The document discusses different types of pronouns in English including personal pronouns, possessive pronouns, demonstrative pronouns, indefinite pronouns, and reflexive pronouns. It provides examples of how and when to use different pronouns such as subject and object personal pronouns, possessive pronouns like 'mine' and 'yours', and demonstrative pronouns like 'this' and 'that'. The document also covers reciprocal pronouns like 'each other' and indefinite pronouns including 'somebody' and 'nothing'.
The document discusses the different types of articles in English - indefinite articles "a" and "an" which are used with singular countable nouns being mentioned for the first time or in a general sense, and the definite article "the" which is used to refer to a specific noun known to the listener. It provides examples of the rules for using articles and exceptions, including only using "a" before consonant sounds, "an" before vowel sounds, and not using articles with plural nouns, uncountable nouns, jobs, sports, or other shared activities.
This document provides information about a learning activity that teaches the difference between direct and indirect/reported speech. The activity includes concept notes explaining the key differences, such as direct speech using quotation marks while indirect speech does not. It also lists the rules for changing direct speech to indirect speech, such as changing verb tenses and pronouns. Examples are provided to illustrate these changes. The activity also includes exercises for students to practice converting between direct and indirect speech.
The document discusses the difference between the words "other" and "another". "Another" is used with singular nouns and numbers followed by plural nouns, while "other" is used with plural nouns. Some examples are provided to illustrate the proper uses of each word.
compounds and complex sentences and conclusionsnadsab
The document discusses various linguistic concepts including compound phrases, simple, compound, and complex sentences, and subordinate and relative clauses. It provides examples to illustrate each concept and exercises for students to practice identifying different grammatical structures like predicates, arguments, and restrictive vs. nonrestrictive relative clauses. The document also discusses the difference between prescriptive and descriptive grammar rules.
The document discusses the use and structure of passive voice in English. It explains that the passive voice is used when the focus is on the action rather than the subject performing the action. It provides examples of changing sentences from active to passive voice and discusses omitting or including the agent. It also covers verbs with two objects, verbs used with prepositions, the passive with reporting verbs, and identifying active vs. passive voice in context.
This document summarizes a grammar lesson on subordinate clauses. It defines and provides examples of simple, compound, and complex sentences. It also defines and gives examples of different types of subordinate clauses, including nominal clauses, relative clauses, adverbial clauses, and comparative clauses. It discusses finite and non-finite clauses, and different functions of nominal, relative, adverbial, and comparative clauses.
Adverbial clauses; adverbial clauses of timeFesta Shabani
This document discusses various types of adverbial clauses of time in English. It describes temporal subordinators like when, whenever, while, as, as long as, till/until, since, after, and before and how they introduce adverbial clauses that indicate the time of the situation in the main clause. It also discusses non-finite adverbial clauses of time introduced by gerunds, present and past participles, and perfect participles, and the use of when and while with participial clauses.
Every sentence has two parts: the subject, which names the person or thing being spoken about, and the predicate, which tells something about the subject. While the subject usually comes first, it can occasionally come after the predicate. In imperative sentences, the subject is left out but understood to be "you". A sentence needs both a subject to speak about and a predicate to say something about that subject.
This document provides information about relative clauses, including how they are formed by joining two sentences and provide information about a noun. It discusses defining vs. non-defining relative clauses and the different relative pronouns used - who, which, that, when, whose, whom. Defining relative clauses do not use commas and allow omission of relative pronouns in some cases, while non-defining clauses use commas and do not allow omission of pronouns. Examples are given to illustrate the different types of relative clauses.
A compound noun is made up of two or more words that together name a person, place, or thing. Compound nouns can be written as a single word, as two words with a hyphen, or as two separate words, with no clear rules on usage. Common compound nouns are made of two nouns, a noun and a verb, a noun and an adjective, or other combinations of parts of speech.
Pronoun-antecedent agreement errors occur when a pronoun does not agree with its antecedent in person and number. A pronoun (such as I, you, he) replaces or refers back to its antecedent, which is the noun or pronoun it replaces. Common errors involve indefinite pronouns like "anyone" and singular nouns that could refer to males or females. To avoid these errors, writers should make antecedents plural or reword sentences when possible to ensure clear pronoun references.
The Past Perfect & The Past Perfect Continuous
S+ had +V3 + Comp.Although she had considered post-graduate study, at the end of the year she decided to look for a job. By the time he arrived, the lecture had already started.
The document discusses the formation of various verb tenses in English, including:
- Past, present, and future tenses formed with the second form of the verb.
- Present perfect tense formed with had + third form of verb.
- Past perfect tense formed with had been + first form + ing.
- Future tense formed with will/shall + first form of verb or be + ing form of verb.
- Future perfect tense formed with will/shall + have + third form of verb.
- Future perfect continuous tense formed with will/shall + have been + ing form of verb.
