Wh question words are used to ask specific types of questions. There are 6 main Wh question words - What, Where, When, Why, Who, Which. How is also considered a question word but is not part of the Wh acronym. Each word expresses a specific concept in a question - What asks about objects or things, Where asks about places, When asks about times, etc. Wh question words can function as adverbs, pronouns, adjectives or exclamations depending on how they are used in sentences. Mastering the different uses of Wh question words is important for asking precise questions.
Wh question words are used to ask specific types of questions. There are 6 main wh question words - what, where, when, why, who, and which. Each expresses a different notion like object, place, time, reason, person, or choice. How is also used as a question word but is technically an adverb. What and how can also function as pronouns, adjectives, or exclamations depending on context. Wh question words provide important information to clarify requests.
Wh question words are used to ask specific types of questions. There are 6 main wh question words - what, where, when, why, who, and which. Each expresses a different type of information like object, place, time, reason, person, or choice. How is also used as a question word but is technically an adverb. What and how can also function as pronouns, adjectives, or exclamations depending on context. Wh question words are an essential part of asking targeted questions to obtain specific details.
Wh question words are used to ask specific types of questions. There are 6 main wh question words - what, where, when, why, who, and which. Each expresses a different type of information like object, place, time, reason, person, or choice. How is also used as a question word but is technically an adverb. What and how can also function as pronouns, adjectives, or exclamations depending on context. Wh question words are an essential part of asking targeted questions to obtain specific details.
Culture, Communication And Customs Of LearningNewportCELT
油
Dr Nicola Woods of the University of Wales, Newport, presentation on the PGCert Developing Professional Practice in Higher Education in the Centre for Excellence in Learning and Teaching (CELT) on 20th January 2010.
1) The document discusses various activities teachers can do with students to discuss ambitions and aspirations. It provides suggestions for diary writing, conversations about career choices, poems, and ways professions have changed.
2) The focus is on encouraging students to talk about their dreams and future plans in English. Suggested activities include writing, discussions, role plays, and analyzing poems and songs.
3) The document aims to help students think more clearly about their aspirations and career paths through sharing perspectives in English.
Common errors committed by English Learners.AleeenaFarooq
油
This document provides 30 common errors made by English learners, along with helpful explanations for each. Some key errors discussed include article confusion, modal verbs with infinitives, subject-verb-object word order, use of apostrophes, capitalization, prepositions, irregular verbs, homonyms, and the differences between words like fewer/less, lie/lay, anxious/eager, disinterested/uninterested, and since/because. Mastering these subtle grammatical distinctions can help improve one's written English.
This document provides suggestions for classroom activities to encourage students to discuss their ambitions and aspirations in English. It includes the following activities:
1. Diary writing where students write about their experiences, feelings, dreams and hopes. Sample diary entries are discussed.
2. Students discuss what careers they want and what they need to do to achieve their goals, like required education or overcoming difficulties.
3. A dialogue is presented about contentment vs laziness where students debate whether it is better to work or be idle. Students then write similar dialogues on other topics.
Here are the sentences with the correct verb forms:
1. Annie is a pupil.
2. There are two new pupils in the class.
3. Emily is from Kent.
4. Zoriana and Vlad are from Ukraine.
5. Oxford is in England.
6. She is not nine years old. She is eight.
This document defines and provides examples of the different types of adjectives in English. It discusses qualitative adjectives that describe qualities like color, size, age, etc. It also covers quantitative adjectives about numbers, demonstrative adjectives that point out nouns, possessive adjectives showing ownership, and others. The document explains how to make comparisons between adjectives and provides irregular forms. It concludes with examples of identifying adjectives in sentences.
This document provides an introduction to useful language for greetings, the alphabet, nationalities, verb be, school supplies, numbers, and there is/there are. It begins with welcoming the learner and outlining the topics that will be covered. The document then provides material on each topic, including examples of greetings and their responses, the English alphabet, asking and stating nationality, conjugations and examples of the verb "to be", common school supplies, cardinal and ordinal numbers, and the structures of there is/there are. It concludes with a short listening comprehension activity involving a conversation between students where they introduce themselves and ask each other questions.
This document provides examples of expressions used to introduce oneself in English and short dialogues demonstrating introductions. It includes 10 common introductory expressions like "My name is..." and "Allow me to introduce myself...". The document also contains multiple choice questions about greetings and introductions with answer keys. It discusses congratulatory expressions and provides examples of conversations where one person congratulates another on a success or achievement.
This document provides an overview of how to write dialogue, including:
1) Choosing a topic and characters for the dialogue. Sample topics include future plans, health effects of smoking, and patient-doctor conversations.
2) Examples of introductory and final greetings to use in formal and informal dialogue, such as "Good morning" and "Thanks a lot."
3) How to form questions using wh- words like what, when, where, who, and why as well as yes/no questions using verbs and modal verbs.
