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The document discusses the infinitive in English grammar. It defines the infinitive as the base form of a verb and notes there are to-infinitives and bare infinitives. It then examines the different functions of the infinitive in a sentence, such as subject, object, and adverbial uses. Finally, it explores the various forms of the infinitive including active/passive voices and perfect/continuous aspects.
Relative clauses provide extra information about nouns, functioning like adjectives. There are two types: defining clauses that identify the noun, and non-defining clauses that provide unnecessary but interesting information. Relative clauses can be introduced by relative pronouns like who, which, that, whose, or no pronoun, using where, why, or when instead. Defining clauses are not separated by commas while non-defining clauses use commas. Relative pronouns vary depending on if the clause refers to people or things.
This document discusses second and third conditional sentences, which are known as unreal conditionals. Second conditionals refer to hypothetical situations in the present or future, using the structure "if + past tense, would/could/might + infinitive." Third conditionals refer to hypothetical past situations, using "if + past perfect, would have + past participle." Some examples of second and third conditionals are provided. The document also notes some variations that are possible with pronouns and when mixing tenses. Exercises are included to practice forming second and third conditional sentences.
The document discusses the subjunctive mood in English grammar. It describes the two forms of the subjunctive as synthetic and analytic. The synthetic subjunctive has present and past tense forms, while the analytic subjunctive uses modal verbs like shall, should, would, may, might, and could followed by an infinitive. It provides examples of how the different forms of the subjunctive are used in various clause types like conditional clauses, subject clauses, and purpose clauses.
Cleft sentences are used to emphasize a specific part of a sentence, such as the subject, object, or adverbial phrase. They begin with "what" or "it" clauses and use forms of the verb "be". For example, "What I enjoy most is learning English" emphasizes what is enjoyed most. "It is Jenny who spends all her money on shoes" emphasizes who is spending the money. Cleft sentences can also focus on time, place, or actions using "it" clauses like "It was in London that he met his first wife."
Compound nouns are made up of two or more words that act as a single unit. They can be open, hyphenated, or closed. Common types are noun+noun or adjective+noun combinations, but there are other possibilities. It is important to understand compound nouns because they are treated as single units that can be modified by other words. Examples include bus stop, fire-fly, football, full moon, blackboard, and software. Stress is usually on the first word to distinguish compound nouns from other constructions.
This document discusses participial adjectives ending in -ed and -ing. It explains that these words look like verbs but function as adjectives to describe nouns. It provides many examples of common -ed and -ing adjective pairs and explains that -ed adjectives describe how a person feels while -ing adjectives describe personality, places, events, or experiences. The document encourages practicing distinguishing between -ed and -ing forms through example sentences.
This document discusses ellipses, which are the omission of words from sentences for brevity or clarity. It provides several examples of how ellipses can be used:
- Repeated subjects, verbs, objects, and prepositional phrases can be omitted from compound sentences connected with "and", "but", or when clauses have the same structure.
- Verb phrases can be left out after an auxiliary verb or linking verb in subsequent clauses.
- Complement clauses introduced with "to", "whether", or "that" can have the entire clause omitted through ellipsis.
- Questions can repeat just the question word when repeated rather than the entire question.
Ellipses allow for concise
Conditional sentences contain an if-clause that establishes a condition and a result clause that states the consequence. There are three main types of conditional sentences:
1) First conditional refers to possible present or future events and uses present tense in the if-clause and future tense in the result clause.
2) Second conditional refers to unlikely or imaginary present/future events and uses past tense in both clauses.
3) Third conditional refers to unlikely past events and uses past perfect in the if-clause and conditional perfect in the result clause.
The document discusses various ways to use past tenses to describe unreal or imaginary situations in the present or future. Some of the structures covered include "it's (high/about) time", "what if/suppose/imagine", "would rather/would sooner", "as if/as though", and "I wish/if only". These structures allow us to talk about preferences, hypothetical scenarios, counterfactual situations, and things we want to be different than they are. The document provides examples of how to use each structure and encourages the reader to practice making their own sentences using these past tense constructions.
Inversion means reversing the typical subject-verb word order in a sentence, usually for emphasis or effect. It is more common in formal writing and literary styles than everyday speech. Some instances when inversion is used include:
1) After place adverbials or adverbs of time at the start of a sentence.
2) In direct speech when the reporting verb follows the quoted statement.
3) With certain negative adverbials like "hardly" or "scarcely" placed initially in a sentence.
4) With expressions like "so..." or "such..." starting a sentence to emphasize degree or quality.
The document discusses the four types of conditional sentences in English: zero-conditional, first-conditional, second-conditional, and third-conditional. It also covers how to form mixed conditionals using elements from different conditional types, and how to express wishes using "wish" or "if only" followed by various verb tenses.