Past Perfect and Past Perfect Continuous TenseSyed Adeel Ali
This document discusses the past perfect and past perfect continuous tenses. The past perfect tense is used to talk about an action that took place before some point in the past, such as "the train had left when we reached the station." The past perfect continuous tense describes an action that continued for some time before the past, like "it had been raining for 2 days when we reached Lahore." Both tenses express actions that were completed before another past event.
Besides the last presentation, I'm going to talk about the grammar subject "compound nouns" a compound noun is a noun that is made with two or more words.
So, in this presentation, you'll learn the type of compound nouns and the way we used when we speak English.
thanks..
This document discusses different types of prepositions and their uses. Prepositions connect nouns, pronouns, and phrases to indicate their relationship in terms of time, space, or place. There are five main types of prepositions: simple, compound, phrase, participle, and double prepositions. The document also explains prepositions of place, time, and movement and provides examples of each. Common prepositions like of, from, with, by, after, behind, during are discussed in terms of their specific uses.
The document discusses direct and indirect speech. Direct speech uses exact words from a speaker and uses quotation marks, while indirect speech does not use the exact words and does not use quotation marks. When changing from direct to indirect speech, pronouns, tenses, adverbs of time and place may need to change according to reporting formulas. Verb tenses only change if the reporting verb is in the past tense.
Reciprocal pronouns like "each other" and "one another" refer to situations where two or more people or groups perform the same action, such as helping or sending gifts to each other. Traditionally, "each other" is used for two people performing an action, while "one another" refers to more than two, but this distinction is disappearing. Reciprocal pronouns take possessive forms like "each other's" and "one another's" and are used as objects, not subjects, in clauses.
This document discusses the use of pronouns like "one" and "ones" as replacements for nouns. It provides examples showing how "one" can replace a singular noun and "ones" can replace a plural noun. It also includes fill-in-the-blank questions testing the use of these pronouns as replacements for nouns mentioned earlier in the text.
This document outlines guidance for one-on-one meetings between a leader and individual. It provides templates for planning the meeting, with boxes to write discussion topics, next steps, and agenda items. It also includes descriptions of different development levels to help assess the individual's competence and commitment on goals or tasks. The overall purpose is to have a focused conversation where the individual can ask for direction and support to accomplish their work.
2015 2016 ms4 yearly distribution with new slimming sept 2013Mr Bounab Samir
the MS4 yearly planning planned with the new slimming of the syllabus september 2013 and with the new lessons , project works , integrated situations ......
4levels official yearly planning & omitted lessonsMr Bounab Samir
This document outlines an English learning curriculum for middle school students (MS1) over the course of two terms. It includes the following key information:
- The curriculum is organized by month and week, with a focus on different competencies, learning objectives, tasks and resources.
- The first term project involves creating a family profile. The second term project is to create a questionnaire about after school activities.
- Specific language focuses are listed for each week, including grammar structures, vocabulary topics, pronunciation and integration activities.
- Ongoing and summative assessments are built into the curriculum to evaluate student progress and learning.
This lesson is about writing agony letter , it appears in the productive tasks of the New Slimming of the syllabus.
Teachers can use the letters or Reading and Writing as brainstorming without referring to the Second Conditional ( since it is omitted according to the New Slimming )
Have you ever been blindsided by the departure of a good team member? Have you had team issues boil over and affect long-term chemistry? Or, conversely, have you seen the positive momentum of a team with purpose and alignment between their interests and their roles and responsibilities?
The document lists different colors and items associated with those colors, including red, blue, black, orange, yellow, and green. It contains numbers and symbols with color names and items in various fonts and formatting. It ends with a thank you message.
The document provides information about prepositions, prepositional phrases, and how to distinguish prepositions from adverbs. It includes activities for students to identify and use prepositions and prepositional phrases correctly in sentences. Students are given examples and definitions of key concepts like prepositions, prepositional phrases functioning as adjectives or adverbs, and pronouns used after prepositions. Songs and review questions are included to help students learn and practice the material.
This document provides guidance on using the words "this", "that", "these", and "those" to refer to objects based on their proximity and number. It explains that "this" and "these" should be used for singular and plural objects that are near, while "that" and "those" refer to objects that are farther away or unknown. Examples are given to demonstrate the correct usage of each word.
This document provides information about different types of pronouns in English grammar. It discusses personal pronouns like I, you, he, she; possessive pronouns like mine, yours, hers; demonstrative pronouns like this, that; indefinite pronouns like someone, anything; relative pronouns like who, which; and reflexive and reciprocal pronouns like myself, each other. It also explains the correct uses of these pronouns in subjects, objects, and possessive constructions.
The document discusses personal pronouns like I, you, he, she, they and it. It explains that pronouns are used in place of nouns and lists the subject and object pronouns. It provides examples of how to use subject pronouns as the subject of a verb and object pronouns as the object of a verb or after prepositions. It also discusses the use of "it" and "there" as dummy subjects when there is no other subject.
