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To be
In Progressive (Continuous) tenses:
We are watching TV in our room right now. (present progressive)
Sally was shopping when I saw her. (past progressive)
They have been running for an hour. (present perfect progressive)
We had been sleeping for an hour when the fire alarm rang. (past perfect progressive)
Note: we always use the "-ing" form of the main verb following the auxiliary verb.

In Passive Voice
Example:
The window is broken.
The bridge was built.
The new program has been declared.
It should be renovated.
Your assignment must be finished by tomorrow.

To have
In Compound Tenses:
They have cleared all the evidence.
Nobody has seen anything.
She has been singing.
We had arranged everything.
Nothing has been done about the incident.

To do
In Negatives
I don’t like horror films.
John didn’t participate our club.

In Questions
Does your brother know Spanish?
Did you attend the course yesterday?

In emphasis
I do want to marry you.
Note: these three auxiliary verbs (be, do and have) can also be used as full verbs, so pay attention to the words coming after them to distinguish between the two uses.
I am so exhausted today.
"To be" is the main verb of the sentence here as it isn't followed by a full verb.
I have a car and it is so expensive.
Both the verb “have” (indicates possession) and “to be” are full verbs in this sentence.
Can you do me a favor please?
I am doing my best to pass my class.
The verb "do" is the main verb in this sentence; however, "to be" is an auxiliary verb as it is followed by the main verb (doing).

Modal Verbs
Most common ones are: Can / could / will/ would/ may / might / shall / should / must / ought to / had better

Examples:
I cannot talk to you right now.
You had better finish your homework before your father arrives.
We must obey the traffic rules.
I think you should take an aspirin.
He might be in his office.
Could you open the door for me, please?
I will help you with the chores.
They won’t come today.

TEST YOURSELF
https://agendaweb.org/verbs/auxiliary-verbs-exercises.html

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MEDIUM LEVEL
TEST 1
https://www.englisch-hilfen.de/en/exercises/active_passive/word_order.htm
TEST 2
https://www.englisch-hilfen.de/en/exercises/active_passive/word_order2.htm
TEST 3
https://www.englisch-hilfen.de/en/exercises/active_passive/word_order3.htm
TEST 4
https://www.englisch-hilfen.de/en/exercises/active_passive/word_order4.htm
TEST 5: TENSES AND PASSIVE VOICE
https://www.englisch-hilfen.de/en/exercises/active_passive/sentences_gaps.htm

HIGHER LEVEL
TEST 1
http://baladre.info/english/sedaviwebfront/passivepersonal2.htm
TEST 2
http://baladre.info/english/sedaviwebfront/passivepersonal.htm
TEST 3
https://www.grammarbank.com/passives-quiz.html

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Exercise on the word order in passive sentences in English with Online Check

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Definition: The past tense is used in English to refer an unreal situation at times. Therefore, although the verb is in the past , we are talking about something that did not happen. This is often the case in conditional sentences when we are talking about a hypothetical situation that may exist now or at any time. We call this use of the past tense "the unreal past"

Examples:
If only I had more money, I could go to the movies too.
What if the elephant had stepped on my phone?
We wish we could come to your party.
I wish he would stop smoking
I'd rather you went.
It's time you paid that bill

Practice:
1-I wish you ......... when I'm telling you something important
a did not interpret   b won't interpret  c would not interrupt
2-What's the matter? You look as though you ........ a ghost
a had seen  b saw  c are seeing
3-I wish you ....... away.
a would go  b will go  c go

Links:
http://testyourenglish.org/test-93
https://www.test-english.com/grammar-points/b2/unreal-uses-past-tenses/

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How to write a good academic paragraph.  Mohammed

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How to write a good academic paragraph.  Mohammed

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Definition:

A paragraph is a sentence or group of sentences that support one main idea. Academic paragraphs are the body paragraphs of your essay and account for about 90% of your word count and marks.

Please !!!! look at the URL and follow the steps that will help you to start write a good academic paragraph :  https://awc.ashford.edu/PDFHandouts%5CHow%20to%20Write%20a%20Good%20Paragraph_final.pdf

Exercise:

Understanding the academic paragraph

Read the following academic paragraph from a research essay and answer the questions that follow. Use the scratch pads below the questions to make notes and record your ideas.

Assignment essay tasks are set to assist students to develop mastery of their study subject. Firstly, assignment tasks enhance understandings about the subject matter. Yang and Baker (2005, p. 1) reason that “to master your learning materials and extend your understandings, you need to write about the meanings you gain from your research”. Secondly, research (Jinx, 2004; Zapper, 2006) demonstrates that students learn the writing conventions of a subject area while they are researching, reading and writing in their discipline. This activity helps them to “crack the code” of the discipline (Bloggs, 2003, p. 44). Thus, students are learning subject matter and how to write in that disciplinary area by researching and writing assignment essays. (111 words/6 sentences)

1. What is the topic sentence?

answer:

2. What will the whole paragraph be about?

answer:

3. There are two main points used in the paragraph to develop the position taken in the topic sentence (the success of assignment essays as a learning device). What are they?

answer:

4. Who were the authorities cited to support the information put forward in argument 1?

answer:

5. Who were the authorities cited to support the information put forward in argument 2?

answer:

6. What is the concluding sentence?

answer:

7. Name three transitional (connecting) words.

answer:

8. How many sentences and words are there in the paragraph?

answer:

References

https://writingcenter.unc.edu/tips-and-tools/paragraphs/

https://aso-resources.une.edu.au/academic-writing-course/paragraphs/academic-paragraphs/
https://awc.ashford.edu/PDFHandouts%5CHow%20to%20Write%20a%20Good%20Paragraph_final.pdf

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Punctuation is mark that used in writing to seperate sentences to clarify and express the meaning clearly. When do we use the full stop?
1. Abbreviation
Full stop are used to show abbreviated words or phrases.
Example :

a.m. (ante meridiem)

p.m. (post meridiem)

e.g. (for example)

i.e. (in other words)

2. Time Abbreviation
a.m and p.m are written in two full stops in UK.

10 a.m.

5.30 a.m.

But, North America use no full stops and capital letters.

10 AM

5.30 PM

Whereas in Australia they use no full stops and small letters.

10am

5.30pm

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PARAGRAPHING

a topic sentence which is the main idea of the paragraph.

supporting sentences which give details about the topic sentence.

a concluding sentence which summarises the paragraph.

The number, length and order of your paragraphs will depend on what you’re writing – but each paragraph must be:

Unified: all the sentences relate to one central point or idea.

Coherent: the sentences are logically organized and clearly connected.

Relevant: the paragraph supports the overall theme and purpose of the paper.

To walk you through the process of writing strong paragraphs, we’ll use an example from our interactive essay about the history of the Braille reading system. With each step, we will gradually build up the structure of a paragraph.

Reference:
https://www.scribbr.com/research-paper/paragraph-structure/

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Punctuation: commas (,)

The most popular mark of punctuation

We use commas to divide or separate parts of a sentence in order to make the meaning clear and the sentence easier to read. They mark a brief pause in the sentence, usually at a point where you would naturally pause if you were speaking rather than writing.

Use a Comma Before a Conjunction That Joins Main Clauses.

Example: The drought had lasted now for ten million years, an d the reign of the terrible lizards had long since ended.

Use a Comma when you are listing three or more items

Example: They like football, swimming and running.

Use a coma before the word but if it is joining two independent clauses

Example: Cleo is a good singer, but she’s an even better dancer.

use a comma Between Coordinate Adjectives.

Example: That man is a pompous, self-righteous, annoying idiot.

Use a Comma After an Introductory Word Group.

Example:However, it is a popular place.

