Feng Shui

There is an invisible life force or energy,called ch'i, that circulates through all things-rooms, buildings, people, hills, rivers, power lines.

Feng Shui, meaning "wind" and "water" in Chinese, is an ancient form of geomancy, or art of aligning things in the environment to create harmony7 and good luck.

Who wants to eat?

U Fest

Monasticism

A type of life

• Is a religius type of life
• They pray for humanity every day
• They do not have material things
• Usually they get up very early to start they labors.

Animals

Parts of the Body

The Seasons

Phonetic Alphabet A-Z

Past Tense Pronunciation

Final Sound

Microfinance

MicrofinanceView more presentations from grojass755.

TH Pronunciation

Learning new words

Micofinance Game

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Conditionals

Conditional Overview with Examples

Present Real Conditional	Present Unreal Conditional
If I have time, I study English. Sometimes I have time.	If I had time, I would study English. I don't have time.
Past Real Conditional	Past Unreal Conditional
If I had time, I studied English. Sometimes I had time.	If I had had time, I would have studied English. I didn't have time.
Future Real Conditional	Future Unreal Conditional
If I have time, I will study English. If I have time, I am going to study English. I don't know if I will have time or not. Other forms possible.	If I had time, I would study English. I won't have time. Other forms possible.

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Passive Voice Practice

Rewrite the sentences in passive voice.

Simple Present

1. He opens the door. -
2. We set the table. -
3. She pays a lot of money. -
4. I draw a picture. -
5. They wear blue shoes. -
6. They don't help you. -
7. He doesn't open the book. -
8. You do not write the letter. -
9. Does your mum pick you up? -
10. Does the police officer catch the thief? -

Simple Past

1. She sang a song. -
2. Somebody hit me. -
3. We stopped the bus. -
4. A thief stole my car. -
5. They didn't let him go. -
6. She didn't win the prize. -
7. They didn't make their beds. -
8. I did not tell them. -
9. Did you tell them? -
10. Did he send the letter? -

Passive Voice

Use of Passive

Passive voice is used when the focus is on the action. It is not important or not known, however, who or what is performing the action.

Example: My bike was stolen.

In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who did it.

Sometimes a statement in passive is more polite than active voice, as the following example shows:

Example: A mistake was made.

In this case, I focus on the fact that a mistake was made, but I do not blame anyone (e.g. You have made a mistake.).

Form of Passive

Subject + finite form of to be + Past Participle (3rd column of irregular verbs)

Example: A letter was written.

When rewriting active sentences in passive voice, note the following:

• the object of the active sentence becomes the subject of the passive sentence
• the finite form of the verb is changed (to be + past participle)
• the subject of the active sentence becomes the object of the passive sentence (or is dropped)

Examples of Passive

Tense		Subject	Verb	Object
Simple Present	Active:	Rita	writes	a letter.
	Passive:	A letter	is written	by Rita.
Simple Past	Active:	Rita	wrote	a letter.
	Passive:	A letter	was written	by Rita.
Present Perfect	Active:	Rita	has written	a letter.
	Passive:	A letter	has been written	by Rita.
Future I	Active:	Rita	will write	a letter.
	Passive:	A letter	will be written	by Rita.
Hilfsverben	Active:	Rita	can write	a letter.
	Passive:	A letter	can be written	by Rita.

Examples of Passive Level: upper intermediate

Tense		Subject	Verb	Object
Present Progressive	Active:	Rita	is writing	a letter.
	Passive:	A letter	is being written	by Rita.
Past Progressive	Active:	Rita	was writing	a letter.
	Passive:	A letter	was being written	by Rita.
Past Perfect	Active:	Rita	had written	a letter.
	Passive:	A letter	had been written	by Rita.
Future II	Active:	Rita	will have written	a letter.
	Passive:	A letter	will have been written	by Rita.
Conditional I	Active:	Rita	would write	a letter.
	Passive:	A letter	would be written	by Rita.
Conditional II	Active:	Rita	would have written	a letter.
	Passive:	A letter	would have been written	by Rita.