#Pronouns is a part of a speech , need to be used suitably. for accurate and powerful English #communication, this presentation is designed. This is easy to learn and understand for #students , #brand-communicators and #executives
This document defines and provides examples of different types of pronouns in English, including personal pronouns, possessive pronouns, reflexive pronouns, demonstrative pronouns, indefinite pronouns, interrogative pronouns, and reciprocal pronouns. Personal pronouns can be subjects or objects of verbs. Possessive pronouns indicate ownership or possession. Reflexive pronouns refer back to another noun or pronoun. Demonstrative pronouns point out or identify nouns. Indefinite pronouns refer to unspecified quantities. Interrogative pronouns are used to ask questions. Reciprocal pronouns express a relationship between individuals.
This document defines and provides examples of different types of pronouns in English, including personal pronouns, possessive pronouns, reflexive pronouns, demonstrative pronouns, indefinite pronouns, interrogative pronouns, and reciprocal pronouns. Personal pronouns can be subjects or objects of verbs. Possessive pronouns indicate ownership or possession. Reflexive pronouns refer back to another noun or pronoun. Demonstrative pronouns point out or identify nouns. Indefinite pronouns refer to unspecified quantities. Interrogative pronouns are used to ask questions. Reciprocal pronouns express a relationship between individuals.
Used to, get used to be used to and would slideshare Terry Gonigle
This document summarizes the differences between three similar but distinct expressions in English: "used to", "be used to", and "get used to".
"Used to" refers to habitual actions or states that occurred in the past but no longer occur. "Be used to" means to be accustomed to something that occurs regularly in the present. "Get used to" describes the process of becoming accustomed to something new. The document provides examples and explanations of the grammar and meanings of each expression.
The document provides information about forming plurals of nouns in English. It explains that most nouns form the plural by adding -s, but some take -es if they end in certain letters like s,sh,ch,x. Nouns ending in y change to -ies if preceded by a consonant. Some nouns ending in f or fe take -ves in the plural. A few common nouns like man, woman, child have irregular plural forms. The document also discusses possessive nouns and possessive pronouns.
The document discusses the uses of will and would in the English language. It explains that will is used to talk about the future, what people want to do or are willing to do, and to make promises and offers. Would is the past tense of will and is used to talk about the past, hypotheses, and for politeness. Specific contexts where will and would are used include talking about beliefs, offers/promises, willingness, conditionals, requests, offers/invitations, preferences, and giving opinions.
A relative clause provides additional information about a noun. It contains a subject and verb but is not a complete sentence on its own. Relative clauses are introduced by a relative pronoun like who, which, that, or whose. They are optional and make clear which person or thing is being referred to. Common uses of relative clauses include providing information about a person or thing, describing when or where something occurred, and connecting two related ideas into one sentence.
Modal verbs are used to express hypothetical conditions, suggestions, obligations, and more. The main modal verbs in English are can, could, may, might, must, shall, should, will, would. They are used to talk about ability, possibility, likelihood, necessity, obligation, habit, requests, offers, and permission. Understanding how and when to use different modal verbs is important for showing probability, capability, and other conditional meanings in English.
This document provides an overview of different types of pronouns in English grammar. It discusses personal pronouns, possessive pronouns, reflexive pronouns, indefinite pronouns, demonstrative pronouns, and interrogative pronouns. For each type of pronoun, it provides definitions and examples to illustrate their uses in sentences. The document also includes tables and exercises for the reader to practice identifying and using different pronouns.
One, you, we and they are generic personal pronouns that can be used to refer to people in general when making generalizations, rather than referring to specific individuals. One is more formal, while you, we and they can include the speaker. We can use they to refer to institutions or authorities. Reflexive pronouns like myself and yourself are used after verbs to emphasize the subject. Reciprocal pronouns like each other and one another describe two people doing the same action to each other.
This document defines and provides examples of different types of pronouns in English:
1. Personal pronouns can be subjects or objects of verbs and include I, you, he, she, it, we, they.
2. Possessive pronouns indicate ownership, such as mine, yours, his, hers, ours, theirs.
3. Reflexive pronouns refer back to the subject of the sentence, such as myself, yourself, himself, herself.
4. Demonstrative pronouns point out specific people or things, including this, that, these, those.
5. Indefinite pronouns do not refer directly to other words and express
This document discusses defining and non-defining relative clauses. It provides examples of different types of relative pronouns used in defining clauses, including subject, object, and possessive relative pronouns. It also discusses the punctuation used with non-defining relative clauses.
This document provides an overview of using the present continuous tense and the modal verb "can" in English. It discusses using the present continuous to talk about activities happening now or ongoing actions. It also covers using "can" to discuss ability, make requests, and ask for permission. Exercises are provided to practice these grammar points.
This document provides an introduction to gerunds and infinitives in English. It explains that gerunds end in "-ing" and refer to an activity in general, while infinitives use "to" followed by a verb and refer to a specific intention or moment. Examples are given to illustrate the differences. Common errors with each structure are also discussed. Finally, certain verbs that can take either a gerund or infinitive but with a change in meaning are explained.
