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pooma-english · 4 days

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English Phrases with 'HAVE'

1) to HAVE a lot on your plate

Definition: to be very busy with a lot of responsibilities

You already have a lot on your plate with your studies and part-time job, so adding another project might be too much.

Between managing a busy job and taking care of her children, Emma really has a lot on her plate.

2) HAVE mixed feelings

Definition: to be happy and unhappy about something at the same time

I have mixed feelings about moving to a new city; I’m excited for the new opportunities, but I’ll miss my friends and family.

After ending his long-term relationship, Toby has mixed feelings. He knows it was the right decision, but he still feels sad about it.

3) HAVE it both ways

Definition: to get something positive from two different sides

This expression is often used with “can’t.”

Paulo wants to have it both ways by traveling the world while still maintaining a steady job.

He’s looking into remote work options to make it happen.

If you want to maintain a healthy diet but also enjoy sweets, you’ll need to find a balance. You can’t always have it both ways.

4) HAVE a knack for something

Definition: to have a special skill or talent

John has a knack for fixing things around the house. No matter what breaks, he always finds a way to repair it.

You have a knack for making people laugh. Your jokes and stories always lighten the mood and bring smiles to everyone’s faces.

5) HAVE a/the feeling + (that) + subject + verb

Definition: to think and come to a conclusion based on your emotions

I have a feeling that our team will win the championship this year. Everyone is playing at their best.

Alice has a feeling that her friends are planning a surprise for her birthday. They’ve been acting secretive all week.

6) HAVE a gut feeling + (that) + subject + verb

OR to have a gut feeling + to + verb

Definition: to intuitively sense or strongly believe something will happen or is true without concrete evidence

I have a gut feeling that I’m going to get the job. The interview went really well.

He had a gut feeling to avoid taking the usual route home, and later found out there was a major traffic jam.

7) HAVE the nerve to + verb

Definition: to be brave enough to do/say something rude or inappropriate

You have the nerve to ask for special treatment when everyone else is following the same rules.

She had the nerve to give advice on parenting, even though he doesn’t have children.

8) to HAVE a big mouth

Definition: to gossip and tell others things that should be kept secret

You have a big mouth to bring up such a private matter in front of everyone, that was supposed to stay between us.

He has a big mouth and ended up telling our relatives about the family issues we wanted to keep private.

9) to HAVE a soft spot for + someone or something

Definition: to like something so much that is makes you vulnerable

I have a soft spot for 80s music. No matter what, those songs always bring back good memories.

Even as an adult, Chloe has a soft spot for her childhood teddy bear and keeps it on her bed.

10) to HAVE butterflies in your stomach

Definition: to feel excited and nervous about something

I always have butterflies in my stomach right before I give a big presentation at work.

As the plane took off, he had butterflies in his stomach because it was his first time flying.

11) to HAVE one’s word

Definition: to promise

You have my word that I will finish the project by Friday, you can count on me.

You have my word that I’ll keep you updated on the progress of your application and provide feedback at each stage.

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pooma-english · 5 months

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WHAT IS ABSTRACT NOUN?

200 Abstracts Nouns Examples

TABLE OF CONTENTS

▪️Abstract Nouns in English

▪️Abstract Noun Types

▪️Abstract Name Examples

▪️Using Abstract Nouns in English Sentences

▪️Countable and Uncountable Abstract Nouns

▪️200 Abstract noun Examples

❄️ ABSTRACT NOUNS IN ENGLISH

An abstract noun is the name of the concept whose existence is accepted as an abstract name, but which does not have a certain image in the mind when considered.

Abstract nouns to be shown as examples:

Fear

Knowledge

Beauty

Love

Truth

Evil hatred

If a word has more than one meaning, some of the words can be abstract and some of them can be concrete. Abstract nouns are popular and widely used names today. When language emerged in the early ages, concrete language was generally used.

However, as time progressed, abstract names emerged because the relationship with concrete concepts could not progress. The abstract name is valid for everything that cannot be perceived, seen, smelled, tasted, heard, or touched with the five physical senses. Abstract noun concept defines attributes, relations, and conditions.

❄️ABSTRACT NOUN TYPES

It has been difficult at times to decide whether nouns are abstract or concrete. Some rules are insufficient to determine the types of these nouns.

The word laughter, which we will give as an example, is seen by many people as concrete because it can be heard. But laughter is often used as an abstract word.

❄️ABSTRACT NAME EXAMPLES

Abstract nouns are sometimes used as verbs and sometimes nouns in daily life. You can separate abstract nouns from each other according to the way they are used in the sentence. Abstract noun examples:

IDEAS: death, life, life, honor, trust, humor, communication…

EMOTIONS: sadness, happiness, fear, excitement, enthusiasm…

PERSONAL TRAITS: grace, aggression, compassion, maturity…

These examples are a few examples that are commonly used in English. There are many abstract concepts in English.

❄️ USING ABSTRACT NOUNS IN ENGLISH SENTENCES

Abstract nouns follow the same rules for use in sentences as other nouns. Harmony is achieved in terms of subjects and objects.

If we give an example of abstract nouns used as a form of ownership: “The price of freedom” can be given.

In addition, abstract nouns can be used singular or plural. First, you need to decide whether it is a countable or uncountable term.

❄️ COUNTABLE AND UNCOUNTABLE ABSTRACT NOUNS

It is difficult to define abstract nouns as countable and uncountable.

To give an example of these situations:

Time flies while you’re having fun.

No one wins without talent.

In these examples, the abstract nouns used to mean a general formation are uncountable.

If your abstract noun is used for more than one occurrence, it is possible to use it as a plural. For example:

It is up to you to turn failures into success.

❄️ 200 ABSTRACT NOUN EXAMPLES

Ability

Adoration

Advantage

Adventure

Amazement

Anger

Annoyance

Anxiety

Appetite

Apprehension

Argument

Artistry

Awareness

Awe

Beauty

Belief

Bravery

Brilliance

Brutality

Calm

Calmness

Care

Chaos

Charity

Childhood

Clarity

Cleverness

Coldness

Comfort

Communication

Company

Compassion

Confidence

Confusion

Consideration

Contentment

Courage

Crime

Culture

Curiosity

Customer service

Death

Deceit

Dedication

Defeat

Delay

Delight

Democracy

Despair

Determination

Dexterity

Dictatorship

Disappointment

Disbelief

Dishonesty

Disquiet

Disregard

Disturbance

Divorce

Dream

Dreams

Education

Ego

Elegance

Energy

Enhancement

Enthusiasm

Envy

Evil

Excitement

Fact

Failure

Faith

Faithfulness

Faithlessness

Fascination

Fashion

Favoritism

Fear

Fiction

Forgiveness

Fragility

Frailty

Freedom

Friendship

Gain

Generation

Generosity

Goal

Goodness

Gossip

Grace

Graciousness

Grief

Growth

Happiness

Hate

Hatred

Hearsay

Helpfulness

Helplessness

Homelessness

Honesty

Honor

Hope

Horror

Humility

Humor

Hurt

Idea

Idiosyncrasy

Imagination

Impression

Improvement

Infancy

Infatuation

Inflation

Information

Insanity

Integrity

Intelligence

Irritation

Jealousy

Joy

Justice

Kindness

Knowledge

Laughter

Law

Liberty

Lie

Life

Loneliness

Loss

Love

Loyalty

Luck

Luxury

Marriage

Maturity

Memory

Mercy

Misery

Motivation

Movement

Nap

Need

Omen

Opinion

Opportunism

Opportunity

Pain

Parenthood

Patience

Patriotism

Peace

Peculiarity

Perseverance

Philosophy

Pleasure

Poverty

Power

Pride

Principle

Reality

Redemption

Refreshment

Relaxation

Relief

Religion

Restoration

Rhythm

Riches

Right

Romance

Rumor

Rumour

Sacrifice

Sadness

Sanity

Satisfaction

Self-control

Sensitivity

Service

Shock

Silliness

Skill

Slavery

Sleep

Solitude

Sophistication

Sorrow

Sparkle

Speculation

Speed

Strength

Strictness

Stupidity

Submission

Success

Surprise

Sympathy

Talent

Thought

Thrill

Timing

Tiredness

Tolerance

Trend

Trust

Truth

Uncertainty

Unemployment

Union

Unreality

Victory

Wariness

Warmth

Weakness

Wealth

Weariness

Wisdom

Wit

Worry

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pooma-english · 5 months

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50 DECLARATIVE SENTENCES

Table of Contents

1-Declarative Sentence

2-Declarative Sentence Types

3-50 Declarative Sentences Examples

1-DECLARATIVE SENTENCE

Declarative sentences are the type of sentences used to explain or state something. Such sentences are especially preferred in English. Such sentences are preferred to explain a situation that you want the reader to know. It makes communication simpler and easier as a statement is often used to explain something. In daily life English, declarative sentences will be the most correct use when sharing thoughts and things that people want to know. Declarative sentences, which sometimes appear with plain simple sentence structure, always end with a dot. Like other sentence types, it needs a subject and a predicate.