4) Guidance on writing the body of the dialogue, including maintaining a natural relationship between characters and moving the story forward with engaging sentences.
The document provides information on paragraphs, including their definition and basic components. It discusses that a paragraph should have unity and coherence, with one central idea supported by details. Examples are provided of improving paragraph structure by ensuring logical flow between sentences and using transition words. Guidelines are given for developing ideas in a paragraph through examples, facts, and testimony. Different approaches to structuring a paragraph are also outlined.
Professor. DEnglish 113A03102014Two Essays One Judge .docxwkyra78
油
Professor. D
English 113A
03/10/2014
Two Essays One Judge
Have you ever imagined the word without writing? Well, it is impossible, in other words, the life will be more difficult. Without writing you cannot save information, read history, write your feelings in essay or the most important we cannot chat. Chatting has become a major part of life routine, there are many applications that make you chat with other people like What's App, Line or We Chat. The users of these applications are using a curtailment for many words, for example U means you, R means are, and UR means your. That going to led the writing to dark way because most of the users are from the new generation, wish means the future is going to control by our children. However, writing an essay is totally different than chatting or writing a letter. Nowadays, almost of the students are writing essays as homework, and it is different from person to another. Each person has his own style, thoughts and word to express his/her idea in essay. When comparing those two essays "Two Years Are Better Than Four" written by Addison, Liz and "The New Liberal Arts" J.Ungar, Sanford. The first essay is better than the second because it is supported well, shorter and organized. The author had written a nice essay wish it was wrote by following the essay steps.
Writing an essay is not that hard, almost everybody can do it. But the essay should be in particular way that makes it easier to the reader. For writing a good essay that makes the people like it you can use follow the essay's steps. According to Samuels, the first step to write an essay is outline, put all the information in order, skip the introduction and start with the first body paragraph, the first thesis statement with the first body paragraph, support your thoughts, keep doing this format until you reach the conclusion. The most important step is supporting your ideas, wish like the Liz's essay has. The good support in the essay is "I read an article in the New York times describing a 'collage application essay," Liz (213,) the author Liz Addison, juggle chooses this quote because it fits in the right place and that shows that what ability the writer has. On the other hand, Ungar had supported his ideas, but his support took a whole paragraph. Even with this whole paragraph of support, he could not explain it well and clear.
Writing an essay with a quotation that is hard to explain can take a lot of space and words. Many words with on meaning is west of time, a large number of pages is not necessary prove to a good essay. The essay that might reach many pages is not necessary a good essay, some people could write many pages, but it has a lot of mistakes and with no goal that they want to talk about. The other people can write a nice essay and perfect, with fewer pages. The Arabic people may think differently, they have proverb that says "The best speech what is less and make sense," they mean that the less is better consideri ...
This document provides an overview of adjectives in the English language. It defines adjectives as words that are used to add meaning to nouns by describing qualities or characteristics. The document then discusses the different types of adjectives, including describing adjectives, demonstrative adjectives, possessive adjectives, number adjectives, indefinite adjectives, interrogative adjectives, distributive adjectives, and the degrees of comparison for adjectives. It also covers the typical order of multiple adjectives in a phrase or sentence.
The document discusses how corpus analysis can help improve learners' English writing abilities. It finds that learners struggle with accuracy, fluency, and appropriate lexical choice and collocation. Corpora reveal the most common errors involve articles, quantifiers, and syntactic patterns. Learners also overuse some expressions and underuse synonyms. Dictionaries now provide collocation information and "get it right" boxes to address recurrent mistakes.
This document provides suggestions for how English teachers can improve student learning and fluency. It recommends using simulations, group work, guest speakers, field trips, and incorporating the four skills of reading, writing, listening and speaking into lessons. Teachers should address different learning styles and allow creative forms of expression. The overall message is that teaching methods should be varied and experiential to engage students.
The document discusses various English varieties found around the world and within academic contexts. It addresses what distinguishes varieties, the consequences of using the "right" or "wrong" variety, and how to learn new varieties. Regarding academic English, it notes variations across subjects and genres but emphasizes using evidence, finding your voice, and communicating ideas over strict adherence to style.
This document discusses communication with autistic individuals. It begins with an introduction to the topic and an overview of communication, including both verbal (language, speech) and nonverbal (body language) forms. It notes that autistic individuals may not perceive the larger context of communication in the same way. The document then covers definitions of communication, statistics on autism rates in Indiana, examples of verbal and nonverbal communication challenges, exercises for understanding messages, and provides contact information to learn more.
Common errors committed by English Learners.AleeenaFarooq
油
This document provides 30 common errors made by English learners, along with helpful explanations for each. Some key errors discussed include article confusion, modal verbs with infinitives, subject-verb-object word order, use of apostrophes, capitalization, prepositions, irregular verbs, homonyms, and the differences between words like fewer/less, lie/lay, anxious/eager, disinterested/uninterested, and since/because. Mastering these subtle grammatical distinctions can help improve one's written English.
