EXERCISES IN ENGLISH GRAMMAR WORKBOOK

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Practical exercises in english 10 with key

PRACTICAL EXERCISES IN ENGLISH 10 WITH KEY

Sách bài tập tiếng Anh 10 giúp ôn tập, bổ sung kiến thức chương trình lớp 10. Sách bài tập tiếng Anh 10 giúp ôn tập, bổ sung kiến thức chương trình lớp 10. Sách bài tập tiếng Anh 10 giúp ôn tập, bổ sung kiến thức chương trình lớp 10. Sách bài tập tiếng Anh 10 giúp ôn tập, bổ sung kiến thức chương trình lớp 10. Sách bài tập tiếng Anh 10 giúp ôn tập, bổ sung kiến thức chương trình lớp 10. Sách bài tập tiếng Anh 10 giúp ôn tập, bổ sung kiến thức chương trình lớp 10. Sách bài tập tiếng Anh 10 giúp ôn tập, bổ sung kiến thức chương trình lớp 10. Sách bài tập tiếng Anh 10 giúp ôn tập, bổ sung kiến thức chương trình lớp 10. Sách bài tập tiếng Anh 10 giúp ôn tập, bổ sung kiến thức chương trình lớp 10. Sách bài tập tiếng Anh 10 giúp ôn tập, bổ sung kiến thức chương trình lớp 10. Sách bài tập tiếng Anh 10 giúp ôn tập, bổ sung kiến thức chương trình lớp 10. Sách bài tập tiếng Anh 10 giúp ôn tập, bổ sung kiến thức chương trình lớp 10.
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INVERSION IN ENGLISH IN COMPARISON WITH THAT IN VIETNAMESE AND SOME SUGGESTED PRATICE EXERCISES FOR LEARNERS OF ENGLISH SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF BACHELOR PEDAGOGY

INVERSION IN ENGLISH IN COMPARISON WITH THAT IN VIETNAMESE AND SOME SUGGESTED PRATICE EXERCISES FOR LEARNERS OF ENGLISH SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS OF THE DEGREE OF BACHELOR PEDAGOGY

Thomson and Martinet (1986), in A practical English Grammar (4thed.), payattention to the inversion of the verb after certain adverbs such as: hardly…when, inno circumstances, no sooner…than and so on. Along with these, they also givesome notes in doing exercises which involve inversion. In some cases, this book isvery useful and necessary. Last but not least, it doesn’t give the reader a full rangeof inversion in English and makes it really difficult for them to understandinversion clearly.Dorgeloh (1997) studies the word order in English, types of Englishinversion, the semantics of inversion and the inversion in discourse in the booknamed Inversion in modern English - Form and Function. He divides English6inversion into two main different categories: full inversion (FI) and subjectauxiliary inversion (SAI). The book is extremely helpful so that students can learnmore about inversion in modern English especially in function.Vince and Sunderland (2003), in the book Advanced language Practice,focus on the definition of English inversion. They state that inversion in Englishcontains two important grammatical operations: the usage of a question form of themain verb and the change of normal positions of verb and subjects. In addition, heintroduces the classification of English inversion such as: inversion after negativeadverbials, so/such ... that and inversion with conditional sentences. This authorhas contributed an effective document in learning English inversion. It iswonderfully done but the contents need to be more detailed. Moreover, he doesn’tpay much attention to the subject-verb inversion.In the book Advanced Grammar in Use (2nded.), Hewings (2005) gives anoverall look and provides exercises in English inversion. He emphasizes thefunction of inversion and gives more details about the kinds of inversion we find inEnglish. This is a particularly useful book for English learners because it provides
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EXERCISES ON COMPARISONS(well prepared)

EXERCISES ON COMPARISONS(WELL PREPARED)

It is prepared carefully. Here you can find all kinds of exercises relating to comparison in English.I think it is useful material for you to improve your knowledge about this grammar point.I hope you will like it

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Grammar Train (English Grammar) - Ngữ pháp tiếng anh

GRAMMAR TRAIN (ENGLISH GRAMMAR) - NGỮ PHÁP TIẾNG ANH

Grammar Train (English Grammar) - Ngữ pháp tiếng anh, Grammar Train (English Grammar) - Ngữ pháp tiếng anh, Grammar Train, english grammar training material, basic english grammar, english grammar training material pdf, Grammar Train, english grammar training material, basic english grammar, english grammar training material pdf

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ÔN TẬP TIẾNG ANH KIỂM TRA HỌC KỲ 1 LỚP 7