2-DECLARATIVE SENTENCE TYPES

Declarative sentences are written using the present tense.

3-50 DECLARATIVE SENTENCES EXAMPLES

1.He is running.

2.Susan is leaving here.

3.He wanted to spend time with him.

4.He’s back from school.

5.The weather is warm and sunny; A perfect day to go to the sea.

6.Studying.

7.He left here.

8.He just asked you.

9.Ice cream is cold.

10.He wanted to play football but his mother wouldn’t let him.

11.Sam loved the beach but hated the sea.

12.She reads and accompanies him.

13.He is swimming.

14.He is reading a book.

15.I like climbing.

16.Dan is upset.

17.My cat is white.

18.Dogs are cute

19.He is six years old.

20.The sky is blue.

21.He loves hamburgers.

22.The car is white.

23.He had to catch the next flight; He quickly gathered his bag.

24.It had snowed for days; The city was covered in snow.

25.Black nail polish is on.

26.The room smells bad.

27.I love my dog.

28.He is my new classmate.

29.His shoes were brand new and are now missing.

30.The dog chased the cat.

31.Mary is sick; That’s why he’s not at school today.

32.He likes trips; hates long travel.

33.My new dress is beautiful.

34.My brother likes to run but my sister prefers to stay at home.

35.I do not have a phone.

36.Apart from Spanish, she also teaches math.

37.She kissed her boyfriend again.

38.Alex likes Arya.

39.The house has a new roof; However, the roof is still leaking.

40.He is a humble man.

41.They should move on from here.

42.China is the fastest growing economy.

43.We like pizza.

44.There are 5 apples on the table.

45.She went to the park yesterday.

46.You go to holiday every summer.

47.She can speak Spanish, too.

48.She objected at first, but finally submitted.

49.They should take your umbrella because it’s raining.

50.If water reaches 100 degrees, it boils.

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pooma-english · 5 months

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90 NOUN SENTENCES EXAMPLES

Table of Contents

▪️Noun Sentences

▪️Sentences Formed with Proper Nouns

▪️Sentences Formed with Genus Nouns

▪️90 Noun Sentences Examples

NOUN SENTENCES:

Nouns are used in place of something, person, place, animal, or emotion. These nouns are sometimes referred to as noun clauses by being specified in sentences. It is very important to construct noun phrases correctly and clearly in English. You should pay attention to grammar to show what you want to convey in sentences.

To give examples of noun phrases, here are the examples:

▪️I live in the U.S.

▪️Emily is my sister.

▪️I love playing games with my dog.

▪️This cat’s name is Baby

▪️That house is very large.

SENTENCES FORMED WITH PROPER NOUNS

Your name, the names of your friends, family, or places around you are referred to as proper nouns. You can use these special nouns in sentences with capital letters. Special names are used in many daily life conversations.

Examples of proper nouns, which have an important place in correspondence, are as follows:

▪️My name is Daniel.

▪️Her name is Susan.

▪️Come, Emily, let us go for a coffee.

▪️Hello Jack! Will you dance with me?

▪️My cousin lives in Mexico.

▪️Albert Einstein was German.

▪️I visited the coffee in Paris

▪️Jack and Daniel are close cousins.

SENTENCES FORMED WITH GENUS NOUNS

Nouns that name people, places, animals, etc. in a common way are called generic nouns. These types of nouns are not used to name anything or a person. It is used in a general sense. Therefore, it is not used in sentences starting with a capital letter.

Examples of the use of this noun type in sentences are as follows:

▪️Students learn in school.

▪️Birds live in forests.

▪️I love to read drama books

▪️Emily’s mother is a doctor.

▪️These cupcakes are so beautiful and delicious.

90 NOUN SENTENCES EXAMPLES

1. He loves to play basketball.

2. They speak English in USA.

3. It wasn’t me who knocked on your door.

4. That man is not the person you are looking for.

5. She is a mechanical engineer.

6. I play volleyball.

7. They are the smartest kids here.

8. Mary and Alex invited them to the party.

9. I’m not sure about the universe.

10. You don’t teach your cat tricks.

11. I will get myself a coffee.

12. She knows she has to study for exams.

13. She wasn’t eating white rice.

14. My father will come with us today.

15. She does not loves to play piano.

16. There was no peach orchard on site of this building.

17. The dog cannot walk itself.

18. My brother didn’t come home.

19. It wasn’t me knocking on your door.

20. There are neither cars nor people on the street.

21. My father fixed the car himself.

22. I do not drink white wine.

23. My father did not even bother to answer me.

24. You are not an engineer.

25. I have got a sister.

26. Everything was ready for the party.

27. I don’t love dogs.

28. We borrowed her car.

29. We will go to the party.

30. Some people won’t eat spicy foods.

31. Everything is ready for the birthday party.

32. This is mine dog.

33. Alex isn’t telling the truth.

34. They are not from Spain.

35. I bought a new computer.

36. We haven’t been able to go to the village for over three years.

37. Brasil is not a country in Europe.

38. I don’t play volleyball.

39. I’ve lost my umbrella.

40. No one attended the parent meeting.

41. The dog can walk itself.

42. She is not a mechanical engineer.

43. Madrid is not cold in this season.

44. It doesn’t smell good on the street.

45. I don’t want to play football with you anymore.

46. My brother did not sleep well because he was sick.

47. Mary hasn’t cooked some cookies.

48. She is the best football player in the team.

49. You don’t speak English very well.

50. I lost my wallet last week.

51. My father wouldn’t let us buy a new computer.

52. You are lazy students.

53. My mom likes to paint by herself.

54. He does not catches the bus every morning.

55. I bought a new house.

56. You should definitely clean this room yourself.

57. I don’t want to play football with you.

58. I will not have dinner tonight.

59. There were 3 apples on the table.

60. She likes to paint by herself.

61. You are an engineer.

62. I don’t want to work in this business anymore.

63. They don’t know my phone number.

64. They’re not fond of rules.

65. I don’t want to hear this.

66. The girl whose eyes are blue will come tomorrow.

67. She is not my best friend.

68. I love dogs.

69. He is my best friend.

70. Everything was ready for the party.

71. He does not goes to gym every day.

72. She is my best friend.

73. She got a good grade in the Spanish exam.

74. I don’t play tennis every day.

75. She won’t go to the cinema.

76. I want to be a computer engineer too.

77. That isn’t the way to London.

78. This is mine dog.

79. Samuel doesn’t play soccer.

80. We go to the gym club together.

81. I don’t learn English with my friends.

82. There is no play with fire.

83. The day when the concert takes place is Saturday.

84. You were the boss.

85. The streets were not crowded today.

86. My friend does not like to eat dumplings.

87. I will not go to school tomorrow.

88. We went fishing after school.

89. He likes to paint by himself.

90. After school she did her homework and went to play football.

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pooma-english · 5 months

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40 NOUN SENTENCES EXAMPLES

Table of Contents

1. Noun Sentences

2. Sentences Formed with Proper Nouns

3. Sentences Formed with Genus Nouns

4. 40 Noun Sentences Examples

1. NOUN SENTENCES

To give examples of noun phrases, here are the examples:

▪️I live in the U.S.

