...Degrees of comparison of adjectives. Contents Introduction 1. Definition of the term adjectives 2. How do adjectives make speech more expressive? 3. Grammatical overview of english adjectives 4. Degrees of comparison of adjectives Conclusion Bibliography Introduction The theme of my course paper sounds as following: «Adjective, its types and categories». Before beginning of investigation in our theme, I would like to say some words dealt with the theme of my course paper. Without referring to the traditional definition of adjectives you can find in any dictionary, Let's make our way into talking about the standard role of adjectives in language. In English the adjective is multifunctional. It is used essentially to describe an object but, in general, it is meant to enrich and clarify ideas and lead the interlocutors to communicate eloquently. Standing on such ground, I would like to point out tasks and aims of my work 1. The first task of my work is to give definition to term «adjective». 2. The second task is to describe the role of adjectives in our speech. 3. The last task of my work is to characterize adjectives from grammatical point of view. In our opinion the practical significance of our work is hard to be overvalued. This work reflects modern trends in linguistics and we hope it would serve as a good manual for those who wants to master modern English language. Also this work can be used by teachers of English language for teaching English...
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...MMLS NOTES: Possessive adjectives and possessive pronouns Introduction: Possessive pronouns are used to show ownership. They indicate who the owner of a certain thing is. Those Pronouns can accompany, describe and replace a noun. When they accompany and describe a noun they are also known as Possessive Adjectives. Example: • Mi coche es nuevo – My car is new (observe that “mi” accompanies and describes the noun “coche”) Possessive pronouns used after nouns can also be used alone, without the noun they’re referring to. When they replace the noun and are used alone, they are accompanied by definite articles (except if they come after verb to be) or by the neutral article and have masculine, feminine, singular and plural forms. Example: • Mi coche es nuevo. El tuyo es viejo – My car is new. Yours is old. (In the first sentence “mi” accompanies and describes the object “coche”. In the second sentence observe that “tuyo” is masculine, replaces the word “coche” and it is used along with the definite article “el”) Very important: Possessive adjectives agree in number with the possessed thing, not with the owner except for nosotros-a and vosotros-as which the possessive adjectives form agrees with the nouns in gender also. Observe the table. |Person |English |Possessive Adjectives-|Possessive Adjectives– Plural | | | |Singular...
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...Adjectives – adjetivos Adjective – a word that describes a noun or distinguishes it from a group of other nouns. In English an adjective comes before the word it is describing and has one form. Ex: the red car the red cars Before car it has the same form even though there are more cars In Spanish, an adjective comes after the noun and must agree with it in number and gender. So each adjective that ends in an “o” has four forms: masculine, feminine, singular and plural. Adjectives that end in an “e” or a consonant have two forms: singular and plural. Use these charts to help: Adj. that end in “O” have four forms. Let’s look at the word for “tall” | |Singular |Plural | |Masculine |Alto |Altos | |Feminine |Alta |Altas | Examples: The tall boy = el muchacho alto The tall girl = la muchacha alta The tall boys = los muchachos altos The tall girls = las muchachas altas Notice that the article, noun, and adjective must match in gender and number. Don’t forget that the adjective comes after the noun in Spanish! Adjectives that end in “e” or a consonant have only two forms. | ...
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...Cambridge Advanced [EH37] Dictionary, 3rd edition and suffixes Learner's prefixes Prefixes and suffixes inter- between or among international 1. Prefixes A prefix is a group of letters at the beginning of a word which changes the word’s meaning. Here is a list of the most common prefixes and (= extremely small) examples of how those prefixes are used. mid- in the middle of mid-July. • a man in his Anglo- relating to the UK or England an Anglophile ante- before or in front of antedate • antenatal anti- 1 opposed to or against anti-racist laws 2 preventing or destroying an anti-aircraft missile auto- 1 operating without being controlled by humans intra- within an intranet kilo- a thousand a kilometre • a kilogram mega- 1 informal extremely megarich (= extremely rich) 2 one million 40 megabytes micro- very small a microchip • microscopic • an interdepartmental meeting (= someone who loves England) autopilot (= a computer that directs an aircraft) 2 self an autobiography (= a book that someone writes about their own life) bi- two bilingual (= speaking two languages) • bimonthly (= happening twice in a month or once every two months) centi-, cent- hundred a centimetre • a century co- with or together a co-author • to coexist contra- against or opposite to contradict (= say the opposite) • contraception (= something that is used to prevent pregnancy) counter- opposing or as a reaction to a counter-attack (= an attack on someone who has attacked you) cross- 1 across...
