GRAMMAR ISSUES & GRAMMAR IN USE

PRAGMATIC: ANYWHERE IN THE WORLD

MY BELONGINGS

COMMON COLLOCATIONS

COLLOCATION: MEANING

ACADEMIC WORD LIST COLLOCATION

LINGUISTICS

GRAMMAR

POSSESSIVE CASE FOR CLASS TL1A (afternoon)

• It is used to show that something belongs to somebody

> Students' notebooks

> Teacher's files

> Sussan's house

> Children's toys

• It is used to explain the relationship between two or more people

> Mary's husband

> Jimmy's uncle

• It is used to talk about shops and houses

> John is at the butcher's (= he is at the butcher's shop)

• The possessive case is formed in two ways:

1. With 's for people and animals: Frank's van, Cat's paws
2. With the preposition of for things: the legs of the bedside table

• Singular nouns or proper nouns take 's

> girl's friends

> girl's dolls

• When proper noun ends in -s we add 's or or only an apostrophe (')

> Charles's school supplies  / Charles' school supplies

• Plural nouns ending in -s take ' (apostrophe)

> the workers'  uniform

> the students' backpack

• Irregular plural nouns take 's

> Child's  toy  : children's toy

> man's car      : men's car

> woman's  purse  : women's purse

EXERCISES

1. POSSESSIVE CASE EXERCISE
2. POSSESSIVE CASE: ORDERING THE SENTENCE
3. POSSESSIVE: IDENTIFY THINGS AND BELONGERS
4. POSSESSIVE: IDENTIFY THE CORRECT WAY; SAY THE MISTAKE
5. POSSESSIVE: DETERMINE THE CORRECT WAY
6. POSSESSIVE: DETERMINE THE RELATIONSHIP
7. POSSESSIVE: RECOGNIZE THE CORRECT POSSESSIVE
8. POSSESSIVE: RECOGNIZE 'S OR OF
9. POSSESSIVE: IDENTIFY -', -'S, -S'

LINKING WORDS

BECAUSE or  SO

Because  is taken as the reason. This means that the first  part of the sentence introduces the cause, then the reason is given. 

e.g. 

The cause. The students worked all day long. 

The reason> The students needed to submit the lab report before 5:00 p.m.

The students worked all day long because they needed to submit the lab report before 5:00 p.m. 

So is taken as the consequence. This means the first part of the sentence introduces the cause, then the consequence is given.

e.g.

The cause. The students followed the rubric and did a good lab analysis. 

The consequence. The students got a high score. 

The students followed the rubric given and did a good lab analysis so they got a high score. 

-ING FORM FOR CLASS TL1M (morning)
The PDF give you the input for to understand how to use the -ing form, its rules, and uses, as well as activities to work on.


 THE WALL: WRITING ABOUT MY WEEK

-ING RULES

SIMPLE PAST TENSE BEGINNERS

SIMPLE PAST TENSE EXERCISE 1

SIMPLE PAST TENSE EXERCISE 2

SIMPLE PAST TENSE EXERCISE 3

REGULAR PAST TENSE PRONUNCIATION

Voiceless sound: – p – k – s – ch – sh – f – x – h - pronounce ED as “T”

Voiced sound : – l – v – n – m – r – b – v – g – w – y – z – and vowel sounds (diphthongs) pronounce ED as “D”

Group C: T or D pronounce ED as “ID”

SIMPLE SHORT STORIES: PAST TENSE

LISTENING EXERCISE: PAST TENSE

PAST TENSE DRILLS

DRILL 2 PAST TENSE

SICK ON SATRUDAY

THERE WAS/ WERE NEGATIVE

THERE WAS / WERE NEGATIVE EXERCISE 1

THERE WAS/WERE EXERCISE 2

PDF DOC FOR SEQUENCES

"USED TO" EXPLANATION AND EXERCISE

"USED TO" EXERCISES

THE WALL

CREATING A CROSSWORD PAST TENSE

1. WHs QUESTIONS
2. WHs QUESTIONS: BUILDING-UP PRACTICE

INVENTIONS AND PAST TENSE

When we want to talk about inventions, it is necessary to use past tense since all the inventions have been created previously. Even if an invention has just created. So the connection with the past is strong and compulsory. 

An other element needed when talking about inventions is the linking words. But, what kind of linking word would we need? Well, It depends on the purpose of the talk or writing, that's why we will work on a particular one: cause and effect.

The two lists below show some words and some examples how to use them appropriately. Once you have checked them, ask to your tutor for extra explanation if needed.

INVENTIONS: TIME LINE