The past perfect tense is used to describe actions that were completed before something else in the past. It is formed using "had" plus the past participle of the main verb. There are two main uses - to indicate an action that was completed before another past action, and to show that something started in the past and continued up until another past time or event. Specific time words can be used with the past perfect, but are not always necessary. The negative form is "had not" or "hadn't" plus the past participle. Examples are given to illustrate completed actions before something in the past and duration up until a past time.
The document discusses the passive causative structure in English grammar. It begins by asking if the reader has heard of the passive causative and shows some example pictures. It then defines the passive causative as using a causative verb like "have" to indicate that one thing or person causes another thing or person to experience an action. The document notes there are active and passive causative structures and provides examples of each, concluding by explaining how to form the passive causative construction.
This document discusses present and past participles. It explains that present participles are formed with "-ing" and describe something, while past participles are formed with "-ed" or "-en" and describe how people feel. It provides examples of how participles can modify nouns and be used in comparisons. The document also gives examples of participles being used to describe feelings and situations. Finally, it includes some exercises asking the reader to identify the correct participle form.
This document discusses different types of conditional sentences in English. It begins by providing examples of zero, first, second, and third conditional sentences. It then explains mixed conditional sentences which connect past to present using unreal past conditions. The document also discusses inverted conditional forms using "should", "were", and "had". It provides examples of similar conditional expressions like "only if". Finally, it gives sample questions to test understanding of conditional sentences.
Past perfect tense x past perfect continuousCida Oliveira
This document provides instruction on how to form and use the past perfect tense and past perfect continuous tense in English. It explains that the past perfect tense is formed using "had" plus the past participle of the main verb, and is used to refer to actions completed before something else in the past or to provide reasons for past actions. The past perfect continuous tense is formed using "had been" plus the present participle of the main verb, and is used to refer to actions that started in the past and continued up to another past event or the cause of something in the past. Examples are given for affirmative, negative, and question forms for both tenses.
The future perfect continuous tense is used to describe an action that will be ongoing up until a particular time in the future. It is formed using will + have + been + present participle. This tense emphasizes the duration of an action before something happens in the future. It can indicate either the duration before a future event, or cause and effect where one future action is the result of a prior ongoing action. The future perfect continuous cannot be used in time clauses, which require the present perfect continuous instead. It also cannot be used with non-continuous verbs.
This document discusses different types of conditional sentences in English:
- Zero conditional describes straightforward cause and effect or scientific truths using present simple in both clauses.
- First conditional expresses likelihood or promises using "if + present, will + infinitive".
- Second conditional expresses improbability using "if + past simple, would/could/might + infinitive".
- Third conditional expresses regret or imaginary past situations using "if + past perfect, would/could/have + past participle".
It also covers alternatives to "if", mixed conditionals combining different tenses, and uses of "I wish" and "if only".
This document defines and provides examples of causative verbs - verbs that cause something to happen. It discusses the causative verbs "let", "make", "have", and "get" and their meanings and usage patterns. Let means to allow, make means to force, have means to give responsibility for, and get usually means to convince or trick someone into doing something. The document provides examples for each verb and notes that get and have can sometimes be used interchangeably but do not always have exactly the same meaning.
The document discusses past tense verbs in English grammar. It explains that past tense is used to express actions that were completed in the past. There are two types of past tense verbs: regular verbs that end in "-ed" and irregular verbs that do not follow normal past tense patterns or do not change at all. Examples are provided of regular and irregular past tense verbs as well as sample sentences using past tense verbs. Finally, an exercise is given to practice forming sentences using past tense verbs.
This document discusses relative clauses and relative pronouns in English. It explains that relative clauses add information about a noun and begin with a relative pronoun like who, which, that. Defining relative clauses identify the noun, while non-defining clauses add extra information. Who refers to people, which and that refer to things, and whose is used to talk about possession. The document provides examples and guidelines for using relative pronouns correctly in different contexts.
Reciprocal pronouns like "each other" and "one another" refer to situations where two or more people or groups perform the same action, such as helping or sending gifts to each other. Traditionally, "each other" is used for two people performing an action, while "one another" refers to more than two, but this distinction is disappearing. Reciprocal pronouns take possessive forms like "each other's" and "one another's" and are used as objects, not subjects, in clauses.
This document discusses different types of conditional sentences in English. There are three main types:
1) Type 0 or real conditional sentences use the present simple tense to describe general truths or facts. Examples are given such as "Water turns to ice if it freezes."
2) Type 1 or probable conditional sentences use the present simple in the if-clause and will/can + infinitive in the main clause to describe probable future events based on present conditions. An example is "If I study hard, I will pass the exam."
3) Type 2 or unreal conditional sentences use the past simple in the if-clause and would/could + infinitive in the main clause to describe improbable or hypothetical
Discourse markers are words and phrases used in spoken language to link segments of discourse and reflect the speaker's organization and management of talk. Pragmatic markers express attitudes and stances while discourse markers link ideas. Common discourse markers in English include "anyway", "cos", "like", and "you know". Discourse markers monitor understanding, signal shared knowledge between speakers, and bind participants in a conversation by marking their common ground.