ÔN TẬP TIẾNG ANH KIỂM TRA HỌC KỲ 1 LỚP 7

A. Objectives: - By the end of the elsson. Ss will be able to remember the knowledge they have learnt from Unit 6 to Unit 8 then do some exercises correctly. B. Preparation: T’s preparation:Text book. SS’ preparation: foresee the lesson, text book, notebook, workbook. C. Procedure: I. Organization Date ...............................Class 7A. .......... Absentee ............................................ Date ...............................Class 7B. .......... Absentee ............................................ Date ...............................Class 7C. ........... Absentee ........................................... Teacher''s activities Ss'' activities I. Warm up and check While teaching II. New lesson 1-Theory Comparative and superlative: S + be + short adj + er + than… S + be + more + long adj + than.... S + be + the short adj + est S + be + the most + long adj Buy things I would like to buy a/some………+N I’d like………………. I need to buy a/some +N Asking the price How much is that? It’s …….. How much is that altogether? How much are those? They are………… How much does it cost? It costs…… How much do they cost? They cost………. II. Exercises 1. Supply the correct form of the adjectives: a. My father has .......... (few)vacation s than Lan''s father b. She is the ............ (tall) person c. This ruler is ........... (expensive) than that one d. This is the ............. (intelligent) student Ex 2. Complete these sentences using the given words 1. She / play / games / now. 2. How often / you / play / soccer? 3. He / do / his homework / evening. 4. We / go / Ha long Bay / next summer.. 5. Would / you / like / see / moeie? Ex 3. Write the answer to the following questions. 1. Where is your school? 2. How many hours a week do you usually do the homework? 3. What time do your classes start and finish? 4. How long do Vietnamese students have for vacation? 5. Why do you learn English? IV: Production. Ask ss to sum up grammar V. Home work - Do all exercises above again - Learn by heart structures - Prepare new lesson for the test I''m taller than my teacher This dress is more expensive than that one It''s the biggest city This dress is the most beautiful a. fewer b. tallest c. more expensive c.most intelligent 1- she is playing games now 2- How often do you play soccer? 3- He does his homework in the evening 4- We will go to Ha long Bay next summer 5- Would you like to see a movie? Work in groups 1-It is in Ben Tam quarter 2- I usually do my homework….hours 3- They start at 12.30 and finish at 5.00 4-They have almost 3 months 5- Because I ………
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A AN THE O PP

A AN THE O PP

ACTIVITIES ON LINEhttp://www.learnenglishfeelgood.com/mixed-english-articles3.htmlhttp://www.english-grammar.at/online_exercises/articles/article1.htm

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Tenses exercises in language English

TENSES EXERCISES IN LANGUAGE ENGLISH

... always complains C) has always complains D) had always complains English Unit – Tenses The milk bottle ………………two litres of milk A) is holding B) holds C) was holding D) has been holding I'm sorry... friend and I…………… , my cell phone ………………… A) are having a gossip/was ringing C) had a gossip /was ringing B) were having a gossip /rings D) were having a gossip/rang E) had a gossip/rang 11 So far,... (ring) He (be) in the shower when the telephone (ring) When I (walk) into the room, everyone (work) It (be) a day last September The sun (shine) and the birds (sing)
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ENGLISH GRAMMAR IN USE

ENGLISH GRAMMAR IN USE

English Grammar ReviewCopyright Hp Group (www.hp-vietnam.com)Với danh từ không ñếm ñược, dùng the nếu nói ñến một vật cụ thể, không dùng the nếu nói chung.Sugar is sweet. (Chỉ các loại ñường nói chung)The sugar on the table is from Cuba. (Cụ thể là ñường ở trên bàn)Với danh từ ñếm ñược số nhiều, khi chúng có nghĩa ñại diện chung cho một lớp các vật cùng loại thì cũngkhông dùng the.Oranges are green until they ripen. (Cam nói chung)Athletes should follow a well-balanced diet. (Vận ñộng viên nói chung)2.3.1 Sau ñây là một số trường hợp thông dụng dùng The theo quy tắc trên:· The + danh từ + giới từ + danh từ: The girl in blue, the Gulf of Mexico.· Dùng trước những tính từ so sánh bậc nhất hoặc only: The only way, the best day.· Dùng cho những khoảng thời gian xác ñịnh (thập niên): In the 1990s· The + danh từ + ñại từ quan hệ + mệnh ñề phụ: The man to whom you have just spoken is the chairman.· The + danh từ số ít tượng trưng cho một nhóm thú vật hoặc ñồ vật: The whale = whales (loài cá voi), thedeep-freeze (thức ăn ñông lạnh)· Đối với man khi mang nghĩa "loài người" tuyệt ñối không ñược dùng the: Since man lived on the earth ...(kể từ khi loài người sinh sống trên trái ñất này)· Dùng trước một danh từ số ít ñể chỉ một nhóm, một hạng người nhất ñịnh trong xã hội: The smallshopkeeper: Giới chủ tiệm nhỏ/ The top offcial: Giới quan chức cao cấp· The + adj: Tượng trưng cho một nhóm người, chúng không bao giờ ñược phép ở số nhiều nhưng ñượcxem là các danh từ số nhiều. Do vậy ñộng từ và ñại từ ñi cùng với chúng phải ở ngôi thứ 3 số nhiều: Theold = The old people;The old are often very hard in their moving· The + tên gọi các ñội hợp xướng/ dàn nhạc cổ ñiển/ ban nhạc phổ thông: The Back Choir/ ThePhilharmonique Philadelphia Orchestra/ The Beatles.· The + tên gọi các tờ báo (không tạp chí)/ tàu biển/ các khinh khí cầu: The Times/ The Titanic/ The
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Oxford dictionary english grammar

