The document provides information about word formation, including converting between different parts of speech like nouns, verbs, adjectives. It discusses the most common prefixes and suffixes used to form opposites or change the meaning. Examples are given for forming nouns from verbs and adjectives, adjectives from nouns, and adverbs from adjectives. The purpose is to help with exercises involving filling gaps in a text with the correct word form based on a root word.
This document provides examples of ways to make and respond to suggestions in English. To make a suggestion, one can use phrases like "I think we should + infinitive", "What about + -ing", or "Let's + infinitive". To support a suggestion, responses like "That's a good idea" or "Yeah, why not?" can be used. Alternatively, a different suggestion can be made by using phrases such as "Why don't...instead?" or "How about...instead?".
The document provides information on word formation strategies that are important for the FCE (First Certificate in English) exam. It covers forming verbs with prefixes and suffixes, making negatives with prefixes, turning verbs into nouns with suffixes like "-ion" and "-ance", forming nouns from verbs and adjectives with suffixes like "-ment" and "-ness", irregular noun formations, and adjectives with their noun and verb forms. The word formation section of the FCE exam tests knowledge of these patterns.
The document defines and provides examples of the different parts of speech in English language: nouns, pronouns, adjectives, verbs, adverbs, conjunctions, prepositions, interjections, and articles. It explains what each part of speech is, the types within each category, and the grammatical functions they serve in language. The parts of speech are the building blocks of language and are taught through reading, writing, and speaking.
Course 5-Unit 13: The use of too + adjectiveMartin Caicedo
The document is a lesson on using "too + adjective" to express problems in English. It provides the definition of "too" as used to express a problem, examples like "the shoes are too big", and a conversation example where a customer says her pants are too long and blouse is too tight. It emphasizes the construction of "too + adjective" throughout and aims to teach learners how to use this structure.
This document provides expressions that can be used when stating an opinion, asking for an opinion from others, agreeing or disagreeing with an opinion, interrupting a conversation, and settling an argument. It includes phrases like "in my opinion", "what do you think?", "I agree with you", "I don't think so", "can I add something here?", and "let's just move on".
The document lists common health issues and injuries that children may experience such as putting on a bandaid, having a bloody nose, broken arm, bruise, bump, cough, cut, diarrhea, fever, hay fever, headache, and receiving an IV. It encourages learning about health and lists these health phrases and issues in both forward and backward order. It also promotes subscribing to and watching the health-related content again.
The document provides information about word formation, including converting between different parts of speech like nouns, verbs, adjectives. It discusses the most common prefixes and suffixes used to form opposites or change the meaning. Examples are given for forming nouns from verbs and adjectives, adjectives from nouns, and adverbs from adjectives. The purpose is to help with exercises involving filling gaps in a text with the correct word form based on a root word.
This document provides examples of ways to make and respond to suggestions in English. To make a suggestion, one can use phrases like "I think we should + infinitive", "What about + -ing", or "Let's + infinitive". To support a suggestion, responses like "That's a good idea" or "Yeah, why not?" can be used. Alternatively, a different suggestion can be made by using phrases such as "Why don't...instead?" or "How about...instead?".
The document provides information on word formation strategies that are important for the FCE (First Certificate in English) exam. It covers forming verbs with prefixes and suffixes, making negatives with prefixes, turning verbs into nouns with suffixes like "-ion" and "-ance", forming nouns from verbs and adjectives with suffixes like "-ment" and "-ness", irregular noun formations, and adjectives with their noun and verb forms. The word formation section of the FCE exam tests knowledge of these patterns.
The document defines and provides examples of the different parts of speech in English language: nouns, pronouns, adjectives, verbs, adverbs, conjunctions, prepositions, interjections, and articles. It explains what each part of speech is, the types within each category, and the grammatical functions they serve in language. The parts of speech are the building blocks of language and are taught through reading, writing, and speaking.
Course 5-Unit 13: The use of too + adjectiveMartin Caicedo
The document is a lesson on using "too + adjective" to express problems in English. It provides the definition of "too" as used to express a problem, examples like "the shoes are too big", and a conversation example where a customer says her pants are too long and blouse is too tight. It emphasizes the construction of "too + adjective" throughout and aims to teach learners how to use this structure.
This document provides expressions that can be used when stating an opinion, asking for an opinion from others, agreeing or disagreeing with an opinion, interrupting a conversation, and settling an argument. It includes phrases like "in my opinion", "what do you think?", "I agree with you", "I don't think so", "can I add something here?", and "let's just move on".
