The document provides information about using the past simple tense in English. It discusses that the past simple is used to talk about actions that started and finished in the past. It lists time expressions commonly used with the past simple and provides rules for regular and irregular verb forms in the past tense. It also covers forming affirmative and negative sentences as well as question forms in the past simple and provides examples.
The document provides examples of conditional sentences using "if" to express possible situations and their consequences. It discusses the structure of sentences using "if" followed by the present simple tense and "will/won't" plus an infinitive verb. Examples are given of conditional sentences expressing superstitions and their potential consequences. The document notes that modal verbs other than "will/won't" can also be used after "if" such as "can", "might", "may", "must", and "should".
The document discusses the subjunctive mood in Spanish. It begins by explaining that the subjunctive is not a verb tense but rather a mood used to indicate uncertainty or opinions that influence actions. It provides examples of how the subjunctive is used after verbs expressing wants, desires, hopes, and orders. It then explains how to conjugate verbs into the subjunctive and provides an acronym to summarize the major uses of the subjunctive mood.
The document discusses different ways to express future tense in English. There are three main forms: simple future using "will", simple future using "be going to", and present continuous for future arrangements. Simple future with "will" expresses long-term or indefinite future actions, while "be going to" indicates plans or predictions that will happen soon. Present continuous can discuss future plans or arrangements paired with time expressions like "tomorrow". The future progressive and future perfect tenses are also formed using "will be" or "will have" plus a present/past participle verb form respectively.
Relative clauses provide additional information about a person or thing mentioned in the main clause of a sentence. There are two types of relative clauses: defining and non-defining. Defining relative clauses are essential to the meaning of the sentence, while non-defining clauses provide extra information. Relative pronouns like who, that, which introduce the relative clause and can be omitted when acting as the object. Prepositions are usually placed at the end of relative clauses in spoken English.
Reflexive pronouns refer back to the subject of the sentence and are necessary to the basic meaning, such as "myself" and "yourself." Intensive pronouns are also used to refer back but are not necessary to the basic meaning, like "himself." One should not use made up words like "hisself" and should ensure the reflexive pronoun properly refers back to a subject in the sentence.
-ing and -ed clauses are postmodifiers that come after nouns in noun phrases. -ing clauses have active meaning and describe what something is doing at a particular time. -ed clauses have passive meaning and describe an action received by the noun. Both can be used after "there is/are" and to provide additional description to nouns. Examples are provided of sentences containing -ing and -ed clauses.
The document provides information about using the past simple tense in English. It discusses that the past simple is used to talk about actions that started and finished in the past. It lists time expressions commonly used with the past simple and provides rules for regular and irregular verb forms in the past tense. It also covers forming affirmative and negative sentences as well as question forms in the past simple and provides examples.
The document provides examples of conditional sentences using "if" to express possible situations and their consequences. It discusses the structure of sentences using "if" followed by the present simple tense and "will/won't" plus an infinitive verb. Examples are given of conditional sentences expressing superstitions and their potential consequences. The document notes that modal verbs other than "will/won't" can also be used after "if" such as "can", "might", "may", "must", and "should".
The document discusses the subjunctive mood in Spanish. It begins by explaining that the subjunctive is not a verb tense but rather a mood used to indicate uncertainty or opinions that influence actions. It provides examples of how the subjunctive is used after verbs expressing wants, desires, hopes, and orders. It then explains how to conjugate verbs into the subjunctive and provides an acronym to summarize the major uses of the subjunctive mood.
The document discusses different ways to express future tense in English. There are three main forms: simple future using "will", simple future using "be going to", and present continuous for future arrangements. Simple future with "will" expresses long-term or indefinite future actions, while "be going to" indicates plans or predictions that will happen soon. Present continuous can discuss future plans or arrangements paired with time expressions like "tomorrow". The future progressive and future perfect tenses are also formed using "will be" or "will have" plus a present/past participle verb form respectively.
Relative clauses provide additional information about a person or thing mentioned in the main clause of a sentence. There are two types of relative clauses: defining and non-defining. Defining relative clauses are essential to the meaning of the sentence, while non-defining clauses provide extra information. Relative pronouns like who, that, which introduce the relative clause and can be omitted when acting as the object. Prepositions are usually placed at the end of relative clauses in spoken English.