The document discusses discourse markers, which are words like "however" and "although" that are used to link ideas between sentences and paragraphs. It provides examples of common discourse markers used to indicate relationships like addition, contrast, concession, and conditions. It also explains that discourse markers can be used at the start of sentences or clauses separated by semicolons. Paragraphs are similarly linked using discourse markers to show reinforcement, contrast, or concession between ideas.
Compound nouns are made up of two or more words that act as a single unit. They can be open, hyphenated, or closed. Common types are noun+noun or adjective+noun combinations, but there are other possibilities. It is important to understand compound nouns because they are treated as single units that can be modified by other words. Examples include bus stop, fire-fly, football, full moon, blackboard, and software. Stress is usually on the first word to distinguish compound nouns from other constructions.
This document discusses participial adjectives ending in -ed and -ing. It explains that these words look like verbs but function as adjectives to describe nouns. It provides many examples of common -ed and -ing adjective pairs and explains that -ed adjectives describe how a person feels while -ing adjectives describe personality, places, events, or experiences. The document encourages practicing distinguishing between -ed and -ing forms through example sentences.
This document discusses ellipses, which are the omission of words from sentences for brevity or clarity. It provides several examples of how ellipses can be used:
- Repeated subjects, verbs, objects, and prepositional phrases can be omitted from compound sentences connected with "and", "but", or when clauses have the same structure.
- Verb phrases can be left out after an auxiliary verb or linking verb in subsequent clauses.
- Complement clauses introduced with "to", "whether", or "that" can have the entire clause omitted through ellipsis.
- Questions can repeat just the question word when repeated rather than the entire question.
Ellipses allow for concise
Conditional sentences contain an if-clause that establishes a condition and a result clause that states the consequence. There are three main types of conditional sentences:
1) First conditional refers to possible present or future events and uses present tense in the if-clause and future tense in the result clause.
2) Second conditional refers to unlikely or imaginary present/future events and uses past tense in both clauses.
3) Third conditional refers to unlikely past events and uses past perfect in the if-clause and conditional perfect in the result clause.
The document discusses various ways to use past tenses to describe unreal or imaginary situations in the present or future. Some of the structures covered include "it's (high/about) time", "what if/suppose/imagine", "would rather/would sooner", "as if/as though", and "I wish/if only". These structures allow us to talk about preferences, hypothetical scenarios, counterfactual situations, and things we want to be different than they are. The document provides examples of how to use each structure and encourages the reader to practice making their own sentences using these past tense constructions.
Inversion means reversing the typical subject-verb word order in a sentence, usually for emphasis or effect. It is more common in formal writing and literary styles than everyday speech. Some instances when inversion is used include:
1) After place adverbials or adverbs of time at the start of a sentence.
2) In direct speech when the reporting verb follows the quoted statement.
3) With certain negative adverbials like "hardly" or "scarcely" placed initially in a sentence.
4) With expressions like "so..." or "such..." starting a sentence to emphasize degree or quality.
The document discusses the four types of conditional sentences in English: zero-conditional, first-conditional, second-conditional, and third-conditional. It also covers how to form mixed conditionals using elements from different conditional types, and how to express wishes using "wish" or "if only" followed by various verb tenses.
The past perfect tense is used to describe actions that were completed before something else in the past. It is formed using "had" plus the past participle of the main verb. There are two main uses - to indicate an action that was completed before another past action, and to show that something started in the past and continued up until another past time or event. Specific time words can be used with the past perfect, but are not always necessary. The negative form is "had not" or "hadn't" plus the past participle. Examples are given to illustrate completed actions before something in the past and duration up until a past time.
The document discusses the passive causative structure in English grammar. It begins by asking if the reader has heard of the passive causative and shows some example pictures. It then defines the passive causative as using a causative verb like "have" to indicate that one thing or person causes another thing or person to experience an action. The document notes there are active and passive causative structures and provides examples of each, concluding by explaining how to form the passive causative construction.
This document discusses present and past participles. It explains that present participles are formed with "-ing" and describe something, while past participles are formed with "-ed" or "-en" and describe how people feel. It provides examples of how participles can modify nouns and be used in comparisons. The document also gives examples of participles being used to describe feelings and situations. Finally, it includes some exercises asking the reader to identify the correct participle form.
This document discusses different types of conditional sentences in English. It begins by providing examples of zero, first, second, and third conditional sentences. It then explains mixed conditional sentences which connect past to present using unreal past conditions. The document also discusses inverted conditional forms using "should", "were", and "had". It provides examples of similar conditional expressions like "only if". Finally, it gives sample questions to test understanding of conditional sentences.