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...are important because they specify grammar relations by connecting the content words such as nouns, verbs, adjectives and adverbs to a larger grammatical context. For instance, polar bears hibernate in the winter. This sentence shows that polar bears hibernate during or throughout the winter by just using the preposition “in” before “the winter”. The meaning of the sentence changes if we replace “in” with “at” or “on” in the above sentence. In terms of morphology, “at”, “on” and “in” are all morphemes of a single syllable. Morpheme is an arbitrary union of a sound and a meaning (or grammatical function) that cannot be further analyzed. Even though the structure of these morphemes are simple as they are all made up of two alphabets and one syllable, but their functions are not limited. They can be used in other contexts apart from the context related to time. “At” is used as a preposition to show a point in certain space. For example, he was standing at the door. The usage of “at” point out specifically that he was standing right at the door. It is used to show an intended aim or object towards which a thing or action is directed. For example, he shot at the bird, but missed it. It can be used to show the cause of an action or feeling as in this sentence “I was surprised at his behaviour.” “In” can be placed in other classes of word such as adverbs and adjectives other than prepositions. As an adverb, it means to be present especially at home or under the roof of a building...
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...I. Introduction: As we know there are four basics English conditionals that we use to express possible or imaginary situations: Zero, First, Second, and Third. Conditional sentences contain two clauses: the “if” (condition) clause, and the “result “clause. All conditionals have two easy, possible structures and either structure can be used without changing the meaning. We can put the “if” clause first, or the “result” first. Note that we only use a comma when the “if” clause come first. II. Hero Conditional: Form: In hero conditional sentences, the tense in both parts of the sentences is the simple present. |If clause (condition) |Main clause (result) | |If + simple present |Simple present | |If this thing happens |That thing happens | As in all conditional sentences, the order of the clauses is not fixed. You may have to rearrange the pronouns and adjust punctuation when you change the order of the clauses, but the meaning is identical. In zero conditional sentences, you can replace "if" with "when", because both express general truths. The meaning will be unchanged. For examples: 1. If you heat ice, it melts. 2. Ice melts if you heat it. 3. When you heat ice...
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...Hickock’s grief using verb phrases such as “simulated a smile” which is effective in emphasising how hard the smile truly was. The way in which Capote depicts Mrs Hickock and how she “expressed a need to confide” using the noun “need” in a way that exemplifies her how much of a necessity the talk was to her, which further represents her outlet of grief. Using several adjectives such as “rumpled” and adverbs such as “flimsily” suggest how weak she is feeling at this moment in time. Despite her grief Capote still uses the somewhat cheery adjectives “pudgy” and “agreeable” to describe Mrs Hickock which contrasts her inner turmoil which I feel somewhat represents Capote’s journalistic style at this time in contrast to his fiction style because throughout the extract he generally recounts it as a journalistic point, facts and his own memory of Mrs Hickock and then using those adjectives gives the impression he liked the woman, and was inputting a somewhat opinionated description of her. Capote depicts Mrs Hickock as a mother using a 1st person dialogue of when she was talking to the “woman reporter”. He uses the adjective “crazy” to emphasise her absolute adoration of dancing alongside “Dick”, and then contrasts that man to her son Dick. “Nobody ever danced with me again until I learned Dick” using the sort of colloquial verb “learned” to emphasise her role as a...
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...Handbook of Grammar, Mechanics, and Usage Grammar and mechanics are nothing more than the way words are combined into sentences. Usage is the way words are used by a network of people—in this case, the community of businesspeople who use English. You’ll find it easier to get along in this community if you know the accepted standards of grammar, mechanics, and usage. This handbook offers you valuable opportunities in two sections: ● C. modifying elements misplaced (dangling) D. structure not parallel E. nothing wrong ____ 1. Stop here. ____ 2. Your duties are interviewing, hiring, and also to fire employees. ____ 3. After their presentation, I was still undecided. ____ 4. Speaking freely, the stock was considered a bargain. ____ 5. Margaret, pressed for time, turned in unusually sloppy work. ____ 6. Typing and filing, routine office chores. ____ 7. With care, edit the report. ____ 8. When Paul came to work here, he brought some outmoded ideas, now he has accepted our modern methods. ____ 9. To plan is better than improvising. ____ 10. Hoping to improve performance, practice is advisable. The following choices apply to items 11–20. In each blank, write the letter of the choice that identifies the underlined word(s) in each sentence. A. B. C. D. E. subject predicate (verb) object modifier conjunction/preposition ● Diagnostic Test of English Skills. Testing your current knowledge of grammar, mechanics, and usage helps you find out where your strengths and weaknesses lie. This test...
