Queen Elizabeth I of England died in March 1603. James VI of Scotland succeeded her as King James I of England, uniting the crowns of England and Scotland under the Stuart dynasty. The Nine Years' War in Ireland ended with the defeat of Irish rebels and the Treaty of Mellifront. Puritans petitioned King James for religious tolerance and reform, while a plague epidemic occurred.
The Gunpowder Plot was a failed attempt in 1605 by English Catholics led by Robert Catesby to blow up the English Parliament and kill King James I, in protest of the persecution of Catholics. Guy Fawkes was discovered in the cellar of Parliament with barrels of gunpowder the night before the planned attack. Fawkes and the other conspirators were arrested, tortured, tried for treason, and executed. November 5th became a national holiday in Britain commemorating the plot's discovery.
In 1536, Henry VIII began destroying English monasteries through acts of suppression in order to remove reminders of the Catholic Church with which he had broken ties and to gain control of the monasteries' great wealth to fund his wars, as his lifestyle had left him in need of money. Over 30,000 marched to demand the monasteries be reopened but failed, with leaders arrested and over 200 executed. While the Crown profited greatly, it also led to the loss of monastic libraries and their precious manuscripts.
William Caxton introduced printing to England in 1476 by establishing the country's first printing press near Westminster Cathedral. Some of his earliest publications included Geoffrey Chaucer's The Canterbury Tales in 1477. Caxton helped popularize existing English works and create new markets by publishing prose romances and other texts. He played an important role as an editor and publicist, adding prefaces and epilogues to make his books more accessible to audiences. Caxton's printing efforts made important contributions to literacy and the development of the English language and book culture.
This document contains a series of questions about where Peter goes or went, followed by answers indicating he goes or went to school. It also includes questions about who knows or owns something, what happens or happened at various times or places. The answers provide information about Susan, accidents, marriages, or riots in response to the questions.
This document compares the simple past tense, used to, and would for describing past actions, habits, and states. The simple past tense is used for single past actions and past habits or states, used to is used only for past habits, and would is used only for past habits but not states.
This document provides information on reported speech in English. It discusses using "to say" and "to tell" to report direct and indirect speech, and how tenses, pronouns, adverbs of time and place are changed when moving from direct to indirect speech. Examples are given of direct and indirect statements and questions.
1. T.S. Eliot was an American-born British poet, playwright, and literary critic born in 1888 in Missouri. He is known for works like The Waste Land and Four Quartets.
2. The Waste Land, published in 1922, depicts the disaffection and spiritual barrenness of post-WWI Europe through fragmented images and voices. It explores themes of cultural fragmentation, disrupted cycles of regeneration, and the possibility of unity through myth and belief.
3. Eliot's style in The Waste Land is characterized by association of ideas, juxtaposition, and implication. It uses symbols, images, and quotes in multiple languages to represent subjective experiences in an objective form
1. The document provides examples of rewriting sentences from active to passive voice and completing sentences in the passive voice using different verb tenses and constructions.
2. It asks the reader to change sentences between active and passive voice, fill in blanks with the appropriate passive verb construction, and rewrite whole sentences in the passive voice.
3. The exercises focus on demonstrating different passive voice constructions across a range of verb tenses and subjects.
The document contains examples of future tense forms in English, including will, going to, present continuous, and present simple. It provides exercises for learners to practice using these tenses in different contexts like making predictions, plans, schedules, promises and warnings. The exercises include filling in blanks, matching sentences to their functions, and identifying the appropriate future form to use in conversations.
The document provides an overview and analysis of James Joyce's works Dubliners and Ulysses. It summarizes that Dubliners portrays a "paralysed city" enslaved politically by the English, spiritually by the church, and emotionally by family and conventions. Ulysses shows how patriotic rhetoric masks intolerance and selfishness. Both books create an Irish national conscience by showing reality. Joyce's works are modernist as he meticulously collects and analyzes thoughts and impressions caused by outer events in his characters' inner worlds. His stories open in medias res and portray characters through introspection rather than description, with time perceived subjectively.
