenchosen
B.B.choosenchoosen
C.C.chosechose
D.D.No change is necessary.No change is necessary.
16. Item 5Item 5Item 5Item 5
James brung roses and begged forgiveness, butJames brung roses and begged forgiveness, but
when Rhonda saw that her ex still hadn’t shavedwhen Rhonda saw that her ex still hadn’t shaved
his ridiculous mustache, she shut the door in hishis ridiculous mustache, she shut the door in his
face.face.
A.A.broughtbrought
B.B.seenseen
C.C.shuttedshutted
D.D.No change is necessary.No change is necessary.
JamesJames brungbrung roses and begged forgiveness, butroses and begged forgiveness, but
AA
when Rhondawhen Rhonda sawsaw that her ex still hadn’t shavedthat her ex still hadn’t shaved
BB
his ridiculous mustache, shehis ridiculous mustache, she shutshut the door in histhe door in his
CC
face.face.
A.A.broughtbrought
B.B.seenseen
C.C.shuttedshutted
D.D.No change is necessary.No change is necessary.
JamesJames broughtbrought roses and begged forgiveness, butroses and begged forgiveness, but
AA
when Rhondawhen Rhonda sawsaw that her ex still hadn’t shavedthat her ex still hadn’t shaved
BB
his ridiculous mustache, shehis ridiculous mustache, she shutshut the door in histhe door in his
CC
face.face.
A.A.broughtbrought
B.B.seenseen
C.C.shuttedshutted
D.D.No change is necessary.No change is necessary.
17. Item 6Item 6Item 6Item 6
If Toby had tooken Charlene’s advice, that bottle ofIf Toby had tooken Charlene’s advice, that bottle of
soda wouldn’t have exploded all over the front ofsoda wouldn’t have exploded all over the front of
his new white shirt.his new white shirt.
A.A.tooktook
B.B.tookedtooked
C.C.takentaken
D.D.No change is necessary.No change is necessary.
If Toby hadIf Toby had tookentooken Charlene’s advice, that bottleCharlene’s advice, that bottle
of soda wouldn’t have exploded all over the front ofof soda wouldn’t have exploded all over the front of
his new white shirt.his new white shirt.
A.A.tooktook
B.B.tookedtooked
C.C.takentaken
D.D.No change is necessary.No change is necessary.
If Toby hadIf Toby had tookentooken Charlene’s advice, that bottleCharlene’s advice, that bottle
of soda wouldn’t have exploded all over the front ofof soda wouldn’t have exploded all over the front of
his new white shirt.his new white shirt.
A.A.tooktook
B.B.tookedtooked
C.C.takentaken
D.D.No change is necessary.No change is necessary.
18. Item 7Item 7Item 7Item 7
Cooper laid the 10-page paper on ProfessorCooper laid the 10-page paper on Professor
Cook’s desk; he had wrote the last sentence atCook’s desk; he had wrote the last sentence at
2:50 p.m., and then he ran across campus to2:50 p.m., and then he ran across campus to
deliver the work by the 3 o’clock deadline.deliver the work by the 3 o’clock deadline.
A.A.layedlayed
B.B.writtenwritten
C.C.runrun
D.D.No change is necessary.No change is necessary.
CooperCooper laidlaid the 10-page paper on Professorthe 10-page paper on Professor
AA
Cook’s desk; he hadCook’s desk; he had wrotewrote the last sentence atthe last sentence at
BB
2:50 p.m., and then he2:50 p.m., and then he ranran across campus toacross campus to
CC
deliver the work by the 3 o’clock deadline.deliver the work by the 3 o’clock deadline.
A.A.layedlayed
B.B.writtenwritten
C.C.runrun
D.D.No change is necessary.No change is necessary.
CooperCooper laidlaid the 10-page paper on Professorthe 10-page paper on Professor
AA
Cook’s desk; he hadCook’s desk; he had writtenwritten the last sentence atthe last sentence at
BB
2:50 p.m., and then he2:50 p.m., and then he ranran across campus toacross campus to
CC
deliver the work by the 3 o’clock deadline.deliver the work by the 3 o’clock deadline.
A.A.layedlayed
B.B.writtenwritten
C.C.runrun
D.D.No change is necessary.No change is necessary.
19. Item 8Item 8Item 8Item 8
We would have knowen that Dr. Carlson hadWe would have knowen that Dr. Carlson had
moved up the date of the quiz if we attended hermoved up the date of the quiz if we attended her
calculus class more frequently.calculus class more frequently.
A.A.of knowenof knowen
B.B.have knownhave known
C.C.have knewhave knew
D.D.No change is necessary.No change is necessary.
We wouldWe would have knowenhave knowen that Dr. Carlson hadthat Dr. Carlson had
moved up the date of the quiz if we attended hermoved up the date of the quiz if we attended her
calculus class more frequently.calculus class more frequently.
A.A.of knowenof knowen
B.B.have knownhave known
C.C.have knewhave knew
D.D.No change is necessary.No change is necessary.
We wouldWe would have knowenhave knowen that Dr. Carlson hadthat Dr. Carlson had
moved up the date of the quiz if we attended hermoved up the date of the quiz if we attended her
calculus class more frequently.calculus class more frequently.
A.A.of knowenof knowen
B.B.have knownhave known
C.C.have knewhave knew
D.D.No change is necessary.No change is necessary.
20. Item 9Item 9Item 9Item 9
Margaret breaked the cookie and gave half toMargaret breaked the cookie and gave half to
the young man stuck in the elevator with her; theythe young man stuck in the elevator with her; they
told stories to pass the time as mechanicstold stories to pass the time as mechanics
worked on the hydraulics.worked on the hydraulics.
A.A.brokebroke
B.B.givedgived
C.C.telledtelled
D.D.No change is necessary.No change is necessary.
MargaretMargaret breakedbreaked the cookie andthe cookie and gavegave half tohalf to
AA BB
the young man stuck in the elevator with her; theythe young man stuck in the elevator with her; they
toldtold stories to pass the time as mechanicsstories to pass the time as mechanics
CC
worked on the hydraulics.worked on the hydraulics.
A.A.brokebroke
B.B.givedgived
C.C.telledtelled
D.D.No change is necessary.No change is necessary.
MargaretMargaret brokebroke the cookie andthe cookie and gavegave half tohalf to
AA BB
the young man stuck in the elevator with her; theythe young man stuck in the elevator with her; they
toldtold stories to pass the time as mechanicsstories to pass the time as mechanics
CC
worked on the hydraulics.worked on the hydraulics.
A.A.brokebroke
B.B.givedgived
C.C.telledtelled
D.D.No change is necessary.No change is necessary.
21. Item 10Item 10Item 10Item 10
Meredith would have went to the concert, butMeredith would have went to the concert, but
Gregory misplaced the tickets, which they stillGregory misplaced the tickets, which they still
haven’t found.haven’t found.
A.A.of wentof went
B.B.have gonehave gone
C.C.have goedhave goed
D.D.No change is necessary.No change is necessary.
Meredith wouldMeredith would have wenthave went to the concert, butto the concert, but
Gregory misplaced the tickets, which they stillGregory misplaced the tickets, which they still
haven’t found.haven’t found.
A.A.of wentof went
B.B.have gonehave gone
C.C.have goedhave goed
D.D.No change is necessary.No change is necessary.
Meredith wouldMeredith would have wenthave went to the concert, butto the concert, but
Gregory misplaced the tickets, which they stillGregory misplaced the tickets, which they still
haven’t found.haven’t found.
A.A.of wentof went
B.B.have gonehave gone
C.C.have goedhave goed
D.D.No change is necessary.No change is necessary.