قوانین هجی و درست نویسی در زبان انگلیسی

                                                           

A BRIEF EXPLANATION OF CONJUNCTIONS

A conjunction is a word that links words, phrases, or clauses. There are three types of conjunctions: coordinating conjunctions, correlative conjunctions, and subordinating conjunctions. Coordinating conjunctions may join single words, or they may join groups of words, but they must always join similar elements: e.g. subject+subject, verb phrase+verb phrase, sentence+sentence. When a coordinating conjunction is used to join elements, the element becomes a compound element. Correlative conjunctions also connect sentence elements of the same kind: however, unlike coordinating conjunctions, correlative conjunctions are always used in pairs. Subordinating conjunctions, the largest class of conjunctions, connect subordinate clauses to a main clause. These conjunctions are adverbs used as conjunctions.

The following tables show examples of the various types of conjunctions and some sample sentences using the conjunctions. Since coordinating conjunctions and correlative conjunctions are closed sets of words, all are included in the list. Subordinating conjunctions are a larger class of words; therefore, only a few of the more common ones are included in this list.

 

 

COORDINATING CONJUNCTIONS

 

F	A	N	B	O	Y	S
for	and	nor	but	or	yet	so

 

An easy way to remember these six conjunctions is to think of the word FANBOYS. Each of the letters in this somewhat unlikely word is the first letter of one of the coordinating conjunctions. Remember, when using a conjunction to join two sentences, use a comma before the conjunction.

(Return to Main Menu)

 

---

EXAMPLES AND SENTENCES

 

COORDINATING CONJUNCTIONS

 

CONJUNCTION	WHAT IS LINKED	SAMPLE SENTENCES
and	noun phrase+noun phrase	We have tickets for the symphony and the opera.
but	sentence+sentence	The orchestra rehearses on Tuesday, but the chorus rehearses on Wednesday.
or	verb+verb	Have you seen or heard the opera by Scott Joplin?
so	sentence+sentence	I wanted to sit in the front of the balcony, so I ordered my tickets early.

(Return to Mani Menu)

 

 

 

CORRELATIVE CONJUNCTIONS

 

both...and

not only...but also

either...or

neither...nor

whether...or

 

Remember, correlative conjunctions are always used in pairs. They join similar elements.When joining singular and plural subjects, the subject closest to the verb determines whether the verb is singular or plural.

(Return to Main Menu)

---

 

EXAMPLES AND SENTENCES

 

CORRELATIVE CONJUNCTIONS

 

CONJUNCTIONS	WHAT IS LINKED	SAMPLE SENTENCE
both...and	subject+subject	Both my sister and my brother play the piano.
either...or	noun+noun	Tonight's program is either Mozart or Beethoven.
neither...nor	subject+subject	Neither the orchestra nor the chorus was able to overcome the terrible acoustics in the church
not only...but also	sentence+sentence	Not only does Sue raise money for the symphony, but she also ushers at all of their concerts.

(Return to Main Menu)

 

 

 

 

SUBORDINATING CONJUNCTIONS

 

TIME	CAUSE + EFFECT	OPPOSITION	CONDITION
after	because	although	if
before	since	though	unless
when	now that	even though	only if
while	as	whereas	whether or not
since	in order that	while	even if
until	so		in case (that)

 

Subordinating conjunctions, (subordinators) are most important in creating subordinating clauses. These adverbs that act like conjunctions are placed at the front of the clause. The adverbial clause can come either before or after the main clause. Subordinators are usually a single word, but there are also a number of multi-word subordinators that function like a single subordinating conjunction. They can be classified according to their use in regard to time, cause and effect, opposition, or condition. Remember, put a comma at the end of the adverbial phrase when it precedes the main clause.