This document provides a biography and overview of the work of T.S. Eliot, an American-British poet. It notes that Eliot was educated at Harvard and the Sorbonne, where he was influenced by French Symbolists. His early poems like "The Love Song of J. Alfred Prufrock" explored themes of modern life like vacuity and difficulty of communication. In 1922, Eliot published his landmark poem "The Waste Land," which commented on the futility of civilization after WWI through its depiction of emptiness and confusion. Eliot later converted to Anglicanism and became a British citizen. His later plays and poems like "Four Quartets" expressed his turning to Christianity to find meaning
Ezra Pound's 1913 Imagist Manifesto aimed to liberate poetry from strict rhythms and use free verse. It emphasized the juxtaposition of images and economy of words, with the poet acting as a medium rather than a personality. It replaced narrative content with a new, alogical flux of thoughts and sensations in the European style and sensibility of Futurism, Dadaism, and Symbolism. The same themes appeared in poetry and prose, with history and myth seen as meaningless chaos. One way to rationalize chaos was through the use of myths projected onto the modern landscape. Modernist poets also rejected pastoral themes in favor of urban settings like London depicting cultural and social decline.
The Battle of Hastings in 1066 marked a pivotal moment in English history. On October 14, King Harold II of England was killed in battle against William the Conqueror of Normandy, ending Anglo-Saxon rule. William went on to be crowned the first Norman king of England on Christmas Day 1066. The Domesday Book was commissioned by William in 1085-86 to record landholdings and resources across England in order to assess taxes and military obligations. Spanning over 900 pages, it provided the first comprehensive record of land ownership in England and remains an important historical document today.
The Vikings originated from Scandinavia and traveled by longboat to places like Britain and Ireland during the Viking Age from around AD 700 to 1100. When the Vikings first arrived, the local people welcomed them but then the Vikings fought the locals, stealing and burning buildings. The Vikings were great explorers and traders who reached many places in Europe as well as North Africa, the Middle East, and even North America. They traded a variety of goods, buying items like silver and spices and selling things like fur, fish, and slaves. Viking society was hierarchical, with kings at the top governing over wealthy nobles and common people doing jobs like farming or crafts, and slaves at the bottom who could earn their freedom.
The Vikings were Norse people from Scandinavia who lived over 1000 years ago. They were skilled warriors and explorers, raiding monasteries but also peacefully settling and farming. The Vikings explored throughout Europe, the Middle East, North America, and Russia. Some aspects of their culture still remain today, like certain words in the English language and place names derived from Old Norse words.
The Vikings had many gods that they worshipped and talked about frequently. The chief god was Odin who created the worlds of humans and gods. Thor was the god of thunder who fought with a powerful hammer and rode a chariot pulled by goats that he brought back to life. Loki was a trickster god who enjoyed causing trouble until he was punished. Important Vikings wanted to be powerful in the afterlife so they were often cremated on a burning ship with their possessions and servants. Those who died bravely in battle could go to feasting halls in the afterlife like Valhalla, escorted by Valkyries.
1. The document describes examples using present simple and present continuous verbs. It provides sentences using different verbs in their present tense forms.
2. The second section provides a conversation between Sara and Ben using past simple and past continuous verbs. It describes what they were doing when Sara called Ben earlier.
3. The third section describes Josh's experience during a flood in Katesville, using past simple and past continuous verbs to illustrate what was happening and what he was doing during the flood. It details his actions and observations as the flood waters rose.
This document provides examples of verbs in different tenses including:
1. Simple present (e.g. washes, doesn't play)
2. Present continuous (e.g. are watching, isn't sitting)
3. Simple past (e.g. had, made)
4. Questions formed from statements (e.g. Where do you work?, When did they start to play the piano?)
The document contains exercises for learners to practice conjugating verbs into the specified tenses and identifying questions based on statements.
William Shakespeare (1564-1616) was an English playwright, poet, and actor considered one of the greatest writers in the English language. He wrote 38 plays and 154 sonnets that are still performed widely today. His plays include comedies, tragedies, and histories that provide insight into human nature, language, and England during the Tudor era. Shakespeare established himself as a playwright and shareholder in the Lord Chamberlain's Men theater company, helping build the Globe Theatre in London where many of his plays were first performed.
The document summarizes the key events of the English Renaissance period under the Tudor and Stuart dynasties from 1485-1625. It outlines the succession of monarchs from Henry VII to James I, highlighting some of their major accomplishments and challenges. Key events included Henry VIII breaking with Rome and establishing the Church of England, Elizabeth I's defeat of the Spanish Armada and expansion of the British Empire, and religious tensions that arose under James I between Catholics, the Church of England, and more extreme Protestants like the Pilgrim Fathers who fled to America.