This document provides instruction on using the pronouns "I" and "me" correctly. It explains that "I" should be used as the subject of a sentence, while "me" should be used as the object. When combining with another person's name using "and", apply the "and trick" - cover up the word "and" plus the other name and use whichever singular pronoun sounds correct. Several examples are provided demonstrating the correct usage of "I" and "me" alone and with another person's name.
This document provides instruction on using the pronouns "I" and "me" correctly. It explains that "I" should be used as the subject of a sentence, while "me" should be used as the object. When combining with another person's name using "and", perform the "and trick" - cover up the "and" and the other name, and use whichever of "I" or "me" makes the sentence sound correct. Several examples are provided demonstrating the correct usage.
The document discusses the use of modal verbs in English to express different meanings such as:
1) Possibility with could, might, may for future uncertainty and could have, might have, may have for past possibility.
2) Impossibility with must for certainty and must have for past certainty.
3) Ability with can for skills and present/future ability, could for past ability, and could have for missed opportunities.
4) Permission with can, may, could to ask and give permission formally or informally.
5) Instructions, requests, suggestions and advice using could, would, should and conditionals.
6) Offers and invitations with can,
Sentence adverbs are words that describe a speaker's attitude about something described in a sentence. Some common sentence adverbs are unfortunately, obviously, luckily, fortunately, sadly, apparently, honestly, clearly, probably, and possibly. These adverbs are placed at the beginning of sentences to indicate whether an event was bad, good, obvious, probable, or possible according to the speaker.
The document provides guidance on how to express opinions, including asking for others' opinions on specific topics or situations, introducing your own opinions using phrases like "in my opinion" or "as I see it", having strong opinions indicated with adjectives, giving the opinions of others by citing sources, agreeing with opinions by saying "I agree" or "you're right", disagreeing by saying "I disagree" or "I don't agree", and agreeing partially by using phrases like "I agree but...".
This document discusses how to use adverbs to modify adjectives for emphasis. It notes that very and extremely are common for strengthening meaning, but cannot be used with adjectives that already have strong meanings. Instead, absolutely is used for positive meanings and utterly for negative meanings. Other adverbs mentioned that can emphasize adjectives include highly, hugely, ridiculously, really, surprisingly, amazingly, incredibly, terribly, dreadfully, and awfully.
The document discusses inverting conditional sentences by moving the auxiliary verb in front of the subject for emphasis or formality. It provides examples of three types of conditional sentences:
1) Type 1 "real conditionals" use "should" instead of "if", such as "Should you need more information, please read our pamphlet".
2) Type 2 "improbable future" sentences can be inverted but it is less common, such as "Were you to marry her, your friends wouldn’t come to the wedding".
3) Type 3 "unreal situations" use "had" instead of "if", like "Had I read your report, I would have acted sooner."
This document discusses adverbs of frequency and their usage. It provides examples of common adverbs of frequency like always, usually, sometimes, never, and occasionally. It notes that seldom, rarely, never and hardly ever are considered negative adverbs of frequency. Finally, it lists other common adverbs and expressions of frequency including every day/week/month, once a week/month/year, twice a year/day, regularly, normally, and traditionally.
The document discusses the verb "to do" in English. It can be used as a regular verb or as an auxiliary verb to form negatives and interrogatives. As an auxiliary verb, "do" is used with the subject to make questions with "Do/Does + subject + verb" and negatives with "Subject + do not/doesn't + verb". Examples are provided like "Do you walk to school?" and "I don't walk to school."
The document provides tips for clearer writing. It recommends avoiding the passive voice and wordy phrases by using simpler language. Wordy phrases can be replaced with single words like "because" or "about" rather than longer options. Prepositional phrases and redundant or vague words should also be limited. Sentences can be combined and noun strings simplified for clarity. Overall, writing should be edited rigorously by removing unnecessary words and rewriting parts that are unclear.
This document discusses the differences between using "say" and "tell" in English. Say is used when directly quoting someone, while tell is used when conveying information to someone. Examples are provided to illustrate when to use each word. Specifically, say is used for reported speech, while tell is used for orders, advice, and certain fixed phrases like "tell a story" or "tell the time."
This document discusses question tags in spoken English. It explains that question tags are not really questions, but are used to keep a conversation open by prompting a response from the other person. It provides examples of positive and negative statements followed by the corresponding negative and positive question tags. Finally, it encourages the reader to practice using question tags in conversations.
This document outlines several structures that can be used when giving advice: "should", "had better", "if I were you", and "ought". It explains that with "should" and "had better" the base form of the verb is used, while with "if I were you" and "ought" the full infinitive is used. Examples are provided for how to use each structure when giving advice.
The document provides tips for criticizing others tactfully by avoiding blunt statements and using softer language. It suggests saying "I've made the same mistake myself" or "I would have done the same, but..." to soften criticism. The document also advises being careful with word choice and using a polite, friendly tone of voice when pointing out failures to minimize causing offense.
