The document discusses the use of articles (a, an, some, any) in sentences with countable and uncountable nouns. It provides examples of sentences using each article type to modify nouns and assess whether quantities are definite or indefinite.
The document contains examples of questions using do/does to ask about possession in English. It provides practice with subject pronouns like I, you, she, it and questions words like do, does followed by the subject and main verb. Examples ask about family members, possessions like books, pencils, a radio and request information from another person by having them ask questions.
This document discusses the use of indefinite articles (a/an) and quantifiers (some/any) in English sentences. It explains that "a" and "an" are used with singular countable nouns, while "some" can be used with both countable and uncountable nouns in positive sentences and questions when offering or requesting. In contrast, "any" is used in negative sentences or questions for countable and uncountable nouns. Examples are provided to illustrate the different uses of these words.
This document provides instruction on forming verbs in the simple past tense in English. It explains that regular verbs are usually made past tense by adding "-ed" or "-d", depending on whether the verb ends in a voiced sound. It provides examples of common past tense verbs and has students practice forming past tense sentences. It also discusses three main endings for irregular past tense verbs: "-id", "-t", and "-d".
The document discusses the words somebody, something, and somewhere. It provides definitions and examples for how these words are used when referring to an unknown person, thing, or place. Somebody refers to an unknown person, something refers to an unknown thing, and somewhere refers to an unknown place. Examples are given showing these words used in positive sentences, negative sentences, questions, short answers, and with verbs.
The document discusses wh-questions and how they are used to ask questions. It provides examples of wh-questions using who, what, when, where, why and how to ask about statements. The document then provides practice examples of matching wh-questions to statements. It concludes with a riddle asking why the chicken crossed the road.
This document provides examples of prepositions of place and their usage, including under, between, by/next to, in, on, over, behind, and in front of. It shows where objects are located in relation to other objects using these prepositions, such as the bagpack under the chair, the motorcycle between two cars, and the dog in front of the tree.
This document provides examples of using "both...and", "either...or", and "neither...nor" to combine subjects and verbs in sentences. It explains that with "both...and", the verb is always plural. With "either...or" and "neither...nor", the verb agrees with the subject closer to the verb. Several examples are given to illustrate the correct use of verbs with each structure.
This document defines and provides examples of demonstrative pronouns. It explains that demonstrative pronouns point to specific people, places, things, or ideas that are nearby or farther away in space or time. This and these refer to nearby things, while that and those refer to things farther away. The document also provides examples of using demonstrative pronouns with singular and plural nouns.
The document discusses the second conditional, which is a grammatical structure used to talk about improbable or hypothetical situations and their consequences. It uses "if" clauses with past tense verbs followed by main clauses with "would" expressing what might happen. Examples are provided such as "If I won the lottery, I would buy a big house" and "I would go on a trip if I had more money." The structure and examples demonstrate how to express what someone would do if some unlikely event occurred.
The document discusses frequency adverbs and how they are used to describe how often actions occur. It provides examples of common frequency adverbs like always, usually, often, sometimes, almost never, hardly ever, and never. It explains that frequency adverbs are placed before the main verb in the present simple and after verbs like "to be". The document also discusses using expressions like "how often" to ask about the frequency of actions.
The document discusses adverbs of frequency and their usage. It provides examples of how often certain daily activities are done, such as having coffee, watching news, going to the gym, feeling tired, and being late for work. It also categorizes common adverbs of frequency based on their percentage usage and discusses their position relative to verbs.
The document discusses how to form and use the present continuous tense in English. The present continuous is formed using the verb "to be" plus the main verb ending in "-ing" and is used to describe actions that are happening now or ongoing at the present moment. Several example sentences are provided showing the present continuous being used to ask and answer questions about what different people and characters are currently doing.
This document provides examples of using "there is" and "there are" to indicate existence in both singular and plural forms. It gives positive example sentences like "There is one table in the classroom" and "There are three chairs in the classroom." It then provides a practice section asking the reader to write sentences about a poster using singular and plural forms as well as answering yes/no questions about objects using "there is" and "there are."