▪️Emily is my sister.

▪️I love playing games with my dog.

▪️This cat’s name is Baby

▪️That house is very large.

2. SENTENCES FORMED WITH PROPER NOUNS

Examples of proper nouns, which have an important place in correspondence, are as follows:

▪️My name is Daniel.

▪️Her name is Susan.

▪️Come, Emily, let us go for a coffee.

▪️Hello Jack! Will you dance with me?

▪️My cousin lives in Mexico.

▪️Albert Einstein was German.

▪️I visited the coffee in Paris

▪️Jack and Daniel are close cousins.

3. SENTENCES FORMED WITH GENUS NOUNS

Examples of the use of this noun type in sentences are as follows:

▪️Students learn in school.

▪️Birds live in forests.

▪️I love to read drama books

▪️Emily’s mother is a doctor.

▪️These cupcakes are so beautiful and delicious.

4. 40 NOUN SENTENCES EXAMPLES

1. He loves to play basketball.

2. They speak English in the USA.

3. It wasn’t me who knocked on your door.

4. That man is not the person you are looking for.

5. She is a mechanical engineer.

6. I play volleyball.

7. They are the smartest kids here.

8. Mary and Alex invited them to the party.

9. I’m not sure about the universe.

10. You don’t teach your cat tricks.

11. I will get myself a coffee.

12. She knows she has to study for exams.

13. She wasn’t eating white rice.

14. My father will come with us today.

15. She does not love to play piano.

16. There was no peach orchard on the site of this building.

17. The dog cannot walk itself.

18. My brother didn’t come home.

19. It wasn’t me knocking on your door.

20. There are neither cars nor people on the street.

21. My father fixed the car himself.

22. I do not drink white wine.

23. My father did not even bother to answer me.

24. You are not an engineer.

25. I have got a sister.

26. Everything was ready for the party.

27. I don’t love dogs.

28. We borrowed her car.

29. We will go to the party.

30. Some people won’t eat spicy foods.

31. Everything is ready for the birthday party.

32. This is my dog.

33. Alex isn’t telling the truth.

34. They are not from Spain.

35. I bought a new computer.

36. We haven’t been able to go to the village for over three years.

37. Brasil is not a country in Europe.

38. I don’t play volleyball.

39. I’ve lost my umbrella.

40. No one attended the parent meeting.

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pooma-english · 5 months

Text

SUIT I MATCH I FIT

SUIT: it means that something (some clothes or colours) look good on somebody

For example:

1. Blue suits you. You should wear it more often.

2. I don't think this coat really suits me.

▪️

MATCH: When two things match, it means they are same, or very similar and therefore attractive together.

For example:

1. I'm buying a yellow hat to match my yellow jacket.

2. Her dark hair matched the colour of her eyes.

▪️

FIT: Means it is the right size and shape for someone

For example:

1.These shoes don't fit me. I need a larger size.

2. It's hard for me to buy pants because I'm tall - but these jeans fit me perfectly!

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pooma-english · 6 months

Text

English

RULES OF CONCORD

Use of English and Communication Skills for All Professionals

▪️Rule 1

SUBJECT AND VERB CONCORD

When the subject in a sentence is singular, the verb should also be singular.

For example:

She (singular subject) goes (singular verb), Not: She go ( plural verb).

Also, when the subject is plural, the verb should be plural.

The girls (plural subject) go (plural verb), Not: The girls (plural subject) goes (Singular verb).

▪️Rule 2

SUBJECT AND OBJECT CONCORD

When everybody or everyone is used, the object must be singular, not plural.

For example:

Everybody knows his or her name, Not: Everybody knows their name.

▪️Rule 3

MANDATIVE SUBJUNCTIVE CONCORD

When prayer, suggestion, wish, demand, recommendation, or resolution is used in a sentence, the verb that follows must be plural, whether the subject is singular or plural.

For example:

It has been suggested that

he go not goes away.

The board has Recommended that the manager resign Not: resigns.

I pray that God help me on my upcoming examination, Not: God helps.

▪️Rule 4

THE PRINCIPLE OF PROXIMIT

This principle states that when there is a list of nouns or pronouns at the level of the subject, it is the nearest noun or pronoun to the position of the verb that will determine the choice of the verb.

For example:

If James fails his examination, his teachers, his parents, his friends, or John ( ) to be blame.

The correct option to fill that blank space is, “is” not “are” because, at the subject level, we have his teachers, his friends, his parents and John ( four different people).

In order to choose the correct verb, we will need to choose the nearest subject to the gap as the subject, which is John.

NOTE: What makes us consider the only one noun or pronoun used in this sentence is because of the use of “or.” However, if the conjunction used is “and,” all the nouns or pronouns used in the sentence will be considered as the subject. I’ll explain better when I get to the type of such concord.

Back to James.

But if the question comes in this manner, the answer will be different,

For example:

If James fails his examination, his teachers, his parents, his friends, or I ( ) to be blame.

The correct answer here is “am,” because the pronoun “I” is the nearest subject to the gap, so if “I” is the subject, the verb that goes with it, is “am.” – the 24 rules of concord.

▪️Rule 5

MANY – A CONCORD

When many – a is used, the verb and the noun that follows must be Singular.

For example:

Many a candidate (not candidates) speaks ( not speak) bad English expressions.

Many a girl (not girls) is (not are) here.

The actual meaning of statements 1 and 2 are many candidates and many girls.

▪️Rule 6

A PAIR OF CONCORD

When “a pair of” is used, the verb must be singular.

For example:

A pair of trousers (not trouser) lies(not lie) on the bed.

A pair of scissors lies (not lie) on the table.

▪️Rule 7

NATIONAL CONCORD

National concord is also called collective noun concord.

A collective noun: is a noun that stands for many units that constitute that single word.

For example:

An audience which means people who watch programs.

The congregation, which means worshipers.

Clergy which means religion officers.

A club, which means the association of members.

So whenever, you use a collective noun, the verb that follows must be a plural verb

For example:

Club: is a collective noun for members, so, we can also say, members of this association.

Our club meet ( not meets) ones in a week.

However, in some situations, a singular verb goes with a collective noun. Here is the principle; If the collective noun performs an action, a plural verb follows, but if not, a singular verb follows.

Our Club is celebrating its twentieth anniversary today.

In the above statement, you can see that; Our Club performs no action, hence, a singular verb is used.

But;

Our Club are (not is) going on a vacation tomorrow.

You can see that; the above sentence is different from the first sentence, here the club is performing an action “going,” hence, we will use a plural verb (are) in compliance with the rule.

The audience are (not is) partial in their judgment of the winner. The answer is “are” because the collective noun (audience) performs an action “judgment.”

▪️Rule 8

Parenthesis

The parenthesis statement is an additional statement to what has already been said before.

NOTE: A parenthetical statement should not be considered in choosing the verb that will follow.

For example:

The teacher, not her students is in the class.

The correct answer is, is because ( not her students) is just parenthesis, and parenthesis has nothing to do with choosing the verb.

The manager, not many of his workers, is (not are) here now. not many of his workers is just a parenthesis, therefore, the parenthesis should be ignored.

The manager is a singular noun, hence a singular verb.

▪️Rule 9

ACCOMPANIMENT CONCORD

When any of these following words are used, the subject of the clause would be the noun and pronoun that comes before the marker of accompaniment.

Words like as much as, alongside, as well as, together with, no less than, in association with, including, like, with, and in collaboration with, etc

Example 1

Mary, as well as her friends, is ( not are) beautiful.

The answer is, “is” because mary is the noun that comes before as well as, hence mary is the subject and it is a singular noun hence a singular verb.

Example 2

The little kids alongside their parents are (not is) here.

The answer is are not is because the little kids come before alongside. The subject is plural hence a plural verb.

▪️Rule 10

More than concord

When more than is used, the word or number that comes after more than will determine the next verb.

For example:

More than two apples are ( not is) here.