Past perfect tense x past perfect continuousCida Oliveira
This document provides instruction on how to form and use the past perfect tense and past perfect continuous tense in English. It explains that the past perfect tense is formed using "had" plus the past participle of the main verb, and is used to refer to actions completed before something else in the past or to provide reasons for past actions. The past perfect continuous tense is formed using "had been" plus the present participle of the main verb, and is used to refer to actions that started in the past and continued up to another past event or the cause of something in the past. Examples are given for affirmative, negative, and question forms for both tenses.
The future perfect continuous tense is used to describe an action that will be ongoing up until a particular time in the future. It is formed using will + have + been + present participle. This tense emphasizes the duration of an action before something happens in the future. It can indicate either the duration before a future event, or cause and effect where one future action is the result of a prior ongoing action. The future perfect continuous cannot be used in time clauses, which require the present perfect continuous instead. It also cannot be used with non-continuous verbs.
This document discusses different types of conditional sentences in English:
- Zero conditional describes straightforward cause and effect or scientific truths using present simple in both clauses.
- First conditional expresses likelihood or promises using "if + present, will + infinitive".
- Second conditional expresses improbability using "if + past simple, would/could/might + infinitive".
- Third conditional expresses regret or imaginary past situations using "if + past perfect, would/could/have + past participle".
It also covers alternatives to "if", mixed conditionals combining different tenses, and uses of "I wish" and "if only".
This document defines and provides examples of causative verbs - verbs that cause something to happen. It discusses the causative verbs "let", "make", "have", and "get" and their meanings and usage patterns. Let means to allow, make means to force, have means to give responsibility for, and get usually means to convince or trick someone into doing something. The document provides examples for each verb and notes that get and have can sometimes be used interchangeably but do not always have exactly the same meaning.
The document discusses past tense verbs in English grammar. It explains that past tense is used to express actions that were completed in the past. There are two types of past tense verbs: regular verbs that end in "-ed" and irregular verbs that do not follow normal past tense patterns or do not change at all. Examples are provided of regular and irregular past tense verbs as well as sample sentences using past tense verbs. Finally, an exercise is given to practice forming sentences using past tense verbs.
This document discusses relative clauses and relative pronouns in English. It explains that relative clauses add information about a noun and begin with a relative pronoun like who, which, that. Defining relative clauses identify the noun, while non-defining clauses add extra information. Who refers to people, which and that refer to things, and whose is used to talk about possession. The document provides examples and guidelines for using relative pronouns correctly in different contexts.
Reciprocal pronouns like "each other" and "one another" refer to situations where two or more people or groups perform the same action, such as helping or sending gifts to each other. Traditionally, "each other" is used for two people performing an action, while "one another" refers to more than two, but this distinction is disappearing. Reciprocal pronouns take possessive forms like "each other's" and "one another's" and are used as objects, not subjects, in clauses.
This document discusses different types of conditional sentences in English. There are three main types:
1) Type 0 or real conditional sentences use the present simple tense to describe general truths or facts. Examples are given such as "Water turns to ice if it freezes."
2) Type 1 or probable conditional sentences use the present simple in the if-clause and will/can + infinitive in the main clause to describe probable future events based on present conditions. An example is "If I study hard, I will pass the exam."
3) Type 2 or unreal conditional sentences use the past simple in the if-clause and would/could + infinitive in the main clause to describe improbable or hypothetical
Discourse markers are words and phrases used in spoken language to link segments of discourse and reflect the speaker's organization and management of talk. Pragmatic markers express attitudes and stances while discourse markers link ideas. Common discourse markers in English include "anyway", "cos", "like", and "you know". Discourse markers monitor understanding, signal shared knowledge between speakers, and bind participants in a conversation by marking their common ground.
The document discusses discourse markers, which are words like "however" and "although" that are used to link ideas between sentences and paragraphs. It provides examples of common discourse markers used to indicate relationships like addition, contrast, concession, and conditions. It also explains that discourse markers can be used at the start of sentences or clauses separated by semicolons. Paragraphs are similarly linked using discourse markers to show reinforcement, contrast, or concession between ideas.
DISCOURSE MARKERS USE TO MAKE A PROPER SENTENCES. THAT IS VERY USEFUL IN ESSAY WRITING. WE CAN FRAME THE SENTENCE PROPERLY WITH HELP OF DISCOURSE MARKERS.
1. The document discusses different discourse markers used to link clauses and express logical relationships like result, reason, purpose, and contrast.
2. Common discourse markers of result include "so", "as a result", "therefore", and "consequently". Markers of reason include "because", "as", "since", and "due to/owing to".
3. Markers of purpose include "to", "in order to", and "so as to". For negative purpose "in order not to" and "so as not to" are used.
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 the use of modal verbs must, may, might, and can't to express levels of certainty or possibility. [1] Must is used to express certainty about something that is surely true. [2] May and might are used to express possibility but with less certainty than must, with might implying something is less probable than with may. [3] Can't is used to express something that is known to be impossible.