RESOURCES
https://dictionary.cambridge.org/grammar/british-grammar/punctuation
https://www.thoughtco.com/guidelines-for-using-commas-effectively-1691756
https://www.grammarly.com/blog/comma/

https://www.pinterest.com.au/pin/110197522112318406/

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Baris 25/02/2020 Determiners and pronouns

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Baris 25/02/2020 Determiners and pronouns

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Definition of determiners is Simply put, in English, determiner is a word that introduces a noun. It always comes before a noun, not after, and it also comes before any other adjectives used to describe the noun.

Definition of pronoun is : any of a small set of words in a language that are used as substitutes for nouns or noun phrases and whose referents are named or understood in the context.

Most of he determiners are also pronouns and it is crucial to understand the difference between he two of them.
A determiner happens at the beginning of a noun phrase and in some way qualifies the rest of the noun phrase. A determiner cannot exist alone to take an example,

Those were great classic songs.

Those were great.

Mine is the big one.

There are also some pronouns and determiners which are determiners and pronouns as well such as either.
There are a few words no exactly the same but close in terms of meaning
for instance, my and mine.

https://www.englishclub.com/grammar/determiners-vs-pronouns.htm

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An excellent source with explanations, examples and exercises to help you understand and improve cause and effect vocabulary- check it out!

Source:
http://www.cambridge.org/grammarandbeyond/wp-content/uploads/2014/08/Grammar-and-Beyond-level-4-Unit-1.pdf

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Hedging in academic writing

Definition:

- Hedging helps the authors tone down their statements in order to reduce the risk of opposition.

- It is often believed that academic writing, particularly scientific writing, is factual, simply to convey facts and information. However it is now recognised that an important feature of academic writing is the concept of cautious language, often called "hedging" or "vague language". In other words, it is necessary to make decisions about your stance on a particular subject, or the strength of the claims you are making. Different subjects prefer to do this in different ways.

To ‘hedge’:

* To use an intentionally noncommittal or ambiguous statement

* To use evasive or deliberately vague language

* To avoid fulfilling or answering a question completely

* To be confidently uncertain

* To use verbal and adverbial expressions such as can, perhaps, may, suggest, which deal with degrees of probability

Hedging words examples :

appear (v) indicate (v) likely (adj) more or less (phr) normally (adv) AWL on the whole (phr) overall (adv) AWL perhaps (adv) possible (adj) potentially (adv) AWL relatively (adv) seem (v) somewhat (adv) AWL tend to (v) typically (adv)

Exercise:

Read the sentences from a student's writing and the tutor's feedback. Rewrite the sentences using hedging language from this unit. More than one option may be possible.

EXAMPLE: People aged under 25 use the internet more frequently than older people. Is that true for all younger/older people?

Typically, people aged under 25 tend to use the internet more frequently than older people.

1.Despite a number of minor problems, the scheme was very successful.
If there were problems, was it completely successful?
Answer:

2.Coral reefs are seriously affected by rises in sea temperature.
I don't think the research has 100% proven this link yet.
Answer:

3.Solar power offers a solution to producing clean, cheap energy in developing countries.
Is it certain to work in all contexts? Isn't it quite expensive to set up?
Answer:

4.The study shows that bilingual children have better memory skills than children who only speak one language.
This is only one study – can we say that it clearly proves the link? Is it true for all children?
Answer:

References:

http://www.bbk.ac.uk/mybirkbeck/services/facilities/support/essaywriting/Hedging-in-AcademicWriting.doc

http://www-di.inf.puc-rio.br/~endler/students/Hedging_Handout.pdf

https://elt.oup.com/student/academicvocabulary/li/section05/unit34?cc=global&selLanguage=en http://www.uefap.com/writing/feature/hedge.htm

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Definition:
Hedging language is also known as cautious language and vague language.

And to hedge (verb) is to avoid answering a question, making a clear, direct statement, or committing yourself to a particular action or decision.

Hedging words and phrases are the things we write and say in order to soften our words, to make them less direct, and to limit or qualify claims and statements we make.
Examples:
Some common examples are as follow:

Modal verbs

Such as:

can

could

may

might

should

would

For example:

Hedged: It could be that human expansion of the greenhouse effect is the cause of global warming.

Modal adjectives

Such as:

possible

probable

likely

unlikely

For example:

Hedged: The study's results are likely due to chance.

Adverbs

Such as:

conceivably

perhaps

possibly

probably

usually

For example:

We could conceivably finish the design outline by Friday.

Nouns

Such as

assumption

likelihood

possibility

probability

For example:

There is a strong possibility, therefore, that we will have another economic recession within the next five years.

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Kimmy
Definition: Relative pronouns are used to connect two clauses. They also can stand alone as the subject or object of the verb in the relative clause. There is a specific list of relative pronouns, and here they are: who, whoever, whom, whomever, that, which, when, where, and whose. (Sometimes, what, which, and where can serve as relative pronouns.)
Examples:
1. The person donated this money, we don't know him/her.
We don’t know the person who donated this money.
2. This is Alice. You met her last year.
This is Alice whom you met last year.
3. I have a friend. Her cat is annoying.
I have a friend whose cat is annoying.
4. The book has all the information you need. It is now out of print.
The book, which is now out of print, has all the information you need.
Rules:  https://dictionary.cambridge.org/pt/gramatica/gramatica-britanica/relative-pronouns
Exercises:
https://www.englishgrammar.org/relative-pronouns-exercise-15/#targetText=Relative%20Pronouns%20Exercise&targetText=Relative%20pronouns%20are%20words%20like,verb%20in%20the%20relative%20clause.

1. The festival, ______________ lasted all day, ended with a banquet.

1. That

2. Who

3. Which

4. What

2. I am looking for someone __________ can watch my dog while I go on vacation.

1. Which

2. Who

3. Whom

4. Whoever

3. The police needed details _____________ could help identify the robber.

1. Who

2. Whatever

3. That

4. What

4. I’d like to take you to a café _______________ serves excellent coffee.

1. What

2. Whatever

3. Which

4. Whichever

5. The clubhouse, in __________ the dance was held, housed about 200 people.

1. Which

2. Where

3. That

4. Whom

6. You can choose one person, __________ you like, to share the cruise with you.

1. Whomever

2. That

3. Which

4. Whom

7. I saw the shoes __________ you bought last week on sale for less this week.

1. When

2. That

3. Who

4. Whom

8. The winners, __________ known, will receive money and other prizes.

1. Whoever

2. Who

3. When

4. That

9. This is the place __________ we met.

1. When

2. Where

3. Who

4. That

10. The baby, ________ nap had been interrupted, wailed loudly.

1. Whose

2. Whomever

3. Whom

4. Who

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Grammar Challenge- PASSIVE VOICE by ATIQA

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Grammar Challenge- PASSIVE VOICE by ATIQA

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Passive voice

What is the passive voice?
In general we tend to use the active voice. That is when a subject does an action to an object. For, example, Somebody stole my laptop. (subject = Somebody / action(verb) = stole / object = my laptop)

The passive voice is used when we want to emphasize the action (the verb) and the object of a sentence rather than subject. This means that the subject is either less important than the action itself or that we don’t know who or what the subject is.