More than one oranges is (not are) here.

In the first statement, the answer is “are” not is because two attracts are but in the second statement, the correct option is, “is” not are because one attracts is.

NOTE: Do not think because more than one means at least two, that you will use a plural verb after, no, you will use a singular verb – the 24 rules of concord.

▪️Rule 11

INDEFINITE PRONOUN CONCORD

When any of the following words are used, you should use a Singular verb.

Such words as; Everybody, everything, everyone, everywhere, no one, nothing, nobody, nowhere, something, someone, somebody, anyone, anything, anybody, anywhere and each. the next verb must be singular.

For example:

Nothing goes ( not go).

Everybody likes (not like) him.

Everybody thinks (not think) he stole the money.

▪️Rule 12

RELATIVE CONCORD

When who, whose, which and that refers to a previously mentioned noun or pronoun, such noun is a Relative noun

Example:

One of the farmers who plant (not plants) on the farm has (not have) been asked to withdraw.

▪️Rule 13.

When two subjects are joined by Either or, neither nor the verb agrees with the subject that is near.

Example:

1. Either Chetna or Yamini is to do this work.

2. Neither Shashak nor his friends are studying.

▪️Rule 15

One of always takes a plural noun after it.

Example 1. It is one of the important days in my life.

2. One of my friends promoted.

▪️Rule 16

Accompaniment concord-When any of these following words are used, the subject of the clause would be the noun and pronoun that comes before the marker of accompaniment.

Words like as much as, alongside, as well as, together with, no less than, in association with, including, like, with, and in collaboration with, etc.

Example 1.

Mary, as well as her friends, is (not are) beautiful.

The answer is," is" because Mary is the noun that comes before as well as, hence Mary is the subject and it is a singular noun hence a singular verb.

▪️Rule 17

When two singular nouns are joined by and point out the same thing or person, the verb will be singular.

Example

1. Bread and butter makes a good breakfast.

2. The Principal and the Head Master are on leave

▪️Rule 18

More than concord: When than is used, the word or number that comes after more than will determine the next verb.

Example

1. More than two apples are (not is) here.

2. More than one orange is (not are) here,

▪️Rule 19

Indefinite pronoun concord: When any of the following words are used, you should use a singular verb such words as, everybody, everything everyone everywhere and each the next verb must be singular.

Example

1. Nothing goes(not go)

2. Everybody likes(not like) him.

3. Everybody thinks(not think) he stole the money.

▪️Rule 20

Plurale Tantum: Pluralia (Plurale) tantum is a noun that comes in plural form and does not have a singular variant for referring to a single object. Some of these words have s' at their end, while some do not. However, whenever any of the following forms appear, it must receive a singular verb.

Diseases: Shingles Mumps, Measles, etc,

Subjects: Physics, economics, mathematics, civics, etc.

Games: Snakes and ladders, billiards, bowls and skittles.

▪️Rule 21

UNCOUNTABLE NOUNS OF CONCORD

Countable nouns are nouns that can be quantified in units and numbers, that is, are nouns that can be counted.

For Example - Chairs, Tables, Phones, and so forth. Uncountable nouns are nouns that cannot be quantified in units and numbers.

For example - Water, information, Equipment.

▪️Rule 22

DOUBLE TITLE SUBJECT CONCORD

When two subjects are joined together by and but the two subjects refer to only one person or thing, a singular verb should be used.

Example - Our principal and mathematics teacher knows me.

▪️Rule 23

CO-ORDINATE CONCORD: When two subjects are joined together by and, the verb to be used should be plural.

Example

1. James and John are (not is) here.

2. Elizabeth and Johnson know (not Knows) me.

▪️Rule 24

CATEGORIZATION CONCORD

When a collective name, denoting category (not a collective noun) is used, the verb to be used must be plural.

Categories like: the poor, the rich, the wealthy, the successful, the gifted, the weak, the young in spirit, the handicapped, the helpless, and so forth. The verb to be used should be plural.

Example

1. The poor need help (not helps or needs) from the government.

2. The young are (not is disobedient.)

▪️Rule 25

PLURAL NUMBER CONCORD

When amount or unit is mentioned in a statement, units such as five thousand, three hundred, parent, twenty meters, five times, and so on. The next verb must be singular.

Example

1. Two pounds for flour is (not are) too few to bake a cake.

2. Ten percent of my earnings goes (not go) to my wife.

▪️Rule 26

EVERY PLURAL NUMBER CONCORD

When every precedes a plural, the next verb is plural.

Examples- 1. Every ten liters of oil bought come (not comes) with a bonus of an extra liter.

Rule 27. Most or Much Concord: When most is used, the verb will either be singular or plural, depending on whether the referent is a countable or countable noun.

Example- Much of the water has (not have) been spilled.

▪️Rule 28

ALL CONCORD

When all appears, it means either every or all people.

When all means everything, the verb to be used should be singular but when all means all the people, the verb to be used should be plural.

Examples - All are already seated in the hall.

In the above sentence All" means all the people are already seated in the hall hence a plural verb.

▪️Rule 29

INTERROGATIVE CONCORD

Subjects never come before verbs in questions.

Example Who is the class advisor?

▪️Rule 30

Prepositional phrases concord: It is interesting to note that, phrases between the subject and verb do not affect the agreement.

Example

The message of the painting is very clear.

▪️Rule 31

The subject will always be placed after the verb, if sentences start with here or there'

Example

Here are the books that you love to read.

▪️Rule 32.

Title of the books, movies, novels, and other similar works, considered singular noun and take singular verb.

Example

Satyakaam is a movie starring Dharmendra.

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pooma-english · 9 months

Text

Pronoun: Definition and Meaning

Merriam-Webster defines pronoun as "A pronoun is a word that is used instead of a noun or noun phrase. Pronouns refer to either a noun that has already been mentioned or to a noun that does not need to be named specifically.".

British Council defines pronoun as "Pronouns are words that take place of nouns. We often use them to avoid repeating the nouns that they refer to.".

From the above-mentioned definitions, we learn that:

1. A pronoun is a word.

2. A pronoun is used in place of a noun.

3. A pronoun refers to the noun in place of which it is used.

4. A pronoun is used for beautification of language (to avoid repeating the same noun)

Examples:

(a) John is a good guy. He helps everyone.

(b) Rocky is my friend. He lives in India.

Purpose of Use

We use pronouns in place of nouns so that we don't need to repeat them again and again. And this ( avoiding the repeating the same noun) leads to the beautification of language.

Types of Pronoun

1. Pronouns based on person

2. Pronouns based on functions

1. Pronouns based on person are classified into three main categories.

(a) First person pronouns

Examples:

1. I am your teacher.

2. We are good friends.

(b) Second person pronouns

Examples:

1. You are a good guy.

Examples:

1. He /She is a good student.

2. It is fine.

3. They are going.

2. Pronouns based on functions have various types. They are given below with examples.

1. Personal pronouns are used in place of proper names.

Examples:

(a) I can do it.

(b) You will go.

(d) She is reading.

(e) They were talking.

(f) We are ready to go.

2. Indefinite pronouns don't refer to specific persons and things.

Examples:

(a) Everybody is speaking.

(b) Everyone is busy.

(d) Is there anyone/anybody in the room?

(e) Do you have anything to say?

(f) There's no one/nobody in the room.

(g) Nothing is impossible.

(h) I would like to take somebody/someone with me.

(i) Something is better than nothing.

3. Demonstrative pronouns show people or things that can be near or at a distant place.

Examples:

(a) This is my pen. (Singular, Near)

(b) That is my pen. (Singular, Distant)

(d) Those are my pens. (Plural, Distant)

4. Interrogative pronouns are the pronouns using which we ask questions.

Examples:

(a) Who is this?

(b) What is this?

(d) Whose is this pen?

5. Possessive pronouns are the pronouns that show possession or ownership.

Examples:

(a) This pen is mine.

(b) That book is yours.

(d) That ring is hers.

(e) This school is ours.

(f) That house is theirs.