(Return to Main Menu)

---

 

EXAMPLES AND SENTENCES

 

SUBORDINATING CONJUNCTIONS

 

CONJUNCTION	SAMPLE SENTENCE
after	We are going out to eat after we finish taking the test.
since	Since we have lived in Atlanta, we have gone to every exhibit at the High Musuem.
while	While I was waiting in line for the Matisse Exhibit, I ate my lunch.
although	Although the line was long and the wait over two hours, the exhibit was well worth it
even if	Even if you have already bought your ticket, you will still need to wait in line.
because	I love Matisse's works because he uses color so brilliantly

|+|

مکالمه

Making Friends

When making new friends, there are usually three parts to the conversation you will have with your new friend. The first is the greeting. In this part, you and your new friend will greet each other and tell each other your names. The second part is the conversation. Sometimes the conversation is small talk and some times the conversation is about important matters, such as business. "Small talk" is an American slang term. It means that the conversation is about matters that are not very important. When conversing with your new friend, it is customary to give information about your family, your work, or you will talk about any matter that is important to you and your new friend. The third part of the conversation is the leave-taking. In this part, you tell your new friend that you are happy to meet him and that you must end the conversation.

In this conversation, Thinh will introduce himself and his wife to Jim, their new neighbor.

---

The whole conversation

---

Thinh: Hello.

Jim: Oh, hi there!

Thinh: Please allow me to introduce myself. My name is Thinh Nguyen and this is my wife, Lan Quong.

Jim: Pleased to meet you. My name is Jim Peters. Did you just move in next door?

Lan: Yes, we did. Have you lived here long?

Jim: Me? I guess so. I've lived here for about 6 years now. Have you lived in America very long?

Thinh: No. Not really. When we left Vietnam and came to America we lived with a cousin in Dallas for 2 years. Where do you work, Jim?

Jim: I teach mathematics at Willow Springs community college. What do you do?

Thinh: I am a mechanic at Allied Diesel. I repair truck engines.

Jim: What about you, Lan?

Lan: I am a nurse's assistant at Whitfield County hospital.

Jim: Well, Thinh and Lan, it was good to meet you. I have to go now. I'm teaching a class this evening and I need to get to the college.

Thinh: It was good to meet you, too, Jim.

Lan: Yes, it was good to meet you.

Jim: See you around!

Thinh and Lan: Good-bye, Jim!

|+|

راهکارهای عملی برای تقویت مکالمه انگلیسی

 

what are the practical steps to speak english fluently

Pages: 1 2 3 4 5   Next page

 

Leena   Sat Dec 17, 2005 7:34 am GMT

Hi every one,, I would like to ask a question,,What are the practical steps to speak english fluently and how can i overcome hestiation,,i often forget a lot of words while i speak ,, i wish to speak englisg without thinking!!!!please please please give me practical ways i can follow not in genera,,,,,,,,,,,Thank you

Killer   Sat Dec 17, 2005 9:13 am GMT

<i often forget a lot of words while i speak>

Increase your vocabulary

Leena   Sat Dec 17, 2005 10:47 am GMT

thank u killer for your reply but i always forget vocabulary and how to form right sentence

Mxsmanic   Sat Dec 17, 2005 11:24 pm GMT

Practice makes perfect, in every respect.

Learning and using vocabulary is important. A great deal can be communicated by simply using the right words alone, even with very bad grammar. Basic grammar makes communication a lot more precise and efficient. Good pronunciation is necessary if you intend to speak. Lots of listening practice is necessary if you wish to understand the spoken language. Lots of reading helps reading comprehension. Writing practice is useful, also, but only if you have a way of correcting your writing.

Laura Braun   Sun Dec 18, 2005 4:10 am GMT

While I was student we were learning russian at school. I don't use russian and it becomes 'dead' language for me. I can understand for example for what russians talk, but the only words which comes to my mind are not in russian, but in english. If you don't use language you can easily forget it.
How to become fluent? First idea is to listen . If you have good ears you can 'hear' the language.There is a certain melody in english. So the best examle to become fluent is to listen. Then you can speak as an immitator. Just repeat what you heard.

leena   Sun Dec 18, 2005 11:20 am GMT

MXsmantic
even if i made a lot of mistakes??i try to memorize a lot of vocabulary but they all gone out of my mind, so do i have to concentrate on grammar this time??..You know what!!i spend abt 2 hours a day in reading and half an hour in listening to anything music or tv show or movie..is that enough or i need more??

leena   Sun Dec 18, 2005 11:25 am GMT

Laura Braun
tell me exactly what you mean by using language! How can i use it?please give me examples i can follow..I have to repeat what i hear? sorry Laura abt my silly questions..when i repeat do i have to repeat 10 to 20 times or what?