1. My laptop was stolen. (The object – now the subject = My laptop / action= was stolen)

2. Passive: Napa Valley is known for its excellent wines.

3. Active: [Many people] know Napa Valley for its excellent wines.

4. Passive: Twenty civilians were killed in the bomb explosion.

5. Active: Someone killed twenty civilians in the bomb explosion.

Forming the passive voice
The passive voice is not a tense in English. Each tense has its own passive voice which is created by using a form of the auxiliary verb to be + V3 (past participle)
The passive voice in each tense:
Tense | Auxiliary verb + sample V3 (past participle) | Examples
Present simple | am, is, are + made
Wine is made from grapes.
Many cars are made in Japan.
Present progressive | am, is, are + being + sent
The document is being sent right now.
I am being sent to work in the London office.
Past simple | was, were + invited
John was invited to speak at the conference.
We were invited to Daniel and Mary’s wedding.
Past progressive | was, were + being + washed
The dog was being washed when I got home.
Their cars were being washed while they were in the mall shopping.
Future (will) | will be + signed | The contract will be signed tomorrow.
The documents will all be signed by next week.
Future (going to) | am, is, are + going to be + built
A bridge is going to be built within the next two years.
New houses are going to be built in our neighborhood.
Present perfect | has, have + been + sold
That start-up has been sold for $5 million.
The rights to his book have been sold for $250,000.
Past perfect | had + been + hired
The new manager had been hired before John left the company.
All the employees had hired before the store opened.
Future perfect | will + have been + finished
The car will have been loaded by the time he gets home.
The crates will have been loaded by then.
Modals: can/could | can, could + be + issued
A passport can only be issued at the embassy.
He said the documents could be issued within the week.
Modal: have to | have to, has to, had to + be + arranged
A babysitter has to be arranged for this evening.
Joan’s travel plans have to be arranged by December.
Modal: must | must + be + stopped
Criminals must be stopped before they commit crimes.

All of the rules for passive negatives and questions are the same as for the active voice.
Follow the link to practice the exercises for passive voice.

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Passive Voice - English Grammar Exercises

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Passive Voice - Learning English with our free Online Exercises

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by Professor Losa (I0$@)

ABBREVIATIONS
How can u define abbreviations?
- abbreviations are shortened form of words or phrases; acronyms are abbreviations formed by using the first letter of each word to form a pronounceable word.

Examples
- Charles Sturt University (CSU)
- New South Wales (NSW)
- Street (St)

These following exercises will help you understand what abbreviations is.

States and Abbreviations: Write the abbreviation for each state in the space beside the state's name.

1.  Oklahoma _________

2. Colorado ___________

3. New York __________

4. New Mexico __________

5. North Calorina _________

6. California __________

7. Hawaii ___________

8. Salt Lake City _________

9. Australia ___________

10. Tonga ____________

Match up the correct word with the right abbreviations.

Doctor corp
Drive Apr
March Mr.
April Mar
Mister Dr.
Cooperation Dr

https://www.google.com/search?q=abbreviations+exercises&rlz=1C1GCEA_enAU866AU866&tbm=isch&source=iu&ictx=1&fir=glfEHlUklNWGuM%253A%252CLXiO8GhG1P0eMM%252C_&vet=1&usg=AI4_-kSbNde3uki7fYoT-i4XjHzB9Qy-dg&sa=X&ved=2ahUKEwivoKv_yfzkAhWLTX0KHdKwBvAQ9QEwAHoECAYQBg#imgrc=jKLSWGjiyab-vM

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WELCOME YOU TO OUR GRAMMAR CHALLENGE TODAY

The aim is to design a mini lesson on a grammar point you find interesting/challenging/worth sharing with us.

Suggested steps:
*Find at least one website/resource on the internet
*Read carefully to decide if the source is reliable
*Summarise/synthesise/organise then post it on padlet, including the following components:
a. Definition
b. Example(s) or rule(s)
c. Practice
d. Source/reference

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adjectives

Definition: Adjectives describe the aspects of nouns. When  an adjective is describing a noun, we say it is "modifying" it.  Describe feelings or qualities

Example: He is lonely man. they are honest.

* put the correct adjective in the blanket.
1) That is a (   FLASHY  ) car.  flash
2) The knife is (  SHARP  ).  sharper
3) He's a (YOUNG     ) man.  youth
4) My coat is ( OLD     ).  older

* put it in order
1) film, that, a, fantastic, was
( That was a fantastic film. )
2)complicated, grammar, is
(Grammar is complicated     )
3)dress, a , she, cotton, wore
( She worn a cotton dress )
4)wooden, is, the, table
(  The table is wooden.)

https://www.ef.com/wwen/english-resources/english-grammar/functions-adjectives/

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Please write your answers down in your notebook before checking the solutions
Take note of useful grammatical structures
EAP 3
1. http://www.esl-lounge.com/student/first-certificate/fce-021-key-word-transformations-exercise.php
2. http://www.esl-lounge.com/student/first-certificate/fce-022-key-word-transformations-exercise.php
3. http://www.esl-lounge.com/student/first-certificate/fce-023-key-word-transformations-exercise.php

EAP 4
1. http://www.esl-lounge.com/student/advanced/cae-052-key-word-transformations-exercise.php
2. http://www.esl-lounge.com/student/advanced/cae-053-key-word-transformations-exercise.php
3. http://www.esl-lounge.com/student/advanced/cae-054-key-word-transformations-exercise.php

PRACTICE FOR ALL
http://www.eslwriting.org/wp-content/paraphrase-synonyms-b.pdf

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Passive Voice

Introduction : Passive voice is a form of verb that the object become the subject, which means the writer think that the object is more important than the subject.

Example :

I give her money to buy groceries (active voice)

She is given money to buy groceries (passive voice)

Practice :

Please change the active voice into passive voice.

1. Harry ate shrimp last night.

2. The teacher gave a lot of homework yesterday.

3. The company will call her soon.

4. The teacher always answer the students question.

5. The manager will hire three employees next week.

6. The kangaroo carried her baby in her pouch.

7. My mom cleans the house everyday.

8. My brother is always wearing my shoes.

9. My father drove the new car last week.

10. My grandmother cooks vegetables everyday.

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What are reporting verbs?
Why are they so important?
What do you need to know about them?
How do you use them correctly?
Find the answers and lots of practice on the link below.
http://elss.elc.cityu.edu.hk/ELSS/Resource/Reporting%20Verbs/

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Infinitives and gerunds
Definition: Infinitives are the "to" form of the verb.
A gerund is a noun made from a verb by adding "-ing."
Examples: "I remembered to take my umbrella."
"I remembered taking my umbrella."
Rules: Infinitives are often used when actions are unreal, abstract, or future.
Gerunds are often used when actions are real, fixed, or completed.
Practice: 1. I often go (dance) ___ on a Saturday night.

a.To Dance
b.Dancing
2. When I finish (write) ___ this letter, I'll come and help you.

a.To write
b.Writing
3. I am planning (buy) ___ a new laptop soon.

a.To buy
b.buying
4. I need (sleep) ___ at least eight hours a night.

a.Sleeping
b.To sleep
5. I want (move) ___ to London next year.

a.To move
b.Moving
6. Would you consider (give) ___ the speech at our anniversary party?

a.Giving
b.To give

7. She avoids (walk) ___ in the rain.

a.To walk
b.Walking

8. Emily promised (eat) ___ all her vegetables.

a.Eating
b.To eat

Source: https://www.ecenglish.com/learnenglish/lessons/gerund-vs-infinitive-practice

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a. definition
Articles are words that define a noun as specific or unspecific.
It limits the meaning of a noun to one particular thing.
The definite article can be used with singular, plural, or uncountable nouns.

Exceptions: Choosing A or An
There are a few exceptions to the general rule of using a before words that start with consonants and an before words that begin with vowels.

Article Before an Adjective
Sometimes an article modifies a noun that is also modified by an adjective. The usual word order is article + adjective + noun. If the article is indefinite, choose a or an based on the word that immediately follows it.

Indefinite Articles with Uncountable Nouns
Uncountable nouns are nouns that are either difficult or impossible to count. Uncountable nouns include intangible things (e.g., information, air), liquids (e.g., milk, wine), and things that are too large or numerous to count (e.g., equipment, sand, wood). Because these things can’t be counted, you should never use a or an with them—remember, the indefinite article is only for singular nouns. Uncountable nouns can be modified by words like some, however.

Using Articles with Pronouns
Possessive pronouns can help identify whether you’re talking about specific or nonspecific items. As we’ve seen, articles also indicate specificity. But if you use both a possessive pronoun and an article at the same time, readers will become confused. Possessive pronouns are words like his, my, our, its, her, and their. Articles should not be used with pronouns.