This document provides suggestions for classroom activities to encourage students to discuss their ambitions and aspirations in English. It includes the following activities:
1. Diary writing where students write about their experiences, feelings, dreams and hopes. Sample diary entries are discussed.
2. Students discuss what careers they want and what they need to do to achieve their goals, like required education or overcoming difficulties.
3. A dialogue is presented about contentment vs laziness where students debate whether it is better to work or be idle. Students then write similar dialogues on other topics.
Here are the sentences with the correct verb forms:
1. Annie is a pupil.
2. There are two new pupils in the class.
3. Emily is from Kent.
4. Zoriana and Vlad are from Ukraine.
5. Oxford is in England.
6. She is not nine years old. She is eight.
This document defines and provides examples of the different types of adjectives in English. It discusses qualitative adjectives that describe qualities like color, size, age, etc. It also covers quantitative adjectives about numbers, demonstrative adjectives that point out nouns, possessive adjectives showing ownership, and others. The document explains how to make comparisons between adjectives and provides irregular forms. It concludes with examples of identifying adjectives in sentences.
This document provides an introduction to useful language for greetings, the alphabet, nationalities, verb be, school supplies, numbers, and there is/there are. It begins with welcoming the learner and outlining the topics that will be covered. The document then provides material on each topic, including examples of greetings and their responses, the English alphabet, asking and stating nationality, conjugations and examples of the verb "to be", common school supplies, cardinal and ordinal numbers, and the structures of there is/there are. It concludes with a short listening comprehension activity involving a conversation between students where they introduce themselves and ask each other questions.
This document provides examples of expressions used to introduce oneself in English and short dialogues demonstrating introductions. It includes 10 common introductory expressions like "My name is..." and "Allow me to introduce myself...". The document also contains multiple choice questions about greetings and introductions with answer keys. It discusses congratulatory expressions and provides examples of conversations where one person congratulates another on a success or achievement.
This document provides an overview of how to write dialogue, including:
1) Choosing a topic and characters for the dialogue. Sample topics include future plans, health effects of smoking, and patient-doctor conversations.
2) Examples of introductory and final greetings to use in formal and informal dialogue, such as "Good morning" and "Thanks a lot."
3) How to form questions using wh- words like what, when, where, who, and why as well as yes/no questions using verbs and modal verbs.
4) Guidance on writing the body of the dialogue, including maintaining a natural relationship between characters and moving the story forward with engaging sentences.
The document provides information on paragraphs, including their definition and basic components. It discusses that a paragraph should have unity and coherence, with one central idea supported by details. Examples are provided of improving paragraph structure by ensuring logical flow between sentences and using transition words. Guidelines are given for developing ideas in a paragraph through examples, facts, and testimony. Different approaches to structuring a paragraph are also outlined.
Professor. DEnglish 113A03102014Two Essays One Judge .docxwkyra78
油
Professor. D
English 113A
03/10/2014
Two Essays One Judge
Have you ever imagined the word without writing? Well, it is impossible, in other words, the life will be more difficult. Without writing you cannot save information, read history, write your feelings in essay or the most important we cannot chat. Chatting has become a major part of life routine, there are many applications that make you chat with other people like What's App, Line or We Chat. The users of these applications are using a curtailment for many words, for example U means you, R means are, and UR means your. That going to led the writing to dark way because most of the users are from the new generation, wish means the future is going to control by our children. However, writing an essay is totally different than chatting or writing a letter. Nowadays, almost of the students are writing essays as homework, and it is different from person to another. Each person has his own style, thoughts and word to express his/her idea in essay. When comparing those two essays "Two Years Are Better Than Four" written by Addison, Liz and "The New Liberal Arts" J.Ungar, Sanford. The first essay is better than the second because it is supported well, shorter and organized. The author had written a nice essay wish it was wrote by following the essay steps.
Writing an essay is not that hard, almost everybody can do it. But the essay should be in particular way that makes it easier to the reader. For writing a good essay that makes the people like it you can use follow the essay's steps. According to Samuels, the first step to write an essay is outline, put all the information in order, skip the introduction and start with the first body paragraph, the first thesis statement with the first body paragraph, support your thoughts, keep doing this format until you reach the conclusion. The most important step is supporting your ideas, wish like the Liz's essay has. The good support in the essay is "I read an article in the New York times describing a 'collage application essay," Liz (213,) the author Liz Addison, juggle chooses this quote because it fits in the right place and that shows that what ability the writer has. On the other hand, Ungar had supported his ideas, but his support took a whole paragraph. Even with this whole paragraph of support, he could not explain it well and clear.
