Teaching of Grammar PET225: TESOL CURRICULUMDEVELOPMENT PROJECT 2 : DESIGNING AN E- BOOK ON TEACHING SHERIMAN MARCONI ANAK PATRICK LINGGAM (159097) BRINDDA A/P SELVARAJ (156520) SAI JEYASHREE A/P KARUNAN (156534) LU QIAN（155682） PREPARED BY:
GOALS OBJECTIVES UNIT1: BEAUTY OF NATURE PREPOSITIONS & CONJUNCTIONS UNIT2: LET'S SEE A MOVIE TOGETHER! MODAL VERBS UNIT3: HEAR ME OUT! Reflexive Pronouns & Reported Speech UNIT4: MY DEAR FRIEND PRESENT TENSE UNIT5: ARTICLES CONTENTS
BRINDDA A/P SELVARAJ( 156520 ) LU QIAN (155682) SHERIMAN MARCONI ANAK PATRICK LINGGAM( 159097) SAI JEYASHREE A/P KARUNAN(156534 ) Together
Systematic grammar instruction: Ensuring that students can acquire and grasp the relevant grammatical concepts and rules in a systematic manner. Solve common grammar issues: To assist students in comprehending and putting this knowledge to use, give them clear explanations and instances of grammar issues that they frequently run into. Provides comprehensive examples and exercises: Through comprehensive examples and practise issues, students are assisted to apply the grammar principles they have learned to real-life circumstances and to enhance the grammar rules they have learned. Grammar practise and application: Students are urged to use their knowledge of grammar in realworld situations. GOALS
OBJECTIVES 1. To enhance students overall grammar skills 2. To enhance students overall language skills through improved grammar. 3. To give students a new experience of learning through an e-platform
1.1 PREPOSITIONS 1.2 CONJUNCTIONS BEAUTY OF NATURE U N I T
Understand Preposition Identify prepositions and understand its functions WHAT ARE PREPOSITIONS? Prepositions are words that show the relationship between a noun or pronoun and other words in a sentence. They indicate location, time, direction, manner, and other relationships. In this unit you will learn : How to use preposition accurately 1.1 PREPOSITIONS
Direction: He walked toward the park. The plane flew over the mountains. Location: The butterfly landed on the flower. The squirrel hid in the hollow tree. Time: We love to stargaze on clear nights. The owls are active at night. Manner: The wind blew with great force. The waves crashed against the rocks. Other common prepositions: We went hiking with our dog in the forest. The bird built its nest on top of the branch. TYPES OF PREPOSITIONS
Prepositional phrases are phrases that consist of a preposition and its object. The object of a preposition is typically a noun, pronoun, or noun phrase that follows the preposition and provides more information about the relationship between the preposition and the rest of the sentence. 1. "The birds flew above the treetops." Prepositional phrase: "above the treetops" Preposition: "above" Object: "the treetops" Elaboration: In this sentence, the prepositional phrase "above the treetops" provides information about the location or position of the birds. It indicates that the birds were flying at a higher elevation than the treetops. Prepositional phrases can function as adjectives or adverbs, providing additional information about nouns, pronouns, or verbs. In this sentence, the prepositional phrase is "on the tree". Here's how to identify and understand its function: Identify the preposition: The preposition in this example is "on." Identify the object: The object of the preposition is "the tree." Understand its function within the sentence: The prepositional phrase "on the tree" provides additional information about where the cat slept. It answers the question "Where did the cat sleep?" and specifies the location or position. Since it modifies the verb "slept, " it functions as an adverbial phrase. Example: "The cat slept on the tree. " 2. "The hikers climbed to the top of the mountain." Prepositional phrase: "to the top of the mountain" Preposition: "to" Object: "the top of the mountain" Elaboration: In this sentence, the prepositional phrase "to the top of the mountain" specifies the destination or goal of the hikers' climbing activity. It indicates that they reached the highest point of the mountain.