6. Relative pronouns are the pronouns that are used to introduce relative clauses. (A relative clause with the help of relative pronoun gives information about someone or something.)

Examples:

(a) Nadim, who is 10, is my friend.

(b) He is the person that I met yesterday.

7. Reflexive pronouns refer back to the subject of the verb in a sentence.

Examples:

(a) I'm teaching myself English.

(b) She cut herself with the knife in her hand.

8. Reciprocal pronouns express mutual actions.

Examples:

(a) Nadeem and Faheem helped each other.

(b) They are helping one another.

9. Intensive pronouns emphasize nouns or another pronouns.

Examples:

(a) He did it himself.

(b) I can do it myself.

Note:- Reflexive pronouns are used as objects of a verb and Intensive pronouns are for emphasis.

Exercise 1

Identify the person of the pronouns in bold.

(a) He is eating an apple.

(b) You are my best friend.

(d) We will miss you.

(e) They help one another.

Answer keys:

(a) Third person

(b) Second person

(d) First person

(e)Third person

Exercise 2

Identify the types of the pronouns in bold in the following sentences.

(a) We are good friends.

(b) Everyone is happy.

(d) What are you doing?

(e) This car is mine.

(f) The person who came yesterday is my friend.

(g) I've cut myself with a knife.

(h) They help one another.

(i) I did it myself.

Answer keys:

(a) Personal

(b) Indefinite

(d) Interrogative

(e) Possessive

(f) Relative

(g) Reflexive

(h) Reciprocal

(i) Intensive

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pooma-english · 11 months

Text

GRAMMAR.

How to Use UNLESS

Unless is used instead of if…not in conditional sentences of all types.

> UNLESS + Present Tense

1. You’ll be sick unless you stop eating. ( You will be sick if you do not stop eating.)

2. He won’t go to sleep unless you tell him a story. (He won’t go to sleep if you do not tell him a story.)

> UNLESS + Past Tense

1. She would be here by now unless she was stuck in traffic . (She would be here by now if she was not stuck in traffic.)

1. I wouldn’t eat this food unless I was really hungry. (I wouldn’t eat this food if I was not really hungry.)

> UNLESS + Past Perfect

1. They would have shot her unless she’d given them the money. (They would have shot her if she had not given them the money.)

2. Unless the train hadn’t broken down, we were sure to be late. ( If the train had not broken down, we would have been on time.)

NOTE:

– We cannot use unless in questions:

What will you do if you do not pass this final exam? ( NOT: What will you do unless you pass this final exam?)

– We don’t use will or would in the clause after unless : Unless we leave now, we can be late. ( NOT: Unless we will leave now, can be late.)

0 notes

pooma-english · 11 months

Text

Top 20 Errors in Undergraduate Writing

The Top Twenty:

A Quick Guide to Troubleshooting Your Writing

Readers judge your writing by your control of certain conventions, which may change depending on your audience, purpose, and writing situation. For example, your instructor may or may not mark errors in your paper if he’s more concerned with its argument or structure than he is with sentence-level correctness; he could also decide an error is not serious. Some instructors may even see the errors listed below as stylistic options. However, a large-scale study by Andrea Lunsford and Karen Lunsford (2008) found that these errors are the most likely to attract readers’ negative attention. Before handing in your papers, proofread them carefully for these errors, which are illustrated below in the sentences in italics.

THE TOP TWENTY

1. Wrong Word

Wrong word errors take a number of forms. They may convey a slightly different meaning than you intend (compose instead of comprise) or a completely wrong meaning (prevaricate instead of procrastinate). They may also be as simple as a wrong preposition or other type of wrong word in an idiom.

Use your thesaurus and spell checker with care. If you select a word from a thesaurus without knowing its precise meaning or allow a spell checker to correct spelling automatically, you may make wrong-word errors. If prepositions and idioms are tricky for you, look up the standard usage.

Here are a couple of wrong word examples:

Did you catch my illusion to the Bible?

Illusion means “an erroneous perception of reality.” In the context of this sentence, allusion was needed because it means "reference.”

Edmund Spenser’s The Faerie Queene is a magnificent sixteenth-century allergy.

A spell checker replaced allegory with allergy.

2. Missing Comma after an Introductory Element

Use a comma after every introductory element—whether word, phrase or clause—to clarify where it ends and the rest of the sentence begins. When the introductory element is very short, you can skip the comma, but including it is never wrong.

Without a comma after the introductory element, it’s hard to see the location of the subject (“they”) in this sentence:

Determined to make their flight on time they rose at dawn.

3. Incomplete or Missing Documentation

Documentation practices vary from discipline to discipline. But in academic and research writing, it’s a good idea to always cite your sources: omitting documentation can result in charges of plagiarism.

The examples below follow MLA style. In this example, the page number of the print source for this quotation must be included.

The Social Media Bible defines social media as the “activities, practices, and behaviors among communities of people who gather online to share information, knowledge, and opinions using conversational media.”

And here, the source mentioned should be identified because it makes a specific, arguable claim:

According to one source, it costs almost twice an employee’s salary to recruit and train a replacement.

Cite each source you refer to in the text, following the guidelines of the documentation style you are using.

4. Vague Pronoun Reference

A pronoun (e.g., he, this, it) should refer clearly to the noun it replaces (called the antecedent). If more than one word could be the antecedent, or if no specific antecedent is present, edit to make the meaning clear.

In this sentence, it possibly refers to more than one word:

If you put this handout in your binder, it may remind you of important tutoring strategies.

In some pronoun usage, the reference is implied but not stated. Here, for example, you might wonder what which refers to:

The authoritarian school changed its cell phone policy, which many students resisted.

To improve this sentence, the writer needs to make explicit what students resisted.

5. Spelling

Even though technology now reviews much of our spelling for us, one of the top 20 most common errors is a spelling error. That’s because spell checkers cannot identify many misspellings, and are most likely to miss homonyms (e.g., presence/presents), compound words incorrectly spelled as separate words, and proper nouns, particularly names. After you run the spell checker, proofread carefully for errors such as these:

Vladmir Putin is the controversial leader of Russia.

Every where she walked, she was reminded of him.

6. Mechanical Error with a Quotation

When we quote other writers, we bring their voices into our arguments. Quotation marks crucially show where their words end and our own begin.

Quotation marks come in pairs; don’t forget to open and close your quotations. In most documentation styles (e.g., MLA Style), block quotations do not need quotations marks. Consult your professor’s preferred style manual to learn how to present block quotations.

Follow conventions when using quotation marks with other punctuation. Here, the comma should be placed inside the quotation marks:

"A woman must have money and a room of her own if she is to write fiction", Virginia Woolf argues.

7. Unnecessary Comma

We often have a choice about whether or not to use a comma. But if we add them to our sentences when and where they are not needed, then we may obscure rather than clarify our meaning.

Do not use commas to set off restrictive elements that are necessary to the meaning of the words they modify. Here, for example, no comma is needed to set off the restrictive phrase of working parents, which is necessary to indicate which parents the sentence is talking about.

Many children, of working parents, walk home from school by themselves.

Do not use a comma before a coordinating conjunction (and, but, for, nor, or, so, yet) when the conjunction does not join parts of a compound sentence. In this example, no comma is needed before the word and because it joins two phrases that modify the same verb, applies.

This social scourge can be seen in urban centers, and in rural outposts.

Do not use a comma before the first or after the last item in a series.

The students asked their TAs to review, the assignment rubric, a sample paper and their comments, before the end of the quarter.

Do not use a comma between a subject and verb.

Happily, the waiters, sat down during a break.

Do not use a comma between a verb and its object or complement.

On her way home from work, she bought, a book at the bookstore.

Do not use a comma between a preposition and its object.

On her way home from work, she bought a book at, the bookstore.

8. Unnecessary or Missing Capitalization

Capitalize proper nouns and proper adjectives, the first words of sentences, and important words in titles, along with certain words indicating directions and family relationships. Do not capitalize most other words. When in doubt, check a dictionary.

Financial Aid is a pressing concern for many University Students.