Omission of Articles
Occasionally, articles are omitted altogether before certain nouns. In these cases, the article is implied but not actually present. This implied article is sometimes called a “zero article.” Often, the article is omitted before nouns that refer to abstract ideas.

b. examples
-The definite article
ex) Please give me the hammer.

ex) Please give me the red hammer; the blue one is too small.

ex) Please give me the nail.

ex) Please give me the large nail; it’s the only one strong enough to hold this painting.

ex) Please give me the hammer and the nail.

-The indefinite article
ex) Please hand me a book; any book will do.

ex) Please hand me an autobiography; any autobiography will do.

https://www.grammarly.com/blog/articles/

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present and future tense
DEFINITION
present tense
The tense of a verb that expresses action or state in the present time and is used of what occurs or is true at the time of speaking and of what is habitual or characteristic or is always or necessarily true, that is sometimes used to refer to action in the past, and that is sometimes used for future events.
future tense
The future tense expresses actions that have not yet occurred or that will occur at a later time.
EXAMPLES
present tense
is/am/are

I am going to the college field.

He is coming here for some tips.

They are making a basketball ground.

Why are you working in that horrible place?

Four teams are playing at this moment.

Future tense

She'll write the e-mail after lunch.

Don't lift that. You'll hurt yourself.

You dropped your purse. ...

I'll see you tomorrow.

You'll get the answer by post.

Dan's going to take the order over to the customer.

The girls are going to sing 'Amazing Grace' now.

I'll drive you to your lesson at 4 pm.

SOURCE
https://www.gingersoftware.com/content/grammar-rules/verbs/the-future-tense/

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emphasis

Pronunciation

emphasis/ˈɛmfəsɪs/

definition :  Special importance, value, or prominence given to something. Also,  Stress given to a word or words when speaking to indicate particular importance
For Example :

- variety of events are being organised throughout the year with the emphasis on community spirit.
-  The reality is that in the fire service so much of the emphasis is put on strength and stamina .
-  His emphasis on the word protector made the hairs on the back of her neck stand on end .
- I put emphasis on the word fun, twisting it so that it sounded chiding and sarcastic.

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emphasis | Definition of emphasis in English by Oxford Dictionaries

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Definition of emphasis - special importance, value, or prominence given to something, stress given to a word or words when speaking to indicate particular

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Inversion

-Definition

Inversion happens when we reverse the normal word order of a structure, most commonly the subject-verb word order. For example, a statement has the subject before the verb, but to make question word order, we invert the subject and the verb, with an auxiliary or modal verb before the subject.

-Example

[S]She [V]sings.
[AUX]Does [S]she [V]sing?
[S]They [AUX]are [V]working.
[AUX] [S]Are they [V]working?
[S]Joe [M]can [V]swim.
[M]Can [S]Joe [V]swim?

When does inversion happen?

The most common type of inversion is question word order (see above). Inversion also happens in other situations.

Negative adverbs

In formal styles, when we use an adverb with negative meaning (e.g. never, seldom, rarely, scarcely, hardly) in front position for emphasis, we invert the subject (s) and auxiliary (aux)/modal verb:

Never [AUX]have [S]we witnessed such cruel behaviour by one child to another. (or We have never witnessed …)

Seldom does one hear a politician say ‘sorry’. (or One seldom hears …)

Expressions beginning with not

We also invert the subject and verb after not + a prepositional phrase or a clause in initial position:

Not for a moment did I think I would be offered the job, so I was amazed when I got it.

Not till I got home did I realise my wallet was missing.

Here and there

Inversion can happen after here, and after there when it is as an adverb of place. After here and there, we can use a main verb without an auxiliary verb or modal verb:

Here comes the bus!

Here’s your coffee.

I opened the door and there stood Michael, all covered in mud.

She looked out and there was Pamela, walking along arm in arm with Goldie.

-Source
https://dictionary.cambridge.org/grammar/british-grammar/word-order-and-focus/inversion

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8. Determiners and pronouns

1. DEFINITION
Determiners are words such as the, my, this, some, twenty, each, any, which are used before nouns. We can also use some determiners as pronouns (i.e. without a noun following and when the meaning is clear without including the noun).

2.EXAMPLES
Determiners include
a) few | either | less | neither | these
(a) little | enough | many | one, two, three, etc. | this
another | fewer | more | several | those
any | fewest | most | some | which
both | least | much | that | whose
each

I’ve had a lot of pairs of sunglasses of different kinds, and I’ve lost a few over the years on various trips.

A:Do you want tea or coffee?

B:Neither, thanks. I’ve just had breakfast.

A:Which shoes do you want to put on?

B:Pass me those, please. The black ones.

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Unreal past
Definition: The past tense is sometimes used in English to refer to an unreal situation. So, although the verb tense is in the past, we are actually talking about something that didn't happen. This is often the case in conditional sentences when we are talking about a hypothetical situation that might exist now or at any time.
Examples:

If you went to the movies, I would babysit.

If only I had more money, I could go to the movies too.

Practice:
https://www.test-english.com/grammar-points/b2/unreal-uses-past-tenses/
Source/reference:
https://www.ef-australia.com.au/english-resources/english-grammar/unreal-past/

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-DEFINITION: Reported Speech (also called Indirect Speech) is used to communicate what someone else said, but without using the exact words

-EXAMPLE:  He said that he was going to come. (The person's exact words were "I'm going to come.")
-PRACTICE: https://www.perfect-english-grammar.com/reported-speech-exercises.html
-SOURCE: https://www.usingenglish.com/glossary/reported-speech.html

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bijay                                                                                                             NOUN          

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bijay                                                                                                             NOUN          

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A noun is a naming word that describes the animals,place,people and objects.A noun can be a subject and object as well. Some of the types of nouns are
1. common noun (e.g. men, women, chairs, etc.)
2. proper noun (e.g. Australia, James, Hungry Jacks, etc.)
3. abstract noun (e.g. love, hate, hunger, information,etc.)
4. countable noun (e.g. bird-birds, suitcase-suitcases,etc.)
5. uncountable noun (e.g. traffic,luggage,etc.)
6. collective noun (e.g. team,audience,crowd,etc)
7.compound noun (e.g. grape,ice-cream,airline,airport,etc.)
https://english.lingolia.com/en/grammar/nouns-and-articles
for example:
My dog loves patting. (animal)
She likes to read romantic books. (object)
The food of the restaurant in corner is delicious. (place)

PRACTICE EXERCISE:
http://www.focus.olsztyn.pl/en-exercises-nouns.html

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WELCOME YOU TO OUR FIRST GRAMMAR CHALLENGE TODAY

The aim is to design a mini-grammar lesson on a grammar point you have chosen.
2. Suggested steps to include:
* Find at least one website/resource on the internet
*Read carefully to decide if the source is reliable
*Post it on padlet, including the following components:
a. Definition
b. Example(s) or rule(s)
c. Practice
d. Source/reference

HERE IS AN EXAMPLE LESSON FOR GRAMMAR POINT 14

14. EMPHASIS/CLEFT STRUCTURES
1. DEFINITION
Emphatic or cleft sentences are used to help us focus on a particular part of the sentence and to emphasise what we want to say by introducing it or building up to it with a kind of relative clause.

Because there are two parts to the sentence it is called cleft (from the verb cleave) which means divided into two.

Cleft sentences are particularly useful in writing where we cannot use intonation for purposes of focus or emphasis, but they are also frequently used in speech.

2. EXAMPLES
Cleft structures include it is...that, the thing that ... is..., what ... is , all I did ...is ... the reason why, the thing that, the person/people who, the place where, the day when,  and what-clauses which are usually linked to the clause that we want to focus on with is or was.

I've come to discuss my future with you.

The reason why I've come is to discuss my future with you.