This document outlines the structure of the present continuous tense in English for affirmative, negative, and interrogative sentences. It provides examples of using the present continuous to describe actions happening now as well as fixed arrangements in the future, such as "Next year I am travelling to London." The present continuous is formed by combining the present form of the verb "to be" with the verb ending in "-ing".
The document discusses the differences between using "can", "could", and "be able to" when expressing ability or capability. It notes:
1) "Can" and "be able to" are often interchangeable, but "can" is more common for discussing a learned skill, especially in the present.
2) "Will be able to" should always be used for discussing ability in the future.
3) "Could" is more common than "was/were able to" for discussing general ability in the past.
4) For discussing ability to do something on a specific past occasion, "was/were able to" must be used rather than "could".
The document provides instruction on using there is/there are to talk about singular and plural nouns in sentences. It distinguishes between countable and uncountable nouns. Examples are given for affirmative, negative and interrogative sentences using there is/there are with different types of nouns. Practice questions are included for the student to complete sentences using these structures.
The document discusses various things that different subjects can and cannot do. It provides examples of abilities like swimming, playing instruments, speaking languages, cooking, playing sports for people. It also gives examples of inability to fly, ride a bike or play piano for some. It asks questions about abilities and gets answers. There are also exercises asking about abilities of animals and people in fill in the blank questions.
The document discusses relative clauses and their usage. It defines relative pronouns like who, which, that, when, where, whose. It explains that who is used for people, when for time, which for things, whose for possession, and where for places. It also notes that who, which, and whom can be replaced with that. Examples are provided of defining vs non-defining relative clauses.
The document is a collection of examples demonstrating the use of "would like" to politely request and offer things. It includes examples of different animals requesting foods (e.g. a monkey requesting a banana), examples at a restaurant where customers request foods and drinks from the menu and are told prices, and prompts for role playing situations where one person offers options and the other responds with their selection using "would like".
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 discusses the proper use of the prepositions "for" and "since" with the present perfect and past simple tenses. "For" is used with periods of time to indicate how long something has been happening, such as "She lived in Italy for twenty years." "Since" is used to refer to a specific date or point in time to indicate something that began then and continues, like "They have stayed in Italy since September."
This document discusses the differences between subjects, objects, and possessive forms. It then explains that "who" is a subject pronoun used to ask which person does an action, "whom" is an object pronoun used to ask which person receives an action, and "whose" is a possessive pronoun used to indicate possession. Examples are provided to illustrate the proper uses of "who", "whom", and "whose" in questions, indirect questions, and adjective clauses.
Survival English For Kids (going to a birthday party)Daniel DiDio
油
1) The document provides instructions and materials for practicing vocabulary related to birthday parties, including gifts, decorations, cake, greetings, and other related words.
2) It includes flashcards, word searches, matching exercises, spelling practice, and sample conversations about attending a birthday party at the park with a cousin.
3) Students are asked to sequence events at a birthday party, describe decorations and cake, discuss gifts, and wish someone a happy birthday.
The document provides examples of how to use the modal verbs "must", "mustn't", "have to", and "don't/doesn't have to" to express obligations and prohibitions. It gives sample sentences where these modal verbs are filled in to indicate whether an action is required or forbidden. It also includes matching exercises pairing occupations with the obligations associated with their roles.
PPT on preposition by-Atulya Pathak
You can take some knowledge here and you can perform your best.
May this will helps you .This is mainly based for grade seven. This ppt has most of the information regarding preposition.
Thanks Have a great day.
This document discusses the forms and uses of the modal verbs can and could. Can is used to express ability in the present, possibility in the present, and to ask for favors or permission. Could expresses ability in the past and possibility in the past. It is also used to politely ask for something in the present. Examples are provided to illustrate the forms and uses of can and could.