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...A. SIMPLE SENTENCE: 6 types S + V My arms are aching. S + V + OBJECT Five people are moving a piano. S + V + COMPLEMENT Complement là từ hoặc cụm từ chỉ đối tượng tác động của chủ ngữ. Complement thường là tinh từ hoặc ngữ danh từ không bắt đầu bằng giới từ. Complement thường đứng sau động từ to be, appear, become, get, feel, look, seem, stay, sound. Không phảicâu nào cũng có complement. Complement trả lời cho câu hỏi What? hoặc Whom? This piano is heavy. It was a big problem. S + V + ADVERBIAL Adverbial can be a prepositional phrase or an adverb. Can add to all other main structures Vị trí của trạng từ • Đứng sau động từ Linda washed the dishes yesterday. • Đứng trước tính từ It's nearly complete. • Đứng trước trạng từ khác She did it fairly easily. * Đôi khi cũng bổ nghĩa cho một danh từ: The above sentence * v Trạng từ có thể đứng đầu câu hoặc cuối câu (3), đứng ở giữa sau động từ to be (4), hoặc một trợ động từ (5), và trước động từ chính (6). •- Usually I have a piece of toast and orange juice in the morning. (3) •- I might have a snack later. (3) •- Some people are always hungry when they wake up. (4) •- I've never wanted to eat breakfast in bed. (5) •- I sometimes drink coffee.(6) Notes: Không được đặt trạng từ vào giữa động từ và tân ngữ của nó (not “I drink sometimes coffee”) My arms are aching terribly. ...
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...Adjective From Wikipedia, the free encyclopedia |[pic] |This article includes a list of references, but its sources remain unclear because it has insufficient inline | | |citations. Please help to improve this article by introducing more precise citations. (January 2010) | |English grammar | |Adjectives | |Adverbs | |Articles | |Clauses | |Compounds | |Conditionals | |Conjunctions | |Determiners | |Gender | |Idiom | |Interjections | |Inversion | |Nouns | |Pronouns | |Phrases | |Plurals | |Possessives | |Prepositions | |Verbs | |Auxiliaries, contractions | |Irregular verbs | |Modal verbs | |Passive voice | |Phrasal verbs | |Subjunctive ...
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...------------------------------------------------- CLASS 2: GAP, TOP ------------------------------------------------- Date: April 28, 2013 ------------------------------------------------- • Nouns ------------------------------------------------- ✚ Review: Clause Elements ------------------------------------------------- (S) : Performer, topic ------------------------------------------------- (O) : Recipient ------------------------------------------------- : Direct object (DO) and indirect object (IO) ------------------------------------------------- ------------------------------------------------- I sent you a letter. (S) + (V) + (IO) + (DO) ------------------------------------------------- I sent a letter to you. (S) + (V) + (DO) + preposition + (IO) ------------------------------------------------- ------------------------------------------------- : Object of a verb and object of a preposition ------------------------------------------------- ------------------------------------------------- I kicked you. [You is object of the verb ‘kicked.’] ------------------------------------------------- on the table [Prepositional phrase: The table is called object of the preposition] ------------------------------------------------- • Object of a preposition cannot be the subject element. ------------------------------------------------- ✗ [In the world] have many people. ------------------------------------------------- ...