Reflexive pronouns refer back to the subject of the sentence and are necessary to the basic meaning, such as "myself" and "yourself." Intensive pronouns are also used to refer back but are not necessary to the basic meaning, like "himself." One should not use made up words like "hisself" and should ensure the reflexive pronoun properly refers back to a subject in the sentence.
-ing and -ed clauses are postmodifiers that come after nouns in noun phrases. -ing clauses have active meaning and describe what something is doing at a particular time. -ed clauses have passive meaning and describe an action received by the noun. Both can be used after "there is/are" and to provide additional description to nouns. Examples are provided of sentences containing -ing and -ed clauses.
Would rather is used to express preference and is interchangeable with would prefer. It is used in short conversations to state or ask about preferences between choices. While rather is not a verb, it is part of the expression would rather which is followed by the base form of a verb. Would rather can refer to present or future preferences and is often used with than to compare two specific choices.
This document defines and provides examples of clauses, phrases, dependent clauses, and independent clauses. It explains that a clause contains a subject and verb, while a phrase does not. Independent clauses can stand alone as a sentence, while dependent clauses cannot and must be attached to an independent clause. There are three types of dependent clauses: noun clauses, adjective clauses, and adverb clauses. Noun clauses function as subjects or objects and are introduced by question words like who, what, when, where. They have subject-verb word order unlike corresponding question forms.
Relative clauses are used to provide additional information about a person or thing without starting a new sentence. They combine two sentences using relative pronouns like who, which, that, whom, whose. Relative clauses can be defining, which provide essential information about a term, or non-defining, which provide extra but non-essential information.
Past Participle and Present Progressive Participle adjectives.
There is a speaking activity, as well as a fill in the blanks activity.
There is also a list of examples for both forms of adjectives.
This document provides instruction on using the present perfect tense in English. It begins by explaining how to form the present perfect tense using have/has + past participle. It then provides examples of regular and irregular verbs in the present and past tense and present perfect tense. The document continues explaining how to use the present perfect tense to show the result of an action or when an action started in the past and continues to the present. It provides examples using time expressions like "since" and "for". Finally, it provides practice exercises for students to test their understanding of using the present perfect tense.
The document discusses the difference between the words "may" and "might". It explains that "may" is used for situations that have a good chance of happening, while "might" is used for imaginary or unlikely situations. It provides examples of sentences using each word correctly. The document concludes with a quiz where the reader must identify whether each sample sentence should use "may" or "might".
The first conditional is a grammatical structure used to talk about possibilities in the present or future that depend on certain conditions being met. It consists of two clauses - an "if" clause stating the condition followed by a main clause stating the resulting action, with the verbs in each clause taking a specific form. The "if" clause can come first or second, and is used to discuss things that will or may happen if another event occurs.
The document discusses the differences between "used to", "get used to", and "be used to". "Used to" refers to past habits or actions. "Get used to" refers to the process of adaptation to something new. "Be used to" refers to something one is already accustomed to from the past, present, or future. Examples are provided for each usage.
The document discusses relative clauses, which are parts of sentences that begin with relative pronouns like who, which, that, where, when, and why. It explains the difference between defining and non-defining relative clauses. Defining clauses provide essential information to identify a noun, while non-defining clauses provide extra, non-essential information. The document provides examples of forming relative clauses and choosing the correct relative pronouns, and emphasizes the importance of punctuation in non-defining clauses. It concludes by noting that practice is needed to fully understand relative clauses.
This document contains a teacher's resource for a PowerPoint presentation on possessive nouns, possessive pronouns, and questions with "whose". It includes examples and exercises on forming possessive nouns with singular and plural nouns, irregular plural possessives, and using possessive adjectives and pronouns. The content covers key rules and concepts to help teach English grammar on possession.
How the modals 'cannot', 'can't', 'must', 'ought', 'should', and 'will' are used to express probability or certainty.
For more English tutorials, please visit:
https://www.thelecturette.com
Conditional sentences are composed of an if-clause and a main clause. There are four types of conditional sentences classified according to their implications. Type 0 uses present tense in both clauses to talk about universal truths. Type 1 uses present tense in the if-clause and future tense in the main clause to talk about probable future situations. Type 2 uses past tense in the if-clause and "would" in the main clause to talk about unlikely present or future situations. Type 3 uses past perfect tense in the if-clause and "would have" in the main clause to talk about impossible past situations.