Linking words: contrast (FCE Use of English and writing)Sandy Millin
This document provides examples of contrast linking words and their usage:
- But, although, however, nevertheless, despite/in spite of are presented with their meanings and appropriate usage.
- Examples of cloze questions are given testing understanding of these linking words in different contexts.
- The questions contrast two ideas using these linking words to connect and show relationships between clauses, sentences, or facts.
This document discusses discourse markers, which are words or phrases that connect different parts of text together. Discourse markers are also known as linking words or sentence connectors. The document provides examples of discourse markers used for adding information, making contrasts, giving reasons, showing results, expressing conditions, and reinforcing ideas. It also lists common discourse markers used for each of these functions and their typical placement at the beginning of a sentence.
This document provides an overview of participle clauses, including:
- Defining participle clauses as clauses beginning with a present or past participle that function adverbially.
- Explaining that participle clauses can replace conjunctions like "and" or relative clauses.
- Stating that the subject of a participle clause is usually implied and the same as the main clause, to avoid "dangling participles".
- Distinguishing between using present ("-ing") vs. past ("having + past participle") participles depending on timing or emphasis.
- Giving examples of rewriting sentences to use participle clauses instead of relative clauses or conjunctions.
This document provides an overview of participle clauses, including:
- Defining participle clauses as clauses beginning with a present or past participle that function adverbially.
- Explaining that participle clauses can replace conjunctions like "and" or relative clauses.
- Stating that the subject of a participle clause is usually implied and the same as the main clause, to avoid "dangling participles".
- Distinguishing between using present ("-ing") vs. past ("having + past participle") participles depending on timing or emphasis.
- Giving examples of how to use participle clauses to indicate time, reason, result, concession, or condition.
This document provides a summary of English grammar lessons on future tenses, probability modals, word families, offering help, articles, superlative adjectives, conditionals, and cause and effect connectors. It includes examples and explanations of grammar structures like future simple, zero conditional, first conditional, use of "so" and "neither", and expressions like "how + adjective".
This document provides a thorough overview of common punctuation marks including periods, commas, colons, semicolons, and apostrophes. It explains the rules for using each mark and provides examples. The full stop is used at the end of sentences. Commas separate clauses and items in a list. Colons introduce lists and add further explanation. Semicolons separate items in a list or clauses of equal weight. Apostrophes show possession and omission of letters. The document ensures the reader has a solid understanding of basic punctuation.
Inversion & Fronting in English grammar.pdfnvbhosein
Inversion happens when we reverse (invert) the normal word order of a structure, most commonly the subject-verb word order. For example, a statement has the subject (s) before the verb (v), but to make question word order, we invert the subject and the verb, with an auxiliary (aux) or modal verb (m) before the subject (s)
Công ty Hawaii Education chuyên cung cấp giáo viên nước ngoài dạy tiếng Anh uy tín và chất lượng. Với nguồn giáo viên ổn định đến từ các nước Anh, Mỹ, Úc, Cananda, đội ngũ giáo viên đều tốt nghiệp các trường đại học và đầy đủ chứng chỉ giảng dạy trên thế giới (CELTA, TESOL).
Ngoài ra, giáo viên sẽ được phỏng vấn chọn lọc và đào tạo kỹ càng để phù hợp với việc giảng dạy tiếng Anh tại Việt Nam. Chúng tôi hiện cung cấp giáo viên nước ngoài và chương trình học cho hàng trăm trường học, trung tâm Anh Ngữ và doanh nghiệp trên khắp cả nước. Bằng kinh nghiệm trong lĩnh vực cung cấp giáo viên nước ngoài, sự chuyên nghiệp, tận tâm và nhiệt tình của mình công ty Hawaii Education sẽ là sự lựa chọn đáng tin cậy và lý tưởng dành cho quý khách.
The document provides an overview of common punctuation marks:
1) It discusses the full stop, comma, colon, semi-colon, and apostrophe, explaining their proper uses in sentences and lists.
2) Rules are given for using commas to separate main and subordinate clauses or items in a list. The colon is used to introduce a list or add explanation.
3) Semi-colons can separate long or equally weighted items/clauses. Apostrophes show possession or omitted letters.
1) Weak forms occur when commonly used words like prepositions and conjunctions are unstressed in connected speech. Their vowels shift towards a schwa sound.
2) Yod coalescence is where /j/ assimilates to a preceding /t/ or /d/ sound, like "but you" becoming "betcha".
3) Elision omits sounds like /t/ between consonants or in contractions like "can't". Assimilation changes sounds to match neighboring sounds.
1) Weak forms occur when commonly used words like prepositions and conjunctions are unstressed in connected speech. Their vowels shift towards a schwa sound.
2) Yod coalescence is where /j/ assimilates to a preceding /t/ or /d/ sound, like "but you" becoming "betcha".
3) Elision omits sounds like /t/ between consonants or in contractions like "can't". Assimilation changes sounds to match neighboring sounds.