The document lists common health issues and injuries that children may experience such as putting on a bandaid, having a bloody nose, broken arm, bruise, bump, cough, cut, diarrhea, fever, hay fever, headache, and receiving an IV. It encourages learning about health and lists these health phrases and issues in both forward and backward order. It also promotes subscribing to and watching the health-related content again.
Simple present vs present continuous presentation written and oral practiceMEDUCA
The document discusses the difference between the simple present and present continuous tenses in English. It provides examples of when to use each, such as using the simple present for permanent or habitual situations and facts, and using the present continuous for actions happening at the moment or temporary situations. Signal words are also presented that indicate the use of each tense, such as "always" and "now."
This document defines and provides examples of adverbs of degree. Adverbs of degree indicate the intensity or strength of what they modify, answering questions like "how much" or "how little." They can make adjectives or other adverbs stronger by using adverbs like "very" or "really" or weaker by using adverbs like "quite," "fairly," or "a bit." The document provides a list of common single-word adverbs of degree and examples of how they are used in sentences.
The document compares the simple present and present continuous tenses. The present continuous is used to describe actions happening at the moment or temporary situations. The simple present describes routines that happen repeatedly or permanent situations. For example, "Jack works every night, but he isn't working tonight" uses the simple present for his routine and the present continuous for the temporary situation that he is not working tonight.
The document discusses the differences between using "do" and "make" in Spanish. It states that "do" is used more generally for actions and activities that do not result in a physical object, while "make" implies creating something tangible. It provides examples of phrases using both "do" and "make" to illustrate when each is appropriate.
The document discusses the WH questions in English and how they are used to ask different types of questions. It covers the WH questions words - who, what, where, when, why, how - and explains that who is used to ask about people, what about things or actions, where about locations, when about time, why about reasons, and how about quantities or qualities. It also provides examples of questions using each WH word and notes that WH questions are used to elicit specific information.
The document provides 20 sets of adjectives and asks the reader to match each set with the personality trait it describes. It then provides the answers to check the reader's work. The adjectives describe traits such as vain, conscientious, open-minded, insincere, eccentric, easy-going, well-balanced, stubborn, assertive, cheerful, self-confident, insecure, loyal, wise, immature, arrogant, impulsive, optimistic, funny, and reserved.
This is a practical and easy way to teach Do- does and did as main verb and auxiliary in present and past tense. It works for basic and intermediate English students.
The document discusses the differences between active and passive voice in English grammar. It provides examples of sentences in the simple present, present continuous, simple past, past continuous, and present perfect tenses in both active and passive voice. It demonstrates how the subject and object swap places when changing a sentence from active to passive voice.
The document discusses defining relative clauses, which are parts of sentences that provide a definition using a subject and verb. It provides examples of defining relative clauses using the subject "earring", including "It's a ring which you put in your ear" and "It's a ring which goes in your ear". It also gives an example of a defining relative clause in a sentence about a shy person named John, saying "John's a shy person who wears a lot of earrings."
The document discusses modal verbs of obligation and prohibition in English. It explains that must and mustn't express strong obligation or prohibition, either based on the speaker's opinion or outside compulsory rules. Have to and don't have to express obligation or lack of obligation that may come from external sources. Examples are given of sentences using these modal verbs to prohibit or obligate certain actions. Situations that are obligatory or non-obligatory are listed along with example sentences.
Vocabulary and expressions used to make a phone callEncarni González
This document provides vocabulary and expressions for making phone calls. It includes terms for different types of phones, phone numbers, activities related to calling, and expressions used during calls. It then provides two sample phone call sketches as examples - the first involves a student asking another on a date over the phone, and the second involves a man calling a woman's house looking for her but speaking to her boyfriend instead.
The document discusses the simple present tense in English. It outlines the basic rules for forming sentences in the simple present tense based on subject - whether it is I/you/we/they or he/she/it. It provides examples of affirmative and negative sentences as well as questions. It then prompts the reader to ask and answer questions in the simple present tense about daily activities and to write a short paragraph describing actions in pictures using simple present verbs.
This document defines and provides examples for common English idioms related to food. It includes idioms like "bad apple" meaning a person with a bad influence, "good egg" meaning a kind person, "egghead" meaning an intelligent person, "couch potato" meaning a lazy person, "cool as a cucumber" meaning calm under pressure, and "tough cookie" meaning a determined person. It also covers idioms such as "have egg on one's face" meaning to be embarrassed, "hot potato" meaning a sensitive issue, and "apple of one's eye" meaning someone liked a lot.