This document discusses reflexive pronouns. It explains that reflexive pronouns are used to refer back to the subject of a sentence or clause and end in "-self" or "-selves". It provides examples of sentences using reflexive pronouns like "I cut myself" and "We can finish the project ourselves". The document then provides a practice section with sentences to be completed using the correct reflexive pronoun.
Phrasal verbs are verbs that combine with adverbs or prepositions, called particles, to extend or change the meaning of the verb. Phrasal verbs can be used in four main structures: with a particle and no object, with a particle and object, with an object and particle, or with a particle and prepositional phrase. The document provides examples of different phrasal verb structures and their meanings.
1) The document discusses various English tenses used to talk about the future, including will, be going to, present continuous, present simple, future continuous, future progressive, and future perfect.
2) It provides examples of how each tense is used, such as using will to express intentions or predictions, be going to for plans or predictions based on evidence, and present continuous for arranged future events.
3) The key difference between future continuous and future perfect is explained, with future continuous expressing an action ongoing at a specific future time and future perfect expressing an action completed before another future time or event.
The slideshow explains the use of too, (not) enough, very, too many and too much and covers the difference between them. The slideshow also includes a gap-filling exercise to practice the skills.
The document discusses the use of the phrase "be going to" to talk about future plans and predictions. It notes that there are three parts to the construction - the verb "be", "going to", and the base form of another verb. Some examples of its use are provided, as well as how to form negative sentences and questions using "be going to".
- This document discusses -ED and -ING clauses in English, which can function as relative clauses.
- -ED clauses have a passive meaning, describing an action that has already happened. -ING clauses describe simultaneous actions.
- Examples are provided of sentences rewritten to replace relative pronouns like "who", "that", with -ED and -ING participle clauses.
- The document also provides exercises, asking the reader to rewrite sentences using -ED or -ING clauses. Sample rewrites are given.
Would rather is used to express preference and is interchangeable with would prefer. It is used in short conversations to state or ask about preferences between choices. While rather is not a verb, it is part of the expression would rather which is followed by the base form of a verb. Would rather can refer to present or future preferences and is often used with than to compare two specific choices.
This document defines and provides examples of clauses, phrases, dependent clauses, and independent clauses. It explains that a clause contains a subject and verb, while a phrase does not. Independent clauses can stand alone as a sentence, while dependent clauses cannot and must be attached to an independent clause. There are three types of dependent clauses: noun clauses, adjective clauses, and adverb clauses. Noun clauses function as subjects or objects and are introduced by question words like who, what, when, where. They have subject-verb word order unlike corresponding question forms.
Relative clauses are used to provide additional information about a person or thing without starting a new sentence. They combine two sentences using relative pronouns like who, which, that, whom, whose. Relative clauses can be defining, which provide essential information about a term, or non-defining, which provide extra but non-essential information.
Past Participle and Present Progressive Participle adjectives.
There is a speaking activity, as well as a fill in the blanks activity.
There is also a list of examples for both forms of adjectives.
This document provides instruction on using the present perfect tense in English. It begins by explaining how to form the present perfect tense using have/has + past participle. It then provides examples of regular and irregular verbs in the present and past tense and present perfect tense. The document continues explaining how to use the present perfect tense to show the result of an action or when an action started in the past and continues to the present. It provides examples using time expressions like "since" and "for". Finally, it provides practice exercises for students to test their understanding of using the present perfect tense.
The document discusses the difference between the words "may" and "might". It explains that "may" is used for situations that have a good chance of happening, while "might" is used for imaginary or unlikely situations. It provides examples of sentences using each word correctly. The document concludes with a quiz where the reader must identify whether each sample sentence should use "may" or "might".
The first conditional is a grammatical structure used to talk about possibilities in the present or future that depend on certain conditions being met. It consists of two clauses - an "if" clause stating the condition followed by a main clause stating the resulting action, with the verbs in each clause taking a specific form. The "if" clause can come first or second, and is used to discuss things that will or may happen if another event occurs.
