... numbering.
3.2.2 Formulas
Essential formulas and formulas that are referred to in other places in the report must be
numbered.
For example:
msf /5.0=
(1)
If you do not have many formulas (say ... logical and fluent. Transmit your message in the form
of coherent information, not as a historical description.
In accord with the point of depart as formulated in the introduction, you s...
... adjective
For example:
He was so pleased.
adv adj
Adverbs formed from adjectives
For example:
My shoelace is loose. [adj]
I tied it too loosely. [adv]
19.2 Activity: adjectives and adverbs
Students form ... speech
Adverb modifying an adverb
For example:
Gilchrist scored runs really fast.
adv adv
130
G r A M M A r f o r e V e rY o n e
ADJECTIVES – ADVANCED
Descriptive
new
Proper
Ford...
... take different forms according to
the part they play in the sentence.
For example:
As the subject:
Who – Who are you?
As the object:
(For a person) whom – Whom did you see?
(For a thing) what ... we contracted malaria.
In Africa …. we contracted malaria.
• For dramatic effect.
For example:
The glass shattered on the floor and a form appeared in the
window …
‘It’s … It’s … a g…ghos...
... boat.
2. The sentence ‘Did you really do that?’ is written on the board and
students read it, emphasising each word in turn, for example:
Did you really do that?
Did you really do that? etc.
144
G ... misunderstood and therefore
confused, though in reality, it is straightforward and lends clarity
and subtlety to our language.
The subjunctive mood causes confusion for several reasons, t...
... the principal this note, Cassie.
2. Students write two sentences for each of the following words, using
a different case for each, for example:
elephant: My uncle has an elephant’s tusk. (genitive)
...
expanding information but they differ in construction, so we deal
with them separately, beginning with phrases, which are simpler,
but enjoyable to work with.
Note that some modern...
...
English speakers, they can be more tricky for foreigners learning
English. It is important for students to understand the function of
relative pronouns before they practise clauses.
161
c l A u ... orally or in writing the following sentences, for
example:
I really like (walking in the rain).
I try to avoid (being late for dinner).
a. I really like . . . . . . . . . .
b. I try...
... following a preposition, we
use the objective form (in 2 above) of the relative pronoun, such
as for whom (or which), by whom, to whom etc., for example:
To whom did you give those tickets?
5. ... each of the following sentences, for example:
Tomorrow I will ride my new BMX [that] I got for my birthday.
a. This competition, which is held twice a year, is for Under 12’s.
b. The tr...
... using a
structure and format
Noun clause
Noun clauses are not difficult to recognise once they are seen as a
unit performing the same function as a noun. As such, they form
the subject, object ... logical thinking. It may be
presented as a form of puzzle.
There are several ways to format the analysis of sentences. The
simplest way is that shown for various kinds of clauses (see pages...
... n e
Format 3 – clause analysis tree
Beginner
Sentence: The zoo was closed for three days, because a large lion
from Africa had escaped.
Complex sentence
The zoo
was closed
Main clause
for ... 1
Conjunction: before
Subordinate clause 2: he set out towards the summit
Adverbial clause modifying the verbs ‘checked’ in main clause 1
and ‘counted’ in main clause 2
Compound–complex sentence...