Your generosity impresses more than anything else.

The thing that impresses me more than anything else is your generosity.

The jewels are hidden under the floor at 23 Robin Hood Road, Epping.

The place where the jewels are hidden is under the floor at 23 Robin Hood Road, Epping

I want a new coat for Christmas.

All I want for Christmas is a new coat.

A new coat is all I want for Christmas.

I touched the bedside light and it broke.

All I did was (to) touch the bedside light and it broke.

3. PRACTICE
https://www.test-english.com/grammar-points/b2/cleft-sentences/

4. SOURCE
http://www.bbc.co.uk/worldservice/learningenglish/youmeus/learnit/learnitv149.shtml

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Unreal Past
1. Definition :-  The past tense is sometimes used in English to refer to an unreal situation. So, although the verb tense is in the past, we are actually talking about something that didn't happen. This is often the case in conditional sentences when we are talking about a hypothetical situation that might exist now or at any time. We call this use of the past tense "the unreal past".

2. Examples :-

Supposing an elephant and a mouse fell in love.

What if we painted the room yellow?

If you went to the movies, I would babysit.

If only I had more money, I could go to the movies too.

Wishes
1. Definition :-  The verb to wish is used with the unreal past when we want to talk about situations in the present that we are not happy about but cannot change.

2. Examples :-

I wish I hadn't said that.

He wishes he hadn't bought the car.

I wish I had taken that job in New York.

These are the sources of Unreal Past & Wishes :-

https://www.ef-australia.com.au/english-resources/english-grammar/unreal-past/

These are the Practice Test of Unreal Past & Wishes :-
https://www.test-english.com/grammar-points/b2/unreal-uses-past-tenses/

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by Chrissy( Chhunu Chaulagain)
A verbs that is used to describe or report about other people's  tasks or work  which can be used with direct or indirect speech is a reporting verb. It can be included in direct  object  or with an infinitive construction
"A reporting verb is a word which is used to talk about or report on other people's work. Reporting verbs can be used to great effect, but the difficulty with using them is that there are many, and each of them has a slightly different and often subtle meaning. "
Main three things to understand about reporting verbs in writing or speaking is:

comment on someone’s work

agree or disagree with someone else’s study

evaluate someone’s ideas Often you will be assessed on your ability to demonstrate these skills.
for example:
She always says how he's not good enough(reporting verb) for you.

She said (that) she had already eaten.
I agreed that the children could do their homework later.

they decided that they would go to the cinema.
some reporting verbs:

describe

show

reveal

study

demonstrate

note

point out

indicate

report

observe

assume

take into consideration

examine,

go on to say that

state, believe (unless this is a strong belief)

mention  etc.

link:  for detail information about reporting verbs go through the provided link below

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Skip to main content Skip to navigation

In academic writing (and to a lesser extent, academic speaking) it will often be necessary to refer to the research of others and to report on their findings. In order to do so, we have to use reporting verbs such as 'Evans (1994) suggests that....'; 'Brown (2001) argues that....'.

The difficulty with using reporting verbs is that there are many different verbs, and each of them has slightly different, and often subtle shades of meaning. Using the correct words relies, as much as anything, on making the correct interpretation of what the writer you are studying is saying.

1. What are the different reporting verbs that can be used?

Reporting verbs differ in terms of their strength; for example, 'to suggest' is much weaker, and more tentative, than 'to argue'. The two verbs convey very different pictures about how the author you are studying sees his or her materials and research.

Some reporting verbs are used principally to say what the writer does and does not do. These verbs do not indicate any value judgement on the part of the writer; they are called 'neutral' reporting verbs.

A second group of verbs is used to show when the writer has an inclination to believe something but still wishes to be hesitant; we call these 'tentative' reporting verbs.

Finally, if the writer has strong arguments to put forward and is absolutely sure of his or her ground, we can use 'strong' reporting verbs to refer to these ideas.

Obviously, it is important (when we read) to ensure that we interpret the writer's ideas correctly. For instance, if we say 'Jones (1999) argues' rather than 'Jones (1999) suggests', this is a major difference of meaning. The first indicates strength, the second tentativity. It is very important, in academic writing, not to misinterpret a writer's intentions when we are reporting them.

In the table below, the main reporting verbs in English are classified in terms of their function, and their strength.

Function and strength

NEUTRAL: verbs used to say what the writer describes in factual terms, demonstrates, refers to, and discusses, and verbs used to explain his/her methodology.

Example verbs

describe, show, reveal, study, demonstate, note, point out, indicate, report, observe, assume, take into consideration, examine, go on to say that, state, believe (unless this is a strong belief), mention, etc.

Function and strength

TENTATIVE: verbs used to say what the writer suggests or speculates on (without being absolutely certain).

Example verbs

suggest, speculate, intimate, hypothesise, moot, imply, propose, recommend, posit the view that, question the view that, postulate, etc.

Function and strength

STRONG: verbs used to say what the writer makes strong arguments and claims for.

Example verbs

argue, claim, emphasise, contend, maintain, assert, theorize, support the view that, deny, negate, refute, reject, challenge, strongly believe that, counter the view/argument that, etc.

2. What are some of the main language points that need to be considered when using reporting verbs?

The structure of sentences when using reporting verbs can vary, and can be flexible; for example:

Jones (1999) argues, in his study of thermodynamics, that...

As Jones (1999) argues in his study of thermodynamics,...

In his study of thermodynamics, Jones (1999) argues that...

It is possible (and often quite attractive stylistically) to invert the subject and verb when reporting:

e.g. Thermodynamics, argues Jones (1999), is..

Reporting the work of others often needs an extra sentence introduction or 'lead-in':

e.g. In considering Smith's discussion on thermodynamics, Jones (1999) argues that ...

It is important to remember to put the final 's' on the verb when the subject is 'he/she'.

Very often, in academic writing, reporting takes place in the present tense, as in the examples above;this isbecause of the need to bring past research into the present moment.

If you have used the verb 'said' very often in your writing, try to replace this with something more descriptive and precise.

The words 'mention' or 'reckon' are informal and are often best replaced with a more formal equivalent.

Other informal verbs of saying that are best avoided in academic writing are: 'come up with', 'guess', etc.

As regards referencing, it is usually best to put the year of publication straight after the name used, before going on with the sentence. The page reference can then be placed at the end of the sentence.

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Skip to main content Skip to navigation In academic writing (and to a lesser extent, academic speaking) it will often be necessary to refer to the research of others and to report on their findings. In order to do so, we have to use reporting verbs such as 'Evans (1994) suggests that....'; 'Brown (2001) argues that....'.

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Subjects and verbs must agree in number.

1. If the subject is singular, the verb must be singular too. Example: She writes every day.

2. If the subject is plural, the verb must also be plural. Example: They write every day.Sometimes, however, it seems a bit more complicated than this.

3. When the subject of the sentence is composed of two or more nouns or pronouns connected by and, use a plural verb. Example: The doctoral student and the committee members write every day. Example: The percentage of employees who called in sick and the number of employees who left their jobs within 2 years are are reflective of the level of job satisfaction.

4. When there is one subject and more than one verb, the verbs throughout the sentence must agree with the subject. Example: Interviews are one way to collect data and allow researchers to gain an in-depth understanding of participants.Example: An assumption is something that is generally accepted as true and is an important consideration when conducting a doctoral study.

5. When a phrase comes between the subject and the verb, remember that the verb still agrees with the subject, not the noun or pronoun in the phrase following the subject of the sentence. Example : The student, as well as the committee members, is excited. Example: The student with all the Master’s degrees is very motivated. Example: Strategies that the teacher uses to encourage classroom participation include using small groups and clarifying expectations. Example: The focus of the interviews was nine purposively selected participants.

6.  When two or more singular nouns or pronouns are connected by or or nor, use a singular verb. Example: The chairperson or the CEO approves the proposal before proceeding.