Writing an essay with a quotation that is hard to explain can take a lot of space and words. Many words with on meaning is west of time, a large number of pages is not necessary prove to a good essay. The essay that might reach many pages is not necessary a good essay, some people could write many pages, but it has a lot of mistakes and with no goal that they want to talk about. The other people can write a nice essay and perfect, with fewer pages. The Arabic people may think differently, they have proverb that says "The best speech what is less and make sense," they mean that the less is better consideri ...
This document provides an overview of adjectives in the English language. It defines adjectives as words that are used to add meaning to nouns by describing qualities or characteristics. The document then discusses the different types of adjectives, including describing adjectives, demonstrative adjectives, possessive adjectives, number adjectives, indefinite adjectives, interrogative adjectives, distributive adjectives, and the degrees of comparison for adjectives. It also covers the typical order of multiple adjectives in a phrase or sentence.
The document discusses how corpus analysis can help improve learners' English writing abilities. It finds that learners struggle with accuracy, fluency, and appropriate lexical choice and collocation. Corpora reveal the most common errors involve articles, quantifiers, and syntactic patterns. Learners also overuse some expressions and underuse synonyms. Dictionaries now provide collocation information and "get it right" boxes to address recurrent mistakes.
This document provides suggestions for how English teachers can improve student learning and fluency. It recommends using simulations, group work, guest speakers, field trips, and incorporating the four skills of reading, writing, listening and speaking into lessons. Teachers should address different learning styles and allow creative forms of expression. The overall message is that teaching methods should be varied and experiential to engage students.
The document discusses various English varieties found around the world and within academic contexts. It addresses what distinguishes varieties, the consequences of using the "right" or "wrong" variety, and how to learn new varieties. Regarding academic English, it notes variations across subjects and genres but emphasizes using evidence, finding your voice, and communicating ideas over strict adherence to style.
This document discusses communication with autistic individuals. It begins with an introduction to the topic and an overview of communication, including both verbal (language, speech) and nonverbal (body language) forms. It notes that autistic individuals may not perceive the larger context of communication in the same way. The document then covers definitions of communication, statistics on autism rates in Indiana, examples of verbal and nonverbal communication challenges, exercises for understanding messages, and provides contact information to learn more.
Blind Spots in AI and Formulation Science Knowledge Pyramid (Updated Perspect...Ajaz Hussain
油
This presentation delves into the systemic blind spots within pharmaceutical science and regulatory systems, emphasizing the significance of "inactive ingredients" and their influence on therapeutic equivalence. These blind spots, indicative of normalized systemic failures, go beyond mere chance occurrences and are ingrained deeply enough to compromise decision-making processes and erode trust.
Historical instances like the 1938 FD&C Act and the Generic Drug Scandals underscore how crisis-triggered reforms often fail to address the fundamental issues, perpetuating inefficiencies and hazards.
The narrative advocates a shift from reactive crisis management to proactive, adaptable systems prioritizing continuous enhancement. Key hurdles involve challenging outdated assumptions regarding bioavailability, inadequately funded research ventures, and the impact of vague language in regulatory frameworks.
The rise of large language models (LLMs) presents promising solutions, albeit with accompanying risks necessitating thorough validation and seamless integration.
Tackling these blind spots demands a holistic approach, embracing adaptive learning and a steadfast commitment to self-improvement. By nurturing curiosity, refining regulatory terminology, and judiciously harnessing new technologies, the pharmaceutical sector can progress towards better public health service delivery and ensure the safety, efficacy, and real-world impact of drug products.
Reordering Rules in Odoo 17 Inventory - Odoo 際際滷sCeline George
油
In Odoo 17, the Inventory module allows us to set up reordering rules to ensure that our stock levels are maintained, preventing stockouts. Let's explore how this feature works.
APM People Interest Network Conference 2025
-Autonomy, Teams and Tension: Projects under stress
-Tim Lyons
-The neurological levels of
team-working: Harmony and tensions
With a background in projects spanning more than 40 years, Tim Lyons specialised in the delivery of large, complex, multi-disciplinary programmes for clients including Crossrail, Network Rail, ExxonMobil, Siemens and in patent development. His first career was in broadcasting, where he designed and built commercial radio station studios in Manchester, Cardiff and Bristol, also working as a presenter and programme producer. Tim now writes and presents extensively on matters relating to the human and neurological aspects of projects, including communication, ethics and coaching. He holds a Masters degree in NLP, is an NLP Master Practitioner and International Coach. He is the Deputy Lead for APMs People Interest Network.
Session | The Neurological Levels of Team-working: Harmony and Tensions
Understanding how teams really work at conscious and unconscious levels is critical to a harmonious workplace. This session uncovers what those levels are, how to use them to detect and avoid tensions and how to smooth the management of change by checking you have considered all of them.
Prelims of Kaun TALHA : a Travel, Architecture, Lifestyle, Heritage and Activism quiz, organized by Conquiztadors, the Quiz society of Sri Venkateswara College under their annual quizzing fest El Dorado 2025.