Oxford dictionary english grammar

Grammar, etymologically speaking, is related to glamour. Though few people might claim that grammar is glamorous in the modern sense, there is considerable interest in English grammar today and no shortage of grammar books, ranging from small basic books aimed at children or elementarylevel foreign learners, through more advancedmanuals to large scholarly works. The trouble is—they may be about the same language,but they do not always speak the same language. The very range of the grammar bookson offer presents problems.

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CAMBRIDGE ENGLISH ADVANCED GRAMMAR IN USE

CAMBRIDGE ENGLISH ADVANCED GRAMMAR IN USE

CONTENTS Thanks vii To the student viii To the teacher ix Tenses 1 Present simple (I do) and present continuous (I am doing) (1) 2 Present simple (I do) and present continuous (I am doing) (2) 3 Present perfect (I have done) and past simple (I did) (1) 4 Present perfect (I have done) and past simple (I did) (2) 5 Present perfect (I have done) and past simple (I did) (3): adverbs used with these tenses 6 Past continuous (I was doing) and past simple (I did) 7 Present perfect continuous (I have been doing) 8 Present perfect continuous (I have been doing) and present perfect (I have done) 9 Past perfect (I had done) and past simple (I did) 10 Past perfect continuous (I had been doing) and past perfect (I had done) The future 11 Will and going to; shall 12 Present continuous (I am doing) for the future and going to 13 Present simple (I do) for the future 14 Future continuous (will be doing) 15 Be to + infinitive (I am to do), future perfect (I will have done), and future perfect continuous (I will have been doing) 16 The future seen from the past (was going to, etc.) Modals 17 Should and ought to 18 Will and would: willingness, likelihood and certainty 19 Will and would: habits; used to 20 May, might, can and could: possibility (1) 21 May, might, can and could: possibility (2) 22 Can, could, and be able to: ability 23 Must and have (got) to 24 Need(n''t), don''t have to and mustn''t 25 Permission, offers, etc. Be, have, do, make, etc. 26 Linking verbs: be, appear, seem; become, get, etc. 27 Have and have got; have and take 28 Do and make Passives 29 Forming passive sentences 30 Using passives 31 Verb + -ing or to-infinitive: passive forms 32 Reporting with passive verbs Questions 33 Forming questions; reporting questions 34 Asking and answering negative questions 35 Wh-questions with how, what, which and who Verbs: infinitives, -ing forms, etc. 36 Verbs with and without objects 37 Verb + to-infinitive or bare infinitive 38 Verb + to-infinitive or -ing? 39 Verb + -ing 40 Verb + wh-clause 41 Have/get something done; want something done, etc. 42 Verb + two objects Reporting 43 Reporting people''s words and thoughts 44 Reporting statements (1): that-clauses 45 Reporting statements (2): verb tense in that-clauses 46 Reporting statements (3): verb tense in the reporting clause; say and tell; etc. 47 Reporting offers, suggestions, orders, intentions, etc. 48 Should in that-clauses 49 Modal verbs in reporting Nouns and compounds 50 Countable and uncountable nouns 51 Agreement between subject and verb (1) 52 Agreement between subject and verb (2) 53 The possessive form of nouns (Jane''s mother) 54 Compound nouns (1) 55 Compound nouns (2) Articles 56 A/an and one 57 The and a/an (1):''the only one'' 58 The and a/an (2): ''things already known'', etc. 59 Some and zero article with plural and uncountable nouns 60 The, zero article and a/an: ''things in general'' 61 People and places 62 Holidays, times of the day, meals, etc. Determiners and quantifiers 63 Some and any; something, somebody, etc. 64 Much (of), many (of), a lot of, lots (of), etc. 65 All (of), the whole (of), both (of) 66 Each (of), every, and all 67 No, none (of), and not any 68 Few, a few (of), little, a little (of), etc. 69 Quantifiers with and without ''of (some/some of; any/any of; etc.) Relative clauses and other types of clause 70 Relative clauses (1) (The girl who I was talking about.) 71 Relative clauses (2) (Tom, who is only six, can speak three languages.) 72 Relative clauses (3): other relative pronouns 73 Relative clauses (4): prepositions in relative clauses 74 Participle clauses (-ing, -ed and being + -ed) 75 Participle clauses with adverbial meaning IV Pronouns, substitution and leaving out words 76 Reflexive pronouns: herself, himself, themselves, etc. 77 One and ones (There''s my car - the green one.) 78 So (I think so; so I hear) 79 Do so; such 80 Leaving out words after auxiliary verbs 81 Leaving out to-infinitives (She didn''t want to (go).) Adjectives 82 Adjectives: position (1) 83 Gradable and ungradable adjectives; position (2) 84 Adjectives and adverbs 85 Participle adjectives (the losing ticket; the selected winners) 86 Prepositions after adjectives: afraid of/for, etc. 87 Adjectives + that-clause or to-infinitive 88 Comparison with adjectives (1): -er/more...; enough, sufficiently, too; etc. 89 Comparison with adjectives (2): as...as; so...as to; etc. Adverbs and conjunctions 90 Position of adverbs 91 Adverbs of place, indefinite frequency, and time 92 Degree adverbs: very, too, extremely, quite, etc. 93 Comment adverbs; viewpoint adverbs; focus adverbs 94 Adverbial clauses of time (1): verb tense; before and until; hardly, etc. 95 Adverbial clauses of time (2): as, when and while 96 Giving reasons: as, because, because of, etc.; for and with 97 Purposes and results: in order to, so as to, etc. 98 Contrasts: although and though; even though/if; in spite of and despite 99 Conditional sentences (1): verb tenses 100 Conditional sentences (2) 101 If...not and unless; if and whether, etc. 102 After