The document discusses how facial expressions can be translated into language descriptions. It provides examples of common facial expressions and their meanings, such as a broad smile, a frown, a grimace, a dirty look, raising eyebrows, beaming from ear to ear, having a long face, being purple with rage, and deadly looks.
The document discusses how to make suggestions to friends, such as proposing activities like going to the movies, theater, or park. It provides examples of phrases to use when making suggestions, such as "Why don't we go to the movies?" or "I suggest you take everything into consideration before deciding." The purpose is to advise on effective ways to offer recommendations to others.
This document provides a list of positive expressions that can be used to encourage others, such as "You're coming along well", "Keep up the good work", "That's a good effort", "Keep going", and "Come on, you can do it". The expressions are meant to motivate and support others in their efforts.
This document provides 9 common Portuguese expressions that tourists should know, along with their English translations and examples of use. Some of the key expressions included are "Ó, desculpe! Com licença!" meaning "Excuse me", "Pá!" used as an interjection like "hey", "E então?" meaning "So what?" when dismissing someone's complaints, and "Vou ter saudades disto..." expressing nostalgia and that something will be missed.
The document discusses different types of pronouns in English including personal pronouns, possessive pronouns, demonstrative pronouns, indefinite pronouns, and reflexive pronouns. It provides examples of how and when to use different pronouns such as subject and object personal pronouns, possessive pronouns like 'mine' and 'yours', and demonstrative pronouns like 'this' and 'that'. The document also covers reciprocal pronouns like 'each other' and indefinite pronouns including 'someone' and 'nothing'.
The document lists common questions doctors ask patients during a medical exam or visit. These include questions about the reason for the visit, location and description of symptoms, duration of symptoms, family medical history, current medications and supplements, sexual activity, prior surgeries, and medication allergies. The questions are aimed at gathering relevant medical information to help the doctor accurately diagnose the issue and determine appropriate treatment.
Being polite is important as it shows good manners, respect, and knowledge of social norms. There are several ways to make requests and questions more polite in English, such as by adding "excuse me", "pardon me", or "please". Modal verbs like "could", "would", and "can" are also used to frame questions and requests politely. Positive and negative responses to polite questions are outlined.
The document discusses three types of "if only" sentences used to express wishes, regrets, and complaints. The three types are: 1) Using the simple past to express a present or future wish with sentences like "If only I had more money"; 2) Using the past perfect to express regret over past actions like "If only I had woken up early"; and 3) Using "would" to complain about present behaviors as in "If only you wouldn't lie all the time."
The document discusses the use of wishes in English. It provides examples of how to express wishes about present, future and past situations using different verb tenses after "wish". Wishes about the present or future use "wish" followed by the past simple tense. Wishes about the past use "wish" followed by the past perfect tense. The document also discusses using "wish" with other verbs like "would", "hope", and "want" as well as in fixed expressions.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
How to use generative AI tools like ChatGPT and Gemini to generate story ideas for investigations, identify potential sources, and help with coding and writing.
A talk from the Centre for Investigative Journalism Summer School, July 2024
How to Store Data on the Odoo 17 WebsiteCeline George
Here we are going to discuss how to store data in Odoo 17 Website.
It includes defining a model with few fields in it. Add demo data into the model using data directory. Also using a controller, pass the values into the template while rendering it and display the values in the website.
Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
The Value of Time ~ A Story to Ponder On (Eng. & Chi.).pptxOH TEIK BIN
A PowerPoint presentation on the importance of time management based on a meaningful story to ponder on. The texts are in English and Chinese.
For the Video (texts in English and Chinese) with audio narration and explanation in English, please check out the Link:
https://www.youtube.com/watch?v=lUtjLnxEBKo
Front Desk Management in the Odoo 17 ERPCeline George
Front desk officers are responsible for taking care of guests and customers. Their work mainly involves interacting with customers and business partners, either in person or through phone calls.
Beginner's Guide to Bypassing Falco Container Runtime Security in Kubernetes ...anjaliinfosec
This presentation, crafted for the Kubernetes Village at BSides Bangalore 2024, delves into the essentials of bypassing Falco, a leading container runtime security solution in Kubernetes. Tailored for beginners, it covers fundamental concepts, practical techniques, and real-world examples to help you understand and navigate Falco's security mechanisms effectively. Ideal for developers, security professionals, and tech enthusiasts eager to enhance their expertise in Kubernetes security and container runtime defenses.
How to Configure Time Off Types in Odoo 17Celine George
Now we can take look into how to configure time off types in odoo 17 through this slide. Time-off types are used to grant or request different types of leave. Only then the authorities will have a clear view or a clear understanding of what kind of leave the employee is taking.