The document summarizes the key characteristics and features of medieval ballads. Medieval ballads were short narrative songs that were transmitted orally and told stories in a simple, formulaic style. They used repetition, dialogue, and focused on a single event or situation. Ballads typically featured human and supernatural characters and dealt with themes of love, war, and dramatic events. They provided little description and used a plain, straightforward language.
Chaucer's The Canterbury Tales is a narrative poem written in verse in the late 14th century. It follows a group of 30 pilgrims traveling to Canterbury Cathedral who agree to tell stories on the journey. The structure includes a general prologue introducing the pilgrims and 24 tales, some preceded by prologues and some followed by epilogues. The pilgrims come from various social classes and represent a cross-section of 14th century English society.
The document summarizes the history of England from the Norman conquest in 1066 through the Wars of the Roses that ended in 1485. It describes the line of Norman kings who conquered England and established feudal system, followed by the House of Plantagenet. Key events included Henry II strengthening royal power over barons and reforming justice system, conflicts with the church, signing of the Magna Carta, the emergence of Parliament, the devastation of the Black Death, and finally the War of the Roses between the Houses of Lancaster and York for the throne.
The document summarizes the major groups that invaded and settled in Britain from 600 BC to 1066 AD. It describes the Celts as the first invaders who lived in tribes and clans and introduced agriculture. The Romans conquered Britain in 43 AD. Later invaders included the Angles and Saxons who gave Britain its name, the Vikings who attacked monasteries, and finally the Normans in 1066.
The old world ended in 1915 as older values like progress, liberal individualism, and colonial expansion failed to save Britain from war or prevent violence in Western civilization. This led to compromised authority of older generations, women performing men's tasks, colonies sending troops, and organized industry proving reliable, weakening social glue. It also led to demands from women for emancipation, colonies for independence, and unions for better conditions as well as a decline in liberal economic policy shown by events like the 1920s depression, general strike, and 1929 slump. Writers became disillusioned and turned away from previous generations' society values.
New Methods of Literacy Research 1st Edition Peggy Albersuxhcablende
油
New Methods of Literacy Research 1st Edition Peggy Albers
New Methods of Literacy Research 1st Edition Peggy Albers
New Methods of Literacy Research 1st Edition Peggy Albers
1. T.S. Eliot was an American-born British poet, playwright, and literary critic born in 1888 in Missouri. He is known for works like The Waste Land and Four Quartets.
2. The Waste Land, published in 1922, depicts the disaffection and spiritual barrenness of post-WWI Europe through fragmented images and voices. It explores themes of cultural fragmentation, disrupted cycles of regeneration, and the possibility of unity through myth and belief.
3. Eliot's style in The Waste Land is characterized by association of ideas, juxtaposition, and implication. It uses symbols, images, and quotes in multiple languages to represent subjective experiences in an objective form
1. The document provides examples of rewriting sentences from active to passive voice and completing sentences in the passive voice using different verb tenses and constructions.
2. It asks the reader to change sentences between active and passive voice, fill in blanks with the appropriate passive verb construction, and rewrite whole sentences in the passive voice.
3. The exercises focus on demonstrating different passive voice constructions across a range of verb tenses and subjects.
The document contains examples of future tense forms in English, including will, going to, present continuous, and present simple. It provides exercises for learners to practice using these tenses in different contexts like making predictions, plans, schedules, promises and warnings. The exercises include filling in blanks, matching sentences to their functions, and identifying the appropriate future form to use in conversations.
The document provides an overview and analysis of James Joyce's works Dubliners and Ulysses. It summarizes that Dubliners portrays a "paralysed city" enslaved politically by the English, spiritually by the church, and emotionally by family and conventions. Ulysses shows how patriotic rhetoric masks intolerance and selfishness. Both books create an Irish national conscience by showing reality. Joyce's works are modernist as he meticulously collects and analyzes thoughts and impressions caused by outer events in his characters' inner worlds. His stories open in medias res and portray characters through introspection rather than description, with time perceived subjectively.