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Direct and Indirect Speech

Direct Speech / Quoted Speech

Saying exactly what someone has said is called direct speech (sometimes called quoted speech)

Here what a person says appears within quotation marks ("...") and should be word for word.

For example:

She said, "Today's lesson is on presentations."

or

"Today's lesson is on presentations," she said.

Indirect Speech / Reported Speech

Indirect speech (sometimes called reported speech), doesn't use quotation marks to enclose what the person said and it doesn't have to be word for word.

When reporting speech the tense usually changes. This is because when we use reported speech, we are usually talking about a time in the past (because obviously the person who spoke originally spoke in the past). The verbs therefore usually have to be in the past too.

For example:

Direct speech	Indirect speech
"I'm going to the cinema", he said.	He said he was going to the cinema.

Tense change

As a rule when you report something someone has said you go back a tense: (the tense on the left changes to the tense on the right):

Direct speech		Indirect speech
Present simple She said, "It's cold."	›	Past simple She said it was cold.
Present continuous She said, "I'm teaching English online."	›	Past continuous She said she was teaching English online.
Present perfect simple She said, "I've been on the web since 1999."	›	Past perfect simple She said she had been on the web since 1999.
Present perfect continuous She said, "I've been teaching English for seven years."	›	Past perfect continuous She said she had been teaching English for seven years.
Past simple She said, "I taught online yesterday."	›	Past perfect She said she had taught online yesterday.
Past continuous She said, "I was teaching earlier."	›	Past perfect continuous She said she had been teaching earlier.
Past perfect She said, "The lesson had already started when he arrived."	›	Past perfect NO CHANGE - She said the lesson had already started when he arrived.
Past perfect continuous She said, "I'd already been teaching for five minutes."	›	Past perfect continuous NO CHANGE - She said she'd already been teaching for five minutes.

Modal verb forms also sometimes change:

Direct speech		Indirect speech
will She said, "I'll teach English online tomorrow."	›	would She said she would teach English online tomorrow.
can She said, "I can teach English online."	›	could She said she could teach English online.
must She said, "I must have a computer to teach English online."	›	had to She said she had to have a computer to teach English online.
shall She said, "What shall we learn today?"	›	should She asked what we should learn today.
may She said, "May I open a new browser?"	›	might She asked if she might open a new browser.

Link

Count and Non-Coubt Nouns Video

Count and Non-Coubt Nouns Practice

Clic hero to Practice

Count and Non-Coubt Nouns

Knowing the difference between count and noncount nouns will help you do the following:

• Use the noun plural ending -s correctly
• Use the appropriate type of article: definite (the) or indefinite (a or an)
• Use words that express quantities, such as little, much, . . .

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Count vs. Noncount

The main difference between count and noncount nouns is whether or not the things they refer to can be counted.

Count nouns refer to things that can be divided up into smaller units which are separate and distinct from one another. They usually refer to what can individually be seen or heard:

table chair word remark

finger bottle award candidate

Noncount nouns refer to things that cannot be counted because they are regarded as wholes which cannot be divided into parts. They often refer to abstractions and occasionally have a collective meaning:

anger furniture warmth leisure

education courage progress weather

Illustration: Think of the batter from which a cake is made. Before putting the batter into the oven, you cannot divide it into its parts because it is a liquid mix. Once it has been baked, however, it becomes solid enough to be cut into pieces. Think of noncount nouns as the batter which forms a mass, and think of the pieces of cake as the count nouns which may be numbered and distributed.

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Pluralizing

The Rules

• Count nouns can be pluralized by adding a final -s to the nouns.
• Noncount nouns cannot be not pluralized at all.

This rule works for the nouns in the list of examples in the first section.

Exception: The rule needs to be slightly revised for a number of nouns. Certain nouns in English belong to both classes: they have both a noncount and a count meaning. Normally, the noncount meaning is abstract and general, and the count meaning is concrete and specific.