Dr. Ansari Khurshid Ahmed- Factors affecting Validity of a Test.pptxKhurshid Ahmed Ansari
油
Validity is an important characteristic of a test. A test having low validity is of little use. Validity is the accuracy with which a test measures whatever it is supposed to measure. Validity can be low, moderate or high. There are many factors which affect the validity of a test. If these factors are controlled, then the validity of the test can be maintained to a high level. In the power point presentation, factors affecting validity are discussed with the help of concrete examples.
The document discusses the second conditional, which is a grammatical structure used to talk about improbable or hypothetical situations and their consequences. It uses "if" clauses with past tense verbs followed by main clauses with "would" expressing what might happen. Examples are provided such as "If I won the lottery, I would buy a big house" and "I would go on a trip if I had more money." The structure and examples demonstrate how to express what someone would do if some unlikely event occurred.
The document discusses frequency adverbs and how they are used to describe how often actions occur. It provides examples of common frequency adverbs like always, usually, often, sometimes, almost never, hardly ever, and never. It explains that frequency adverbs are placed before the main verb in the present simple and after verbs like "to be". The document also discusses using expressions like "how often" to ask about the frequency of actions.
The document discusses adverbs of frequency and their usage. It provides examples of how often certain daily activities are done, such as having coffee, watching news, going to the gym, feeling tired, and being late for work. It also categorizes common adverbs of frequency based on their percentage usage and discusses their position relative to verbs.
The document discusses how to form and use the present continuous tense in English. The present continuous is formed using the verb "to be" plus the main verb ending in "-ing" and is used to describe actions that are happening now or ongoing at the present moment. Several example sentences are provided showing the present continuous being used to ask and answer questions about what different people and characters are currently doing.
This document provides examples of using "there is" and "there are" to indicate existence in both singular and plural forms. It gives positive example sentences like "There is one table in the classroom" and "There are three chairs in the classroom." It then provides a practice section asking the reader to write sentences about a poster using singular and plural forms as well as answering yes/no questions about objects using "there is" and "there are."
This document outlines the structure of the present continuous tense in English for affirmative, negative, and interrogative sentences. It provides examples of using the present continuous to describe actions happening now as well as fixed arrangements in the future, such as "Next year I am travelling to London." The present continuous is formed by combining the present form of the verb "to be" with the verb ending in "-ing".
The document discusses the differences between using "can", "could", and "be able to" when expressing ability or capability. It notes:
1) "Can" and "be able to" are often interchangeable, but "can" is more common for discussing a learned skill, especially in the present.
2) "Will be able to" should always be used for discussing ability in the future.
3) "Could" is more common than "was/were able to" for discussing general ability in the past.
4) For discussing ability to do something on a specific past occasion, "was/were able to" must be used rather than "could".
The document provides instruction on using there is/there are to talk about singular and plural nouns in sentences. It distinguishes between countable and uncountable nouns. Examples are given for affirmative, negative and interrogative sentences using there is/there are with different types of nouns. Practice questions are included for the student to complete sentences using these structures.
The document discusses various things that different subjects can and cannot do. It provides examples of abilities like swimming, playing instruments, speaking languages, cooking, playing sports for people. It also gives examples of inability to fly, ride a bike or play piano for some. It asks questions about abilities and gets answers. There are also exercises asking about abilities of animals and people in fill in the blank questions.
The document discusses relative clauses and their usage. It defines relative pronouns like who, which, that, when, where, whose. It explains that who is used for people, when for time, which for things, whose for possession, and where for places. It also notes that who, which, and whom can be replaced with that. Examples are provided of defining vs non-defining relative clauses.
The document is a collection of examples demonstrating the use of "would like" to politely request and offer things. It includes examples of different animals requesting foods (e.g. a monkey requesting a banana), examples at a restaurant where customers request foods and drinks from the menu and are told prices, and prompts for role playing situations where one person offers options and the other responds with their selection using "would like".