BEWARE !!! "In" vs. "On": Example 1: "The bird is sitting on the branch." (Correct usage of "on" to indicate the location of the bird in relation to the branch.) Example 2: "The bird is sitting in the branch." (Incorrect usage of "in" instead of "on.") "At" vs. "In": Example 1: "We had a picnic at the park." (Correct usage of "at" to indicate the location of the picnic in relation to the park.) Example 2: "We had a picnic in the park." (Incorrect usage of "in" instead of "at.") "Under" vs. "Below": Example 1: "The cat is sleeping under the tree. " (Correct usage of "under" to indicate the position of the cat beneath the tree.) Example 2: "The cat is sleeping below the tree. " (Incorrect usage of "below" instead of "under. ")
Prepositions can be tricky, but understanding common mistakes can help improve your usage. Here are some common mistakes students made with prepositions: Incorrect use of "in, " "on, " and "at": "In" is used for enclosed spaces or general areas: "We went hiking in the forest." "On" is used for surfaces or specific points: "The birds are perched on the branches." "At" is used for specific locations or points in time: "Let's meet at the waterfall at sunrise." 1. 2. Incorrect use of "to" and "at": "To" is used to indicate direction or movement: "They travelled to the mountains." "At" is used to indicate a specific location: "We marveled at the view from the top of the hill." 3. Misusing "of" and "from": "Of" is used to indicate possession or relationship: "The colours of the sunset were breathtaking." "From" is used to indicate the source or origin: "The sound of the waves came from the ocean."
4. Misusing "by" and "with": "By" is used to indicate the means or method: "We explored the forest by foot." "With" is used to indicate companionship or using something: "She enjoyed the picnic with her family by the lake." 5. Incorrect use of "for" and "since": "For" is used to indicate duration: "We sat by the river for hours, enjoying the peacefulness." "Since" is used to indicate the starting point of action: "The flowers have been blooming since spring began." P/S: Remember, prepositions can have multiple meanings and uses, so paying attention to context and usage patterns is essential. Reading and practising more examples will help you become more comfortable with prepositions and avoid common mistakes.
2. "The flowers bloomed in the meadow." a) Prepositional phrase: "in the meadow"; Function: Adjective b) Prepositional phrase: "The flowers"; Function: Noun c) Prepositional phrase: "bloomed in"; Function: Verb d) Prepositional phrase: "flowers bloomed"; Function: Adverb TIME FOR SOME ACTIVITY ! Based on the questions below, identify the prepositional phrase and its function in the sentence? 1."The sunset painted vibrant colours across the sky." a) Prepositional phrase: "across the sky"; Function: Adverb b) Prepositional phrase: "The sunset"; Function: Noun c) Prepositional phrase: "painted vibrant colours"; Function: Verb d) Prepositional phrase: "vibrant colors"; Function: Adjective 4. "The waterfall cascaded through the lush forest." a) Prepositional phrase: "The waterfall"; Function: Noun b) Prepositional phrase: "through the lush forest"; Function: Adverb c) Prepositional phrase: "cascaded through"; Function: Verb d) Prepositional phrase: "lush forest"; Function: Adjective 3. "The rainbow arched over the valley." a) Prepositional phrase: "arched over"; Function: Verb b) Prepositional phrase: "The rainbow"; Function: Noun c) Prepositional phrase: "over the valley"; Function: Adverb d) Prepositional phrase: "valley"; Function: Adjective EXERCISE 1.1
EXERCISE 1.2 PREPOSITION OF PLACE & TIME IN,ON,AT Fill in the blank with the appropriate preposition (in, on, at) to complete each sentence. Select the most appropriate option that accurately describes the place or time 1. The colorful flowers are blooming __________ the garden. 2. We sat __________ the top of the hill to enjoy the breathtaking view. 3. The birds built their nest __________ the tall tree. 4. The hiker found a hidden waterfall __________ the middle of the forest. 5. The picnic blanket was spread __________ the soft grass. PLACE
EXERCISE 1.3 PREPOSITION OF PLACE & TIME IN,ON,AT Fill in the blank with the appropriate preposition (in, on, at) to complete each sentence. Select the most appropriate option that accurately describes the place or time TIME 1.We usually go camping __________ the summer. 2. The sunrise was spectacular __________ the morning. 3. The fireflies come out __________ night, creating a magical atmosphere. 4. We went stargazing __________ the clear night sky. 5. I love taking long walks __________ the evening when the weather is cool.