Computer Network Unit IV - Lecture Notes - Network LayerMurugan146644
油
Title:
Lecture Notes - Unit IV - The Network Layer
Description:
Welcome to the comprehensive guide on Computer Network concepts, tailored for final year B.Sc. Computer Science students affiliated with Alagappa University. This document covers fundamental principles and advanced topics in Computer Network. PDF content is prepared from the text book Computer Network by Andrew S. Tenanbaum
Key Topics Covered:
Main Topic : The Network Layer
Sub-Topic : Network Layer Design Issues (Store and forward packet switching , service provided to the transport layer, implementation of connection less service, implementation of connection oriented service, Comparision of virtual circuit and datagram subnet), Routing algorithms (Shortest path routing, Flooding , Distance Vector routing algorithm, Link state routing algorithm , hierarchical routing algorithm, broadcast routing, multicast routing algorithm)
Other Link :
1.Introduction to computer network - /slideshow/lecture-notes-introduction-to-computer-network/274183454
2. Physical Layer - /slideshow/lecture-notes-unit-ii-the-physical-layer/274747125
3. Data Link Layer Part 1 : /slideshow/lecture-notes-unit-iii-the-datalink-layer/275288798
Target Audience:
Final year B.Sc. Computer Science students at Alagappa University seeking a solid foundation in Computer Network principles for academic.
About the Author:
Dr. S. Murugan is Associate Professor at Alagappa Government Arts College, Karaikudi. With 23 years of teaching experience in the field of Computer Science, Dr. S. Murugan has a passion for simplifying complex concepts in Computer Network
Disclaimer:
This document is intended for educational purposes only. The content presented here reflects the authors understanding in the field of Computer Network
How to Configure Restaurants in Odoo 17 Point of SaleCeline George
油
Odoo, a versatile and integrated business management software, excels with its robust Point of Sale (POS) module. This guide delves into the intricacies of configuring restaurants in Odoo 17 POS, unlocking numerous possibilities for streamlined operations and enhanced customer experiences.
APM event hosted by the South Wales and West of England Network (SWWE Network)
Speaker: Aalok Sonawala
The SWWE Regional Network were very pleased to welcome Aalok Sonawala, Head of PMO, National Programmes, Rider Levett Bucknall on 26 February, to BAWA for our first face to face event of 2025. Aalok is a member of APMs Thames Valley Regional Network and also speaks to members of APMs PMO Interest Network, which aims to facilitate collaboration and learning, offer unbiased advice and guidance.
Tonight, Aalok planned to discuss the importance of a PMO within project-based organisations, the different types of PMO and their key elements, PMO governance and centres of excellence.
PMOs within an organisation can be centralised, hub and spoke with a central PMO with satellite PMOs globally, or embedded within projects. The appropriate structure will be determined by the specific business needs of the organisation. The PMO sits above PM delivery and the supply chain delivery teams.
For further information about the event please click here.
How to Modify Existing Web Pages in Odoo 18Celine George
油
In this slide, well discuss on how to modify existing web pages in Odoo 18. Web pages in Odoo 18 can also gather user data through user-friendly forms, encourage interaction through engaging features.
How to Manage Putaway Rule in Odoo 17 InventoryCeline George
油
Inventory management is a critical aspect of any business involved in manufacturing or selling products.
Odoo 17 offers a robust inventory management system that can handle complex operations and optimize warehouse efficiency.
The Constitution, Government and Law making bodies .saanidhyapatel09
油
This PowerPoint presentation provides an insightful overview of the Constitution, covering its key principles, features, and significance. It explains the fundamental rights, duties, structure of government, and the importance of constitutional law in governance. Ideal for students, educators, and anyone interested in understanding the foundation of a nations legal framework.
How to Configure Flexible Working Schedule in Odoo 18 EmployeeCeline George
油
In this slide, well discuss on how to configure flexible working schedule in Odoo 18 Employee module. In Odoo 18, the Employee module offers powerful tools to configure and manage flexible working schedules tailored to your organization's needs.
3. 10/06/2024 By: Ebadullah Nooristani
Definition: Adjective is a word which is used to
describe or give more information about a noun or
pronoun in a sentence.
An adjective describes a noun by giving some information
about its:
Quality
Size
Shape
Age
Color
Origin
Material &
Purpose
4. 10/06/2024 By: Ebadullah Nooristani
Examples:
It is a nice table. (opinion/quality)
It is a big table. (size)
It is a round table. (shape)
It is an old table. (age)
It is a brown table. (color)
It is an Afghan table. (origin)
It is a wooden table. (material)
It is a coffee table. (purpose)
6. 10/06/2024 By: Ebadullah Nooristani
Cases of Adjective
In English grammar, an adjective has four cases:
Attributive Case:
(The adjectives are used before nouns.)
Examples:
The old man cannot run fast.