This document provides a biography and overview of the work of T.S. Eliot, an American-British poet. It notes that Eliot was educated at Harvard and the Sorbonne, where he was influenced by French Symbolists. His early poems like "The Love Song of J. Alfred Prufrock" explored themes of modern life like vacuity and difficulty of communication. In 1922, Eliot published his landmark poem "The Waste Land," which commented on the futility of civilization after WWI through its depiction of emptiness and confusion. Eliot later converted to Anglicanism and became a British citizen. His later plays and poems like "Four Quartets" expressed his turning to Christianity to find meaning
Ezra Pound's 1913 Imagist Manifesto aimed to liberate poetry from strict rhythms and use free verse. It emphasized the juxtaposition of images and economy of words, with the poet acting as a medium rather than a personality. It replaced narrative content with a new, alogical flux of thoughts and sensations in the European style and sensibility of Futurism, Dadaism, and Symbolism. The same themes appeared in poetry and prose, with history and myth seen as meaningless chaos. One way to rationalize chaos was through the use of myths projected onto the modern landscape. Modernist poets also rejected pastoral themes in favor of urban settings like London depicting cultural and social decline.
The Battle of Hastings in 1066 marked a pivotal moment in English history. On October 14, King Harold II of England was killed in battle against William the Conqueror of Normandy, ending Anglo-Saxon rule. William went on to be crowned the first Norman king of England on Christmas Day 1066. The Domesday Book was commissioned by William in 1085-86 to record landholdings and resources across England in order to assess taxes and military obligations. Spanning over 900 pages, it provided the first comprehensive record of land ownership in England and remains an important historical document today.
The Vikings originated from Scandinavia and traveled by longboat to places like Britain and Ireland during the Viking Age from around AD 700 to 1100. When the Vikings first arrived, the local people welcomed them but then the Vikings fought the locals, stealing and burning buildings. The Vikings were great explorers and traders who reached many places in Europe as well as North Africa, the Middle East, and even North America. They traded a variety of goods, buying items like silver and spices and selling things like fur, fish, and slaves. Viking society was hierarchical, with kings at the top governing over wealthy nobles and common people doing jobs like farming or crafts, and slaves at the bottom who could earn their freedom.
The Vikings were Norse people from Scandinavia who lived over 1000 years ago. They were skilled warriors and explorers, raiding monasteries but also peacefully settling and farming. The Vikings explored throughout Europe, the Middle East, North America, and Russia. Some aspects of their culture still remain today, like certain words in the English language and place names derived from Old Norse words.
The Vikings had many gods that they worshipped and talked about frequently. The chief god was Odin who created the worlds of humans and gods. Thor was the god of thunder who fought with a powerful hammer and rode a chariot pulled by goats that he brought back to life. Loki was a trickster god who enjoyed causing trouble until he was punished. Important Vikings wanted to be powerful in the afterlife so they were often cremated on a burning ship with their possessions and servants. Those who died bravely in battle could go to feasting halls in the afterlife like Valhalla, escorted by Valkyries.
1. The document describes examples using present simple and present continuous verbs. It provides sentences using different verbs in their present tense forms.
2. The second section provides a conversation between Sara and Ben using past simple and past continuous verbs. It describes what they were doing when Sara called Ben earlier.
3. The third section describes Josh's experience during a flood in Katesville, using past simple and past continuous verbs to illustrate what was happening and what he was doing during the flood. It details his actions and observations as the flood waters rose.
This document provides examples of verbs in different tenses including:
1. Simple present (e.g. washes, doesn't play)
2. Present continuous (e.g. are watching, isn't sitting)
3. Simple past (e.g. had, made)
4. Questions formed from statements (e.g. Where do you work?, When did they start to play the piano?)
The document contains exercises for learners to practice conjugating verbs into the specified tenses and identifying questions based on statements.
William Shakespeare (1564-1616) was an English playwright, poet, and actor considered one of the greatest writers in the English language. He wrote 38 plays and 154 sonnets that are still performed widely today. His plays include comedies, tragedies, and histories that provide insight into human nature, language, and England during the Tudor era. Shakespeare established himself as a playwright and shareholder in the Lord Chamberlain's Men theater company, helping build the Globe Theatre in London where many of his plays were first performed.
The document summarizes the key events of the English Renaissance period under the Tudor and Stuart dynasties from 1485-1625. It outlines the succession of monarchs from Henry VII to James I, highlighting some of their major accomplishments and challenges. Key events included Henry VIII breaking with Rome and establishing the Church of England, Elizabeth I's defeat of the Spanish Armada and expansion of the British Empire, and religious tensions that arose under James I between Catholics, the Church of England, and more extreme Protestants like the Pilgrim Fathers who fled to America.
The document summarizes the key characteristics and features of medieval ballads. Medieval ballads were short narrative songs that were transmitted orally and told stories in a simple, formulaic style. They used repetition, dialogue, and focused on a single event or situation. Ballads typically featured human and supernatural characters and dealt with themes of love, war, and dramatic events. They provided little description and used a plain, straightforward language.