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...Direct purposeful experience — Presentation Transcript Direct Purposeful Experience By: Jeraldyn C. Abellano C. BSEd II- A Definition:-These are the rich experiences that our senses bring. Weconstruct the ideas , the generalizations that give meaning andorder to our lives.-These are the concrete and first handexperiences that make upthe foundation of our learning. They are the sensory experiences. They are experiences that are internalized in the sense that theseexperiences involve the asking of questions that have significancein the life of the person undergoing the direct experience.Besides, these experiences are undergone in relation to a purpose,,,ex. learningPurposeful because the experiences are not purely mechanical.They are not a matter of going through the motion.3. Why are these experiences described to be purposeful? AIM: To develop higher level thinking skills.It leads us to concept formation and abstraction.It serves as the foundation of concept formation, generalization and abstraction.4. FUNCTIONS OF THIS TOPIC: Third, let us help the students develop the 5 senses to thefull, to heighten their sensitivity to the world.Second, let us make use of the real things as instructionalmaterials for as long as we can.First, let us give our students opportunities top learn bydoing. Let us immerse our students in the world of experiences.5. How are you going to prepare in order to make an effective learning? Examples: preparing meals, making a project, doing power point...
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...AN-244 Phrasal Syntax seminar Marosán Lajos Parts of Speech Tarr Dániel 1995 Parts of Speech Parts of Speech are words classified according to their functions in sentences, for purposes of traditional grammatical analysis. According to traditional grammars eight parts of speech are usually identified: nouns, adjectives, adverbs, prepositions, conjunctions, pronouns, verbs, and interjections. Noun girl, man, dog, orange, truth ... Pronoun I, she, everyone, nothing, who ... Verb be, become, take, look, sing ... Adjective small, happy, young, wooden ... Adverb slowly, very, here, afterwards, nevertheless Preposition at, in, by, on, for, with, from, to ... Conjunction and, but, because, although, while ... Interjection ouch, oh, alas, grrr, psst ... Most of the major language groups spoken today, notably the Indo-European languages and Semitic languages, use almost the identical categories; Chinese, however, has fewer parts of speech than English.[1] The part of speech classification is the center of all traditional...
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...Phrases Identify the infinitive phrases and infinitive clauses in the following sentences, and tell how each is used: as a subject, a predicate nominative, a direct object, an adjective, or an adverb. Example: 1. Everyone in the class was eager to learn more about the life of Maya Angelou. 1. to learn more about the life of Maya Angelou – adverb 1. Our assignment was to read I Know Why the Caged Bird Sings. to read I Know Why the Caged Bird sings – noun (predicate nominative) 2. I decided to write a report on May Angelou’s descriptions of her childhood. to write a report on Maya Angelou’s descriptions of her childhood. – noun (direct object) 3. To grow up in Stamps, Arkansas, in the 1930s was to know great hardship. To grow up in Stamp’s Arkansas in the 1930s – noun (subject) 4. Maya Angelou tried to show the everyday lives of African Americans during the Great Depression. to show the everyday lives of African Americans during the great Depression – noun (direct object) 5. To accomplish this purpose meant including many descriptions; one such passage told about the process of curing pork sausage. To accomplish this purpose – noun (subject) 6. Angelou has an extraordinary ability to capture vivid details in her writing. to capture vivid details in her writing – adjective 7. She helps us to see her grandmother’s store through the eyes of a fascinated child. to see her grandmother’s store through the eyes of a fascinated child – adverb...
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...Detailed Lesson Plan in English for Grade 7 I. OBJECTIVES: By the end of the lesson the students should be able to: a. re-tell the Bible verse; Psalm 23; b. identify the meaning of the adjectives and its comparison; c. share insight; relate David’s love to God in our own life. II. SUBJECT-MATTER: “Psalm; 23, A Psalm of David” Adjectives https://www.Ids.org/scriptures/ot/ps/23 Jesus Christ LCD, Projector, chart Individual/ Group work Love God above all III. PROCEDURE: Teacher’s Activity 1. 1. Daily Routine a. Prayer “Good morning everyone, all of you Please stand up and Mika will lead the prayer” b. Checking of the attendance “The Secretary of this class please go in the front and Write those absentees in the blackboard” c. Classroom Management “Before you take your sit, kindly pick up the trash and Arrange your chair properly” 2. 2. Lesson Proper a. Review “Yesterday we tackled about noun. Can you please define and give some example? b. Unlacking of difficulty -The teacher posted a picture with a four pics one words. | Student’s Activity -“In the name of the father the son, the holy spirit Amen. Dear lord, Thank you, for another knowledge that our Teacher will impart to us”-“Yes ma’am...
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