She met a young girl.
The product does not deserve this high price.
The sick man was treated in the special ward.
7. 10/06/2024 By: Ebadullah Nooristani
Predicative Case:
(The adjectives come after linking verbs like: be, seem,
look, feel, taste, become, smell, sound)
Examples:
I am tired.
She seems interested in the lesson.
Ali looks handsome in this picture.
I really feel bad today.
The food tastes delicious.
He became old.
The flower smells good.
Your success sounds interesting.
8. 10/06/2024 By: Ebadullah Nooristani
Abridging Case:
(The adjective is used between a linking verb and a noun.)
Examples:
My friend is an intelligent student.
He is a young boy.
It is a delicious food.
His mom is a good cook.
9. 10/06/2024 By: Ebadullah Nooristani
Post Indefinite Case:
(The adjective is used after some indefinite pronouns.)
Examples:
I met someone special.
She bought something expensive.
They learnt something important.
11. 10/06/2024 By: Ebadullah Nooristani
Quality/Descriptive Adjectives
Proper Adjectives
Possessive Adjectives
Adjectives of Quantity
Adjectives of Number
Demonstrative Adjectives
Interrogative Adjectives
Distributive Adjectives
Determiners
12. 10/06/2024 By: Ebadullah Nooristani
Quality/Descriptive Adjectives
Definition: These kinds of adjectives are used to describe
the characteristics of a noun or pronoun. They can usually
answer the question what kind? or what type?.
Here are some examples of quality adjectives like:
(beautiful, sweet, good, strong, easy, difficult, important,
interesting, awful, bitter, handsome, kind, cruel, cute, ugly
etc.)
13. 10/06/2024 By: Ebadullah Nooristani
Examples:
This piece of candy is sweet.
My husband is handsome.
My daughter is good.
The cat is hungry.
This shirt is nice.
The question is difficult.
The book is interesting.
14. 10/06/2024 By: Ebadullah Nooristani
Proper Adjectives
Definition: Are those adjectives which are formed from
some proper nouns and can be usually used for languages
and nationalities.
Examples:
Proper Nouns Proper Adjectives
America American
Afghanistan Afghan
Japan Japanese
Pakistan Pakistani
China Chinese
India Indian
France French
Greece Greek
Pashto Pashtoon
15. 10/06/2024 By: Ebadullah Nooristani
Possessive Adjectives
Definition: Possessive Adjectives are those adjectives
which are used to show possession or ownership. They are
always followed by nouns.
16. 10/06/2024 By: Ebadullah Nooristani
Subject Pronoun Possessive Adjective
I My
We Our
You Your
They Their
He His
She Her
It Its
17. 10/06/2024 By: Ebadullah Nooristani
Examples:
My brother has a yellow car.
Our home is near to the market.
Your book is with me.
The students did their homework.
Ahmad cleaned his car.
I have her book.
This is its fault.
18. 10/06/2024 By: Ebadullah Nooristani
Refer to the chapter for the exercise of Possessive
Adjective!
19. 10/06/2024 By: Ebadullah Nooristani
Adjectives of Quantity
Definition: Are those adjectives which are used to show the
amount or number of nouns. These adjectives do not
provide exact numbers.
They are:
all/ enough/ some / any / much / many/ a few/ few/
a little/ little etc.
20. 10/06/2024 By: Ebadullah Nooristani
All: (whole)
All is used with countable and uncountable nouns to
mean the complete amount.
Examples:
All the students are intelligent in this class.
He drank all the milk.
He comes to class late all the time.
21. 10/06/2024 By: Ebadullah Nooristani
Enough: (As much as necessary/some)
Enough is used with countable and uncountable nouns to
mean the adequate amount or number.
Examples:
We have enough students in the class today.
The students still have enough problems in the new lesson.
The teacher has enough time to explain the topic well.
He drank enough milk today.
22. 10/06/2024 By: Ebadullah Nooristani
Some: (a little, a few or adequate)
We usually use some in positive sentences for countable
and uncountable nouns.
Examples:
I have some friends in London.
I usually drink some water with my meal.
Note: Sometimes we use some in a question, when we
expect a positive YES answer.
Examples:
Would you like some more tea?
Could I have some more sugar please?
23. 10/06/2024 By: Ebadullah Nooristani
Any: (some/none)
It is used with negative sentences.
Examples:
My computer doesnt have any problems.
He doesnt have any enemies here.
My brother never does any chores.
24. 10/06/2024 By: Ebadullah Nooristani
Is used with question sentences.
Examples:
Do you have any question for me?
Dont you have any problem?
We use any for both countable and uncountable nouns.
Examples:
Do you have any cheese?
He doesn't have any friends in Paris.
25. 10/06/2024 By: Ebadullah Nooristani
Much: (not less in amount)
It is used with uncountable nouns.
Examples:
They don't have much money to buy a car.