The document discusses the differences between "used to", "get used to", and "be used to". "Used to" refers to past habits or actions. "Get used to" refers to the process of adaptation to something new. "Be used to" refers to something one is already accustomed to from the past, present, or future. Examples are provided for each usage.
The document discusses relative clauses, which are parts of sentences that begin with relative pronouns like who, which, that, where, when, and why. It explains the difference between defining and non-defining relative clauses. Defining clauses provide essential information to identify a noun, while non-defining clauses provide extra, non-essential information. The document provides examples of forming relative clauses and choosing the correct relative pronouns, and emphasizes the importance of punctuation in non-defining clauses. It concludes by noting that practice is needed to fully understand relative clauses.
This document contains a teacher's resource for a PowerPoint presentation on possessive nouns, possessive pronouns, and questions with "whose". It includes examples and exercises on forming possessive nouns with singular and plural nouns, irregular plural possessives, and using possessive adjectives and pronouns. The content covers key rules and concepts to help teach English grammar on possession.
How the modals 'cannot', 'can't', 'must', 'ought', 'should', and 'will' are used to express probability or certainty.
For more English tutorials, please visit:
https://www.thelecturette.com
Conditional sentences are composed of an if-clause and a main clause. There are four types of conditional sentences classified according to their implications. Type 0 uses present tense in both clauses to talk about universal truths. Type 1 uses present tense in the if-clause and future tense in the main clause to talk about probable future situations. Type 2 uses past tense in the if-clause and "would" in the main clause to talk about unlikely present or future situations. Type 3 uses past perfect tense in the if-clause and "would have" in the main clause to talk about impossible past situations.
This document discusses reflexive pronouns. It explains that reflexive pronouns are used to refer back to the subject of a sentence or clause and end in "-self" or "-selves". It provides examples of sentences using reflexive pronouns like "I cut myself" and "We can finish the project ourselves". The document then provides a practice section with sentences to be completed using the correct reflexive pronoun.
Phrasal verbs are verbs that combine with adverbs or prepositions, called particles, to extend or change the meaning of the verb. Phrasal verbs can be used in four main structures: with a particle and no object, with a particle and object, with an object and particle, or with a particle and prepositional phrase. The document provides examples of different phrasal verb structures and their meanings.
1) The document discusses various English tenses used to talk about the future, including will, be going to, present continuous, present simple, future continuous, future progressive, and future perfect.
2) It provides examples of how each tense is used, such as using will to express intentions or predictions, be going to for plans or predictions based on evidence, and present continuous for arranged future events.
3) The key difference between future continuous and future perfect is explained, with future continuous expressing an action ongoing at a specific future time and future perfect expressing an action completed before another future time or event.
The slideshow explains the use of too, (not) enough, very, too many and too much and covers the difference between them. The slideshow also includes a gap-filling exercise to practice the skills.
The document discusses the use of the phrase "be going to" to talk about future plans and predictions. It notes that there are three parts to the construction - the verb "be", "going to", and the base form of another verb. Some examples of its use are provided, as well as how to form negative sentences and questions using "be going to".
- This document discusses -ED and -ING clauses in English, which can function as relative clauses.
- -ED clauses have a passive meaning, describing an action that has already happened. -ING clauses describe simultaneous actions.
- Examples are provided of sentences rewritten to replace relative pronouns like "who", "that", with -ED and -ING participle clauses.
- The document also provides exercises, asking the reader to rewrite sentences using -ED or -ING clauses. Sample rewrites are given.
The document summarizes the different uses of the infinitive and -ing form of verbs in English. It discusses how infinitives and -ings can be used as subjects, objects, complements, after certain verbs and prepositions, and how their meaning can change depending on the context.
Verbs can be followed by gerunds (verbs ending in -ing), infinitives (to + verb), or both with no change in meaning. There are no rules governing which verb form is used after each verb. Common verbs followed by gerunds include enjoy, dislike, and finish. Verbs often followed by infinitives include choose, decide, and refuse. Some verbs like forget, remember, stop, go on, and try can be followed by either a gerund or infinitive but with a change in meaning.
The song is about drinking excessively and clinging desperately to life by holding onto a chandelier. It describes partying all night and drinking until losing count in order to escape shame and reality. The singer feels tears drying as she flies through the night like a bird, holding onto the chandelier for dear life without looking down or opening her eyes until morning light, just holding onto tonight.