Compare the changes in meaning of the following nouns if they work as count or noncount nouns:

Count	Noncount
The researcher had to overcome some specific problems to collect the data.	The researcher had no problem finding studies that supported his view.
The political arguments took the nation to a situation of political instability.	The author's argument was unsupported and stereotypical.
There were bright lights and harsh sounds.	Light travels faster than sound.

Special Case: A special case is the use of the mass/count distinction for the purpose of classification. The nouns which function both ways mainly denote foods and beverages: food(s), drink(s), wine(s), bread(s), coffee(s), and fruit(s).

Examples:

Units	Mass
Several types of French wines are grown in the French Riviera.	The crops of Columbia coffee are more resistant to dry climate than are the crops of Brazilian coffee.

A Revision of the RulesThe exceptions require that the rule for pluralizing be revised: count nouns and nouns used in a count sense can be pluralized; noncount nouns and nouns used in a noncount sense cannot.

	Pluralizes with -s	Does not Pluralize
Count Noun	X
Count Use	X
Noncount Noun		X
Noncount Use		X

Articles

Nouns that Take Articles

Choosing which article to use with a noun is a complex matter because the range of choices depends on whether the noun in question is count or noncount, singular or plural.

The following chart shows which articles go together with which kinds of nouns. The demonstratives (this, that, these, those) have been included because they also mark the noun they modify as definite or specific.

		A/An	The	This/That	These/Those
Count	Singular	X	X	X
	Plural		X		X
Noncount	Singular		X	X
	Plural

Note: Noncount nouns are always singular.

Discourse Connectors

MEANING RELATIONSHIPS expressed by connectors:

1. RESULT	2. CONTRAST	3. ADDITION	4. EMPHASIS
______; therefore, ____	______; however, ______	______; in addition, ______	______; in fact, _______
; thus,	; in contrast,	; furthermore,	; as a matter of fact,
; consequently,	; on the other hand,	; moreover,	; indeed,
; as a result,	; instead,	; besides,
; hence,	; rather,	; additionally,

5. CONCESSION (unexpected result)	6. TIME	7. SIMILARITY	8. NEGATIVE CONDITION
______; however, _____	_______ . First, _______	______; similarly, ______	_____; otherwise, ____
; nevertheless,	. Second,	______; likewise, ______
; nonetheless,	. Afterward,
; still,	. After that,
	. Later,
	. Then / Next,

9. NEGATIVE EMPHASIS	10. MAIN IDEA	11. EXAMPLE	12. CONCLUSION
____; on the contrary, ____	On the whole,	For example,	In conclusion,
	In general,	For instance,	To conclude,
	Generally,	To illustrate,	In summary,
	Generally speaking,		To summarize,
			As we have seen,
			In short,

Adverb Clause

Types of adverb clause

There are many types of adverb clauses. Here are some examples of the most common types:

Type	Question answered	Example
Place	Where?	Wherever there are computers, there is Microsoft software.
Time	When?	After the fruit is harvested, it is sold at the market.
Cause	Why? (What caused this?)	I didn't call her because I'm shy.
Purpose	Why? (What was the reason for doing this?)	She took a computer course so that she could get a better job.
Concession	Why is this unexpected?	Although Jay has a Master's degree, he works as a store clerk.
Condition	Under what conditions?	If you save your money, you will be able to go to college.