Still I Rise by Maya Angelou
-Table of Contents
● Questions to be Addressed
● Introduction
● About the Author
● Analysis
● Key Literary Devices Used in the Poem
1. Simile
2. Metaphor
3. Repetition
4. Rhetorical Question
5. Structure and Form
6. Imagery
7. Symbolism
● Conclusion
● References
-Questions to be Addressed
1. How does the meaning of the poem evolve as we progress through each stanza?
2. How do similes and metaphors enhance the imagery in "Still I Rise"?
3. What effect does the repetition of certain phrases have on the overall tone of the poem?
4. How does Maya Angelou use symbolism to convey her message of resilience and empowerment?
2. Free Template from www.brainybetty.com 2
Kinds of pronouns.
• personal pronouns
• it and there
• you and they
• possessive pronouns
• this, that, these and those
• one and ones
• questions
• reflexive pronouns
• reciprocal pronouns: each other and one another
• indefinite pronouns
• relative pronouns
3. Free Template from www.brainybetty.com 3
Personal pronouns.
There are both subject and object pronouns:
I me
you you
he him
she her
we us
you you
they them
We use he/him to refer to men, and she/her to refer to women. When we are not sure
if we are talking about a man or a woman we use they/them.
• This is Peter. He’s my husband. I don’t think you have met him.
• This is Lucy. She’s my daughter. Have you met her before?
• Talk to a teacher. Ask them to teach you this subject.
• You could go to a nurse. They might help you.
4. Free Template from www.brainybetty.com 4
Subject pronouns.
We use subject pronouns as subject of the verb:
• I like your bag.
• You are very kind.
• He is my enemy.
• It is snowing.
• She is at work.
• We live in Portugal.
• They come from Luanda.
5. Free Template from www.brainybetty.com 5
Object pronouns.
We use object pronouns:
1. as the object of the verb:
• Can you call me later, please?
• I can’t hear you.
• She doesn’t expect him for dinner.
• I saw her at the beach last Sunday.
• We went past them in town yesterday, but they didn’t
see us.
6. Free Template from www.brainybetty.com 6
Object pronouns.
We use object pronouns:
2. after prepositions:
• She is waiting for me.
• I’ll get it for you.
• Give it to him.
• Why are you looking at her?
• Don’t take it from us.
• I’ll speak to them.
7. Free Template from www.brainybetty.com 7
It and There
English clauses always have a subject:
• Her husband has just retired. Was a judge(WRONG!).
> He was a judge.
•
I’m waiting for my mother. Is late (WRONG!) . > She is
late.
•
Look at the time! Is quarter to one (WRONG!).> It’s
quarter to one.
except for the imperative
• Go away.
• Play it again, Sam.
8. Free Template from www.brainybetty.com 8
There
If we have no other subject we use there or it.
There
We use there as a dummy subject with part of the verb be
followed by a noun phrase.
to introduce a new topic:
• There is a farewell party at the office. It will start at seven.
• There has been an earthquake in Japan.
with numbers or quantities:
• There was a lot of noise outside last night.
• There must have been more than five displaced because of
the flood.
to say where something is:
• There used to be a playground in the park.
• There are people swimming for pearls in Japan.
9. Free Template from www.brainybetty.com 9
There
with an indefinite pronoun or expressions of quantity and
the to-infinitive:
• There is nothing to eat in the fridge.
• There was plenty to do in town.
If we want to show the subject of the to-infinitive we
use for:
• There is nothing for us to do in the mall.
• There was plenty for us to eat in the fridge
10. Free Template from www.brainybetty.com 10
There
with an indefinite pronoun or expressions of quantity and
an -ing verb:
• There is someone waiting to talk to you.
• There were a lot of people partying and drinking.
We use a singular verb if the noun phrase is singular:
• There is an extra class this evening
• There was a lot of snow last month.
• There is someone waiting to talk to you.
We use a plural verb if the noun phrase is plural:
• There are more than ten people waiting to talk to you.
• There were some apples on the kitchen counter.
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There
with an indefinite pronoun or expressions of quantity and
an -ing verb:
• There is someone waiting to talk to you.
• There were a lot of people partying and drinking.
We use a singular verb if the noun phrase is singular:
• There is an extra class this evening
• There was a lot of snow last month.
• There is someone waiting to talk to you.
We use a plural verb if the noun phrase is plural:
• There are more than ten people waiting to talk to you.
• There were some apples on the kitchen counter.
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It
We use it to talk about:
times and dates:
• It’s nearly twelve o’clock.
It’s his birthday.
weather:
• It’s windy today.
It’s a beautiful day.
It was getting freezing.
to give an opinion about a place:
• It’s very nice in here.
It will be cozy when we get home.
It’s very comfortable in my new flat.
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It
to give an opinion followed by to-infinitive:
• It’s nice to see you after such a long time.
• It will be great to visit your sister in Holland.
• It was interesting to meet your fiancé at last.
to give an opinion followed by an -ing verb:
• It’s great living in Portugal.
• It’s awful driving in heavy traffic.
• It can be hard work teaching young children to read
and write.