1) Weak forms occur when commonly used words like prepositions, auxiliary verbs, and conjunctions are unstressed in connected speech. Their vowels shift towards a schwa sound.
2) Yod coalescence is a phenomenon where /j/ assimilates to a preceding /t/ or /d/ sound, like "but you" becoming "bətʃu".
3) Elision omits sounds like consonants between consonants and the /t/ in "not" before consonants, speeding up connected speech.
Cung cấp giáo viên nước ngoài đến từ các quốc gia sử dụng tiếng Anh là ngôn ngữ chính: Anh, Úc, Mỹ, Cananda và có bằng chuyên môn đạt chuẩn quốc tế, công ty Hawaii luôn đảm bảo chất lượng giáo viên ưu tú và đây là mối quan tâm hàng đầu của Hawaii Education. Bên cạnh đó, để được giảng dạy chính thức giáo viên phải và thông qua quá trình tuyển dụng, kiểm tra trình độ, đồng thời có kinh nghiệm sư phạm lâu năm, dễ dàng nắm bắt những khó khăn của học viên trong quá trình học. Giúp nâng cao chất lượng học viên cũng như uy tín của khách hàng.
This document provides an overview of common punctuation marks:
- The full stop, comma, colon, semi-colon, and apostrophe are discussed. Rules for using each mark are explained through examples.
- The comma is used to separate clauses and items in a list. A colon introduces a list or adds further explanation.
- A semi-colon separates lengthy items in a list or joins two independent clauses that could stand alone as sentences.
- An apostrophe shows possession or omission of letters when contracting words. Reading work aloud helps identify needed punctuation.
Do you know what adverbs are, no? Don’t worry!! We have got you covered with all that is there to know about adverbs, their types, usage, and correct placement.
The document provides information about the present perfect and simple past tenses in English. It notes that the present perfect connects an action in the past to the present, while the simple past situates an action solely in the past. Examples are given of each tense. The document also discusses using adjectives and adverbs, how to form adverbs from adjectives, and examples of common adverbs. It provides exercises for learners to practice using verbs in the correct tense.
This document provides a tutorial on basic English grammar concepts for formal academic writing. It covers 5 parts:
1) Basic sentence structure of subject + verb. Examples of proper sentences are provided.
2) Adjectives and adverbs - how they describe nouns and verbs. Examples are used to distinguish the two.
3) Adding objects to sentences. The difference between active and passive voice is also explained.
4) Use of prepositions to indicate spatial and temporal relationships. Examples of correct and incorrect preposition usage are given.
5) Possessive case - using apostrophes correctly with singular and plural nouns as well as exceptions. The difference between possessive case and contractions is also clar
The document discusses the different types of clauses that can be used in sentences, including independent clauses that can stand alone as complete sentences, and dependent clauses that require more information and cannot stand alone. It provides examples of simple, compound, complex, and compound-complex sentences. It also describes the different types of dependent clauses such as noun clauses, adverb clauses, and adjective clauses, and how they function within a sentence.
This document discusses different types of clauses in English, including clauses of concession, reason, purpose, and result. It provides examples of conjunctions, prepositions, and expressions used to introduce each type of clause, and explains how the different terms are used depending on whether the information is new to the listener/reader or not. For clauses of concession, terms like although, even though, and whereas are used to express a contrasting idea. Clauses of reason use terms like because, as, and since to explain why something happens. Clauses of purpose are introduced with terms like to infinitive, in order to, and so that to indicate why someone does something. Finally, clauses of result use so and such to say that
The document provides examples of polite language for ordering food and drinks at a restaurant. It suggests using "would like" or "I'd like" to make requests, asking "how much" when inquiring about prices, and using "can" to ask about payment options or make offers of assistance. The example dialogue demonstrates this language as a customer orders a starter of chicken soup, a cheeseburger for the main course, a Diet Coke to drink, and then requests the bill and pays by credit card at the end of the meal.
Broadsheets target higher social groups with more detailed articles and analysis on politics and international news, while tabloids aim at lower social groups with sensationalized stories, pictures, and contests. Newspaper headlines are concise using noun phrases without verbs, dropping articles, and favoring simple tenses and short words to save space. Headlines aim to attract readers but can be challenging to understand without context clues.
This document provides guidance on writing articles. It discusses the key elements of structure, including a catchy title, introduction that poses a question, main body that develops ideas from positive to negative aspects, and conclusion that answers the initial question and gives an opinion. Regarding style, the document recommends using descriptive vocabulary like adverbs and adjectives to describe people, places, and feelings. It also advises using discursive writing for more serious articles, employing linking words and phrases to explain, analyze, show causes and effects, suggest, compare, and contrast. Writers should adjust the formality based on whether the article is formal or informal.
This document discusses the usage of the words "a/an", "some", and "any" in sentences. It explains that "a/an" is used with singular countable nouns but not with plurals or uncountable nouns. "Some" can be used with both countable and uncountable nouns. "Any" is used in negative sentences or questions, but not in affirmative sentences. Examples are provided to illustrate the proper usage of each word.