This document discusses the different uses of the -ing form, to infinitive, and bare infinitive in English. It explains that the -ing form can be used after certain verbs, in prepositional phrases, and as the subject of a sentence. The to infinitive is used after verbs, expressions with adjectives, and indirect objects. The bare infinitive follows verbs of perception, modal verbs, and verbs like make and let. It also notes that begin, intend, and start can take either the -ing form or to infinitive with no change in meaning, but remember and stop have different meanings depending on which form is used.
This document discusses the differences between gerunds, infinitives, and base forms of verbs in English. Gerunds are formed by adding "-ing" to the base form of a verb and can be used as subjects or objects. Infinitives are always preceded by "to" and can be subjects or objects after certain verbs and adjectives. Base forms are used after perception verbs and the verbs "let" and "make." Certain verbs like "stop," "remember," "regret," and "forget" can be followed by either a gerund or infinitive with subtle differences in meaning.
This document discusses different types of clauses in sentences. It explains that sentences can contain main clauses and -ing clauses. -Ing clauses describe an action that is happening simultaneously or as the reason for something. They often use -ing verbs and come before or after the main clause, separated by a comma. Some examples of how -ing clauses are used include to show one action happening during another or to explain why someone did something.
Fundamentals Writing and Literature Adverb Clause PresentationMrsBrynaCannon
Adverb clauses begin with words like when, where, while, as, since, if, although, because, unless, until, before, and after. These words are abbreviated as "www.asia.buuba" to help remember them. Adverb clauses modify verbs, adjectives, or other clauses, and must be attached to an independent clause to complete a full sentence. Examples are provided such as "After school, I want to buy a coffee at Starbucks" and "I should buy a scone while I am there" to illustrate how adverb clauses work.
Fundamentals Writing and Literature Sentence Openers PresentationMrsBrynaCannon
This document discusses 6 different types of sentence openers: 1) subject opener, 2) preposition opener, 3) "-ly" adverb opener, 4) "-ing" opener, 5) adverb clause opener, and 6) very short sentence opener of 5 words or less. Examples are provided for each type of opener to illustrate how they work. The purpose is to teach about different ways to vary sentence structure through the use of different opener types.
The document describes a teaching tool for children called a "verb wheel". The wheel consists of a cardboard circle with an arrow-shaped piece of cardboard and a wooden stick. Actions are written on the wheel and children spin it to mimic the verb landing on the arrow. Spinning the wheel and acting out the verbs helps children learn actions, develop motor skills, focus attention, and burn energy in a fun way. The wheel can be used to teach verbs, colors, fruits, animals, clothes, weather and more for children ages 4 to 12.
The document discusses the function of gerunds in sentences. It defines gerunds as verbs ending in "-ing" that function as nouns. The summary then provides 10 examples of how gerunds can be used: 1) as the subject of a sentence, 2) as the object of a sentence, 3) as a subjective complement, 4) after "no", 5) after possessive adjectives, 6) to express the passive voice, 7) in idiomatic expressions like "going shopping", 8) after prepositions like "home", 9) after certain verbs, and 10) as complements in idioms.
The document discusses when to use the infinitive form (to verb) and the -ing form (verb+ing) of verbs in English sentences. It provides examples of verbs, adjectives and prepositions that are followed by the infinitive or -ing form. The main points are:
- Infinitive is used after certain verbs, adjectives, adjectives+enough, and in subject position.
- -Ing form is used as the subject of a sentence, after prepositions, and after certain verbs like enjoy, dislike.
- Some verbs can be followed by either form without changing meaning much.
This document discusses the use of "like", "love", and "hate" followed by a verb ending in "-ing". It explains that these verbs can be used to express enjoyment or dislike of an activity when followed by a present participle verb form ending in "-ing". The document likely provides examples and further details on the rules and usage of these common verb constructions.
The document discusses various ways to make suggestions in English using different phrases and verb forms. Some common suggestions phrases include "could", "couldn't", "shall we", "shall I", "you might", "it might be", "may as well/might as well", "what about/how about", "let's", "why don't I/you/we", and "why not". The purpose is to politely and indirectly propose an action or idea to consider.