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Using It to talk about people:
We use it to talk about ourselves:
on the telephone:
• Hello. It’s George.
when people cannot see us:
• [Jane knocks on door] It’s me. It’s Jane.
We use it to talk about other people:
when we point them out for the first time:
• Look. It’s Anselmo Ralph.
• Who’s that? It’s my upstairs neighbour..
when we cannot see them and we ask them for their name:
• [telephone rings, we pick it up] Hello. Who is it?
[someone knocks on door. We say:] Who is it?
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You and They:
We use you to talk about people in general including the
speaker and the hearer:
• You can buy this DVD game anywhere.
• You can’t park here.
• They don’t let you smoke in this restaurant.
We use they or them to talk about people in general:
• They serve good food here.
Ask them for a refill.
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You and They:
We use you to talk about people in general especially
about the government and the authorities:
• They are going to increase the price of bread.
• They are planning a new bridge over River Thames.
• They say the temperature is going to drop again.
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Possessive Pronouns:
SUBJECT PRONOUN POSSESSIVE PRONOUN
I mine
your yours
he his
she hers
it its
we ours
they theirs
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Possessive Pronouns:
We can use a possessive pronoun instead of a noun
phrase:
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Possessive Pronouns:
We can use possessive pronouns after of.
• We can say:
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This, That, These and Those:
When do we use this and these?
We use this (singular) and these (plural) as pronouns:
- to talk about people or things near us:
• This is a nice beach.
• Whose books are these?
- to introduce people:
• This is my friend Phil
• These are my friends, Peter and Charles.
WARNING:
We don’t say: These are Peter and Charles.
We say: This is Peter and this is Charles.
- to introduce ourselves to begin a conversation on the
phone:
• Hello, this is Misé. Can I speak to Andy?
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This, That, These and Those:
When do we use that and those?
We use that (singular) and those (plural):
- to talk about things that are not near us:
• What’s that?
• This is our dog, and that’s our sister’s dog by that tree.
• Those are very beautiful shoes.
We also use that to refer back to something someone said
or did:
• - Shall we go to the ballet?
- Yes, that’s a good idea.
• - I’ve got a new boyfriend.
- That’s great.
• - I’m very angry.
- Why is that?
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This, That, These and Those:
this, these, that, those with nouns
We also use this, these, that and those with nouns to
show proximity
We use this and these for people or things near us:
• We have lived in this neighborhood for 15years.
• Have you heard all of these songs?
… and that and those for people or things that are not
near us:
• Who went in that house?
• Who are those strangers?
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One and Ones:
We use one (singular) and ones (plural) to
avoid unnecessary repetition.
• See those two boys? Fred is the fat one and John is the
skinny one.
• Which is your hat, the black one or the brown one?
• My glasses are broken. I need some new ones.
• See those two ladies. Ms. Smith is the one on the right.
• Let’s look at the magazines. The ones you bought just
now.
We often use them after Which ... in questions:
• You can borrow a pen. Which one do you want?
• There are lots of CDs here. Which ones are yours?
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Question Words:
Which question word to use?
We use who to ask questions about people:
• Who is that?
• Who lives in that house?
• Who did you bump into?
We use whose to ask about possession:
• Whose boat is this? [or] Whose is this boat?
• Whose books are those? [or] Whose are those books?
We use what to ask questions about things:
• What is that for?
• What do you want from me?
We use which to ask someone to choose something:
• Which came first, the chicken or the egg?
• I’ve got two bags. Which do you prefer?
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Question Words:
We can also use what and which with nouns:
• What school subjects do you prefer?
• What social network do you use?
• Which newspaper do you read – the Times or the
Guardian?
• Which one is your sister’s?
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Question Words:
Questions with prepositions:
Questions ending in prepositions are very common in
English. After Who, Which or What we often have a
preposition at the end of the sentence:
• Who does this bag belong to?
• What are you waiting for?
• Which primary school did you go to?
• Where do you come from?
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Reflexive pronouns:
The reflexive pronouns are:
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Reflexive pronouns:
When do we use reflexive pronouns?
We use them as a direct object when the object is
the same as the subject of the verb:
• I am teaching myself to speak Russian.
• Be careful with that hammer. You might hurt yourself.
We can use a reflexive pronoun as direct object with most
transitive verbs, and these are the most common:
amuse blame cut dry enjoy help
hurt introduce kill prepare satisfy teach
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Reflexive pronouns:
Some verbs change their meaning slightly when they
have a reflexive pronoun as direct object:
• Would you like to help yourself to some more wine?
= Would you like to have some more wine?
• I wish they would behave themselves.
= I wish they would behave well.
• She found himself by the gate.
= She was surprised when she realised that she was by
the gate.
• I saw myself as an astronaut.
= I imagined that I was an astronaut.
• She applied herself to the job of sewing the buttons.
= She worked very hard to sew the buttons.
• He busied himself in the garage.
= He worked busily in the garage.