This document provides common vocabulary terms that are frequently used in job interviews. It includes terms to describe work experience, qualifications, strengths, weaknesses, work styles, and personal attributes. Examples of terms defined are: resume, background, field/industry, qualifications, team player/leader, problem solver, multitasking, knowledgeable/expert, ambitious, reliable, and self-starter. The document also includes sample interview questions in various categories like future, scenario, and practical questions.
The document provides examples and explanations of how to use the present simple tense in English. It covers affirmative, negative, and interrogative sentence structures using the present simple. Examples are given for regular and irregular verbs. Common uses of the present simple tense are described such as for habitual or repeated actions. Spelling rules are also provided for adding -s or -es to verbs in the third person singular form.
This document provides examples of ways to make and respond to suggestions in English. To make a suggestion, one can use phrases like "I think we should...", "What about...", or "Why don't we...". To support a suggestion, say things like "That's a great idea" or "Yeah, let's do it". To not support an idea, say "I don't think that will work" or "I'd rather...". One can also make an alternative suggestion using phrases such as "Why don't we...instead?" or "Perhaps we could...".
This document provides an overview of verb tenses and subject-verb agreement concepts for a test prep guide. It discusses three factors to consider for verb questions: subject-verb agreement, context/meaning, and parallel structures. It then covers singular and plural verbs and provides examples of subject-verb agreement. It discusses tricky agreement cases like collective nouns, prepositional phrases, and indefinite pronouns. It also covers compound subjects, verbs used with "or" and "nor", subjunctive mood, and perfect tense verbs. The document continues with sections on pronoun-antecedent agreement, pronoun cases, modifiers, and idioms.
This document provides rules and examples for describing images using adjective clauses without using prohibited words. It asks the reader to describe common subjects like a puppy, the Eiffel Tower, Barack Obama, an airplane, the Great Wall of China, and cookies while avoiding common descriptive words for each subject in adjective clauses.
This document discusses adverbs of frequency and their usage. It lists common adverbs of frequency such as always, usually, often, and never. It explains that these adverbs are used to describe how frequently an activity is done. It notes the position of these adverbs, which is after forms of "to be" and before the main verb. The document provides examples of sentences using adverbs of frequency in their correct positions.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Simple present vs present continuous presentation written and oral practiceMEDUCA
The document discusses the difference between the simple present and present continuous tenses in English. It provides examples of when to use each, such as using the simple present for permanent or habitual situations and facts, and using the present continuous for actions happening at the moment or temporary situations. Signal words are also presented that indicate the use of each tense, such as "always" and "now."
This document defines and provides examples of adverbs of degree. Adverbs of degree indicate the intensity or strength of what they modify, answering questions like "how much" or "how little." They can make adjectives or other adverbs stronger by using adverbs like "very" or "really" or weaker by using adverbs like "quite," "fairly," or "a bit." The document provides a list of common single-word adverbs of degree and examples of how they are used in sentences.
The document compares the simple present and present continuous tenses. The present continuous is used to describe actions happening at the moment or temporary situations. The simple present describes routines that happen repeatedly or permanent situations. For example, "Jack works every night, but he isn't working tonight" uses the simple present for his routine and the present continuous for the temporary situation that he is not working tonight.
The document discusses the differences between using "do" and "make" in Spanish. It states that "do" is used more generally for actions and activities that do not result in a physical object, while "make" implies creating something tangible. It provides examples of phrases using both "do" and "make" to illustrate when each is appropriate.
The document discusses the WH questions in English and how they are used to ask different types of questions. It covers the WH questions words - who, what, where, when, why, how - and explains that who is used to ask about people, what about things or actions, where about locations, when about time, why about reasons, and how about quantities or qualities. It also provides examples of questions using each WH word and notes that WH questions are used to elicit specific information.
The document provides 20 sets of adjectives and asks the reader to match each set with the personality trait it describes. It then provides the answers to check the reader's work. The adjectives describe traits such as vain, conscientious, open-minded, insincere, eccentric, easy-going, well-balanced, stubborn, assertive, cheerful, self-confident, insecure, loyal, wise, immature, arrogant, impulsive, optimistic, funny, and reserved.
This is a practical and easy way to teach Do- does and did as main verb and auxiliary in present and past tense. It works for basic and intermediate English students.
The document discusses the differences between active and passive voice in English grammar. It provides examples of sentences in the simple present, present continuous, simple past, past continuous, and present perfect tenses in both active and passive voice. It demonstrates how the subject and object swap places when changing a sentence from active to passive voice.