The document discusses different structures for reporting orders, requests, advice, questions, and thoughts from other people using verbs like "tell", "ask", "advise", and "think". It explains that the subject of the reported clause usually comes before the verb, and that verbs like "expect" and "prefer" can be followed by both an object and a "to"-infinitive clause. The document also notes that reported speech is more common than repeating someone's exact words in ordinary conversation.
English Grammar Reference Book_Jacqueline Melvin.pdfssuser932b2b
This chapter discusses parts of speech and sentence structure in English. It explains the use of subjects, verbs, pronouns, and possessive pronouns to form complete sentences. Specifically, it covers the importance of including a subject before the verb in affirmative sentences. It also addresses common errors such as using two subjects instead of one or omitting the subject. The chapter provides examples to illustrate proper sentence construction in English.
The document discusses the use of gerunds and infinitives in English. It provides examples of how gerunds and infinitives can be used as subjects, after prepositions or certain verbs. It also discusses verbs that can be followed by either a gerund or infinitive with or without a change in meaning. The passive voice with gerunds and infinitives is explained. Finally, the use of perfect and continuous gerunds and infinitives is covered.
The document provides information about gerunds and infinitives in English. [1] Gerunds end in "-ing" but function as nouns, and can be subjects, objects of prepositions, or objects of certain verbs. [2] Infinitives are the base form of verbs and can be preceded by "to" or stand alone; they function as subjects, objects, adjectives, or adverbs. [3] Certain verbs are usually followed by gerunds or infinitives, with some verbs having different meanings depending on which one follows.
This document contains a table of contents that outlines various grammar topics in Spanish including: verb tenses and moods (preterite, imperfect, subjunctive), prepositions (por and para), possessive adjectives and pronouns, commands, verbs of will/influence and emotion, doubt/denial expressions, conjunctions, object pronouns with commands, and more. Each topic is then defined or explained in more detail in the subsequent sections.
This document contains a table of contents that outlines various grammar topics in Spanish including: verb tenses and moods (preterite, imperfect, subjunctive), prepositions (por and para), possessive adjectives and pronouns, commands, verbs of will/influence and emotion, doubt/disbelief expressions, conjunctions, and more. Each topic includes brief explanations and examples of forms and usage.
The document provides information on using gerunds and infinitives after certain verbs in English. It lists verbs that are commonly followed by a gerund ("verb+ing" form) or infinitive ("to verb" form) and provides examples of their use. It also discusses some verbs that can be used with both structures, with subtle differences in meaning, such as "remember" and "forget". Finally, it notes that time expressions and sequencing words can provide context clues about which verb structure to use after certain verbs.
The document discusses the differences between gerunds, infinitives, and to-infinitives in English grammar. It provides examples of when to use each form and notes that while gerunds and infinitives may sound the same, their meanings can differ. The key uses of gerunds are as subjects or objects and after prepositions or certain verbs. Infinitives are used after modal verbs without "to" or with verbs like "let" and "make." Certain verbs like "try" can take either form but with different meanings. Understanding these rules is important to avoid confusion and use verbs correctly in sentences.
This document provides information about the Spanish subjunctive mood, including its forms and usage. It begins by explaining that the subjunctive expresses hypothetical or subjective situations, unlike the indicative which states facts. It then covers the forms of the subjunctive for regular and irregular verbs. Finally, it details the seven situations that trigger the subjunctive, such as expressing doubt, denial or emotion. Key examples are provided to illustrate each case of subjunctive usage.
A noun clause is a group of words that functions as a noun and typically includes a subject and verb. Noun clauses can be used as subjects, subject complements, objects, or objects of prepositions. They often follow verbs and adjectives that express mental activities or opinions and can be used to include questions in statements or report what someone said or asked. There are three types of noun clauses: those introduced by "that", those with wh- words, and those with "if/whether".
Gerunds and infinitives are verb forms that can function as nouns. A gerund is a verb form ending in "-ing" that can follow adjectives, verbs, and prepositions. An infinitive is "to + verb" and can be the subject or object of a sentence. Both gerunds and infinitives can be subjects, direct objects, or objects of prepositions. Certain verbs like "begin" and "want" can be followed by either gerunds or infinitives.