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Reflexive pronouns:
We do not use a reflexive pronoun after verbs which
describe things people usually do for themselves, such
as wash, shave, dress:
• He washed [himself] in cold water.
• He always shaved [himself] before going out in the
evening.
• Michael dressed [himself] and got ready for the party.
We only use reflexives with these verbs for emphasis:
• He dressed himself in spite of the pain in his arms.
• She’s old enough to wash herself.
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Reflexive pronouns:
We use a reflexive pronoun:
as indirect object when the indirect object is
the same as the subject of the verb:
• Would you like to pour yourself a drink.
• We’ve brought ourselves something to eat.
as the object of a preposition when the object refers to
the subject of the clause:
• They had to fend for themselves.
They were feeling very sorry for themselves.
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Reflexive pronouns:
We use a reflexive pronoun...
with the preposition by when we want to show that
someone did something alone and/or without any help:
• He lived by himself in a hut in the woods.
• She walked to school by herself.
• The children got dressed by themselves.
to emphasise the person or thing we are referring to:
• Lobito itself is quite a beautiful town.
especially if we are talking about someone very famous:
• Madonna herself sang the final song.
We often put the reflexive pronoun at the end of the clause
when we are using it for emphasis:
• I cooked the whole meal myself.
• She changed the tyre herself.
•
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Reciprocal pronouns each other
and one another:
We use the reciprocal pronouns each other and one
another when two or more people do the same thing.
Traditionally, each other refers to two people and one
another refers to more than two people, but this distinction
is disappearing in modern English.
• Mary and Jane helped one another.
= Mary helped Jane and Jane helped Mary.
• We sent each other holiday cards.
= We sent them a holiday card and they sent us a
holiday card.
• They didn’t listen to one another.
= She didn't listen to him and he didn't listen to her.
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Reciprocal pronouns each other
and one another:
We also use the possessive forms each other’s and one
another’s:
• They helped to look after each other’s pets.
• We often used one another’s cars.
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Indefinite pronouns:
The indefinite pronouns are:
somebody someone something
anybody anyone anything
nobody no one nothing
everybody everyone everything
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Indefinite pronouns:
We use indefinite pronouns to refer to people or things
without saying exactly who or what they are. We use
pronouns ending in -body or -one for people, and
pronouns ending in -thing for things:
• Everybody sang along.
• I opened the door but there was no one outside.
• It was a very clear day. We could see everything for
miles.
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Indefinite pronouns:
We use a singular verb after an indefinite pronoun:
• Everybody is worried about Sam.
• Everything was ready for the school trip.
When we refer back to an indefinite pronoun we normally
use a plural pronoun:
• Everybody enjoyed the talk. When it finished, they
made lots of comments.
• I will tell somebody that danger is over. They can return
to their houses.
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Indefinite pronouns:
We can add -'s to an indefinite pronoun to make a
possessive.
• They were staying in somebody’s place.
• Is this anybody’s bag?
We use indefinite pronouns with no- as
the subject in negative clauses (not pronouns with any.)
• Nobody came.
We do not use a negative verb in a clause with nobody, no
one or nothing:
• Nobody came. Nothing happened.
We use else after indefinite pronouns to refer to people or
things in addition to the ones we already mentioned.
• All the colleagues came, but no one else.
• If Pete can’t come we’ll ask somebody else.
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Relative pronouns:
These are the relative pronouns:
We use who and whom for people, and which for things.
Or we can use that for people or things.
Subject Object Possessive
who who(m) whose
which which whose
that that
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Relative pronouns:
We use relative pronouns:
after a noun, to make it clear which person or thing we are
talking about:
• the house that Peter designed
• the woman who sang on the radio
• an eight-year-old boy who attempted to rob a sweet
shop
to tell us more about a person or thing:
• My mother, who was born overseas, has always
enjoyed travelling.
• Mark Simpson, who was only 42, died last night.
• We had codfish cakes, which is my favourite meal.
But we do not use that as a subject in this kind of relative
clause.
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Relative pronouns:
We use whose as the possessive form of who:
• This is Sally, whose brother went to University with me.
We sometimes use whom as the object of a verb or
preposition:
• This is Sally, whom you met at our house last year.
• This is Sally’s brother, with whom I went to University.
But nowadays it is OK to use who:
• This is Sally, who you met at our house last year.
• This is Sally’s brother, who I went to University with.
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Relative pronouns:
When whom or which have a preposition
the preposition can come at the beginning of the clause...
• I had an aunt in Lisbon, from who[m] I inherited a dinner
set.
• We bought a hammer, with which we hung the pictures
on the wall.
… or at the end of the clause:
• I had an aunt in Lisbon who[m] I inherited a dinner
set from.
• We bought a chainsaw, which we cut all the wood
up with.
We can use that at the beginning of the clause:
• I had an uncle in Germany that I inherited a bit of
money from.
We bought a chainsaw that we cut all the wood up with.
• Adapted and abridged from: http://learnenglish.britishcouncil.org/en/english-grammar/pronouns