This document provides a series of sentences with different verb types and asks the reader to identify the verb type used in each sentence. It then asks the reader to rewrite a scenario using the identified verbs. Some examples of identified verb types include: admit, offer, explain, invite, threaten, complain, ask, insist, remind, and suggest. The reader is then asked to write a dialogue using reporting verbs where two characters misunderstand each other due to miscommunication.
This document outlines the structure for a discursive essay taking sides on a topic. It recommends including an introduction, main body with the author's position and arguments supported by evidence in multiple paragraphs, acknowledgment of the other side's position in one paragraph, and a conclusion restating the author's view. The main body should clearly state if the author is for or against the topic and present at least three arguments with evidence to support their stance.
The document discusses different types of cleft sentences that can be used to add emphasis. It describes 1) emphasizing one element with "what" or "all", 2) emphasizing an event with "what happens is" or "what happened was", and 3) emphasizing part of a sentence with an identified subject using "the person/place/time" or with "it" as the subject. Cleft sentences restructure clauses to highlight a specific element.
Reports are usually written for people in authority and contain descriptions and recommendations for future action. They are structured with separate sections, each with a heading to help the reader. The introduction states the purpose and prepares the reader. The main body is divided into sections with headings describing the content. The conclusion summarizes the main points, makes suggestions or recommendations, and offers opinions. The style is semi-formal without contractions, using short descriptive headings, linking words, and simple sentences while maintaining an advanced level.
This document discusses different types of conditional sentences in English. It describes four main types: Type 0 for general truths, Type 1 for possible present/future situations, Type 2 for hypothetical present/future situations, and Type 3 for hypothetical past situations. Type 3 conditionals use the past perfect tense in the if-clause (e.g. "if I had known") and would/could/might have + past participle in the main clause (e.g. "I would have picked you up"). Mixed conditionals combine elements of Type 2 and 3 to discuss a past situation with present consequences or a present situation resulting from a past action.
Modal verbs of speculation Intermediate2 B EOI Collado VillalbaLorena Alonsoguez
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This document provides explanations and examples of the use of various English prepositions:
- Above/over both indicate a position higher than something, while above is more commonly used. Below/under both mean lower than, with under also indicating movement or something hidden.
- Off/away both mean to distance oneself, with away used with a person and off indicating falling from a higher place.
- In/inside/into are similar but inside and in are used for buildings/containers, while into indicates movement into a place.
- On/on top of/onto are used for surfaces, with on top of indicating the highest point and onto indicating movement.
- Outside/out are similar
This document provides explanations of common English prepositions and how they are used:
1) "Above" and "over" both describe a position higher than something, though "above" is more common. "Above" also indicates being above a minimum level or point of measurement like temperature.
2) "Below" and "under" both mean lower than something. "Under" implies movement while "below" refers to measurement or being lower on a scale.
3) "Off" indicates movement away from a higher place like a table, while "away" refers to distancing oneself from a person.
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𝙄𝙨 𝘼𝙄 𝙟𝙪𝙨𝙩 𝙝𝙮𝙥𝙚? 𝙊𝙧 𝙞𝙨 𝙞𝙩 𝙩𝙝𝙚 𝙜𝙖𝙢𝙚 𝙘𝙝𝙖𝙣𝙜𝙚𝙧 𝙮𝙤𝙪𝙧 𝙗𝙪𝙨𝙞𝙣𝙚𝙨𝙨 𝙣𝙚𝙚𝙙𝙨?
Everyone’s talking about AI but is anyone really using it to create real value?
Most companies want to leverage AI. Few know 𝗵𝗼𝘄.
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✅ Which AI techniques actually fit your business?
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2. Read section 1 A on page 136, and answer the following
questions.
I.
EXPRESSING RESULT. SO, AS A RESULT,
THEREFORE, CONSEQUENTLY.
1. Where would you place “so”, “as a result” and
“consequently” in this sentence?
I didn’t wear a sweater. I caught a cold.
2. Where would you place “therefore”?
3. I didn’t wear a sweater. I caught a cold.
a. I didn’t wear a sweater. As a result
/Consequently / Therefore, I caught a
cold.
b. a.I didn’t wear a sweater, so/ and
therefore/ and consequently I caught a
cold.
c. I didn’t wear a sweater. I therefore/
consequently caught a cold.
4. 1A
discourse markers (1): linkers
result
So is the most common way of introducing a clause of result.
It was freezing cold, so I wore a thick coat.
As a result, therefore, and consequently (more formal than so)
are often used at the beginning of a sentence or clause.
It snowed hard all night. As a result the airport was closed the following morning.
We regret that you do not have the necessary qualifications, and therefore/
consequently we are unable to offer you the job.
When the marker is at the beginning of a clause, it is usually preceded
by a comma, or comma + and.