Pete   Sun Dec 18, 2005 11:50 am GMT

Yes, you have to do so. I'll write here what I did to be fluent in English.

Firstly, STUDY GRAMMAR. You need to have a good grounding on English grammar, that helps a lot. It's easier to understand someone when they use correct grammar.

Second, WRITTING. You have to practise a lot on writing irregular verbs, so you can remember them, write them 10, 20, 50, 100 times if necessary. Try to write little texts, about your dalily life. Use the new-learnt verbs and words as often as possible. Then...

Third, SPEAK. No writing is useful if you don't repeat. Ask an English Speaker or your teachers to say the words which are new to you. Then at home, repeat the words you wrote. Again, you have to do it 10, 20, 1000 times if it's required.

Fourth, LISTEN AND READ. Vocabulary is very important, the more words you know, the more easy talking becomes. So rent any film you like, with actors or actresses that you like, you know, people which has a voice or an English which in your opinion is nice. The film HAS to be in English. MAKE SURE IT'S IN ENGLISH AND IT HAS ENGLISH SUBTITLES. So watch the film, if you find it difficult (which is perfectly normal, don't feel down), just switch on the English subtitles, so that you can listen and if you don't understand watch the subtitles to read what they're saying. WATCH THE FILM AS MANY TIMES AS POSSIBLE 1 million times if necessary, and then REPEAT THE VOICE AND DIALOGUES OF THE PEOPLE IN THE MOVIE, REPEAT AS MANY TIMES AS YOU CAN!!
Buy books in English and in your free time, go and read them. It's a good way and you kill to pigeons with one stone, you have a good time reading but still learning and practising English.

At first I would recommend movies where they don't speak to fast, so you don't get scared. At the beginning I would recommend TITANIC or INTERVIEW WITH A VAMPIRE. Then as you can move onto something a little bit difficult like AMERICAN PIE, and finally shits like SCARY MOVIE or stuff like that. Well, I used american films to practise. Unfortunately, when I was studying English in Peru I could not get anything but American films, but some of them are really good. At least for practising.

And about books, to start with I would recommend THE KNIGHT IN RUSTY ARMOR by ROBERT FISHER, it's great. A very beautiful story, and nice vocabulary. And then you can continue with HARRY POTTER's books, LORD OF THE RINGS' books or things like that.

I hope this was helpfull

Pete

Laura Braun   Sun Dec 18, 2005 9:32 pm GMT

Learning of grammar is rather boring. You are learning the same sentences and yoou have not feeling to laguage you can make mistakes. But anyway you have to get to know grammar otherwise you can make mistakes, you have to have good vocabulary. How to provide such vocabulary. Start with simple articles. read it once and try to get the point. Then look at words which you don't know. Then translate them and then you can check if you know them. I was doing that everywhere, by the time that you are sure that you know these words. Then you got another article.... This is first steps.
I'm speaking how to become fluent. Get a tape with common converstion, the things which people usually talk in office, on the telephone, or when they talk about some stories. Then you have to listen them more then once. Try to understand for what they are talking about. May be at first it cound sound like terra incognita. (somethng which you cannot understand). Don't get upset. Sometimes it took time. This is only an example. In fact I cannot claim that I'm fluent, but at least I can talk in english, I can explain what I mean, and when I lose my address I can ask someone 'Excuse me, could you help me to find out this street or that place'?

Laura Braun   Sun Dec 18, 2005 9:40 pm GMT

Why I suggest tapes, but not movies. These tapes which I borrowed were from british council. They were rather good. I heard and I read. I repeat them until I get to know them by heart. This is already speaking language which is with good grammar construction and good pronounciation, which is british english.

Samson   Mon Dec 19, 2005 4:55 am GMT

<i try to memorize a lot of vocabulary >

Vocabulary means all the words you know or all the words a language has. Make sure you understand the meanings of your vocabulary.

By the way, where are you from? I suspect that you are from Hong Kong or China.