As you can see from the examples above, most adverb clauses can be recognized because they are introduced by a particular word or phrase (such as "when", "so that", etc.). These words and phrases are called subordinating conjunctions, and there are many of them, including these:

Subordination conjunctions

after, before, until, while, because, since, as, so that, in order that, if, unless, whether, though, although, even though, where

Adjetive Clause

An adjective clause is used to describe a noun:
The car, which was red, belonged to Young-Hee.
	A relative pronoun is usually used to introduce an adjective clause:
Young-Hee, who is a Korean student, lives in Victoria.
The main relative pronouns are:
	Who: used for humans in subject position::
Hans, who is an architect, lives in Berlin.
	Whom: used for humans in object position::
Marike, whom Hans knows well, is an interior decorator.
	Which: used for things and animals in subject or object position::
Marike has a dog which follows her everywhere.
	That: used for humans, animals and things, in subject or object position (but see below)::
Marike is decorating a house that Hans designed.
There are two main kinds of adjective clause:
	Non-defining clauses: give extra information about the noun, but they are not essential:
The desk in the corner, which is covered in books, is mine.
(We don't need this information in order to understand the sentence. "The desk in the corner is mine" is a good sentence on its own -- we still know which desk is referred to. Note that non-defining clauses are usually separated by commas, and that is not usually used in this kind of context.)
	Defining clauses: give essential information about the noun:
The package that arrived this morning is on the desk.
(We need this information in order to understand the sentence. Without the relative clause, we don't know which package is being referred to. Note that that is often used in defining relative clauses, and they are not separated by commas.)

When you are sure that you understand the topic, you can go on to the exercises.

Modals Practice

Fill in a suitable modal verb: must, can, may, might.

I doubt that Peter will come to the party; he's got a lot of work to do.
Peter ... come to the party.

If A is bigger than B, and B is bigger than C, then A ... be bigger than C.

I'm sure he's a nice man.
He ... be a nice man.

Ann has been in bed all day.
She ... be ill.

I'm sure that isn't Betty - she's in France.
That ... be Betty.

It's possible it will rain tomorrow.
It ... rain tomorrow.

I'm sure he's not a teacher - he's too impatient.
He ... be a teacher.

Peter didn't take that money - I'm sure of it!
Peter ... be the thief.

I'm sure you're not serious.
You ... be joking.

Ellen won't help you.
Ellen ... help you, but I don't think she will.

Modals - Degrees of Certainty

(1) Present/Future

When we believe that a future state or event is certain to occur, we use will or won't:

			I'll be working on this report all afternoon.
			We won't be back in until tomorrow.

When we deduce that a future state or event is the most logical or rational outcome, we use must or can't/couldn't:

			You must be joking! That's just totally illogical!
			You can't be serious! That's just totally illogical!
			He couldn't be there now, surely. He always leaves at 4.30.

When we want something to happen, and it is reasonable to expect it to, we use should or shouldn't:

			We should be able to go to Spain next holidays if we keep saving at this rate.
			It shouldn't take us long to clean up this mess if we all help.

When we wish to express the something will possibly happen, we use may or may not:

			We may go to the party - we haven't quite decided yet.
			You may not be able to get in if you turn up at the last minute.

When we want to express that something will possibly happen, but we are less certain, we use might/could or mightn't:

			He might be at home, but he usually goes shopping on Saturday morning.
			He could be at home, but he usually goes shopping on Saturday morning.
			She mightn't be able to come - her mother's very ill.

Note that couldn't is not used in this way, but rather expresses a greater degree of certainty (see must or can't/couldn't above).

(2) Past

All of these modal verbs can also be used to talk about degrees of certainty in the past. Once more, will or won't expresses the most certainty, and might/could or mightn't the least certainty.

			That will have been Ted you saw - he's seven feet tall.
			It won't have been Sue you saw - she's blonde and is five feet tall.

Notice that would and wouldn't can be used in the same way as will and would here:

			That would have been Ted you saw - he's seven feet tall.
			It wouldn't have been Sue you saw - she's blonde and is five feet tall.

			That must have been fun - you love dancing, don't you?
			It can't/couldn't have been much fun out on the boat - there were gale-force wind, I hear. (See grammar definitions).

			Where can they be? They should have been here a long time ago.
			Where can they be? They shouldn't have taken this long.

			She may have dropped by - we were out all morning.
			She may not have been able to see properly in the heavy rain.

			He might have had an accident!
			She mightn't have even known we were going to be here.