7. When a compound subject contains both a singular and a plural noun or pronoun joined by or or nor, the verb should agree with the part of the subject that is closest to the verb. This is also called the rule of proximity. Example: The student or the committee members write every day. Example: The committee members or the student writes every day.

8.  The words each, each one, either, neither, everyone, everybody, anyone, anybody, nobody, somebody, someone, and no one are singular and require a singular verb. Example: Each of the participants was willing to be recorded. Example: Neither alternative hypothesis was accepted. Example: I will offer a $5 gift card to everybody who participates in the study. Example: No one was available to meet with me at the preferred times.

9. Noncount noun take a singular verb.Example: Education is the key to success. Example: Diabetes affects many people around the world. Example: The information obtained from the business owners was relevant to include in the study. Example: The research I found on the topic was limited.

10. Some countable nouns in English such as earnings, goods, odds, surroundings, proceeds, contents, and valuables only have a plural form and take a plural verb .Example: The earnings for this quarter exceed expectations. Example: The proceeds from the sale go to support the homeless population in the city. Example: Locally produced goods have the advantage of shorter supply chains.

11. In sentences beginning with there is or there are, the subject follows the verb. Since there is not the subject, the verb agrees with what follows the verb. Example: There is little administrative support.Example: There are many factors affecting teacher retention.

12. Collective nouns are words that imply more than one person but are considered singular and take a singular verb. Some examples are group, team, committee, family, and class. Example: The group meets every week. Example: The committee agrees on the quality of the writing.

Subject-Verb Agreement Quiz
Choose the correct verb for each sentence below. Read carefully. Find the subject or subjects in each sentence. Singular subjects need singular verbs. Remember that singular verbs end in s.

Elementary
His name ___ John.
a. is
b. are
My brother ___ to buy a new car.
a. wants
b. want
Greek and Chinese ___ difficult languages to learn.
a. are
b. is
Tuesday ___ a very long day for me.
a. is
b. are
This telephone ___ a new receiver.
a. need
b. needs
Some Canadians ___ English and French.
a. speak
b. speaks

Advanced
What ___ the impetus behind tonight's meeting with members of the committee?
a. is
b. are
As most sports magazines can attest, playing sports such as tennis and basketball ___ not only mental ability but also physical strength.
a. require
b. requires
The large companies in our area ___ a cheap source of labor.
a. need
b. needs
Without the new taxes, houses built before World War II ___ lower costs than more modern homes do.
a. has
b. have
Neither the teacher nor the students ___ to use this book again.
a. want
b. wants
According to the police, the killer of the boys in both cities ___ probably between the ages of 40 and 50.
a. is
b. are

https://academicguides.waldenu.edu/writingcenter/grammar/subjectverbagreement
http://a4esl.org/q/j/kf/mc-svae.html
http://a4esl.org/q/j/kf/mc-svad.html

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Hedging Language
Introduction : It is a phrase or word that we write or say to soften or make our statement more formal. In other word, it is a cautious language.
In academic writing, it allows to be both cautious and more accurate when explaining and interpreting results and when discussing the implication of those results.
Some example :
- Another possible area for further research could be ...
- One possible implication of this is that ...
- It seems likely that these results are due to ....
- There is a strong possibility that Anil ....

Here is a list of different ways to do hedge:
1. Modal verbs (e.g. may, might, can, could, would)
- It will rain tomorrow. — It might rain tomorrow.

2. Adjectives (e.g. possible, probable)
- Gasoline prices will increase next month. — An increase in gas prices next month is probable.

3. Adverbs (e.g. probably, usually, possibly, perhaps, likely)
- I will be late for dinner. — I will probably be late for dinner.

4. Introductory phrases (e.g. The data suggest …, It can be concluded that…, It appears that ….)

There is life on Mars. — It appears that there is life on Mars.

5. Lexical verbs (e.g. assume, believe, suggest, seem)

Your answer is wrong. — I think your answer is wrong.

6. Nouns (e.g. assumption, possibility, indication)

There’s no way she will pass the job interview. —  There is a possibility that she won’t pass job interview.

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Wedyan.
Demonstrative Pronouns
THIS-THESE
THAT-THOSE
These pronouns are used to; point things and people( nouns) and to demonstrate time and distance
Near in time or distance: this- these
Far in time or distance: that- those

Examples:
1-singular

Is this book yours or mine?   the speaker is looking to the book because he/she used is so, it is near.

Did you finally throw away that old t-shirt?   the sentence refers to the past the speaker used did so,it is far in time.

2-plural

These shoes smell disgusting.  the speaker is smelling the shoes so, it is near

I told you those old magazines were a fire hazard      the sentence refers to the past the speaker used old and were so, it is far in time

1. Are ___________ your shoes?

1. That

2. Them

3. Those

4. This

2. You’ll have to get your own pen. ______________ is mine.

1. That

2. Those

3. Such

4. This

3. There is no end to ___________.

1. Such

2. Those

3. This

4. None

4. Because of their bad behavior, ____________ of the children were given allowances.

1. None

2. That

3. Those

4. Them

5. ____________ of them had seen it before.

1. Those

2. Neither

3. Such

4. This

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What Is a Demonstrative Pronoun? Examples & Exercises

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Powerful and effortless desktop & mobile solutions for improving your writing and productivity. Ginger Software is your personalized editor - everywhere you go.

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#TENSES#
Definition:
Tense is the forms of a verb which show the time at which an action happened.There are three kinds of tense: present,past and future tense.

The following are the examples of proper use of tense:

Simple Present | Simple Past | Simple Future
I read nearly every day. | Last night, I read an entire novel. | I will read as much as I can this year.
Present Continuous | Past Continuous | Future Continuous
I am reading Shakespeare at the moment. | I was reading Edgar Allan Poe last night. | I will be reading Nathaniel Hawthorne soon.
Present Perfect | Past Perfect | Future Perfect
I have read so many books I can’t keep count. | I had read at least 100 books by the time I was twelve. | I will have read at least 500 books by the end of the year.
Present Perfect Continuous | Past Perfect Continuous | Future Perfect Continuous
I have been reading since I was four years old. | I had been reading for at least a year before my sister learned to read. | I will have been reading for at least two hours before dinner tonight.

https://www.grammarly.com/blog/verb-tenses/

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subject | + | auxiliary be | + | main verb
am, are, is             present participle (-ing)

The auxiliary verb (be) is conjugated in the Present Simple: am, are, is

The main verb is invariable in present participle form: -ing

For negative sentences we insert not between the auxiliary verb and the main verb.

For question sentences, we exchange the subject and the auxiliary verb.

We use the Present Continuous to talk about:

action happening now

action in the future

Present Continuous for the future

We can also use the Present Continuous tense to talk about the future - if we add a future word!! We must add (or understand from the context) a future word. "Future words" include, for example, tomorrow, next year, in June, at Christmas etc. We only use the Present Continuous tense to talk about the future when we have planned to do something before we speak. We have already made a decision and a plan before speaking.

Examples of the Present Continuous Tense

She is crying.

He is talking to his friend.

The baby is sleeping in his crib.

We are visiting the museum in the afternoon.