I recently took a trip .......... the mountains. The scenery was breathtaking, with tall peaks covered ........ snow. I stayed .......... a cosy cabin nestled .......... the heart of the forest. .........the mornings, I would wake up early and go for a walk .......... the trails. .......... the way, I encountered a river flowing .......... the valley. I sat .......... its banks and admired the reflection .......... the clear blue sky. ......... the afternoons, I explored the area .......... my friends. We climbed .......... the highest peak and enjoyed the magnificent view ........... the entire landscape. .......... the evenings, we gathered around a campfire, sharing stories .......... laughter. It was a trip filled .......... unforgettable moments. I have cherished the memories ........... that trip .......... a long time ........... . Fill in the blanks in the passage below by choosing the appropriate prepositions from the given options: "on, " "at, " "in, " "to, " "of, " "from, " "by, " "with, " "for, " and "since. " Each preposition may be used more than once or not at all. EXERCISE 1.4
WHAT ARE CONJUNCTIONS? 1.2 CONJUNCTIONS Conjunctions are words that join words, phrases, or clauses together to create more complex sentences. They are essential for expressing relationships between different parts of a sentence. In this unit you will learn : Understand Conjunctions Apply Conjunctions in different contexts Identify Conjunctions and use them correctly
TYPES OF CONJUNCTIONS Coordinating Conjunctions: Coordinating conjunctions join words, phrases, or independent clauses of equal importance. The most common coordinating conjunctions are: And: used to add information or ideas (e.g., The flowers bloomed, and the birds started to sing.) But: used to show contrast or opposition (e.g., The sky was cloudy, but the rainbow appeared after the rain.) Or: used to present an alternative or choice (e.g., Shall we take a walk by the beach or hike in the mountains?) Subordinating Conjunctions: Subordinating conjunctions join dependent clauses (subordinate clauses) to independent clauses (main clauses). The dependent clause cannot stand alone as a complete sentence. Some common subordinating conjunctions are: Because: indicates the reason for something (e.g., The trees swayed gracefully because of the gentle breeze.) If: introduces a condition or possibility (e.g., If you listen carefully, you can hear the soothing sounds of nature.) Since: indicates a cause-and-effect relationship (e.g., Since it's summer, the fields are covered in colourful wildflowers.) Correlative Conjunctions: Correlative conjunctions work in pairs to join words, phrases, or clauses with equal importance. Common correlative conjunctions include: Either...or: presents a choice between two alternatives (e.g., You can either witness a breathtaking sunrise or gaze at the starry night sky.) Neither...nor: expresses a negative choice between two alternatives (e.g., Neither the roaring thunder nor the pouring rain could dampen the beauty of the waterfall. ) Both...and: indicates a combination or addition (e.g., The serene lake reflects both the majestic mountains and the vibrant sunset.)
Compound Sentences: Conjunctions are often used to create compound sentences, which consist of two or more independent clauses joined together. The coordinating conjunctions (e.g., and, but, or) are commonly used to form compound sentences. Here are some examples: The sun set behind the mountains, and the sky turned a brilliant shade of orange. The birds chirped melodiously, but the gentle breeze whispered through the trees. 1. 2. Complex Sentences: Conjunctions are also used to create complex sentences, which consist of one independent clause and one or more dependent clauses. Subordinating conjunctions play a crucial role in forming complex sentences. Here are some examples: Although it was chilly, the beauty of the blooming flowers drew us to the garden. I will hike to the waterfall if the weather remains clear and inviting. 1. 2. Using Conjunctions to Express Relationships: Conjunctions help express relationships between different parts of a sentence. Here are some examples of subordinating conjunctions that indicate various relationships: Cause and Effect: because, since, as The flowers bloomed beautifully because they received abundant sunlight. Since it was a clear day, we decided to go on a picnic by the lake. 1. It's important to understand that when two independent clauses are joined by a coordinating conjunction, a comma is usually placed before the conjunction. Pay attention to the punctuation rules when forming complex sentences. When the dependent clause comes before the independent clause, a comma is placed after the dependent clause. Identify the relationship being expressed by the conjunction and how it affects the meaning of the sentence.