Chaucer's The Canterbury Tales is a narrative poem written in verse in the late 14th century. It follows a group of 30 pilgrims traveling to Canterbury Cathedral who agree to tell stories on the journey. The structure includes a general prologue introducing the pilgrims and 24 tales, some preceded by prologues and some followed by epilogues. The pilgrims come from various social classes and represent a cross-section of 14th century English society.
The document summarizes the history of England from the Norman conquest in 1066 through the Wars of the Roses that ended in 1485. It describes the line of Norman kings who conquered England and established feudal system, followed by the House of Plantagenet. Key events included Henry II strengthening royal power over barons and reforming justice system, conflicts with the church, signing of the Magna Carta, the emergence of Parliament, the devastation of the Black Death, and finally the War of the Roses between the Houses of Lancaster and York for the throne.
The document summarizes the major groups that invaded and settled in Britain from 600 BC to 1066 AD. It describes the Celts as the first invaders who lived in tribes and clans and introduced agriculture. The Romans conquered Britain in 43 AD. Later invaders included the Angles and Saxons who gave Britain its name, the Vikings who attacked monasteries, and finally the Normans in 1066.
The old world ended in 1915 as older values like progress, liberal individualism, and colonial expansion failed to save Britain from war or prevent violence in Western civilization. This led to compromised authority of older generations, women performing men's tasks, colonies sending troops, and organized industry proving reliable, weakening social glue. It also led to demands from women for emancipation, colonies for independence, and unions for better conditions as well as a decline in liberal economic policy shown by events like the 1920s depression, general strike, and 1929 slump. Writers became disillusioned and turned away from previous generations' society values.
New Methods of Literacy Research 1st Edition Peggy Albersuxhcablende
油
New Methods of Literacy Research 1st Edition Peggy Albers
New Methods of Literacy Research 1st Edition Peggy Albers
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Presentazione della Dichiarazione di Dubai sulle OER alla comunit italiana -...Damiano Orru
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(eBook PDF) Auditing: A Practical Approach with Data Analytics by Raymond N. ...osanoarak
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(eBook PDF) Auditing: A Practical Approach with Data Analytics by Raymond N. Johnson
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Learning Swift Building Apps for OSX, iOS, and Beyond Jon Manningjelieltoinks
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Essentials of Accounting for Governmental and Not for Profit Organizations 13...orakategy
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Test Bank for Marketing Management, 3rd Edition, Greg Marshall, Mark Johnstonpplqadiri
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Test Bank for Marketing Management, 3rd Edition, Greg Marshall, Mark Johnston
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Test Bank for Canadian Organizational Behaviour, 10th Edition, Steven McShane...izmarmelum
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Test Bank for Canadian Organizational Behaviour, 10th Edition, Steven McShane, Kevin Tasa
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Test Bank for Foundations of Financial Markets and Institutions, 4th Edition:...orrahnaf
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Test Bank for Foundations of Financial Markets and Institutions, 4th Edition: Frank J. Fabozzi
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Questions and Answers
2. Yes/No Answers or Polar AnwersYes/No Answers or Polar Anwers
Le risposte polari iniziano con un AUSILIAREAUSILIARE o un
MODALEMODALE seguiti dal SOGGETTOSOGGETTO
CanCan youyou drive a car? No, I cantdrive a car? No, I cant
AreAre youyou tired? Yes, I amtired? Yes, I am
Se il verbo 竪 alSe il verbo 竪 al PRESENT SIMPLEPRESENT SIMPLE le domande sile domande si
formano conformano con DO/DOESDO/DOES
Se il verbo 竪 alSe il verbo 竪 al PAST SIMPLEPAST SIMPLE lausiliare 竪lausiliare 竪 DIDDID
DoesDoes MarkMark ownown a house? Yes, he doesa house? Yes, he does
DidDid youyou postpost the letter? No, I didntthe letter? No, I didnt
3. Wh-QuestionsWh-Questions
Le Wh-Questions iniziano con una parola come adLe Wh-Questions iniziano con una parola come ad
es.es. WHO, WHAT, WHERE,WHEN, etc.WHO, WHAT, WHERE,WHEN, etc.