waiting..., before leaving..., besides owning..., etc. 103 Connecting ideas between and within sentences Prepositions 104 At, in and on: prepositions of place 105 Across, along, over and through; above, over, below and under 106 Between, among; by, beside, etc. 107 At, in and on: prepositions of time 108 During, for, in, over, and throughout; by and until 109 Except (for), besides, apart from and but for 110 About and on; by and with 111 Prepositions after verbs (1) 112 Prepositions after verbs (2) 113 Prepositions after verbs (3) 114 Two- and three-word verbs: word order Organising information 115 There is, there was, etc. 116 It... (1) 117 It... (2) 118 Focusing: it-clauses and what-clauses 119 Inversion (1) 120 Inversion (2) Appendix 1 Passive verb forms 242 Appendix 2 Quoting what people think or what they have said 243 Appendix 3 Irregular verbs 244 Appendix 4 Typical errors and corrections 246 Glossary 265 Additional exercises 269 Study guide 280 Key to exercises 289 Key to Additional exercises 325 Key to Study guide 329 Index 330 VI THANKS Many people have contributed in a variety of ways in the preparation of this book. At Cambridge University Press I would like to thank Alison Sharpe, Barbara Thomas and Geraldine Mark, all of whom have brought their professionalism and expertise to guiding and shaping the book in its various stages. My special thanks are due to Jeanne McCarten, not only for comments on early drafts, but for her constant support and encouragement. Thanks also to Peter Ducker for the design, and to Peter Elliot and Amanda MacPhail for the illustrations. For providing a stimulating working environment, I would like to thank former colleagues at the Learning Assistance Centre, University of Sydney, where the writing began in earnest, and present colleagues at the English for International Students Unit, the University of Birmingham, where the project was completed. Many of my students at the University of Birmingham have worked on versions of the material and I wish to thank in particular students on the Japanese Secondary School Teachers'' course between 1995 and 1998 who carefully and constructively evaluated sections of the work. I would also like to thank the students and staff at the institutions all over the world where the material was piloted. Gerry Abbot, Annie Broadhead, David Crystal, Hugh Leburn, Laura Matthews, Michael McCarthy, Stuart Redman and Anna Sikorzynaska made extensive comments on the manuscript. I hope I have been able to reflect their many valuable suggestions in the finished book. At home, Ann, Suzanne and David have all had a part to play in giving me time to write the book, motivation, and examples. VII TO THE STUDENT Who the book is for The book is intended for more advanced students of English. It is written mainly as a self-study book, but might also be used in class with a teacher. It revises some of the more difficult points of grammar that you will have already studied - such as when to use the, a/an or no article, and when to use the past simple or the present perfect - but will also introduce you to many more features of English grammar appropriate to an advanced level of study. How the book is organised There are 120 units in the book. Each one looks at a particular area of grammar. Some sections within each unit focus on the use of a grammatical pattern, such as will be + -ing (as in will be travelling). Others explore grammatical contrasts, such as whether to use would or used to to report past events, or when we use because or because of. The 120 units are grouped under a number of headings such as Tenses and Modals. You can find details of this in the Contents on pp. iii-vi. Each unit consists of two pages. On the left-hand page are explanations and examples; on the right are practice exercises. The letters next to each exercise show you which sections of the lefthand page you need to understand to do that exercise. You can check your answers in the Key on page 289. The Key also comments on some of the answers. Four Appendices tell you about passive verb form, quotation, irregular verbs and Typical Errors (see below). To help you find the information you need there is an Index at the back of the book. Although terms to describe grammar have been kept to a minimum some have been included, and you can find explanations of these terms in the Glossary on page 265. л On each left-hand page you will find a number of • symbols. These are included to show the kinds of mistakes that students often make concerning the grammar point being explained. These Typical Errors are given in Appendix 4 on page 246, together with a correction of the error, and an explanation where it is helpful. The symbol Й?я is used to show you when it might be useful to consult a dictionary. On the explanation pages it is placed next to lists of words that follow a particular grammatical pattern, and on the exercise pages it is used, for example, to show where it necessary to understand what particular words mean in order to do the exercise. Good English-English dictionaries include the Cambridge International Dictionary of English, the Longman Dictionary of Contemporary English, the Oxford Advanced Learner''s Dictionary, and the Collins Cobuild English Language Dictionary. How to use the book It is not necessary to work through the units in order. If you know what grammar points you have difficulty with, go straight to the units that deal with them. You can use the Index to help you find the relevant unit or units. If you are unsure which units to study, use the Study Guide on page 280. You can use the units in a number of ways. You might study the explanation and examples first, do the exercises on the opposite page, check your