9. Missing Word

If you read your work outloud before submittingit, you are more likely to notice omitted words. Be particularly careful not to omit words from quotations.

Soccer fans the globe rejoiced when the striker scored the second goal.

10. Faulty Sentence Structure

If a sentence starts out with one kind of structure and then changes to another kind, it will confuse readers.

The information that families have access to is what financial aid is available and thinking about the classes available, and how to register.

Maintain the grammatical pattern within a sentence. Each sentence must have a subject and a verb, and the subjects and predicates must make sense together. In the example above, thinking about the classes available does not help the reader understand the information families have access to. Parallel structures can help your reader see the relationships among your ideas. Here’s the sentence revised:

Families have access to information about financial aid, class availability, and registration.

11. Missing Comma with a Nonrestrictive Element

A nonrestrictive phrase or clause provides additional information that is not essential to the basic meaning of the sentence. Use commas to set off a nonrestrictive element.

David who loved to read history was the first to head to the British Library.

The clause who loved to read historydoes not affect the basic meaning of the sentence. The clause could be taken out and the reader would still understand that David was the first to head to the British Library.

12. Unnecessary Shift in Verb Tense

Verbs that shift from one tense to another with no clear reason can confuse readers.

Martin searched for a great horned owl. He takes photographs of all the birds he sights.

13. Missing Comma in a Compound Sentence

A compound sentence consists of two or more independent clauses. When the clauses are joined by a coordinating conjunction (for, and, nor, but, or, yet, so), use a comma before the conjunction to indicate a pause between the two thoughts.

Miranda drove her brother and her mother waited at home.

Without the comma, a reader may think at first that Miranda drove both her brother and her mother.

14. Unnecessary or Missing Apostrophe (including its/it's)

To make a noun possessive, add either an apostrophe and an s (Ed's phone) or an apostrophe alone (the girls’ bathroom). Do not use an apostrophe in the possessive pronouns ours, yours, and hers. Use its to mean belong to it; use it's only when you mean it is or it has.

Repeated viral infections compromise doctors immune systems.

The chef lifted the skillet off it’s hook. Its a fourteen-inch, copper skillet.

15. Fused (run-on) Sentence

A fused sentence (also called a run-on) joins clauses that could each stand alone as a sentence with no punctuation or words to link them. Fused sentences must be either divided into separate sentences or joined by adding words or punctuation.

The house was flooded with light, the moon rose above the horizon.

He wondered what the decision meant he thought about it all night.

16. Comma Splice

A comma splice occurs when only a comma separates clauses that could each stand alone as a sentence. To correct a comma splice, you can insert a semicolon or period, connect the clauses with a word such as and/or/because, or restructure the sentence.

The students rushed the field, they tore down the goalposts.

17. Lack of pronoun/antecedent agreement

Pronouns typically must agree with their antecedents in gender (male or female, if appropriate) and in number (singular or plural). Many indefinite pronouns, such as everyone and each, are always singular. However, theycan be used to agree with a singular antecedent in order to use inclusive or gender-neutral language. When antecedents are joined by or or nor, the pronoun must agree with the closer antecedent. A collection noun such as team can be either singular or plural, depending on whether the members are seen as a group or individuals.

Every guest left their shoes at the door.

18. Poorly Integrated Quotation

Quotations should be logically and smoothly integrated with the writing around them, the grammar of the quotation complementing the grammar of the neighboring prose. They usually need to be introduced (with a signal phrase) rather than dropped abruptly into the writing.

An award-winning 2009 study of friendship "understanding social networks allows us to understand how indeed, in the case of humans, the whole comes to be greater than the sum of its parts" (Christakis and Fowler 26).

"Social networks are intricate things of beauty" (Christakis and Fowler xiii). Maintaining close friendships is good for your health.

19. Missing or Unnecessary Hyphen

A compound adjective requires a hyphen when it modifies a noun that follows it.

This article describes eighteenth century theater.

A two-word verb should not be hyphenated.

The dealers want to buy-back the computers and refurbish them.

20. Sentence Fragment

A sentence fragment is part of a sentence that is presented as if it were a complete sentence. The following illustrate the ways sentence fragments can be created:

Without a subject

The American colonists resisted British taxation. And started the American Revolution.

No complete verb

The pink geranium blooming in its pot.

Beginning with a subordinating word

We visited the park. Where we threw the Frisbee.

These 20 most common errors can be avoided in your writing if you reserve time to proofread your final draft before submission.

0 notes

pooma-english · 11 months

Text

Proper use of grammar may save someone's life.

Error #1: Run-on Sentence or Comma Splice

A run-on sentence is a sentence that joins two independent clauses without punctuation or the appropriate conjunction. A comma splice is similar to a run-on sentence, but it uses a comma to join two clauses that have no appropriate conjunction.

Fixing a run-on sentence or a comma splice can be accomplished in one of five different ways:

Separate the clauses into two sentences.

Replace the comma with a semi-colon.

Replace the comma with a coordinating conjunction--and, but, for, yet, nor, so.

Replace the comma with a subordinating conjunction--after, although, before, unless, as, because, even though, if, since, until, when, while.

Replace the comma with a semi-colon and transitional word--however, moreover, on the other hand, nevertheless, instead, also, therefore, consequently, otherwise, as a result.

For example:

Incorrect: Rachel is very smart, she began reading when she was three years old.

Correct: Rachel is very smart. She began reading when she was three years old.

Correct: Rachel is very smart; she began reading when she was three years old.

Correct: Rachel is very smart, and she began reading when she was three years old.

Correct: Because Rachel is very smart, she began reading when she was three years old.

Correct: Rachel is very smart; as a result, she began reading when she was three years old.

Error #2: Pronoun Errors

Pronoun errors occur when pronouns do not agree in number with the nouns to which they refer. If the noun is singular, the pronoun must be singular. If the noun is plural, however, the pronoun must be plural as well. For example:

Incorrect: Everybody must bring their own lunch.

Correct: Everybody must bring his or her own lunch.

Many people believe that pronoun errors are the result of writers who are trying to avoid the implication of sexist language. Although this is an admirable goal, correct grammar is still important.

Error #3: Mistakes in Apostrophe Usage

Apostrophes are used to show possession. However, you do not use an apostrophe after a possessive pronoun such as my, mine, our, ours, his, hers, its, their, or theirs. For example:

Incorrect: My mothers cabin is next to his' cabin.

Correct: My mother's cabin is next to his cabin.

In the case of it's, the apostrophe is used to indicate a contraction for it is. For example:

Incorrect: Its a cold day in October.

Correct: It's a cold day in October.

Error #4: Lack of Subject/Verb Agreement

When speaking or writing in the present tense, a sentence must have subjects and verbs that agree in number. If the subject is singular, the verb must be singular. If the subject is plural, the verb must be plural as well. For example:

Incorrect: The recipes is good for beginning chefs.

Correct: The recipes are good for beginning chefs.

Error #5: Misplaced Modifiers

To communicate your ideas clearly, you must place a modifier directly next to the word it is supposed to modify. The modifier should clearly refer to a specific word in the sentence. For example:

Incorrect: At eight years old, my father gave me a pony for Christmas.

Correct: When I was eight years old, my father gave me a pony for Christmas.

0 notes

pooma-english · 1 year

Text

The National UN Volunteers-India

English teaching

Hands-on experience

Mahima Nursing College in Ballari, Karnataka

In a pioneering initiative, Daly Felicitus, a distinguished Psychologist affiliated with The National UN Volunteers-India, orchestrated an English learning program with a hands-on approach at Mahima Nursing College in Ballari, Karnataka. The program aimed to impart English language skills through immersive experiences and interactive sessions.

Under Daly Felicitus' guidance, native English speakers were actively involved in teaching the language, focusing on practical application and real-life scenarios. This hands-on experience method allowed students to enhance their language proficiency and communication skills in an engaging and dynamic manner.

The response from the students was overwhelmingly positive, with genuine excitement and enthusiasm observed throughout the program. They embraced the unique teaching approach and expressed gratitude for the opportunity to learn English through practical engagement and real-world interactions.