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 discusses the proper use of the prepositions "for" and "since" with the present perfect and past simple tenses. "For" is used with periods of time to indicate how long something has been happening, such as "She lived in Italy for twenty years." "Since" is used to refer to a specific date or point in time to indicate something that began then and continues, like "They have stayed in Italy since September."
This document discusses the differences between subjects, objects, and possessive forms. It then explains that "who" is a subject pronoun used to ask which person does an action, "whom" is an object pronoun used to ask which person receives an action, and "whose" is a possessive pronoun used to indicate possession. Examples are provided to illustrate the proper uses of "who", "whom", and "whose" in questions, indirect questions, and adjective clauses.
Survival English For Kids (going to a birthday party)Daniel DiDio
油
1) The document provides instructions and materials for practicing vocabulary related to birthday parties, including gifts, decorations, cake, greetings, and other related words.
2) It includes flashcards, word searches, matching exercises, spelling practice, and sample conversations about attending a birthday party at the park with a cousin.
3) Students are asked to sequence events at a birthday party, describe decorations and cake, discuss gifts, and wish someone a happy birthday.
The document provides examples of how to use the modal verbs "must", "mustn't", "have to", and "don't/doesn't have to" to express obligations and prohibitions. It gives sample sentences where these modal verbs are filled in to indicate whether an action is required or forbidden. It also includes matching exercises pairing occupations with the obligations associated with their roles.
PPT on preposition by-Atulya Pathak
You can take some knowledge here and you can perform your best.
May this will helps you .This is mainly based for grade seven. This ppt has most of the information regarding preposition.
Thanks Have a great day.
This document discusses the forms and uses of the modal verbs can and could. Can is used to express ability in the present, possibility in the present, and to ask for favors or permission. Could expresses ability in the past and possibility in the past. It is also used to politely ask for something in the present. Examples are provided to illustrate the forms and uses of can and could.
Dr. Ansari Khurshid Ahmed- Factors affecting Validity of a Test.pptxKhurshid Ahmed Ansari
油
Validity is an important characteristic of a test. A test having low validity is of little use. Validity is the accuracy with which a test measures whatever it is supposed to measure. Validity can be low, moderate or high. There are many factors which affect the validity of a test. If these factors are controlled, then the validity of the test can be maintained to a high level. In the power point presentation, factors affecting validity are discussed with the help of concrete examples.
Blind spots in AI and Formulation Science, IFPAC 2025.pdfAjaz Hussain
油
The intersection of AI and pharmaceutical formulation science highlights significant blind spotssystemic gaps in pharmaceutical development, regulatory oversight, quality assurance, and the ethical use of AIthat could jeopardize patient safety and undermine public trust. To move forward effectively, we must address these normalized blind spots, which may arise from outdated assumptions, errors, gaps in previous knowledge, and biases in language or regulatory inertia. This is essential to ensure that AI and formulation science are developed as tools for patient-centered and ethical healthcare.
How to create security group category in Odoo 17Celine George
油
This slide will represent the creation of security group category in odoo 17. Security groups are essential for managing user access and permissions across different modules. Creating a security group category helps to organize related user groups and streamline permission settings within a specific module or functionality.
AI and Academic Writing, Short Term Course in Academic Writing and Publication, UGC-MMTTC, MANUU, 25/02/2025, Prof. (Dr.) Vinod Kumar Kanvaria, University of Delhi, vinodpr111@gmail.com
How to Configure Recurring Revenue in Odoo 17 CRMCeline George
油
This slide will represent how to configure Recurring revenue. Recurring revenue are the income generated at a particular interval. Typically, the interval can be monthly, yearly, or we can customize the intervals for a product or service based on its subscription or contract.
How to Configure Deliver Content by Email in Odoo 18 SalesCeline George
油
In this slide, well discuss on how to configure proforma invoice in Odoo 18 Sales module. A proforma invoice is a preliminary invoice that serves as a commercial document issued by a seller to a buyer.