However: shows contrast or contradiction (e.g., I studied hard; however, I didn't get a good grade.) Therefore: indicates a conclusion or result (e.g., She worked hard; therefore, she succeeded.) Meanwhile: indicates simultaneous actions or events (e.g., He was studying; meanwhile, his friends were playing games.) Nevertheless: shows a contrasting idea or concession (e.g., The weather was bad; nevertheless, we went for a walk.) Furthermore: adds information or supports a previous statement (e.g., She is talented in singing; furthermore, she plays multiple instruments.) Moreover: adds information or emphasizes a point (e.g., The book is interesting; moreover, it has received critical acclaim.) Conjunctive adverbs are words that connect independent clauses or sentences and show relationships such as cause and effect, contrast, time, and more. They provide a transition between ideas and enhance the flow of the text. Here are some common conjunctive adverbs: 1. 2. 3. 4. 5. 6. Pay attention to the punctuation rules, such as using a semicolon before the conjunctive adverb and a comma after it when connecting two independent clauses. Conjunctive Adverbs
COMMON MISTAKES Misunderstanding correlative conjunctions: Misunderstand or misuse correlative conjunctions, such as "either/or, " "neither/nor, " or "both/and. " This can lead to confusion and grammatical mistakes in sentence construction. Neglecting subordinating conjunctions: Subordinating conjunctions are used to introduce dependent clauses that cannot stand alone as complete sentences. The importance of using subordinating conjunctions is often overlooked like "because, " "although, " "since, " "while, " "unless, " and "if. " Without these conjunctions, sentences may lack clarity or fail to convey the intended meaning. Incorrectly using coordinating conjunctions: Coordinating conjunctions are used to join two equal grammatical elements, such as words, phrases, or independent clauses. One common mistake is misusing coordinating conjunctions. For example, students may mistakenly use "and" instead of "but" or vice versa, resulting in grammatically incorrect sentences. It's important to understand the specific functions of coordinating conjunctions and use them appropriately.
TIME FOR SOME ACTIVITY ! Complete each sentence by choosing the appropriate conjunction from the given options. Make sure to use the correct form of the verb and ensure that your sentences make sense. The sun was shining _____ the sky was clear. a) and b) but c) or The flowers bloomed in vibrant colours, _____ the air was filled with their sweet fragrance. a) because b) yet c) so We decided to go for a hike _____ it was a beautiful day. a) if b) because c) unless The waterfall was breathtaking, _____ we couldn't resist taking pictures. a) either b) nor c) so _____ the birds were singing, the trees swayed gently in the breeze. a) Although b) Not only c) But The sunset painted the sky in shades of orange and pink, _____ the stars started to appear. a) or b) and c) yet EXERCISE 1.1
Exercise A: Compound Sentences Combine the following pairs of sentences into compound sentences using an appropriate coordinating conjunction. Remember to use a comma before the coordinating conjunction The sun was shining brightly. The birds were singing in the trees. The flowers bloomed in vibrant colors. The butterflies danced around them. The waterfall cascaded down the rocks. The sound was soothing to the ears. 1. 2. 3. Exercise B: Complex Sentences Combine the following pairs of sentences into complex sentences by adding a dependent clause using an appropriate subordinating conjunction. The leaves rustled in the gentle breeze. We sat under the shade of the tree. The rain stopped. The rainbow appeared in the sky. The birds chirped joyfully. The sunrise painted the sky in beautiful hues. 1. 2. 3. Exercise C: Identify the Conjunctions Identify the conjunctions in the following sentences and classify them as coordinating, subordinating, or correlative conjunctions. The flowers bloomed, and the bees buzzed around them. The river flowed peacefully as the birds sang their melodious tunes. Not only did the sun set, but also the moon rose in the night sky. She took a deep breath and immersed herself in the serenity of nature. 1. 2. 3. 4. EXERCISE 1.2
The gentle breeze rustled the leaves _______ the trees danced in harmony. We marveled at the breathtaking view _______ we stood at the mountaintop. _______ the sun set, the sky turned into a painting of vibrant colors. You can either hike to the waterfall _______ relax by the serene lake. Exercise D: Fill in the Blank Fill in the blanks with an appropriate conjunction to complete the sentences. 1. 2. 3. 4. The birds sang their sweet melodies, the flowers bloomed in vibrant colors, and the butterflies fluttered gracefully. The waterfall cascaded down the rocks, the sound was mesmerizing, and it created a peaceful atmosphere. We hiked through the lush forest, we encountered various wildlife, and the scenery was breathtaking. Exercise E: Sentence Reconstruction Reconstruct the following run-on sentences into clear and concise sentences by using an appropriate conjunction. 1. 2. 3.