The document discusses defining relative clauses, which are parts of sentences that provide a definition using a subject and verb. It provides examples of defining relative clauses using the subject "earring", including "It's a ring which you put in your ear" and "It's a ring which goes in your ear". It also gives an example of a defining relative clause in a sentence about a shy person named John, saying "John's a shy person who wears a lot of earrings."
The document discusses modal verbs of obligation and prohibition in English. It explains that must and mustn't express strong obligation or prohibition, either based on the speaker's opinion or outside compulsory rules. Have to and don't have to express obligation or lack of obligation that may come from external sources. Examples are given of sentences using these modal verbs to prohibit or obligate certain actions. Situations that are obligatory or non-obligatory are listed along with example sentences.
Vocabulary and expressions used to make a phone callEncarni González
This document provides vocabulary and expressions for making phone calls. It includes terms for different types of phones, phone numbers, activities related to calling, and expressions used during calls. It then provides two sample phone call sketches as examples - the first involves a student asking another on a date over the phone, and the second involves a man calling a woman's house looking for her but speaking to her boyfriend instead.
The document discusses the simple present tense in English. It outlines the basic rules for forming sentences in the simple present tense based on subject - whether it is I/you/we/they or he/she/it. It provides examples of affirmative and negative sentences as well as questions. It then prompts the reader to ask and answer questions in the simple present tense about daily activities and to write a short paragraph describing actions in pictures using simple present verbs.
This document defines and provides examples for common English idioms related to food. It includes idioms like "bad apple" meaning a person with a bad influence, "good egg" meaning a kind person, "egghead" meaning an intelligent person, "couch potato" meaning a lazy person, "cool as a cucumber" meaning calm under pressure, and "tough cookie" meaning a determined person. It also covers idioms such as "have egg on one's face" meaning to be embarrassed, "hot potato" meaning a sensitive issue, and "apple of one's eye" meaning someone liked a lot.
This document provides common vocabulary terms that are frequently used in job interviews. It includes terms to describe work experience, qualifications, strengths, weaknesses, work styles, and personal attributes. Examples of terms defined are: resume, background, field/industry, qualifications, team player/leader, problem solver, multitasking, knowledgeable/expert, ambitious, reliable, and self-starter. The document also includes sample interview questions in various categories like future, scenario, and practical questions.
The document provides examples and explanations of how to use the present simple tense in English. It covers affirmative, negative, and interrogative sentence structures using the present simple. Examples are given for regular and irregular verbs. Common uses of the present simple tense are described such as for habitual or repeated actions. Spelling rules are also provided for adding -s or -es to verbs in the third person singular form.
This document provides examples of ways to make and respond to suggestions in English. To make a suggestion, one can use phrases like "I think we should...", "What about...", or "Why don't we...". To support a suggestion, say things like "That's a great idea" or "Yeah, let's do it". To not support an idea, say "I don't think that will work" or "I'd rather...". One can also make an alternative suggestion using phrases such as "Why don't we...instead?" or "Perhaps we could...".
This document provides an overview of verb tenses and subject-verb agreement concepts for a test prep guide. It discusses three factors to consider for verb questions: subject-verb agreement, context/meaning, and parallel structures. It then covers singular and plural verbs and provides examples of subject-verb agreement. It discusses tricky agreement cases like collective nouns, prepositional phrases, and indefinite pronouns. It also covers compound subjects, verbs used with "or" and "nor", subjunctive mood, and perfect tense verbs. The document continues with sections on pronoun-antecedent agreement, pronoun cases, modifiers, and idioms.
This document provides rules and examples for describing images using adjective clauses without using prohibited words. It asks the reader to describe common subjects like a puppy, the Eiffel Tower, Barack Obama, an airplane, the Great Wall of China, and cookies while avoiding common descriptive words for each subject in adjective clauses.
This document discusses adverbs of frequency and their usage. It lists common adverbs of frequency such as always, usually, often, and never. It explains that these adverbs are used to describe how frequently an activity is done. It notes the position of these adverbs, which is after forms of "to be" and before the main verb. The document provides examples of sentences using adverbs of frequency in their correct positions.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
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
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.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
9. Full Lesson
Get the full lesson (intended for IELTS
learners) at www.ted-ielts.com/inside-the-
mind-of-a-master-procrastinator-by-tim-urban
IELTS teachers – go to www.ielts-
teaching.com for awesome lesson plans