Practice

1. I have to change my shoes. These _ me. I'm sure I have a blister.
are killing
kill

2. I feel a bit lost. I've just finished a really good novel and now I _ anything.
am not reading
do not read

3. Coming to London for Christmas was a great I idea. I _ it here.
love
am loving

4. The company _ its offices to a bigger building next month.
moves
is moving

5. John really knows his subject. He _ a lecture on social media at university every Wednesday. You should come.
gives
is giving

6. Sarah _ me when I speak. It's so irritating.
is always interrupting
always interrupts

7. Can you help me with these boxes or _ ?
are you busy
are you being busy

8. I _ people who never really listen to what you say.
am hating
hate

References :

https://learningenglish.voanews.com/a/introduction-to-verb-tenses-everyday-grammar/3123576.html
https://www.ecenglish.com/learnenglish/lessons/advanced-level-present-continuous

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Past Tense | Definition of Past Tense by Merriam-Websterhttps://www.merriam-webster.com/dictionary/past%20tense

Definition of past tense. : a verb tense expressing action or state in or as if in the past: a : a verbtense expressive of elapsed time (such as wrote in "on arriving I wrote a letter")

past tense

noun

Definition of past tense

: a verb tense expressing action or state in or as if in the past:

a : a verb tense expressive of elapsed time (such as wrote in "on arriving I wrote a letter")

b : a verb tense expressing action or state in progress or continuance or habitually done or customarily occurring at a past time (such as was writing in "I was writing while he dictated" or loved in "their sons loved fishing")

ast tense - Dictionary Definition : Vocabulary.comhttps://www.vocabulary.com/dictionary/past%20tense

In grammar, the past tense is the verb form you use to talk about things that happened in the past. ... The noun tense, which means "verb form that indicates time of action," comes from the Old French root tens, or "time."

Definition of past perfect tense
PAST PERFECT TENSE indicates that an action was completed (finished or "perfected") at some point in the past before something else happened. This tense is formed with the past tense form of "to have" (HAD) plus the past participle of the verb (which can be either regular or irregular in form):
Examples
Examples of past tense in a Sentence

Recent Examples on the WebAccording to Marca, Ramos at first dismissed his teammate's apparent use of the past tense but appealed to the Portuguese star to explain the meaning behind his comments.— SI.com, "Sergio Ramos Issues Response After Cristiano Ronaldo's Cryptic Comments About His Future," 27 May 2018But that version of Macerata seemed more in the past tense.— Jason Horowitz, New York Times, "This Italian Town Once Welcomed Migrants. Now, It’s a Symbol for Right-Wing Politics," 7 July 2018

Examples of sentences using regular verbs in the past tense

Last night I played my guitar loudly and the neighbors complained.

She kissed me on the cheek.

It rained yesterday.

Angela watched TV all night.

John wanted to go to the museum

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                                              CONDITIONAL                                  (By Ashok)

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                                              CONDITIONAL                                  (By Ashok)

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DEFINITION:   A conditional sentence is a type of sentence that states a condition and the outcome of that condition occurring.
Conditional sentences are made up of a dependent clause and an independent clause joined to express said condition.

Conditional                      Usage     If clause verb tense  Main clause verb tense
sentence type
Zero                          General truths          Simple present          Simple present

Type 1                A possible condition     Simple present             Simple future
and its probable result
Type 2               A hypothetical condition   Simple past           Present conditional                              & its probable result                                           or Present continuous                                                                                                             conditional
Type 3       An unreal past condition           Past perfect         Perfect conditional
and its probable result
in past

Mixed     An unreal past condition
and its probable result               Past                             Present conditional                         in the present                       perfect
EXAMPLES
ZERO CONDITIONAL : If it rains, things get wet.
TYPE 1                         : If it rains, I will not play outside.
TYPE 2                          : If I knew the answer, I would tell you.
TYPE 3                          : If I had listened, I would have not gotten lost.

usually begins with “if”

includes a dependent and independent clause

comes in different forms including zero, first, second, and third

EXERCISE

Exercise 2 - Conditionals

Complete the sentences with the correct form of the verb in brackets.
Use short forms where possible.

1. If they left now, they..........(be) in London by lunchtime.

2. You..........(not fail) the exam if you'd studied a bit harder.

3. If we'd brought a map with us, we...........(not be) lost now.

4. I...............(not speak) to him again unless he apologies.

5. You can go to the party as long as you.............(come) home before midnight.

6. Had I known you were bringing your friends,I.............(prepare) more food.

7. Suppose your car broke down in the middle of nowhere, what.........(do)?

8. I'd go out tonight if I...............(not have to) work tomorrow.

1. https://www.ef-australia.com.au/english-resources/english-grammar/conditional/
2. https://writingexplained.org/grammar-dictionary/conditional-sentence
3. https://elt.oup.com/student/solutions/advanced/grammar/grammar_04_022e?cc=global&selLanguage=en

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SUFFIX
1. DEFINITION
A suffix is a group of letters placed at the end of a word to make a new word. A suffix can make a new word in one of two ways:
(A)inflectional (grammatical): for example, changing singular to plural (dog → dogs), or changing present tense to past tense (walk → walked). In this case, the basic meaning of the word does not change.
(B) derivational (the new word has a new meaning, "derived" from the original word): for example, teach → teacher or care → careful
2. EXAMPLES
⦁ -eer
Meaning: engaged in something, associated with something
Examples: auctioneer, volunteer, engineer, profiteer
⦁ -er
Meaning: someone who performs an action
Examples: helper, teacher, preacher, dancer
⦁ -ion
Meaning: the action or process of
Examples: celebration, opinion, decision, revision
⦁ -ity
Meaning: the state or condition of
Examples: probability, equality, abnormality, civility
⦁ -ment
Meaning: the action or result of
Examples: movement, retirement, abandonment, establishment
⦁ -ness
Meaning: a state or quality
Examples: fondness, awareness, kindness, darkness
⦁ -or
Meaning: a person who is something
Examples: distributor, investigator, translator, conductor
⦁ -sion
Meaning: state or being
Examples: depression, confusion, tension, compulsion
⦁ -ship
Meaning: position held
Examples: worship, ownership, courtship, internship
⦁ -th
Meaning: state or quality
Examples: strength, labyrinth, depth, warmth

3. Practice:
elementary
1. danger: __________

2. comfort: ________

3. fam:  ________

4. sun:  ________

5. pain:  ________

6. wind:  ________

7. enjoy:  ________

8. suit:  ________

9. help:  ________

10. use:  ________

Advanced:

1.Your party was the most (success) ________  party I had ever been to.

2. The doctor said that her (ill) ________ was a result of overwork.

3. There were so many (rain) ________  days that we spent a lot of time watching T.V

4. My children have all received a (music) ________  education.

5. Ingrid spent her (child) ________ in Sweden.

6. I was glad to have the small (book) ________  that describes the courses.

7. None of my (employ) ________   went on strike because they are satisfied with        their working conditions.

8. You should get your poor mother prepared...It's (hope) ________

9. Why did you look at me so (suspicious) ________  ?

10. Carol's parents were very upset by your (refuse) ________.

11. He is so (forget) ________ that he has even left the cooker on before he left.

12. They wouldn't like to live in a noisy (neighbour) ________.

13. We understand your (excite) ________ , it's a very good news.

14. Try to be more (friend) ________
when you talk to them.

15. My cousin has (mother) ________
qualities. Children are fond of her.

16. Don't you hate his (child) ________
reactions ?

17. It's very fragile ! Handle it (careful) _______ !

18. Before going to sleep, give him a (spoon) ________
of that syrup.

19. Avoid the road that goes past the forest, it's (danger) ________
at night.

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PARAGRAPHING

What is a paragraph?

A paragraph is one unit of thought that contains three (3) sections:

1. INTRODUCTION/Topic Sentence

An introduction or sometimes referred to as a topic sentence is like a mini introduction. It is informative and informs the reader of the main theme of the paragraph. It is usually the first sentence/s of the paragraph; however, it can be found in other parts of the paragraph

Example:

Canada is one of the best countries in the world to live in. First, Canada has an excellent health care system. All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students are taught by well‐trained teachers and are encouraged to continue studying at university. Finally, Canada's cities are clean and efficiently managed. Canadian cities have many parks and lots of space for people to live. As a result, Canada is a desirable place to live.

2. BODY/Support Sentences

These sentences are all the ideas and/or argument that explain and/or prove the topic sentence. This can be done by either illustrating (and giving examples) or through explanations. Keep in mind that most of the time, your point needs to be supported by evidence from the reading.

