ADJECTIVES

Definition

Adjectives are words that describe or modify another person or thing in the sentence. The Articles — a, an, and the — are adjectives.

• the tall professor
• the lugubrious lieutenant
• a solid commitment
• a month's pay
• a six-year-old child
• the unhappiest, richest man

LIST OF ADJECTIVES

• Appearance Adjectives                                                

adorable

beautiful

clean

drab

elegant

fancy

glamorous

handsome

long

magnificent

old-fashioned

plain

quaint

sparkling

ugliest

unsightly

wide-eyed

• Color Adjectives

red

orange

yellow

green

blue

purple

gray

black

white

•  Condition Adjectives

alive

better

careful

clever

dead

easy

famous

gifted

helpful

important

inexpensive

mushy

odd

powerful

rich

shy

tender

uninterested

vast

wrong.

• Feelings (Bad) Adjectives

angry

bewildered

clumsy

defeated

embarrassed

fierce

grumpy

helpless

itchy

jealous

lazy

mysterious

nervous

obnoxious

panicky

repulsive

scary

thoughtless

uptight

worried

PRESENT PERFECT

MEANINGS..

Present perfect is a grammatical combination of the present tense and the perfect aspect, used to express a past event that has present consequences.

•  An example is "I have eaten" (so I'm not hungry). Depending on the specific language, the events described by present perfects are not necessarily completed, as in "I have been eating" or "I have lived here for five years."

Present continuous tense

       FORM

        [ am/is/are + present participle]

• Examples:

You are watching TV.

Are you watching TV?

You are not watching TV.

~Use the Present Continuous with Normal Verbs to express the idea that something is happening  

    now, at this very moment. It can also be used to show that something is not happening now.

• Examples:

You are learning English now.

You are not swimming now.

Are you sleeping?

I am sitting.

I am not standing.

Is he sitting or standing?

They are reading their books.

They are not watching television.

What are you doing?

Why aren't you doing your homework?

Longer Actions in Progress Now

~In English, "now" can mean: this second, today, this month, this year, this century, and so on.    

    Sometimes, we use the Present Continuous to say that we are in the process of doing a longer 

    action which is in progress; however, we might not be doing it at this exact second.

• Examples: (All of these sentences can be said while eating dinner in a restaurant.)

I am studying to become a doctor.

I am not studying to become a dentist.

I am reading the book Tom Sawyer.

I am not reading any books right now.

Are you working on any special projects at work?

Aren't you teaching at the university now?

Near Future

~Sometimes, speakers use the Present Continuous to indicate that something will or will not happen

    in the near future.

• Examples:

I am meeting some friends after work.

I am not going to the party tonight.

Is he visiting his parents next weekend?

Isn't he coming with us tonight?

 ~Repetition and Irritation with "Always"  .The Present Continuous with words such as "always" or "constantly" expresses the idea that something irritating or shocking often happens. Notice that the meaning is like Simple Present, but with negative emotion. Remember to put the words "always" or "constantly" between "be" and "verb+ing."

• Examples:

She is always coming to class late.

He is constantly talking. I wish he would shut up.

I don't like them because they are always complaining.

~REMEMBER Non-Continuous Verbs/ Mixed Verbs

    It is important to remember that Non-Continuous Verbs cannot be used in any continuous tenses.

    Also, certain non-continuous meanings for Mixed Verbs cannot be used in continuous tenses. 

    Instead of using Present Continuous with these verbs, you must use Simple Present.

• Examples:

She is loving this chocolate ice cream. Not Correct

She loves this chocolate ice cream. Correct

ADVERB PLACEMENT

~The examples below show the placement for grammar adverbs such as: always, only, never, ever, still, just, etc.

• Examples:

You are still watching TV.

Are you still watching TV?

Simple present tense

FORM

[VERB] + s/es in third person

Examples:

You speak English.

Do you speak English?

You do not speak English.

Repeated Actions

 ~Use the Simple Present to express the idea that an action is repeated or usual. The action can be a 

     habit, a hobby, a daily event, a scheduled event or something that often happens. It can also be 

     something a person often forgets or usually does not do.

• Examples:

I play tennis.

She does not play tennis.

Does he play tennis?

The train leaves every morning at 8 AM.

The train does not leave at 9 AM.

When does the train usually leave?

She always forgets her purse.

He never forgets his wallet.

Every twelve months, the Earth circles the Sun.

Does the Sun circle the Earth?

Facts or Generalizations

~The Simple Present can also indicate the speaker believes that a fact was true before, is true now, and

    will be true in the future. It is not important if the speaker is correct about the fact. It is also used to

    make generalizations about people or things.

• Examples:

Cats like milk.

Birds do not like milk.

Do pigs like milk?

California is in America.

California is not in the United Kingdom.

Windows are made of glass.

Windows are not made of wood.

New York is a small city. It is not important that this fact is untrue.

Scheduled Events in the Near Future

 ~Speakers occasionally use Simple Present to talk about scheduled events in the near future. This is 

     most commonly done when talking about public transportation, but it can be used with other 

     scheduled events as well.

• Examples:

The train leaves tonight at 6 PM.