answers in the key, and then look again at the explanations if you made any mistakes. If you just want to revise a grammar point you think you already know, you could do the exercises first and then study the explanations for any you got wrong. You might of course simply use the book as a reference book without doing the exercises. A number of Additional Exercises are included for further practice of particular areas of grammar. VIII TO THE TEACHER Advanced Grammar in Use was written as a self-study grammar book but teachers might also find it useful for supplementing or supporting their classroom teaching. The book will probably be most useful for more advanced level students for reference and practice. Students at these levels will have covered many of the grammar points before, and some of the explanations and practice exercises will provide revision material. However, all units are likely to contain information that is new for students even at advanced level, and many of the uses of particular grammatical patterns and contrasts between different forms will not have been studied before. No attempt has been made to grade the units according to level of difficulty. Instead you should select units as they are relevant to the syllabus that you are following with your students, or as particular difficulties arise. There are many ways in which you might use the book with a class. You might, for example, use explanations and exercises on the left-hand pages as sources of ideas on which you can base the presentation of grammar patterns and contrasts, and use the exercises for classroom practice or set them as consolidation material for self-study. The left-hand pages can then be a resource for future reference and revision by students. You might alternatively want to begin with the exercises and refer to the left-hand page only when students are having problems. You could also set particular units or groups of units (such as those on Articles or The future) for self-study if individual students are having difficulties. n The Typical Errors in each unit (indicated with a* symbol and listed in Appendix 4 on page 246) can be discussed with students either before the explanations and examples have been studied, in order to focus attention on the problem to be looked at in that part of the unit, or after they have been studied, as consolidation. For example, before studying a particular unit you could write the typical error(s) for that unit on the board and ask students: "What''s wrong and how would you correct it?" There is a set of Additional Exercises (page 269), most of which can be used to provide practice of grammar points from a number of different units. A ''classroom edition'' of Advanced Grammar in Use is also available. It has no key and some teachers might prefer to use it with their students. ix Advanced Grammar in Use rreseni simple ^i аи; anu (I am doing) (1) иимшшииь We use the present simple to describe things that are always true, or situations that exist now and, as far as we know, will go on indefinitely: • It takes me five minutes to get to school. • Trees grow more quickly in summer than in winter. • Liz plays the violin brilliantly. To talk about particular actions or events that have begun but have not ended at the time of speaking, we use the present continuous: • The car isn''t starting again. • ''Who are you phoning?'' ''I''m trying to get through to Joan.'' • The shop is so inefficient that many customers are taking their business elsewhere. We often use time expressions such as at the moment, at present, currently, just, and still to emphasise that the action or event is happening now: • ''Have you done the shopping?'' Tm just going.'' Notice that the action or event may not be going on at the time of speaking: • The police are talking to a number of people about the robbery. We use the present simple to talk about habits or things that happen on a regular basis: • I leave work at 5.30 most days. • Each July we go to Turkey for a holiday. However, when we describe repeated actions or events that are happening at or around the time of speaking, we use the present continuous: • Why are you jumping up and down? • I''m hearing a lot of good reports about your work these days. We can use the present continuous or the present simple to describe something that we regularly do at a particular time. Compare: • We usually watch the news on TV at 9.00. (= we start watching at 9.00) • We''re usually watching the news on TV at 9.00. (= we''re already watching at 9.00) We use the present continuous to imply that a situation is or may be temporary. Compare: • Banks lend money to make a profit, (this is what usually happens) • Banks are lending more money (these days) to encourage businesses to expand, (implies a temporary arrangement) • She teaches Maths in a school in Bonn, (a permanent arrangement) • She''s teaching Maths in a school in Bonn, (implies that this is not, or may not be, permanent) We often use the present simple with verbs that perform the action they describe: • I admit I can''t see as well as I used to. (= an admission) • I refuse to believe that he didn''t know the car was stolen. (= a refusal) Other verbs like this (sometimes called performative verbs) include accept, acknowledge, advise, apologise, assume, deny, guarantee, hope, inform, predict, promise, recommend, suggest, suppose, warn. We can use modals with performative verbs to make what we say more tentative or polite:. • I would advise you to arrive two hours before the flight leaves. • I''m afraid I have to inform you that your application for funding has been turned down....
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YOUNG LEARNERS GO START WITH ENGLISH PUPIL BOOK B