This innovative English learning initiative has undoubtedly enriched the educational experience at Mahima Nursing College, setting a new standard for effective language learning through hands-on engagement.

0 notes

pooma-english · 1 year

Text

The National UN Volunteers-India

English teaching

Hands-on experience

Mahima Nursing College in Ballari, Karnataka

0 notes

pooma-english · 1 year

Text

Repetition: Key to learning

Daly Felicitus, Psychologist

Repetition is indeed a valuable tool in teaching, particularly when it comes to instructing native speakers of English. In my role as a psychologist at a nursing college, where the students are predominantly native language speakers of this region, I've found that a highly effective approach involves the use of repetition and active engagement.

I initiate communication with just two words: "Yes" or "No." I encourage them to actively participate by raising their hands and responding accordingly. Saying "Yes" indicates their understanding, while "No" prompts a request for repetition. They're also encouraged to say "pass" if they prefer not to respond. This method, focusing on communication rather than rigid grammar, has proven to be transformative in helping these students gain confidence and proficiency in English. I firmly believe that mastering conversation paves the way for a natural understanding and application of grammar.

Read-Repeat-Respond.

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pooma-english · 1 year

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Above Vs Over

The difference between above and over can be drawn clearly on the following grounds:

• When something is in extended space at a distance to an object, we say that the former is above the latter. As against, over is used when something is over someone/something else or moving over it, then the former is in a direct vertical line over the latter.

• Both above and over is used to indicate the location of something which is at a higher position, however, ‘over’ expresses the location in a precise manner, in the sense that it indicates movement of the object from one side to another.

• When it comes to numbers, we use over and not above in a sentence.

• We use above when there is no contact between the object we are talking about, i.e. there is some space between the two. On the contrary, we can use ‘over’ irrespective of the space between the two objects, provided that the upper object covers the lower one.

How to remember the difference?

You can use above when something is at a higher position, and not touching a person or object. On the contrary, over can be used in different context, i.e. for something which is at a higher position, to cover something or to show preference/interest in something

0 notes

pooma-english · 1 year

Text

Tenses Exercise

================================

Fill in the blanks with an appropriate tense form.

1. Samir ................................... his homework for two years.

was doing

is doing

has been doing

2. We ................................ a strange experience yesterday.

have

had

had had

3. Shailesh .................................... for Singapore last week.

left

had left

has left

4. See that you ................................... disturb the patients.

do not

did not

is not

5. You will win if you .................................. hard.

work

worked

have worked

6. The post mortem report proved that the man ........................................ ten hours ago.

has been killed

had been killed

was killed

7. The train .................................. by the time we reached the station.

left

has left

had left

8. Every morning, I .................................. for 30 minutes.

meditated

am meditating

meditate

9. Satish .................................... school at fifteen.

left

has left

had left

10. You cannot meet him now. He ................................ home.

went

has gone

went

11. When we visited her she ................................. bed ridden for six months.

was

has been

had been

12. If you ……………………………… to me, you wouldn’t land in trouble.

listen

listened

have listened

==========================

Answers

1. Samir has been doing his homework for two years.

2. We had a strange experience yesterday.

3. Shailesh left for Singapore last week.

4. See that you do not disturb the patients.

5. You will win if you work hard.

6. The post-mortem report proved that the man had been killed ten hours ago.

7. The train had left by the time we reached the station.

8. Every morning, I meditate for 30 minutes.

9. Satish left school at fifteen.

10. You cannot meet him now. He has gone home.

11. When we visited her she had been bed ridden for six months.

12. If you listened to me, you wouldn’t land in trouble.

0 notes

pooma-english · 1 year

Text

100 ACTIVITIES FOR SENIOR STUDENTS SPEAKING CLASSES:

1. Debate competition: Organize a debate competition on a current topic and encourage students to research and prepare their arguments.

2. Public speaking workshop: Invite a professional public speaker to conduct a workshop on effective public speaking and give students the opportunity to practice their skills.

3. Poetry recitation: Host a poetry recitation competition where students can showcase their favorite poems and demonstrate their speaking skills.

4. Mock interviews: Conduct mock interviews with students to help them prepare for future job interviews and improve their communication skills.

5. Storytelling session: Encourage students to share their favorite stories or personal experiences in a storytelling session, helping them develop their storytelling and speaking abilities.

6. Impromptu speeches: Give students a topic and ask them to deliver an impromptu speech, helping them develop their ability to think on their feet and communicate effectively.

7. Group presentations: Assign group projects and ask students to present their findings in front of the class, helping them develop teamwork and presentation skills.

8. Panel discussion: Organize a panel discussion on a current issue or topic and invite students to participate as panelists, encouraging them to share their opinions and engage in constructive dialogue.

9. Ted Talks: Assign students to watch and analyze TED Talks, and then have them deliver their own Ted Talk-style presentations on a topic of their choice.

10. Speech analysis: Assign students to analyze and critique famous speeches, such as those given by historical figures or contemporary leaders, helping them develop their critical thinking and communication skills.

11. Interview project: Have students conduct interviews with local community members or professionals and then present their findings in a creative and engaging way.

12. Storyboarding exercise: Ask students to create storyboards for short films or advertisements, helping them develop their visual communication skills and storytelling abilities.

13. Debate simulation: Conduct a simulation of a parliamentary debate, where students can take on different roles and practice their argumentation and persuasion skills.

14. Improv exercises: Incorporate improv exercises into speaking classes, helping students develop their spontaneity and ability to think creatively on the spot.

15. Cultural presentations: Encourage students to research and present on different cultures or countries, helping them develop their cross-cultural communication skills and broaden their perspectives.

16. Group presentations: Assign students to work in groups and deliver presentations on a topic of their choice, encouraging collaboration and teamwork.

17. Mock job interviews: Conduct mock job interviews with students, helping them develop their interviewing skills and prepare for future job opportunities.

18. Public speaking competitions: Host public speaking competitions in the classroom or school, giving students the opportunity to showcase their skills and receive feedback from peers and teachers.

19. Podcasting project: Have students create podcasts on a topic of their choice, helping them develop their oral communication skills and learn about audio production.

20. Speechwriting exercise: Assign students to write speeches for different occasions, such as graduation ceremonies or political rallies, helping them develop their persuasive writing and public speaking skills.

21. Nonverbal communication analysis: Ask students to analyze and critique nonverbal communication in different settings, such as movies or political debates, helping them understand the importance of body language and tone of voice.

22. Group discussions: Encourage group discussions on current events or controversial topics, helping students develop their listening and critical thinking skills while practicing respectful dialogue.

23. PechaKucha presentations: Assign students to create PechaKucha-style presentations, where they must present 20 slides for 20 seconds each, helping them develop concise and engaging communication skills.

24. Role-playing exercises: Incorporate role-playing exercises into speaking classes, allowing students to practice different scenarios and develop their empathy and communication skills.

25. Impromptu speaking challenges: Conduct impromptu speaking challenges in the classroom, giving students the opportunity to practice their quick thinking and public speaking skills.

26. Debate competitions: Host debate competitions in the classroom or school, giving students the opportunity to develop their argumentation and persuasion skills.

27. Storytelling workshops: Conduct storytelling workshops in the classroom, teaching students how to craft compelling narratives and engage their audience.

28. Interviewing exercises: Assign students to conduct interviews with people in their community or industry of interest, helping them develop their research, listening, and questioning skills.

29. TED-style talks: Assign students to create TED-style talks on a topic of their choice, helping them develop their research, writing, and presentation skills.

30. Improvisation games: Incorporate improvisation games into speaking classes, allowing students to practice spontaneity, creativity, and collaboration.

31. Cultural exchange activities: Organize cultural exchange activities with students from different countries or backgrounds, helping students develop their intercultural communication skills and broaden their perspectives.

32. Feedback sessions: Conduct feedback sessions after presentations or speeches, giving students constructive criticism and helping them improve their communication skills.

33. Media analysis exercises: Assign students to analyze and critique media content, such as news articles or advertisements, helping them develop their media literacy and communication skills.