Question word + auxiliary/modal + subjectQuestion word + auxiliary/modal + subject
WHOWHO 竪 usato da solo per le竪 usato da solo per le PERSONEPERSONE
WHO do you wantWHO do you want to see? The managerto see? The manager
WHATWHAT 竪 usato da solo o prima di un nome per le竪 usato da solo o prima di un nome per le COSECOSE
WHAT are youWHAT are you looking for? A tin openerlooking for? A tin opener
WHAT COLOUR HAIRWHAT COLOUR HAIR has he got? Brownhas he got? Brown
4. WHOSEWHOSE esprime ilesprime il POSSESSOPOSSESSO
WhoseWhose is that raincoat? Its Fredsis that raincoat? Its Freds
WHICHWHICH 竪 usato da solo, prima di竪 usato da solo, prima di
nome, one/ones oppure of. Pernome, one/ones oppure of. Per
PERSONE, ANIMALI O COSEPERSONE, ANIMALI O COSE..
Normalmente con unaNormalmente con una sceltascelta
limitatalimitata
WHICHWHICH is your car?is your car? WHICH CARWHICH CAR is yours?is yours?
WHICH ONEWHICH ONE do you like best? The blue onedo you like best? The blue one
WHICH OFWHICH OF these houses is suitable for a family?these houses is suitable for a family?
5. HOWHOW 竪 usato da solo o prima di un aggettivo o avverbio竪 usato da solo o prima di un aggettivo o avverbio
HOW did you get here? By trainHOW did you get here? By train
HOW OLDHOW OLD is Jane? Twentyis Jane? Twenty
HOW FASTHOW FAST can you run? Not very fastcan you run? Not very fast
HOW LONGHOW LONG
HOW LONGHOW LONG have you been studying here? Three weekshave you been studying here? Three weeks
HOW LONG AGOHOW LONG AGO
HOW LONG AGOHOW LONG AGO did you getdid you get
married? Two yearsmarried? Two years
6. HOW OFTENHOW OFTEN
HOW OFTENHOW OFTEN does Kate go todoes Kate go to
the gym? Twice a weekthe gym? Twice a week
HOW MUCHHOW MUCH 竪 usato con i竪 usato con i
nomi non numerabilinomi non numerabili
HOW MUCH SUGARHOW MUCH SUGAR do youdo you
need? Very littleneed? Very little
HOW MANYHOW MANY 竪 usato con i竪 usato con i nomi numerabilinomi numerabili
HOW MANY EGGSHOW MANY EGGS do you want? Tendo you want? Ten
8. SUBJECT QUESTIONSSUBJECT QUESTIONS sono domande che poniamosono domande che poniamo
perper conoscereconoscere ilil SOGGETTOSOGGETTO di una frase. Iniziano didi una frase. Iniziano di
solito con WHO, WHAT, WHICHsolito con WHO, WHAT, WHICH
Il VERBO 竪 allaIl VERBO 竪 alla FORMA AFFERMATIVAFORMA AFFERMATIVA
SUBJECT VERB OBJECT
Keith knows Pamela
WHO knows Pamela?
9. OBJECT QUESTIONSOBJECT QUESTIONS sono domande chesono domande che
poniamo per conoscere lponiamo per conoscere lOGGETTOOGGETTO della frasedella frase
IlIl VERBOVERBO 竪 alla竪 alla FORMA INTERROGATIVAFORMA INTERROGATIVA
WHO ARE YOU GOING TOWHO ARE YOU GOING TO invite toinvite to
the party?the party?
WHAT DID HE SAYWHAT DID HE SAY??
Se il verbo 竪 seguito da una preposizione,Se il verbo 竪 seguito da una preposizione,
questa 竪 solitamente posta alla fine dellaquesta 竪 solitamente posta alla fine della
domandadomanda
Who are you talkingWho are you talking TOTO??
10. OBJECT QUESTIONSOBJECT QUESTIONS sono domande chesono domande che
poniamo per conoscere lponiamo per conoscere lOGGETTOOGGETTO della frasedella frase
IlIl VERBOVERBO 竪 alla竪 alla FORMA INTERROGATIVAFORMA INTERROGATIVA
WHO ARE YOU GOING TOWHO ARE YOU GOING TO invite toinvite to
the party?the party?
WHAT DID HE SAYWHAT DID HE SAY??
Se il verbo 竪 seguito da una preposizione,Se il verbo 竪 seguito da una preposizione,
questa 竪 solitamente posta alla fine dellaquesta 竪 solitamente posta alla fine della
domandadomanda
Who are you talkingWho are you talking TOTO??