Example:

Canada is one of the best countries in the world to live in. First, Canada has an excellent health care system. All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students are taught by well‐trained teachers and are encouraged to continue studying at university. Finally, Canada's cities are clean and efficiently managed. Canadian cities have many parks and lots of space for people to live. As a result, Canada is a desirable place to live.

3. CONCLUSION/Summing up/Transition Sentence

This sentence/s is what gives the paragraphs cohesion and flow. Having a concluding sentence/s that either sums up what is in the paragraph or a concluding sentence/s informs the reader that the topic of the paragraph is finished. A transition sentence/s, as an alternative to summing up or concluding, is used to create a link to the next paragraph. Using a transition sentence/s provides the text with a smoother flow between paragraphs.

Example:

Canada is one of the best countries in the world to live in. First, Canada has an excellent health care system. All Canadians have access to medical services at a reasonable price. Second, Canada has a high standard of education. Students are taught by well‐trained teachers and are encouraged to continue studying at university. Finally, Canada's cities are clean and efficiently managed. Canadian cities have many parks and lots of space for people to live. As a result, Canada is a desirable place to live.

Source:

LUND UNIVERSITY
https://awelu.srv.lu.se/the-writing-process/drafting/paragraphing/
https://www.csun.edu/sites/default/files/Auerbach-Handout-Paragraph-Writing-Examples.pdf

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passives and causatives
definition:  The passive voice is a style of writing where what would be the object of a sentence becomes the subject of the sentence.
examples:

1. Passive: Napa Valley is known for its excellent wines.

2. Active: [Many people] know Napa Valley for its excellent wines.

practice:

1. Penicillin ______ by Alexander Fleming in 1928. (discover)

2. Statements ______ from all the witnesses at this moment. (take)

3. Whales ______ by an international ban on whaling. (must protect)

4. Both weddings _______ by Good Taste. (cater)

5. A Picasso ____ from the Metropolitan Museum of Art.(steal)

6. ____ this washing machine ______in Germany? (make)

7. Tea _____ in China. (grow)

8. When we reached the airport, we found that all the flights____ due to the storm. (cancel)

9. The fax _____ until tomorrow morning. (not send)

10. The soundtrack of a movie _____ always _____ after the filming is finished. (is/add)

https://www.gingersoftware.com/content/grammar-rules/verbs/passive-voice/

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Reporting Verbs
Academic writing requires you to use citations to refer to the original source when you have used someone else’s ideas or concepts in your writing.
One of the most common ways to incorporate these citations into your writing is to use reporting verbs to help you to present the information.
The use of reporting verbs in your written academic work can help to reflect your attitudes to the 'sourced information' or help you to voice your opinions/arguments better in your assignment work.
Reporting verbs are a way for you, the writer, to show your attitude towards the source of information you are citing. These attitudes are either ‘positive’, ‘negative’ or ‘neutral’.
Tense
Reporting verbs are normally present simple – especially for recent articles and books. For example:
Turner (2010) states that the modern nation wields more power in new ways.
However, use the past tense if presenting the results of past research – even in recent literature. For example:
The groups observed during the research showed a range of leadership styles (Kang 2006).

Click on the link for further details:
https://www.uts.edu.au/current-students/support/helps/self-help-resources/grammar/reporting-verbs

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Present Simple
The simple present tense in English is used to describe an action that is regular, true or normal.
We use the present tense:
1. For repeated or regular actions in the present time period.

I take the train to the office.

The train to Berlin leaves every hour.

John sleeps eight hours every night during the week.

2. For facts.

The President of The USA lives in The White House.

A dog has four legs.

We come from Switzerland.

3. For habits.

I get up early every day.

Carol brushes her teeth twice a day.

They travel to their country house every weekend.

4. For things that are always / generally true.

It rains a lot in winter.

The Queen of England lives in Buckingham Palace.

They speak English at work.

For the syntax and exercises, follow the links:
Rules: https://www.studyandexam.com/present-simple-tense.html
Exercises: https://www.perfect-english-grammar.com/present-simple-exercise-7.html
https://www.ego4u.com/en/cram-up/tests/simple-present-1

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#Singular and Plural
singular

The difference between singular and plural nouns is easy to spot. When a noun indicates one only, it is a singular noun. When a noun indicates more than one, it is plural.

Singular Noun Examples

The following sentences contain singular nouns examples.

1. The boy had a baseball in his hand.

2. My horse prefers to wear an English saddle.

3. That cat never seems to tire of jumping in and out of the box.

4. You stole my idea and didn’t give me any credit.

5. Your mom is going to be upset about that broken lamp.

6. It’s not difficult to grow a tree as long as you give it plenty of water.

7. I can’t believe you let your dog stick his head out the window while you drive

Plural
A plural noun is a word that indicates that there is more than one person, animal place, thing, or idea. When you talk about more than one of anything, you’re using plural nouns. When you write about more than one of anything, you usually use the same word, simply adding an s, es, or ies to the end. There are a few exceptions to this rule, but not many – one of the best is that a single moose is a moose, and a group of moose are still moose

Plural Noun Examples

The following sentences contain plural noun examples.

1. The boys were throwing baseballs back and forth between bases.

2. Our horses are much happier wearing lightweight English saddles.

3. Those cats never seem to tire of chasing one another in and out of those boxes.

4. You stole my ideas and didn’t give me any credit.

5. Our moms are going to be upset that we stayed out all night going to parties.

6. It’s not too difficult to grow trees as long as you provide them with plenty of water.

7. I can’t believe you allow your dogs to climb all over the seats while you are driving.

Singular – Plural Nouns Exercises

Transform each of the following words into plurals:

1. Day

2. Tax

3. Taxi

4. Lady

5. Mountain

Choose the correct plural for each of the words that follows:

1. Choice
a. Choices b. Choices c. Choiceies

2. Box
a.Boxs b. Boxies c. Boxes

3. Thief
a.Thiefies a. Thiefs c. Thieves

4. Army
a.Armys b. Armies c. Army

5. Owl
a.Owls b. Owlies c. Owelds

Choose the best word to fit into each of the following sentences:

1. The men sharpened their _____________ before throwing them at the targets.
A – knife B – knifes C – knives

2. Please eat the rest of your _____________.
A – pease B – Peas C – Peies

3. I’d like you to stop leaving your ________________ on the floor.
A – Socks B – Sockses C – Sox

4. We saw a lot of _________________ at the park.
A – Deers B – Deeries C – Deer

5. This recipe calls for a lot of _____________.
A – Tomatos B – Tomatoes C – Tomaties

for advance level

Fill in each blank space with the correct plural form of the noun. (ex. tree --> trees)

1. thesis - PLURAL:
_____________
2. stimulus - PLURAL:
_____________
3. alumnus - PLURAL:
_____________
4. loaf - PLURAL:
_____________
5. medium - PLURAL:
_____________
6. crisis - PLURAL:
_____________
7. veto - PLURAL:
_____________
8. fireman - PLURAL:
_____________
9. diagnosis - PLURAL:
_____________
10. ox - PLURAL:

for more details go through following links
https://www.talkenglish.com/grammar/singular-plural-nouns.aspx
https://www.grammarly.com/blog/plural-nouns/
https://www.gingersoftware.com/content/grammar-rules/nouns/plural-nouns/
https://study.com/academy/lesson/singular-plural-nouns-definitions-rules-examples.html
https://www.learnenglishfeelgood.com/nouns-plural-form3.html

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INVERSION
1.Defination
Inversion occurs when you reverse the normal word order of a sentence most commonly the subject verb word order.We reverse the subject and the verb,with an auxilliary or model verb before the subject.

2.Examples
We have never witnessed such cruel behaviour.
Never have we witnessed such cruel behaviour.

The Knights came round the corner.
Round the corner came the knights.