He does have much information about this topic.
26. 10/06/2024 By: Ebadullah Nooristani
Many: (not less in number)
It is used with countable nouns.
Examples:
I don't have many English books in my collection.
My friend has many children (almost a dozen).
Note: Much and Many are used to express that there is a
large quantity of something.
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A few: (some/adequate)
It is used with countable plural nouns to mean a
small number or some.
Examples:
A few students are absent today.
We have a few chairs in this classroom.
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Few: (not many/almost none)
It emphasizes how small the number is.
We use 'few' before plural countable nouns.
'Few' has a negative meaning.
We can also use 'very few'.
Examples:
Few people understand the difference.
I have just studied very few chapters.
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A little: (some/adequate)
It is used with uncountable nouns to mean a small
amount or some.
Examples:
I saw him a little time ago.
He needs a little more money.
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Little: (not much almost none)
Is used before uncountable nouns.
'Little' has a negative meaning.
We can use also 'very little'.
Examples:
I can't help you. I speak very little French.
There is little milk in the bottle.
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Refer to the chapter for the exercise of Quantity
Adjectives!
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Adjectives of Number/Numeral Adjectives
Definition: Adjectives of number are used to show the
number of nouns and their place in an order.
There are two different sections within adjectives of
number.
They are:
Definite Numeral Adjectives:
Indefinite Numeral Adjective:
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Definite Numeral Adjectives
Definition: Are those adjectives which clearly denote an
exact number of nouns or the order of nouns.
Definite numeral adjectives are further divided into two
types:
Cardinal Numbers:
One, Two, Twenty, Thirty-Three etc.
Ordinal Numbers:
First, Second, Third, Fourth, Fifth, Sixth, Seventh etc.
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Indefinite Numeral Adjectives:
Definition: Are those adjectives which do not show an exact
number but just give a general idea of the amount.
They are like:
Some, Many, Few, Enough, Several, All etc
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Demonstrative Adjectives
Definition: Demonstrative adjectives are used to point out
to a noun or number of nouns which are near or far away
from the speaker in distance or time.
They are:
This
That
These
Those
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This: Is used to point out to a noun which is close
to the speaker.
Examples:
This house is nice.
This book is very interesting.
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That: Is used to point out to a noun which is far
away from the speaker.
Examples:
That house is nice.
That book is very interesting.
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These: Is the plural form of this and is used to
point out to a number of nouns which are near to
the speaker.
Examples:
These houses are very nice.
These books are very interesting.
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Those: Is the plural form of that and is used to
point out to a number of nouns which are far away
from the speaker.
Examples:
Those houses are nice.
Those books were very interesting.
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Interrogative Adjectives
Definition: Interrogative adjectives are those adjectives
which are used to ask questions about nouns.
They are: (What, Which and Whose).
Examples:
What assignment did I miss?
What colors do you like the best?
Which room is empty?
Which car is more expensive yours or mine?
Whose pen is this?
Whose car was stolen yesterday?
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Distributive Adjectives
Definition: Distributive adjectives are used to talk about
nouns individually.
They are:
Each
Every
Either
Neither.
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Each: (Every individual from a group)
Examples:
There are five questions; each question has 5 marks.
There are two kinds of drinks; each drink is my favorite one.
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Every: (all from a group)
Examples:
Every student is interested in this topic.
Every teacher teaches well here.
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Either:
(each of two. It doesnt matter which one.)
Examples:
There are two options for you now; either option is
acceptable.
There are tea and coffee; you can have either tea
or coffee.
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Neither: (no one or none of)
Examples:
You answered both questions but neither answer is
correct.
He has five cars in his garage, but neither car is his.
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Determiners
Determiners are words which come before nouns
and limit the followed nouns.
They are like:
Articles
Demonstrative Adjectives
Possessive Adjectives
Adjectives of Number
Distributive Adjectives &
Quantity Adjectives
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Examples:
This is a book.
We have enough students in our class.
Each student is very intelligent in this class.
Still several students are absent.
Some students are outside in the lawn.
My brother has two children.
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Note: The difference between an adjective and
determiner is this that we can use only one
determiner at a time but we can use more than one
adjective consecutively in a sentence.
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The Rules of Ordering
Adjectives
When writing a sentence using a number of different
adjectives, its important to know which ones you should
have first in the sentence.
You should know that you can easily use just one adjective
to have a complete sentence; however, if you want to use
more than one adjective, you should know in what order
to use the adjectives.
Here are the rules:
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1. Determiners
The first adjective in your sentence should be a determiner.
Example: She has a good car.
Now, to give you an example as to why its important that
the determiner comes first, the sentence will be rewritten
with the quality adjective written first.
Example: She has good a car.
As you can see, writing the quality adjective before the
determiner doesnt make any grammatical sense.
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2. Opinion
After adding the determiner, you can add the opinion
adjective.
