Grammar Scheme of Work
... for example I/we do, you/you do, he/she/they do/does – through: • collecting and categorising examples and noting the differences between the singular and plural persons • discussing the purposes for which each can be used • use the perfect form of verbs to mark relationships for time and cause – fo ...
... for example I/we do, you/you do, he/she/they do/does – through: • collecting and categorising examples and noting the differences between the singular and plural persons • discussing the purposes for which each can be used • use the perfect form of verbs to mark relationships for time and cause – fo ...
function words
... The main objective of An Introductory Course: English Grammar is to introduce the first-year university student into the world of English grammar. Most of the students doing this introductory course have had some previous contact with English grammar in one form or another. But here we intend to off ...
... The main objective of An Introductory Course: English Grammar is to introduce the first-year university student into the world of English grammar. Most of the students doing this introductory course have had some previous contact with English grammar in one form or another. But here we intend to off ...
2.1. Inflection
... 1.2.2.2. Are there adjectives that take arguments? optionally/obligatorily 1.2.2.2.1. Are there adjectives that occur in subjectless sentences? optionally/obligatorily 1.2.2.2.2. Are there adjectives with direct objects? optionally/obligatorily 1.2.2.2.3. Are there adjectives with indirect objects? ...
... 1.2.2.2. Are there adjectives that take arguments? optionally/obligatorily 1.2.2.2.1. Are there adjectives that occur in subjectless sentences? optionally/obligatorily 1.2.2.2.2. Are there adjectives with direct objects? optionally/obligatorily 1.2.2.2.3. Are there adjectives with indirect objects? ...
Parts of Speech
... type of person not these type of people This formulation generally accords with most formal American writing; however, in speech and in British English, usage patterns are more varied. In addition, the use of a plural demonstrative adjective with a singular kind, sort, or type is appearing more regu ...
... type of person not these type of people This formulation generally accords with most formal American writing; however, in speech and in British English, usage patterns are more varied. In addition, the use of a plural demonstrative adjective with a singular kind, sort, or type is appearing more regu ...
Transitive and Intransitive Verbs
... A transitive verb expresses an action that moves from a doer to a receiver aka a DO. EVERY transitive verb has a receiver aka DO. If it does not, it is intransitive. Ex. Eli Whitney created the cotton gin. ...
... A transitive verb expresses an action that moves from a doer to a receiver aka a DO. EVERY transitive verb has a receiver aka DO. If it does not, it is intransitive. Ex. Eli Whitney created the cotton gin. ...
D.1.1.1 Use relative pronouns (eg, who, whose
... D.1.1.8 Ensure subject-verb and pronoun-antecedent agreement ............................................................. 20 D.1.2.1 Use correct capitalization ............................................................................................................. 24 D.1.2.2 Use commas and quo ...
... D.1.1.8 Ensure subject-verb and pronoun-antecedent agreement ............................................................. 20 D.1.2.1 Use correct capitalization ............................................................................................................. 24 D.1.2.2 Use commas and quo ...
Basic English Grammar
... I always do my homework after dinner. I do drawings with colored pencils. We do our shopping at the supermarket. You do magic tricks very well. They do their housework on the weekend. Mom and Dad do the cooking together. Jim and Alan always do well in math tests. The artist does beautiful paintings. ...
... I always do my homework after dinner. I do drawings with colored pencils. We do our shopping at the supermarket. You do magic tricks very well. They do their housework on the weekend. Mom and Dad do the cooking together. Jim and Alan always do well in math tests. The artist does beautiful paintings. ...
Verbs - Images
... When a phrase comes between the subject & the verb, the number of the subject IS NOT CHANGED!!! Focus on the subject when deciding whether the verb should be singular or ...
... When a phrase comes between the subject & the verb, the number of the subject IS NOT CHANGED!!! Focus on the subject when deciding whether the verb should be singular or ...
and save the article to your computer
... Explanation. In 1 I can see the cake. In 2 I cannot see it, but I have a good idea of the cake I want, perhaps I can see it in my mind. In 3 I have no particular cake in sight or mind. Therefore, the longer the article, the more specific it is. Teaching suggestion: 1. Point out the first two sentenc ...
... Explanation. In 1 I can see the cake. In 2 I cannot see it, but I have a good idea of the cake I want, perhaps I can see it in my mind. In 3 I have no particular cake in sight or mind. Therefore, the longer the article, the more specific it is. Teaching suggestion: 1. Point out the first two sentenc ...
Glossary
... phrase: can see, has been seeing, should have been seen. The auxiliaries are: 1. modals: e.g. can, could, may, might, should, will, would 2. perfect auxiliary: have 3. progressive auxiliary: be 4. passive auxiliary: be 5. dummy operator: do ...
... phrase: can see, has been seeing, should have been seen. The auxiliaries are: 1. modals: e.g. can, could, may, might, should, will, would 2. perfect auxiliary: have 3. progressive auxiliary: be 4. passive auxiliary: be 5. dummy operator: do ...