EXERCISE 1.3 Choose the correct conjunctive adverb to complete the sentence: 1. "The flowers bloomed brilliantly, ____________, the trees remained bare. " a) Similarly b) Consequently c) Therefore d) However 2. "The waterfall was breathtaking; ____________, it created a sense of tranquility in the surroundings. " a) Moreover b) In contrast c) Consequently d) Otherwise 3. "The sun was shining brightly; ____________, it was a perfect day for a picnic. " a) Consequently b) Meanwhile c) Moreover d) However 4. "The hiker was exhausted; ____________, he couldn't resist exploring the mesmerizing mountain trail. " a) Consequently b) Instead c) Furthermore d) Nevertheless
ANSWERS EXERCISE 1.1 EXERCISE 1.2 EXERCISE 1.3 1.1 PREPOSITIONS EXERCISE 1.4 The colorful flowers are blooming in the garden. (a) We sat at the top of the hill to enjoy the breathtaking view. (c) The birds built their nest in the tall tree. (a) The hiker found a hidden waterfall in the middle of the forest. (a) The picnic blanket was spread on the soft grass. (b) 1. 2. 3. 4. 5. We usually go camping in the summer. (a) The sunrise was spectacular in the morning. (a) The fireflies come out at night, creating a magical atmosphere. (c) We went stargazing on the clear night sky. (b) I love taking long walks in the evening when the weather is cool. (a) Prepositions of Time: 1. 2. 3. 4. 5. Prepositions of Place: A A C B to in in,in In,along On, through by,of In,with to,of In,with with, of,for,since 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
2. The flowers bloomed in vibrant colors, and the butterflies danced around them. 1. As the leaves rustled in the gentle breeze, we sat under the shade of the tree. 2. After the rain stopped, the rainbow appeared in the sky 3. When the birds chirped joyfully, the sunrise painted the sky in beautiful hues. a) and c) so b) because b) so ANSWERS EXERCISE 1.1 EXERCISE 1.2 Exercise A The sun was shining brightly, and the birds were singing in the trees. 1. 3. The waterfall cascaded down the rocks, and the sound was soothing to the ears. Exercise B Exercise C 1.and (coordinating conjunction) 2. as (subordinating conjunction) 3. Not only...but also (correlative conjunction) 4. and (coordinating conjunction) Exercise D 1. as 2. as 3. When 4. or Exercise E 1. The birds sang their sweet melodies, the flowers bloomed in vibrant colors, and the butterflies fluttered gracefully. 2. The waterfall cascaded down the rocks, creating a mesmerizing sound and a peaceful atmosphere. 3. We hiked through the lush forest, encountering various wildlife, and admiring the breathtaking scenery. 1. However 2. Consequently 3. Moreover 4. Nevertheless 5. Subsequently EXERCISE 1.3 b) but b) and b) so c) Both 1.2 CONJUNCTIONS
U N I T 2.1 Modal verbs 2.2 Related exercises Let' s see a movie together!！
U N I T Common modal verbs in basic usage How to identify the differences between modal verbs How modal verbs are used in different contexts In this unit, you will learn : 1. 2. 3. Let' s see a movie together!！
may/might will/would ought to Modal verbs can/could need/dare must/have to shall/should U N I T What are modal verbs? A modal verb (also called a modal auxiliary verb) is used along with a main verb to express possibility, ability, permission, or necessity. Let' s see a movie together!！
talk about possibility and ability make requests ask for or give permission Can is an auxiliary verb, a modal auxiliary verb. We use can to: Basic usage of modal verbs: 1.can/could/be able to can and could are modal auxiliary verbs. be able to is NOT an auxiliary verb (it uses the verb be as a main verb). eg: She can drive a car. Can you make a cup of coffee, please. Can I sleep in this room?
eg: I could swim when I was 5 years old. My grandmother could speak seven languages. Could you tell me where the bank is, please? Could you send me a catalogue, please? Basic usage of modal verbs: talk about past possibility or ability make requests Could is an auxiliary verb, a modal auxiliary verb. We use could to:
Basic usage of modal verbs: to talk about ability Be able to is not a modal verb. It is simply the verb be plus an adjective (able) followed by an infinitive. We use 'be able to' here because we sometimes use it instead of 'can' and 'could' .We use be able to: I was able to drive... I will be able to drive... I have been able to drive... I would like to be able to speak Chinese. Be able to is possible in all tenses
Basic usage of modal verbs: 2.may&might Possibility Give permission Ask for permission Express wishes Speculate about past actions eg: -It might rain later so take an umbrella. -You may hve another cookie if you like. -May the borrow your pen please? -May the New year bring you happiness. -She is late.She may have missed her plane. May and might can normally be interchanged without a significant difference in meaning.However,might often implies a smaller chance of something happening(when expressing possibility).when expressing wishes or giving permisson,only may is used.