The bus does not arrive at 11 AM, it arrives at 11 PM.

When do we board the plane?

The party starts at 8 o'clock.

When does class begin tomorrow?

Now (Non-Continuous Verbs)

 ~Speakers sometimes use the Simple Present to express the idea that an action is happening or is not

     happening now. This can only be done with Non-Continuous Verbsand certain Mixed Verbs.

• Examples:

I am here now.

She is not here now.

He needs help right now.

He does not need help now.

He has his passport in his hand.

Do you have your passport with you?

ADVERB PLACEMENT

~The examples below show the placement for grammar adverbs such as: always, only, never, ever, still,

     just, etc.

• Examples:

You only speak English.

Do you only speak English?

ACTIVE / PASSIVE

• Examples:

Once a week, Tom cleans the car. Active

Once a week, the car is cleaned by Tom. Passive

READING

1. Linear

•  usually in essay n pharagraph
• we need to use skimming technique

What is skimming??

~This is a reading skill employed to obtain the general idea of a text,to find out the writer's point of

    view and to see how to contents in a passage are arrange. When a text or a passage is too long and   

   we have limited amount of time,we use this reading technique. The speed in which we read is three

   or  four times faster than the speed of normal reading. when skimming,look for key words and

   phrases,the headlings or sub-headlings for the general idea of the passage. In short,directly look to

   main idea and search to it.

2. Non-Linear

• usually in table,graph,chart or point
• we need to use scanning technique.

What is scanning??

~This is a selective reading skills to locate facts and asnwers to specific questions.

    To save time you do not read every word on the page.You can scan a timetable,pages of a

    dictionary,charts,tables etc.

HOW TO WRITE AN ESSAY

1.Select the topic for your essay. A topic should be broad enough that you can write several paragraphs about it .

2.Break your topic into sections according to paragraph. Your first paragraph is the introduction. Next are at least three paragraphs, sometimes more, with your main points. Finally, the conclusion is in the last paragraph.

3.Decide which points will go into which of your middle paragraphs (called the “body” of the essay). Put your points in a logical order that will make sense to the reader.

 4.Begin the essay with an introductory paragraph. Briefly explain your topic and why it should be important to the reader. End this first paragraph with a thesis statement, explaining what the rest of the essay will be about.

5.Write the body of the essay with each paragraph, focusing on one specific aspect of your topic. To help the essay flow better, transition into each paragraph with words that help the writing flow.

6.Finish the essay with a final paragraph that wraps everything up. Make any final points, and end with a sentence that the reader will remember.

HERE ARE EXAMPLE OF GOOD ESSAY:

SIMPLE FUTURE TENSE

I will sing

The simple future tense is often called will, because we make the simple future tense with the modal auxiliary will.

How do we make the Simple Future Tense?

The structure of the simple future tense is:

subject	+	auxiliary verb WILL	+	main verb
		invariable		base
		will		V1

For negative sentences in the simple future tense, we insert not between the auxiliary verb and main verb. For question sentences, we exchange the subject and auxiliary verb. Look at these example sentences with the simple future tense:

	subject	auxiliary verb		main verb
+	I	will		open	the door.
+	You	will		finish	before me.
-	She	will	not	be	at school tomorrow.
-	We	will	not	leave	yet.
?	Will	you		arrive	on time?
?	Will	they		want	dinner?

When we use the simple future tense in speaking, we often contract the subject and auxiliary verb:

I will	I'll
you will	you'll
he will she will it will	he'll she'll it'll
we will	we'll
they will	they'll

For negative sentences in the simple future tense, we contract with won't, like this:

I will not	I won't
you will not	you won't
he will not she will not it will not	he won't she won't it won't
we will not	we won't
they will not	they won't

How do we use the Simple Future Tense?

No Plan

We use the simple future tense when there is no plan or decision to do something before we speak. We make the decision spontaneously at the time of speaking. Look at these examples:

• Hold on. I'll get a pen.
• We will see what we can do to help you.
• Maybe we'll stay in and watch television tonight.

In these examples, we had no firm plan before speaking. The decision is made at the time of speaking.

We often use the simple future tense with the verb to think before it:

• I think I'll go to the gym tomorrow.
• I think I will have a holiday next year.
• I don't think I'll buy that car.

Prediction

We often use the simple future tense to make a prediction about the future. Again, there is no firm plan. We are saying what we think will happen. Here are some examples:

• It will rain tomorrow.
• People won't go to Jupiter before the 22nd century.
• Who do you think will get the job?

Be

When the main verb is be, we can use the simple future tense even if we have a firm plan or decision before speaking. Examples:

• I'll be in London tomorrow.
• I'm going shopping. I won't be very long.
• Will you be at work tomorrow?

PRE-WRITING TECHNIQUE

PRE WRITING

 important hooks should we know ..