Leena   Mon Dec 19, 2005 6:43 am GMT

pete
thank you for all your great practical advises.
i really get bored of grammar especially the rules that are related to present perfect past perfect present or past perfect continuous!! all of them are difficult and hard to understand..I really cant make difference between saying i was doing and i have been doing something,this is an example of the dificulties i always face
i dont write much, i tried once but then i stopped but i will try to do this step seriously.
i always make a lot of copies but quickly disappear
when i watch any movie i usually write all the english subtitles in a note and the i try to repeate every sentence many times and finally i listen to
all dialouges once again but i dont repeat with them.is this good?
i love to bye english magaziens abt beauty and music i dont like books
tell me about your opinion in all these things!!!

Leena   Mon Dec 19, 2005 6:56 am GMT

Laura Braun
thank u again,
as i said grammar is too much boring
i use a way in speaking which is translating my native language into english but this is not a lot.Is it helpful way or i must stop it????

Leena   Mon Dec 19, 2005 6:58 am GMT

yeah vocabulary is important but fast to be forgotton!!!
i am from Saudi Arabia by the way

Pete   Mon Dec 19, 2005 12:55 pm GMT

<<when i watch any movie i usually write all the english subtitles in a note and the i try to repeate every sentence many times and finally i listen to
all dialouges once again but i dont repeat with them.is this good? >>

That's a good method, writing the subtitles. And I agree with that, repeating as the people in the movie speak might be a bit confusing. In fact it would only lead you to a chaos, you'll always found they speak faster than you. So the most sensible thing to do, is listening to them, then stop the film for a second so you can repeat and try to imitate details like pronunciation, entonation, etc. Then when you've finished try to repeat it without watching the film. The day when you memorise all the film will come, (I know it sounds a bit crazy but I did so!) when that happens you can focus on things like intonation and accent features.

<<i love to bye english magaziens abt beauty and music i dont like books>>

Yeah magazines are nice, and songs are good as well. However, the thing about songs is that they don't always show standard grammar. Singers usually say things so the song sounds nice, they don't care about grammar. I would recommend you to stick to your magazines. And try to get some more material, like newspapers.

Pete :)

Pages: 1 2 3 4 5   Next page

 

Post a reply

(Please read the forum rules before posting.)

Your name:

Your message:
  

|+|

سایتی برای آموزش و آمادگی برای آزمون تافل

http://www.testmagic.com/Knowledge_Base/TOEFL/Structure

http://www.graduateshotline.com/sampletoefl.html

|+|

Rules for Irregular Spelling of Verb Inflections  Verb inflections include any endings added to the base form of the verb. These include -s, -ing, and -ed. Spelling for the majority of verbs is regular, and the inflections are simply added to the base form. For a few verbs, though, the spelling does change, and the rules are outlined below. For more information on irregular verbs and verb tenses, please see the List of Irregular Verbs at this web site. Doubling of Consonants  1. If the base form ends in a single consonant and the preceding vowel is stressed and spelled with only one letter, double the consonant before adding -ing and -ed occur/occurring, swim/swimming, ship/shipping  2. If the preceding vowel is unstressed or spelled with two vowels, do not double the consonant enter/entering, visit/visiting, develop/developing, dread/dreading,  appeal/appealing, shout/shouting 3. If the base form ends in -c, change the -c to -ck panic/panicking, picnic/picnicking 4. There are exceptions with some verbs ending in -l, -m, and -p travel--traveling or travelling program--programing or programming worship--worshiping or worshipping Deletion or Addition of -e  1. If the base form ends in an unpronounced -e, drop the -e before adding -ing and -ed inflections create/creating, type/typing, bake/baking 2. For monosyllabic verbs ending in -ye, -oe, or -nge, keep the final -e before -ing, but drop it before -ed dye--dyeing/dyed hoe--hoeing/hoed singe--singeing/singed 3. If the base form ends in -ie or -ee, drop the final -e before -ed die/died, agree/agreed, tie/tied 4. If the verb ends in -s, -z, -x, -sh, and -ch, add -e before the -s ending pass/passes, buzz/buzzes, coax/coaxes, wash/washes, watch/watches Treatment of -y  1. If the base form ends in -y, change the -y to -ie carry/carries, try/tries 2. If the base form ends in -ed, change the -y to -i carry/carried, try/tried 3. Following a vowel or preceding -ing, the -y remains stay/stayed, toy/toying, try/trying, carry/carrying 4. If the base form ends in -ie, change the -ie to -y before -ing die/dying, lie/lying, tie/tying