Basic usage of modal verbs: 3.shall&should&ought to Shall is used in first- and third-person interrogative sentences to indicate that the speaker is asking for the other person's opinion and asking for instructions. Shall is used in second- and third-person declarative sentences to indicate that the speaker is making a promise, an order, a warning, a threat to the other person. Shall I open the window for you? Shall he fetch som water for you? You shall do as I say. Tell him that he shall have the book tomorrow. He shall be punished.
Basic usage of modal verbs: should&ought to Expresses an obligation or responsibility Indicates advice or counsel expresses inference “should ”express surprise or astonishment We should/ought to learn from each other. You should/ought to try your best to better your performance. They should/ought to be there by now. It's strange that he should come so late.
Basic usage of modal verbs: 4.must/have to The speaker thinks it is necessary. Presonal opinion. Witten rules/instructions Another person thinks it is necessary. External obligation. Facts,not opinion. must have to eg: Teacher: You must complete the essay by Friday. Student: We have to complete the essay by Friday. Attention: ！！We use Had to instead of Must in the past tense. eg: I had to pay my speeding ticket yesterday. ！！Have to is more common than Must in questions. eg: When do you have to finish the report?
eg: I will/would help you with your project. If I had more time, I would travel around the world. Would you like to watch a movie with us? He will/would always arrive late for class. Basic usage of modal verbs: 5.will&would To express wishes and intentions To express hypothetical and virtual situations To make requests and invitations To express habits and preferences Attention: "will" is used to express present or future wishes and intentions, while "would" is used to express past assumptions, virtual situations and polite requests.
2.2Related exercises A Read the passage and fill in the blanks with suitable modal verbs in the box. In the film The Million Pound Bank Note, Henry Adams is stuck in a foreign country without money and friends, and with nowhere to stay. While this situation seem unusual, it can sometimes happen to travellers. In case it happens to you on a trip abroad, what you do? First, and most importantly, you stay calm. Fear cause you to become confused. You need to think clearly. Second, you should go to your nearest consulate. They be able to help to some extent. Third, you do well to check with some local charities. They offer help to travellers in need. Fourth, you had avoid getting into trouble. You think that stealing some money or food would help you, but you should not do so. Getting caught ruin your life. may must can ought to might had better would should
2.2 Related exercises B Fill in the blanks. Tom: Hi, Mr.Smith. 1 you give me a hand? Mr. Smith: Of course. You 2 hesitate to ask me for help. What's the matter with you? Tom: My mum is always complaining about my going back home late after school. Mr. Smith: What do you usually do after school? Tom: I usually go to the playground to play basketball. But I know that I 3 go home first. Mr. Smith: Why don't you go home directly? Tom: My mother usually says "Every student 4 do their homework first after school, and that is a rule for all of you students". You see, if I 5 (do) my homework first now, I couldn't have a rest and relax. I am so tired.
2.2 Related exercises Mr. Smith: Both you and your mum are reasonable. As a mother, she believes that you 6 never work too hard, while you think you need some time to have a rest. Does your mother know what you think? Tom: No. Even if I 7 (tell) her before, she wouldn't have understood it. Mr. Smith: I don't think you are right. I think you should tell your mother what you think and she would understand you.Besides, you had better not hide your feelings from your mother and you 8 as well learn to communicate with her. Tom: Thank you for your advice. It is high time I 9 (talk) with her. Mr. Smith:I 10 agree more.