This document provides an overview of Unit 7 in a language learning course focused on good and evil. The unit includes:
1) Reading, listening, speaking, and grammar exercises on classic novels about good and evil, including a conversation about a video game.
2) A writing assignment giving the advantages and disadvantages of a character in a discursive composition or video clip.
3) Grammar lessons on verbs with gerunds and infinitives, and noun suffixes. Pronunciation practice focuses on stress in nouns, adjectives and verbs.
This document provides an overview of Unit 7 in a language learning course focused on good and evil. The unit includes:
1) Reading and listening activities on classic novels, and a conversation about a video game.
2) Speaking activities like discussing video games and guessing a partner's habits.
3) Grammar lessons on verbs with gerunds and infinitives, and vocabulary on noun suffixes.
4) Pronunciation practice with stress in nouns, adjectives and verbs.
5) Homework on authors Charlotte Bronte, Bram Stoker, William Golding and J.R.R. Tolkien. Students are asked to explain what they know about the authors.
1. The document discusses different types of verbals including infinitives, participles, and gerunds.
2. It provides examples of each verbal and explains how to identify them based on their use in sentences.
3. Key points include that verbals are verb forms used as other parts of speech, and each type has specific grammatical functions.
1. The document discusses different types of verbals including infinitives, participles, and gerunds.
2. It provides examples of each verbal and explains how to identify them based on their use in sentences.
3. Key points include that verbals can function as nouns, adjectives, or adverbs, and each type has specific grammatical functions in sentences.
Parts of Speech With Garfield and Dr. Philhaha nate dogg
This document is a comic presentation about parts of speech that features Garfield seeking a life makeover from Dr. Phil. Dr. Phil analyzes Garfield's nouns, verbs, adjectives, prepositions, pronouns, adverbs, and conjunctions to understand his lifestyle and personality. For each part of speech, examples from Garfield's life are provided and he critiques areas for improvement. Throughout, Garfield is skeptical and sarcastic about the process. In the end, Garfield decides to skip the makeover, much to Dr. Phil's disappointment.
1) The document defines phrasal verbs as verbs combined with prepositions or adverbs that modify the verb's meaning. It provides examples like "give up" and discusses different types of phrasal verbs.
2) Phrasal verbs are divided into categories like intransitive, transitive, separable, and inseparable depending on whether they take an object and where the object is placed.
3) In addition to verb-particle combinations, the document notes some verbs can be used with both particles and prepositions, forming three-part verbs. It provides a list of common phrasal verbs with examples.
What are noun clauses and how can you use them to improve your English? This is actual a simple part of the English language and this PPT can teach you how and why we use noun clauses in a sentence. See http://www.ted-ielts.com for more free grammar lessons.
The document discusses parallelism and how to use it effectively in writing. Parallelism emphasizes relationships between equivalent ideas by presenting corresponding elements, such as items in a list or series, in a matching grammatical form. It adds unity, balance and clarity. Faulty parallelism creates awkward sentences that obscure meaning. The document provides examples of parallel and non-parallel constructions and guidelines for revising sentences to improve parallelism.
This document discusses parallelism and provides examples of its effective use. Parallelism involves using matching words, phrases, clauses, or sentences to express equivalent ideas. It adds unity, balance and force to writing. The document outlines three key ways to use parallelism: 1) with items in a series, 2) with paired items, and 3) in lists. It also provides examples of faulty parallelism and how to revise sentences to improve parallel structure. The overall purpose is to explain parallelism and how to use it properly for clear, emphatic writing.
The document discusses language features that can make communication in meetings more effective. Some key points include:
- Using tentative language like "would", "could", or "might" instead of definitive statements.
- Presenting suggestions as questions rather than statements to sound more open.
- Adding "n't" to make suggestions more negotiable.
- Using stress and qualifiers to soften messages and make positions more flexible.
Body paragraphs (claim, evidence, analysis)theLecturette
How to build a strong argumentative paragraph using the 'claim', 'evidence', 'analysis' structure.
For more English tutorials, please visit:
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Presentation skills for entrepreneurs 1theLecturette
This document provides an overview of a course on presentation skills for entrepreneurs. The course will cover topics like elevator pitches, full presentations, preparation techniques, and useful vocabulary. It will utilize reflection, self-assessment, peer feedback, and collaboration to develop students' presentation skills. Students will practice giving presentations and pitching to different types of audiences. The goal is to help entrepreneurs effectively present, market their ideas, and persuade potential customers or investors.