• personal example
• quotation
• definition
• facts of statistic
• rhetorical question
• current event
• contrast of the thesis statement

3 important in introductry paragraph is

by hook

transition

thesis

the important things in body paragraph is :

        topic sentence

        supporting sentence

       concluding sentence

       unity

in supporting must have :

     example

     explanation

     concluding sentence

example of thesis statement :

        there are several ways on how to deal with a pervert such as walking in a group,learning martial               

        arts and avoiding suspicious people.

example for topic sentence :

        one of the ways to deal with a pervert is by walking in a group.

        to make a conclusion,we can use ;

• in conclusion
• to conclude
• in a nutshell
• as a conclusion
• therefore
• hence

Pre-Writing Technique-Thesis Statement

What’s a thesis statement????

-After you have brainstormed and you have some main ideas of what you would like to write in your essay, you can begin thinking about writing a thesis statement.

-A thesis statement is a complete sentence that contains one main idea. This idea controls the content of the entire essay.  A thesis statement that contains subpoints also helps a reader know how the essay will be organized. Look at the introductory paragraph below.  See if you can identify the thesis statement and subpoints.

  

Example :

When I was young, I always knew that I wanted to become a teacher someday. When I played, I would often gather my dolls together and pretend to teach them how to do math problems or how to read a book.  As I grew older, my desire to become an ESL teacher became clearer as I did some volunteer teaching overseas and in the United States.  As I look back on my reasons for becoming a teacher, there are three reasons that stand out.  They are: my love for the English language, my innate interest in how people learn, and my desire to help other people .

As I look back on my reasons for becoming a teacher, there are three reasons that stand out. - 

The thesis statement contains the main idea that controls the content of the essay.

They are: my love for the English language, my innate interest in how people learn, and my desire to help other people . -

Subpoints in the thesis or nearby help the reader know how the essay will be organized

THESIS STATEMENTS

What is a Thesis Statement?

Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement.

Why Should Your Essay Contain a Thesis Statement?

• to test your ideas by distilling them into a sentence or two
• to better organize and develop your argument
• to provide your reader with a “guide” to your argument

In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores.

How Can You Write a Good Thesis Statement?

Here are some helpful hints to get you started. You can either scroll down or select a link to a specific topic.

How to Generate a Thesis Statement if the Topic is Assigned

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is, “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like, “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.
Q: “What are the potential benefits of using computers in a fourth-grade class?”
A: “The potential benefits of using computers in a fourth-grade class are . . .”

OR

A: “Using computers in a fourth-grade class promises to improve . . .”
The answer to the question is the thesis statement for the essay.




How to Generate a Thesis Statement if the Topic is not Assigned
Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.
A good thesis statement will usually include the following four attributes:

• take on a subject upon which reasonable people could disagree
• deal with a subject that can be adequately treated given the nature of the assignment
• express one main idea
• assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.
Brainstorm the topic.
Let’s say that your class focuses upon the problems posed by changes in the dietary habits of Americans. You find that you are interested in the amount of sugar Americans consume.
You start out with a thesis statement like this:
Sugar consumption.
This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about sugar consumption.
Narrow the topic.
Your readings about the topic, however, have led you to the conclusion that elementary school children are consuming far more sugar than is healthy.
You change your thesis to look like this:
Reducing sugar consumption by elementary school children.
This fragment not only announces your subject, but it focuses on one segment of the population: elementary school children. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that children consume more sugar than they used to, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.
Take a position on the topic.
After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that something should be done to reduce the amount of sugar these children consume.
You revise your thesis statement to look like this:
More attention should be paid to the food and beverage choices available to elementary school children.
This statement asserts your position, but the terms more attention and food and beverage choices are vague.
Use specific language.
You decide to explain what you mean about food and beverage choices, so you write:
Experts estimate that half of elementary school children consume nine times the recommended daily allowance of sugar.
This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.
Make an assertion based on clearly stated support.
You finally revise your thesis statement one more time to look like this:
Because half of all American elementary school children consume nine times the recommended daily allowance of sugar, schools should be required to replace the beverages in soda machines with healthy alternatives.
Notice how the thesis answers the question, “What should be done to reduce sugar consumption by children, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.
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How to Tell a Strong Thesis Statement from a Weak One

1. A strong thesis statement takes some sort of stand.

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:
There are some negative and positive aspects to the Banana Herb Tea Supplement.
This is a weak thesis statement. First, it fails to take a stand. Second, the phrase negative and positive aspects is vague.
Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.
This is a strong thesis because it takes a stand, and because it's specific.

2. A strong thesis statement justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:
My family is an extended family.
This is a weak thesis because it merely states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.
While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.
This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.

3. A strong thesis statement expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis statement expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:
Companies need to exploit the marketing potential of the Internet, and Web pages can provide both advertising and customer support.
This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or Web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:
Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using Web pages that offer both advertising and customer support.
This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like because, since, so, although, unless, and however.

4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you're writing a seven-to-ten page paper on hunger, you might say:
World hunger has many causes and effects.
This is a weak thesis statement for two major reasons. First, world hunger can’t be discussed thoroughly in seven to ten pages. Second, many causes and effects is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:
Hunger persists in Glandelinia because jobs are scarce and farming in the infertile soil is rarely profitable.
This is a strong thesis statement because it narrows the subject to a more specific and manageable topic, and it also identifies the specific causes for the existence of hunger.