Therefore and consequently can also be used before a main verb, e.g.
We have therefore/consequently decided not to offer you the job.
5. II. REASON
1. Which linkers can you use instead of
“because” in this sentence without
rephrasing?
Jen left Spain because she couldn’t find a job.
2. Can we say…
a)
b)
c)
I arrived late because of there was traffic/because of traffic?
The bar closed down due to the owner had financial
difficulties?
Take an umbrella in case it will rain?
6. a. Jen left Spain as she couldn’t find a job.
b. Jen left Spain since she couldn’t find a job.
If you want to use because of, due to, owing to
you’ll have to rephrase “she couldn’t find a job”
(e.g. because of her problems to find a job)
a)
b)
c)
I arrived late because of there was traffic/because of
traffic You can’t say the first sentence but you can say
the second one.. because of must be followed by a noun
or by “the fact that” preceding the clause.
The bar closed down due to the owner had financial
difficulties? Same as a The bar closed down due to the
owner’s financial difficulties.
Take an umbrella in case it will rain? No. In case must be
followed by a present tense.
7. 1A
discourse markers (1): linkers
reason
Because, as, and since (more formal) are used to introduce clauses giving a
reason and are synonyms.
I have stopped writing to her, because/as/since she never answers me.
As is often used at the beginning of a sentence, e.g.
As the weather is so awful, we’ve decided not to go out.
Because of, due to, and owing to also express the reason for something.
They are usually followed by a noun.
The plane was late because of the fog.
Flight 341 has been delayed due to/owing to adverse weather conditions.
Due to and owing to are more formal than because of.
8. III. PURPOSE
What’s the difference between…?
1.I left, so he could study.
2.I left so he could study.
9. a. I left, so he could study. The
comma preceding “so” indicates
this “so” means result. (así que)
b. I left so he could study. Lack of
comma indicates this is “so that”
(=purpose), but the “that” has
been omitted.
10. 1A
discourse markers (1): linkers
purpose
You can also use so (that) + can/could + verb or will/would + verb to express
purpose. You can leave out that in informal speech and writing.
They moved to London so (that) they could see their grandchildren more often.
You must use so (that) when there is a change of subject in the result clause,
e.g. She put a rug over the baby so (that) he wouldn’t be cold.
Use in case + clause when you do something in order to be ready for future
situations/problems or to avoid them.
I’m not going to tell Ann in case she tells everyone else.
11. How would you say the following
sentences in English?
a. Estudio mucho para mejorar mi
inglés.
b. Se quitó los zapatos para no hacer
ruido.
12. a. I study hard to/ in order to / so as
to improve my English.
b. She took her shoes off in order not
to/ so as not to make noise.
13. 1A
discourse markers (1): linkers
purpose
To, in order to, and so as to introduce a clause of purpose and are all followed
by an infinitive. So as to and in order to are more formal.
I did a language course to/in order to/so as to improve my English.
For negative purpose use in order not to or so as not to.
She closed the door quietly so as not to/in order not to wake the baby.
NOT She closed the door quietly not to wake the baby.
14. IV. CONTRAST
What’s the difference between these
sentences?
a) He could cook, but he wouldn’t.
b) He could cook, yet he wouldn’t.
There’s no difference in meaning. Yet is used in more
formal/literary contexts.
15. 1A
discourse markers (1): linkers
contrast
But is the most common and informal way of introducing contrast, and is normally
used to link two contrasting points within a sentence.
We enjoyed the concert, but we didn’t have very good seats.
Yet is used in the same way, but is more formal/literary.
Agnes was attracted to the stranger, yet something in her head was telling her
not to get close to him.
16. CONTRAST (2)
Is there any difference between
although, even though and though in
this sentences..?
a. Mary married Tom although she didn’t
love him.
b. Mary married Tom even though she
didn’t love him.
c. Mary married Tom. She didn’t love
him, though.
17. 1A
discourse markers (1): linkers
contrast
Even though is more emphatic than although. Though is more common in
informal speech.
We enjoyed the concert although/even though/though we didn’t have
very good seats.
! Though can also be used at the end of a phrase as a comment adverb, e.g.
He’s very friendly – a bit mean, though.
However and nevertheless are normally used at the beginning of a sentence,
to connect it to the previous one. They are usually followed by a comma.
We enjoyed the concert. However, we didn’t have very good seats.
Agnes was attracted to the stranger. Nevertheless, something in her head was
telling her not to get close to him.
Nevertheless is more formal/literary than however.
Nonetheless is an alternative to nevertheless.
18. Can we say…?
She apologised in spite of not being
responsible for the delay?
Despite her fear to bats, she
entered the cave?
19. Yes, you can.
contrast
After in spite of and despite you must use a noun, a gerund) or the fact that + clause.
In spite of being attracted to the stranger, something in Agnes’s head was telling
her not to get close to him.
Despite her attraction to the stranger…
Despite the fact that she was attracted to the stranger…