YOUNG LEARNERS GO START WITH ENGLISH PUPIL BOOK B

Pupil'0Let'srt.Start W ith English B has been developed to ensure that yaung learners qUicklyacquire fluency and confidence in using English. In the Pupil's Baak, reading,listening and speaking are taught in the context of themes familiar to learners.learning is consolidated through each of these skills, so that learners arealways secure in their grasp of new vocabulary and language structures.The corresponding Workbook emphasises writing and prOVides opportunitiesfor learners to practise and consolidate the material learnt.Eng/ish is taugh, in meaningful ca ntexts. Each unit in 'hePupil's Baak facuses an a theme that is relevant andinteres ting to learners.Unit3
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A SUGGESTED MODEL FOR EXPERIENTIAL ANALYSIS IN ENGLISH AND VIETNAMESE TEXTS AND AN APPLICATION IN NEWS AND EDITORIALS

A SUGGESTED MODEL FOR EXPERIENTIAL ANALYSIS IN ENGLISH AND VIETNAMESE TEXTS AND AN APPLICATION IN NEWS AND EDITORIALS

Vietnamese news and editorials.3.3. DATA COLLECTIONThe study is expected to make an exploration into another kind of texts – journalism textswhile previous studies on experiential grammar take interest in literature works. The sources ofnews and editorials come from some certain famous electronic newspapers. This is due to the factthat printed newspapers in native English are practically not available in Vietnam; moreover, moreand more people nowadays prefer to read newspapers on line. The selected articles focus on socialand political events-the most popular and concerned issues. To avoid the limitation of linguisticcomparison by means of translation, the articles, especially in Vietnamese, focus on the internalevents.All of the examples and investigation data are in written texts and mostly taken fromcollected articles in source of data. Besides, for a full theoretical description, in Chapter 2 someexamples are also cited from [14], [15], and [41]. News and editorials are chosen to analyze becausethey both belong to journalism texts but have their own styles and forms. In Chapter 4, they serve asa model kind of text for establishing the theoretical frame for experiential text analysis.3.4. DATA ANALYSISAn experiential analysis, which specifies the Participant, Process and Circumstanceelements, proves to be a hard task because it is necessary to always consider the backgroundcriteria. Sometimes the delicate cases may require the view referring and taking. The analysis dealswith the overall text; i.e. it is carried out from the beginning to the end of the text. Moreover, ananalysis unit may consist of more than one level, and the hierarchic analysis continues to be done onthe next levels. Therefore, to guarantee the qualitative and quantitative reliability, 20 pieces of newsand 12 editorials in English and Vietnamese are chosen to analyze. The analysis undergoes through3 stages as follows:Stage 1: Experiential analysis. The news and editorials are first broken into units ofanalysis following the suggested model in Chapter 4. Within each unit, the experiential elementswill be identified on the basis of the theoretical background and the theoretical frame set up in theresearch. The complete analysis deals with the first to the last level.
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KIDS AND SPORTS KEY