2.2Related exercises C Choose the correct answer. 1. It is usually warm in my hometown in March, but it___be rather cold sometimes. A. Must B.can C. should D. would 2. You___be hungry already ---- you had lunch only two hours ago! A. wouldn’t B. can’t C.mustn’t D.needn’t 3.- What do you think we can do for our aged parents? -You ___do anything except to be with them and be yourself. A.don't have to B.oughtn’t to C.mustn’t D.can’t 4. John promised his doctor he___not smoke. And he has never smoked ever since. A.might B.should C.could D.would 5. What a pity! Considering his ability and experience, he better. A. need have done B.must have done C. can have done D. might have done
2.2Related exercises C 6. Liza___well not want to go on the trip.--She hates traveling. A. will B.can C.must D.may 7.She___have left school, for her bike is still here. A.can’t B.wouldn’t C.shouldn’t D.needn’t 8. According to the air traffic rules, you___switch off your mobile phone before boarding. A.may B.can C. would D.should. 9I can’t find my purse anywhere. ---You ___have lost it while shopping. A.may B.can C. should D.would 10.I'm sorry.l___at you the other day. --- Forget it was a bit out of control myself A.Shouldn’t shout B shouldn’t have shouted C.mustn’t shout D.mustn’t have shouted
2.2Related exercises C 11.What sort of house do you want to have? Something big?--- Well, it _ be big ---- that’s not important. A.mustn’t B.needn’t C.can’t D.won’t 12. ---- What does the sign over there read? ---“No person___smoke or carry a lighted cigarette, cigar or pipe in this area.” A.will B.may C.shall D.must 13. Some aspects of a pilot's job___be bring; and pilots often___work at inconvenient. A. can; have to B.may;can C.have to;may D.ought to; must 14. My MP4 player isn’t in my bag. Where ___I have put it? A. can B.must C. should D. would 15. The weather turned out to be fine yesterday, l___the trouble to carry my umbrella with me. A. should have taken B. could have taken C. needn’t have taken D. mustn’t have taken
A: may should must can ought to would might had better might would B: 1.can 2.needn't 3.should 4.shall 5.did 6.can 7.had told 8.might 9.talked 10.can't C:1-5:BBADD 6-10:DADAB 11-15:BCAACA
3.1 REFLEXIVE PRONOUNS U N I T 3.2 REPORTED SPEECH HEAR ME OUT!
Understand reflexive pronouns. Identify and use reflexive pronouns correctly. Apply reflexive pronouns in different contexts. In this unit, you will learn ... 3.1 REFLEXIVE PRONOUNS Reflexive pronouns are a particular category of pronouns that refer back to the sentence's subject. When the subject and object relate to the same person or thing, they are utilised. Reflexive pronouns can serve as direct or indirect objects and can assist make our language more precise and clearer by suggesting that a task is completed by the subject on its own or by highlighting self-reliance. What is a Reflexive Pronoun? U N I T HEAR ME OUT!
Examples of Reflexive Pronouns I you (singular) you (plural) he she it we they Here are a few examples of reflective pronouns. We know that they're used to emphasize on the subject of the sentence. We can distinguish them by number and gender. Subject Pronoun - Reflexive Pronoun myself yourself yourselves himself herself itself ourselves themselves Try to come up with a sentence for each Reflexive Pronouns
He bought a gift for himself. She is proud of herself. They always take care of themselves. We should believe in ourselves. Usage of Reflexive Pronouns Reflexive pronouns are used in three different situations, namely when the subject and object are the same, used as the object of a preposition, and also when emphasizing the subject. Reflexive Pronouns are used when the subject and object are similar. Reflexive Pronouns are used as the object of preposition, when the subject and object are the same. We enjoyed ourselves at the party last night. He always talks to himself when he's working on a difficult problem. The cat is grooming itself on the window sill. The children can dress themselves without any help now. In these sentences, the reflexive pronouns (ourselves, himself, themselves, etc.) are used to indicate that the subject is also the object of the action. In these sentences, the reflexive pronouns (himself, herself, themselves, etc.) are used as the object of a preposition to indicate that the action is directed back to the subject itself.
Reflexive Pronouns are used to emphasize the subject. I myself will take care of the situation. The president herself announced the new policy. You yourself are responsible for your actions. He himself completed the project ahead of schedule. In these sentences, the reflexive pronouns (myself, himself, yourself, herself, etc.) are used to add emphasis to the subject, indicating that the subject personally performed the action or took a direct role in the situation. Can you provide an example sentence where the subject and object are the same and explain why using a reflexive pronoun is necessary? How would the meaning of a sentence change if a reflexive pronoun was not used as the object of a preposition? What effect does using a reflexive pronoun to emphasize the subject have on the overall tone and emphasis of a sentence? 1. 2. 3. DISCUSSION TIME!