Using gerunds and infinitives
... I will instruct her to prepare a handout. We invite you to attend the ceremony. They need her to show the slides. He ordered the group to leave the building. Can we persuade you to contribute again? Please remind him to check the references. They will require you to submit an outline. We should teac ...
... I will instruct her to prepare a handout. We invite you to attend the ceremony. They need her to show the slides. He ordered the group to leave the building. Can we persuade you to contribute again? Please remind him to check the references. They will require you to submit an outline. We should teac ...
Grammar Lesson Three Syntax Patterns
... Compound-complex: Two independent and one or more independent clauses ...
... Compound-complex: Two independent and one or more independent clauses ...
Appendix C - ekmekci.com
... The specific rules that follow are given in the order in which the prefixes and suffixes are introduced in the word-building exercises. In making use of the rules for any one prefix of suffix, try to apply the first rule first; if the first one is not applicable, go on to the next one. Follow the sa ...
... The specific rules that follow are given in the order in which the prefixes and suffixes are introduced in the word-building exercises. In making use of the rules for any one prefix of suffix, try to apply the first rule first; if the first one is not applicable, go on to the next one. Follow the sa ...
appendix c
... The specific rules that follow are given in the order in which the prefixes and suffixes are introduced in the word-building exercises. In making use of the rules for any one prefix of suffix, try to apply the first rule first; if the first one is not applicable, go on to the next one. Follow the sa ...
... The specific rules that follow are given in the order in which the prefixes and suffixes are introduced in the word-building exercises. In making use of the rules for any one prefix of suffix, try to apply the first rule first; if the first one is not applicable, go on to the next one. Follow the sa ...
Structuring Sentences
... First, communicate your message clearly, using as few words as possible. The reader should not need to read a sentence twice to understand it. Second, learn some collocations from your discipline, ...
... First, communicate your message clearly, using as few words as possible. The reader should not need to read a sentence twice to understand it. Second, learn some collocations from your discipline, ...
Parts of Speech - Dakota Hills Middle School
... to create a verb phrase. • B) a word that helps the subject do the verb to create a verb phrase • C) a word that helps the describing word to create a verb phrase ...
... to create a verb phrase. • B) a word that helps the subject do the verb to create a verb phrase • C) a word that helps the describing word to create a verb phrase ...
PARALLELISM
... Parallelism ensures that similar clauses or phrases are uniform in expression and function. To achieve parallelism, you must use the same verb, noun, adverb, or adjective forms consistently throughout a sentence. Consider the following examples: Paul likes dancing, swimming, and running. Paul likes ...
... Parallelism ensures that similar clauses or phrases are uniform in expression and function. To achieve parallelism, you must use the same verb, noun, adverb, or adjective forms consistently throughout a sentence. Consider the following examples: Paul likes dancing, swimming, and running. Paul likes ...
Parallelism
... Parallelism ensures that similar clauses or phrases are uniform in expression and function. To achieve parallelism, you must use the same verb, noun, adverb, or adjective forms consistently throughout a sentence. Consider the following examples: Paul likes dancing, swimming, and running. Paul likes ...
... Parallelism ensures that similar clauses or phrases are uniform in expression and function. To achieve parallelism, you must use the same verb, noun, adverb, or adjective forms consistently throughout a sentence. Consider the following examples: Paul likes dancing, swimming, and running. Paul likes ...
(that) he went to school every day.
... • Teaching aims: • 1. Students can understand the difference between direct and indirect speech.. • 2. Students can learn how to transform direct speech into indirect speech. ...
... • Teaching aims: • 1. Students can understand the difference between direct and indirect speech.. • 2. Students can learn how to transform direct speech into indirect speech. ...
verb - Cloudfront.net
... Other verbs can express a state of being. These verbs do not refer to action of any sort. They simply tell what the subject is. Being Verbs Forms of be: am, is, are, was, were, be, being, been Other being verbs: appear, become, feel, grow, look, seem, ...
... Other verbs can express a state of being. These verbs do not refer to action of any sort. They simply tell what the subject is. Being Verbs Forms of be: am, is, are, was, were, be, being, been Other being verbs: appear, become, feel, grow, look, seem, ...
Active/Passive Voice
... “object” so you can see that passive takes the object from an active sentence, and makes it the subject. ...
... “object” so you can see that passive takes the object from an active sentence, and makes it the subject. ...
A Simplified Method of Teaching the Position of Object Pronouns in
... course,end in r, all gerundsend in o, andall affirmativecommandsend in a vowel (in singular commands)or the consonantsn (in pluralcommands),s (in first-personpluralcommands), or d(for vosotros).Exceptionsarethe irregulartziimperatives:haz,sal, etc. The accentuation for all these formsis the generalp ...
... course,end in r, all gerundsend in o, andall affirmativecommandsend in a vowel (in singular commands)or the consonantsn (in pluralcommands),s (in first-personpluralcommands), or d(for vosotros).Exceptionsarethe irregulartziimperatives:haz,sal, etc. The accentuation for all these formsis the generalp ...