KIDS AND SPORTS KEY

Reading comprehension for elementary level about kids and sports. Comprehension exercises and key included. he above downloadable teaching material is meant for elementary school students, kindergartners and nursery school students and adults at Beginner (preA1), Elementary (A1) and Preintermediate (A2) level. It is aimed at teaching Present simple tense in English, and can be used for enhancing your learners Reading skills. It centers around the theme of Sports. The exercises come with the answer key.

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 100 IRREGULAR PLURAL NOUNS IN ENGLISH GAPFILL

100 IRREGULAR PLURAL NOUNS IN ENGLISH GAPFILL

English Banana.comTest Your Grammar SkillsReally Useful List of 100 Irregular Plural Nouns in English (gap-fill)You’ve got one tomato and I’ve got two tomatos. Right? Wrong! I’ve got two tomatoes!Although we usually add an -s to a noun to make it plural (one egg, two eggs, etc.), somenouns in English have irregular plural endings. Fill in the missing words below:Singular:Plural:Singular:Plural:Singular:Plural:abyssalumnusanalysisaquariumarchatlasaxebabybacteriumbatchbeachbrush

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ENGLISH ADVANCED GRAMMAR IN USE

ENGLISH ADVANCED GRAMMAR IN USE

Advanced grammar in use, Tài liệu,Tải tài liệu, Download tài liệu, Tài liệu download, Tài liệu online, Tài liệu trực tuyến,Tài liệu miễn phí, shase tài liệu,Tài liệu shase, Tài liệu seo, Tài liệu tham khảo, Tài liệu nghiên cứu, Tài liệu học, Kiếm tài liệu, Kho tài liệu, Trang tài liệu, Website tài liệu, Blog tài liệu, Ebooks tài liệu, Sách tài liệu

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GRAMMAR EXERCISES WORKSHEETS

GRAMMAR EXERCISES WORKSHEETS

A: Because I …………….. there!E) Complete the man’s statement with the PAST SIMPLE form of the verbs in brackets:Last night I ……………… (go) to my favorite restaurant in West Street. I ……………..(leave) the restaurant at about 11 o’clock. It …………….. (be) a warm evening and I……………….. (decide) to walk along the beach.Suddenly, I ………………… (hear) a noise. I ……………….. (turn) and ………………(see) three boys aged about eighteen. One boy ……………… (come) up to me and……………….. (ask) me the time. When I ………………. (look) down at my watch,he ……………… (hit) me and I ……………… (fall) to the ground. Another boy………………. (take) my wallet. I ……………….. (shout) for help. Then they………………(run) away.F) Complete the story. Use the verbs in the brackets:Last year I went (go) on holiday. I ……………… (drive) to the sea with my friend. Onthe first day we ……………… (look) at the beautiful buildings and ……………. (eat) in lots ofrestaurants. The next day ……………… (be) very hot so we …………….. (drive) to the sea. We……………….. (leave) our clothes in the car and ………………… (sunbathe) and …………….(swim) all day. At six o’clock we ………………. (walk) to our car, but the car ……………(be)there. We ……………… (buy) some clothes and ………………. (go) to the Police Station. Thepolice ……………. (be) nice and we …………….. (sleep) in the police station.G) Make negative sentences (x) or questions (?) using the PAST TENSE:Example: he / stay (x) in a hotelHe didn’t stay in a hotel.you / learn (?) speak Italian when you were in Italy.Did you learn to speak Italian when you were in Italy?1. she / like (x) the film2. I / use / (x) the school computer yesterday
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LEARN FRENCH