Example: She has a good car.
In this sentence, good would be the quality or opinion
adjective.
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3. Size
After adding the opinion adjective, you can add the size
adjective.
Example: She has a good, small car.
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4. Shape
After adding the size adjective, you can add the shape
adjective.
Example: She has a good, small, round car.
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5. Age
After adding the shape adjective, you can add the age
adjective.
Example: She has a good, small, round old car.
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6. Color
After adding the age adjective, you can add the color
adjective.
Example: She has a good, small, round, old, red car.
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7. Origin
After adding the color adjective, you can add the origin
adjective.
Example: She has a good, small, round, old, red, Chinese
car.
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8. Material
After adding the origin adjective, you can add the material
adjective.
Example: She has a good, small, round, old, red, Chinese,
plastic car.
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An adjective has three degrees in English Language.
Positive Degree
Comparative Degree
Superlative Degree
When we want to compare two or more nouns/pronouns,
we use the comparative and superlative forms of the
adjective to show the comparison between them.
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Example:
Honey is sweet, sugar is sweeter but victory is the
sweetest.
In this sentence, we are comparing the three nouns using
the positive, comparative and superlative forms of the word
sweet.
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Positive Degree
Positive Degree is a degree which simply describes the
noun/pronoun without comparing it to another like:
big, sweet, clean, important, easy, difficult, interesting, etc.
Examples:
She has a big black dog.
He is a sweet baby.
The cupboard is clean.
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Comparative Degree
Comparative degree is a degree in which we compare one
person with another person, one thing with another thing,
and one place with another place.
Note: In comparative degree we usually use the conjunction
than.
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Examples:
This lesson is easier than the previous lesson.
The previous lesson was more difficult than this lesson.
Jalalabad is hotter than Kabul.
My computer is newer than your computer.
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Superlative Degree
Superlative degree is used to compare one person with
more than one person, one thing with more than one thing
and one place with more than one place.
We usually add the before the superlative form like:
the biggest, the sweetest, the cleanest, the easiest, the
most difficult, the most interesting, the hottest, the tallest,
etc.
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Examples:
This is the easiest lesson of this week.
Jalalabad is the hottest city in Afghanistan.
My child is the sweetest child in the world.
That was the most interesting book I had ever read.
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Rules for Comparatives and Superlatives
There are certain rules that must be followed in the
making of comparatives and superlatives of the
adjectives.
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1.With one syllable adjectives, we use er to make the
comparative and est to make the superlative.
Positive Comparative Superlative
Black Blacker Blackest
Tall Taller Tallest
Short Shorter Shortest
Small Smaller Smallest
Strong Stronger Strongest
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2. If one syllable adjective ends by single e, we just add r
in the comparative and st in the superlative form.
Positive Comparative Superlative
Nice Nicer Nicest
Late Later Latest
Wide Wider Widest
Large Larger Largest
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3. When the adjective ends with y, and preceded by
consonant, we convert y into i and add er in the
comparative and est in the superlative forms.
Positive Comparative Superlative
Pretty Prettier Prettiest
Lazy Lazier Laziest
Happy Happier Happiest
Healthy Healthier Healthiest
Heavy Heavier Heaviest
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4. If one syllable adjective ends by a single consonant and is
preceded by a single vowel, we double the last consonant
and add er in the comparative and est in the superlative
form.
Positive Comparative Superlative
Hot Hotter Hottest
Wet Wetter Wettest
Fat Fatter Fattest
Thin Thinner Thinnest
Slim Slimmer Slimmest
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5. Adjectives which are more than two syllables we use
more and most to form the comparatives and superlatives.
Positive Comparative Superlative
Difficult More Difficult Most Difficult
Careful More Careful Most Careful
Handsome More Handsome Most Handsome
Interesting More Interesting Most Interesting
Important More Important Most Important
Beautiful More Beautiful Most Beautiful
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6. There a few adjectives that can use both er and est and
more and most to form their comparative and superlative
forms.
Positive Comparative Superlative Example
Clever
Cleverer/ More
Clever
Cleverest/Most
Clever
He is cleverer than her.
He is more clever than her.
Quiet
Quieter/ More
Quiet
Quietest/ Most
Quiet
This is the most quiet place.
This is the quietest place.
Brave
Braver/ More
Brave
Bravest/ Most
Brave
She is braver than the other girl.
She was more brave than the other girl.
Simple
Simpler/
More Simple
Simplest/Most
simplest
This question is simpler than that one.
This question is more simple than that one.
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7. These adjectives do not make their comparative and
superlative forms by using the rules above. Their
comparative and superlative forms are different words.
Positive Comparative Superlative
Bad Worse Worst
Good Better Best
Far (place) Farther Farthest
Little (amount) Less Least
Late (order) Latter Latest
Much More Most
Many More Most
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Refer to the chapters for the exercise of
Degrees of Adjectives!