A tutorial on how to use parallelism effectively and how to revise faulty parallelism
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How to 'signpost' your presentation effectively to give structure to your presentation.
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How to effectively open your presentation and 'hook' your audience to grab their attention.
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A tutorial on how to present graphs, tables, and charts in an effective and engaging way.
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The document provides guidance for beginning a presentation by greeting the audience, introducing yourself, and welcoming the audience. It recommends saying hello and your name when greeting the audience, providing something brief about your background or experience, and thanking and welcoming the audience to set an inclusive tone.
Writing concisely by eliminating wordiness is important to make your writing better, more engaging and effective. This slide presentation helps you to recognise the different types of wordiness and discusses ways in which wordy passages can be revised.
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How to correct fragmented sentences that were created because the sentence lacks a subject, a verb, or both, or because the sentence does not express a complete thought.
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A tutorial on how to revise unwarranted shifts in writing to avoid awkward or confusing sentences.
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Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
2. Verbs with ‘-ing’ Clauses
Many verbs are followed by and ‘-ing’ clause.
The subject of the verb is also the subject of
the ‘-ing’ clause. The ‘-ing’ clause begins with
an ‘-ing’ form.
3. Verbs with ‘-ing’ Clauses
The most common of these verbs are:
• verbs of saying and thinking
admit deny imagine
recall consider describe
mention suggest
4. Verbs with ‘-ing’ Clauses
He denied taking drugs.
I suggested meeting her for a coffee.
Note: all of these verbs except for ‘describe’
can also be followed by a ‘that’-clause.
He denied that he was involved.
5. Verbs with ‘-ing’ Clauses
• verbs of liking and disliking
adore dislike enjoy
like mind detest
dread fancy love
resent
6. Verbs with ‘-ing’ Clauses
Will you enjoy using it?
I don’ t mind telling you.
‘Like’ and ‘love’ can also be followed by a ‘to’-
infinitive clause.
7. Verbs with ‘-ing’ Clauses
• other common verbs
avoid finish miss
resist commence involve
postpone risk delay
keep practise stop
8. Verbs with ‘-ing’ Clauses
I’ve just finished reading that book.
Avoid giving any unnecessary information.
9. Verbs with ‘-ing’ Clauses
• common phrasal verbs
burst out end up go round
put off carry on give up
keep on set about
10. Verbs with ‘-ing’ Clauses
She carried on reading.
They kept on walking for a while.
11. Verbs with ‘-ing’ Clauses
Note: some common phrases can be followed
by an ‘-ing’ clause.
can’t help can’t stand feel like
I can’ t help worrying.
12. Verbs with ‘-ing’ Clauses
After the verbs and phrases mentioned on the
previous slide, you can also use ‘being’
followed by a past participle.
They enjoy being praised.
I dislike being interrupted.
13. Verbs with ‘-ing’ Clauses
After some verbs of saying and thinking, you
can use ‘having’ followed by a past participle.
admit deny mention recall
Michael denied having seen him.
14. Verbs with ‘-ing’ Clauses
‘Come’ and ‘go’ are used with ‘-ing’ clauses to
describe the way that a person or thing
moves.
They both came running out.
I went sliding across the road out of control.
15. Verbs with ‘-ing’ Clauses
‘Go’ and ‘come’ are also used with ‘-ing’
nouns to talk about sports and outdoor
activities.
Did you say they might go camping?
16. Verbs with ‘-ing’ Clauses
Some verbs can be followed by an object and
an ‘-ing’ clause. The object of the verb is the
subject of the ‘-ing’ clause.
catch imagine prevent watch
find leave stop
17. Verbs with ‘-ing’ Clauses
It is hard to imagine him existing without it.
He left them making their calculations.
Note: ‘Prevent’ and ‘stop’ are often used with
‘from’ in front of the ‘-ing’ clause.
I wanted to prevent him from seeing that.
18. Verbs with ‘-ing’ Clauses
Most verbs of perception can be followed by
an object and an ‘-ing’ clause or a base form.
I saw him riding a bicycle.
I saw a policeman walk over to one of them.