LEARN FRENCH

Main article: French colonial empiresIn modern terms, it is still significantly used as a diplomatic language, being an official language of theUnited Nations, the Olympic Games, and the European Union. It is the official language of 29countries and is spoken in France, Belgium, Switzerland, Luxemburg, Tunisia, Morocco, Senegal,Haiti, the Ivory Coast, Madagascar, the Congo, Algeria, Niger, Mali, Burkina Faso, Togo, Gabon, theSeychelles, Burundi, Chad, Rwanda, Djibouti, Cameroon, Mauritius, and Canada (mostly in theprovince of Québec, where it is the primary language, but it is also used in other parts of the country notably New Brunswick, which is the only bilingual province. All consumer product packages inCanada are required by law to have both English and French labels).Allons-y! Bonne chance!congratulations on completingLesson 0.01 • Introductionlive version • discussion • exercises • edit lesson • comment • report an error • ask a questionIntroductory LessonsLesson 0.02 • Learning FrenchReasons To Learn FrenchAs mentioned earlier, French is significantly used as a diplomatic language. Youare bound to find speakers almost everywhere in the world. In addition to societalreasons, there exist dozens of famous French novels and nonfiction works in avariety of subjects. Because much can be lost in translation, the best way to goabout reading these works is in the native language.live versiondiscussionexercisesedit lessoncomment
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ISLCOLLECTIVE WORKSHEETS BEGINNER PREA1 ELEMENTARY A1 PREINTERMEDIATE A2 ADULTS ELEMENTARY SCHOOL HIGH SCHOOL READING SP 1877019088546FE053B39009 77101055

ISLCOLLECTIVE WORKSHEETS BEGINNER PREA1 ELEMENTARY A1 PREINTERMEDIATE A2 ADULTS ELEMENTARY SCHOOL HIGH SCHOOL READING SP 1877019088546FE053B39009 77101055

House - Prepositions1. Write the words in the spaces below.garage living room kitchen bedroom front doorgardenroofbathroomhttp://www.englishexercises.org/makeagame/viewgame.asp?id=63671.2.3.4.5.6.7.8.2. Write YES or NO.a. The car is in the garage. ________b. The fireplace is in the bedroom. ________

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SKKN TIẾNG ANH 10 USING GAMES IN TEACHING GRAMMAR FOR STUDENTS IN GRADE 10

SKKN TIẾNG ANH 10 USING GAMES IN TEACHING GRAMMAR FOR STUDENTS IN GRADE 10

55. Types of games used to teach grammarCompetitive games: the aim of this type of games is to finish the game assoon as possible before others.Communication games: They are used to exchange information. Students getinformation and they must react on it.Cooperative games: these games are very important. They create thecooperation among students.Code-control games: students must not make mistakes when playing thesegames because they are controlled. If not, they will lose points.PART III. THE STUDY1. Tri An high school and current situation of teaching and learning Englishat the schoolTri An high school was established 15 years ago. In spite of being located in arural area, it has many good students who gets high prize in the exam of Dong Naiprovince taken place every year. The school is well-equipped with modern6technology, which helps to create its success. However, most of the students aregood at natural subjects and like to learn those subjects so the school is trying tolook for new methods which engage students in both natural and social subjects,especially English.2. The 10th form students in class 10A2They are both male and female. Lots of them come from large and poorfamilies so their learning condition is not high. Although they have learnt English
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69246 GREAT ESL WEBSITES

69246 GREAT ESL WEBSITES

learners.Larry’s blog is famous in EAL circles. He provides wellresearched lists ‘the best of’... Up-to-date, punchycomments. Through Larry, I discovered Alberta Math Liveand many other great websites. You can also get a monthlynewsletter from him.You have to register, but it’s free. There are daily uploadedresources from teachers all over the world. Also resources inMFL. Discussion forums.You have to register AND you have to upload your ownmaterials to be able to download – it’s based on a pointssystem. Fantastic resources uploaded daily, plus a livelyforum. There is also a sister site www.englishexercises.comwith interactive exercises for your students. You can registeryour class, put ready-made exercises on for them or createyour own.This is a great site. There are top quality flashcards,worksheets, games and templates to make your own stuff.The worksheets are useful for mainstream teachers with EALkids in the class. There are matching/cloze/handwritingsheets on every topic.This is a great website. There are topical news stories atevery level – starting from 0 – (five pictures with five wordsto match), going up to advanced. Native English andAmerican speakers read the stories. Exercises on the newsitems are provided. There is the occasional infelicity ofexpression, but a really great site that students can work onindependently. Also, at advanced level, useful for non-EALstudents.This is the most visited UK school website. It’s not specificallyan EAL site, but the resources – in most subjects - are very
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