34. Language immersion programs: Organize language immersion programs for students to practice speaking and listening in a foreign language, helping them develop their language skills and cultural awareness.

35. Public relations campaigns: Assign students to create public relations campaigns for a local organization or cause, helping them develop their strategic communication and teamwork skills.

36. Debate clubs: Start a debate club in the school, allowing students to regularly practice their argumentation and persuasion skills.

37. Mock trial competitions: Host mock trial competitions in the classroom or school, giving students the opportunity to develop their legal reasoning and public speaking skills.

38. Speechwriting workshops: Conduct speechwriting workshops in the classroom, teaching students how to craft effective speeches and communicate their ideas clearly.

39. Podcasting projects: Assign students to create podcasts on a topic of their choice, helping them develop their research, writing, and audio production skills.

40. Role-playing exercises: Incorporate role-playing exercises into communication classes, allowing students to practice different communication styles and scenarios.

41. Social media campaigns: Assign students to create social media campaigns for a local organization or cause, helping them develop their digital communication and marketing skills.

42. Multimodal presentations: Encourage students to create multimodal presentations, incorporating different forms of media (such as images, videos, and audio) to communicate their ideas effectively.

43. Group discussions: Facilitate group discussions in the classroom, encouraging students to actively listen and communicate their ideas respectfully.

44. Business pitch competitions: Host business pitch competitions in the classroom or school, allowing students to practice their entrepreneurial and persuasive skills.

45. Creative writing workshops: Conduct creative writing workshops in the classroom, teaching students how to use language creatively and expressively.

46. Debate tournaments: Organize debate tournaments with other schools, giving students the opportunity to compete and improve their argumentation skills.

47. Public speaking contests: Host public speaking contests in the classroom or school, allowing students to showcase their communication skills and receive constructive feedback.

48. News reporting projects: Assign students to create news reports on current events, helping them develop their research, writing, and presentation skills.

49. Improv exercises: Incorporate improv exercises into communication classes, allowing students to think on their feet and practice their spontaneity and creativity.

50. Interviewing workshops: Conduct interviewing workshops in the classroom, teaching students how to ask effective questions and conduct informative interviews.

51. Media literacy projects: Assign students to create media literacy projects, analyzing and critiquing media messages and developing their critical thinking skills.

52. Storytelling workshops: Conduct storytelling workshops in the classroom, teaching students how to craft compelling narratives and engage their audience.

53. Visual communication projects: Assign students to create visual communication projects, such as infographics or posters, helping them develop their design and communication skills.

54. Cross-cultural communication exercises: Incorporate cross-cultural communication exercises into communication classes, helping students develop their empathy and understanding of different perspectives.

55. Leadership workshops: Conduct leadership workshops in the classroom, teaching students how to communicate effectively as leaders and inspire others to take action.

56. Debate clubs: Establish debate clubs in the school, allowing students to practice and improve their argumentation skills in a supportive environment.

57. Mock trial competitions: Organize mock trial competitions, giving students the opportunity to develop their legal and persuasive skills.

58. Speech writing contests: Host speech writing contests, challenging students to craft compelling speeches on a given topic.

59. Podcasting projects: Assign students to create podcasts on a variety of topics, helping them develop their storytelling and communication skills.

60. Nonverbal communication exercises: Incorporate nonverbal communication exercises into communication classes, teaching students how to read and interpret body language.

61. Conflict resolution workshops: Conduct conflict resolution workshops in the classroom, teaching students how to communicate effectively in tense situations and resolve conflicts peacefully.

62. Persuasive writing assignments: Assign persuasive writing assignments, challenging students to develop their argumentation and persuasion skills through written communication.

63. Social media campaigns: Assign students to create social media campaigns on important issues, helping them develop their digital communication skills.

64. Public relations projects: Assign students to create public relations projects for local organizations or businesses, helping them develop their communication and marketing skills.

65. Communication technology workshops: Conduct workshops on communication technology, teaching students how to use various digital tools to enhance their communication skills.

66. Debate tournaments: Organize debate tournaments where students can compete against each other and showcase their argumentation skills.

67. Public speaking workshops: Conduct public speaking workshops, giving students the opportunity to practice and improve their speaking skills in front of an audience.

68. Improv exercises: Incorporate improv exercises into communication classes, teaching students how to think on their feet and communicate effectively in unpredictable situations.

69. Storytelling projects: Assign storytelling projects, challenging students to develop their narrative and communication skills through storytelling.

70. Interpersonal communication activities: Incorporate interpersonal communication activities into the classroom, teaching students how to interact with others in a positive and effective manner.

71. Media literacy lessons: Teach media literacy lessons, helping students understand how to critically analyze and interpret media messages.

72. Interviewing skills workshops: Conduct interviewing skills workshops, teaching students how to conduct effective interviews and communicate professionally in a variety of settings.

73. Cross-cultural communication exercises: Incorporate cross-cultural communication exercises into communication classes, teaching students how to communicate effectively with people from diverse backgrounds.

74. Leadership development programs: Develop leadership development programs that focus on communication skills, helping students become effective communicators and leaders.

75. Business communication courses: Offer business communication courses that teach students how to communicate effectively in a professional setting, including writing emails, giving presentations, and conducting meetings.

76. Debate clubs: Start debate clubs where students can practice their argumentation skills and participate in debates on various topics.

77. Public speaking competitions: Organize public speaking competitions where students can compete against each other and showcase their speaking skills.

78. Role-playing activities: Incorporate role-playing activities into communication classes, teaching students how to communicate effectively in different situations and roles.

79. Listening exercises: Conduct listening exercises in the classroom, teaching students how to actively listen and respond to others in a conversation.

80. Nonverbal communication lessons: Teach nonverbal communication lessons, helping students understand how body language, facial expressions, and tone of voice can impact communication.

81. Conflict resolution workshops: Conduct conflict resolution workshops, teaching students how to communicate effectively and resolve conflicts in a positive and productive manner.

82. Persuasive writing assignments: Assign persuasive writing assignments, challenging students to develop their writing and argumentation skills.

83. Group communication projects: Assign group communication projects, teaching students how to work collaboratively and communicate effectively in a group setting.

84. Media production classes: Offer media production classes, teaching students how to create and produce various forms of media, including videos, podcasts, and social media content.

85. Intercultural communication courses: Offer intercultural communication courses that teach students how to communicate effectively with people from different cultures and backgrounds.

86. Public relations workshops: Conduct public relations workshops, teaching students how to effectively communicate with the public and manage their image.

87. Debate competitions: Organize debate competitions where students can compete against other schools and showcase their argumentation skills.

88. Business communication courses: Offer business communication courses, teaching students how to communicate effectively in a professional setting.

89. Storytelling workshops: Conduct storytelling workshops, teaching students how to tell compelling stories and engage their audience.

90. Media literacy classes: Offer media literacy classes, teaching students how to critically analyze and evaluate media messages.

91. Interview skills training: Provide interview skills training, teaching students how to effectively communicate in job interviews and other professional settings.

92. Social media management courses: Offer social media management courses, teaching students how to effectively communicate and engage with audiences on social media platforms.

93. Crisis communication workshops: Conduct crisis communication workshops, teaching students how to effectively communicate during times of crisis or emergency.

94. Speechwriting classes: Offer speechwriting classes, teaching students how to write effective speeches for various occasions.

95. Creative writing workshops: Conduct creative writing workshops, teaching students how to express themselves creatively through writing.

96. Public speaking courses: Offer public speaking courses, teaching students how to effectively communicate and present their ideas in front of an audience.

97. Brand management workshops: Conduct brand management workshops, teaching students how to create and manage a brand image.

98. Visual communication classes: Offer visual communication classes, teaching students how to effectively communicate using visual aids such as graphics and videos.

99. Cross-cultural communication training: Provide cross-cultural communication training, teaching students how to effectively communicate with people from different cultures and backgrounds.

100. Leadership communication courses: Offer leadership communication courses, teaching students how to effectively communicate as leaders and inspire others to follow them.

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