|+|

Irregular Nouns

Irregular Nouns

---

SINGULAR	PLURAL
alumnus	alumni
analysis	analyses
antenna	antennae/antennas
appendix	appendices
axis	axes
bacterium	bacteria
basis	bases
beau	beaux
bureau	bureaux/bureaus
child	children
corpus	corpora/corpuses
crisis	crises
criterion	criteria
curriculum	curricula
datum	data
deer	deer
diagnosis	diagnoses
ellipsis	ellipses
fish	fish
focus	foci/focuses
foot	feet
formula	formulae/formulas
fungus	fungi/funguses
genus	genera
goose	geese
hypothesis	hypotheses
index	indices/indexes
louse	lice
man	men
matrix	matrices
means	means
medium	media
mouse	mice
nebula	nebulae
nucleus	nuclei
oasis	oases
ox	oxen
paralysis	paralyses
parenthesis	parentheses
phenomenon	phenomena
radius	radii
series	series
sheep	sheep
species	species
stimulus	stimuli
stratum	strata
synthesis	syntheses
synopsis	synopses
tableau	tableaux
thesis	theses
tooth	teeth
vertebra	vertebrae
vita	vitae
woman	women

|+|

Rules for Irregular Plural Formation of Nouns

---

The majority of nouns in English spell their plural by simply adding a final -s. Nouns that are noncount or abstract (e.g., cheese, sugar, honesty, intelligence) generally take a singular verb, but in some instances can be plural, in which case they follow the rules for plural based on their spelling. Also, there are some categories of words which are only plural, even though their spelling does not reflect this. They are included in a list at the end of this page. For irregular count nouns and nouns that have been borrowed from other languages, the rules are as follows:

Variations of the final -s rule:

• Nouns that end with -s, -z, -x, -sh, -ch 

Add -es

glass/glasses, buzz/buzzes, box/boxes, bush/bushes, switch/switches
 

• Nouns that end in -o 

  
  Add -es

  potato/potatoes, echo/echoes, hero/heroes

  exceptions: studio/studios, piano/pianos, kangaroo/kangaroos, zoo/zoos

  either: buffalo/buffalo(e)s, cargo/cargo(e)s, motto/motto(e)s, 

  volcano/volcano(e)s
  
  

• Nouns that end in a consonant + -y 

  
  Change -y to -i and add -es

  baby/babies, spy/spies, poppy/poppies
  
  

• Nouns that end in -f, or -fe 

  
  Change the -f to -v and add -es
  
  

  shelf/shelves, wolf/wolves, knife/knives, wife/wives

Nouns adopted from other languages:

• Singular ends in -is 

  
  Plural ends in -es

  analysis/analyses, basis/bases
  
  

• Singular ends in -um 

  
  Plural ends in -a

  datum/data, curriculum/curricula
  
  

• Singular ends in -on 

  
  Plural ends in -a

  criterion/criteria, phenomenon/phenomena
  
  

• Singular ends in -a 

  
  Plural ends in -ae

  formula/formulae, antenna/antennae
  
  

• Singular ends in -ex or -ix 

  
  Plural ends in -ices

  appendix/appendices, index/indices
  
  

• Singular ends in -us 

  
  Plural ends in -i

  focus/foci, stimulus/stimuli
  
  

• Singular ends in -us 

  
  Plural ends in -a

  corpus/corpora, genus/genera
  
  

• Singular ends in -eau 

  
  Plural ends in -eaux

  bureau/bureaux, beau/beaux

Nouns that have only a plural form and so take a plural verb

• Things that come in pairs 

  
  Tools: glasses, scissors, binoculars, forceps, tongs, tweezers

  Clothes: jeans, pants, pajamas, shorts, trousers
  
  

• Nouns that end in -s but have no singular (aggregate nouns) 

  
  accommodations, amends, archives, arms (weapons), bowels, intestines, 

  brains (intellect), clothes, communications, congratulations, contents, 

  stairs, thanks, goods
  
  

• Nouns that are plural but do not end in -s 

  
  people, police, cattle, people

|+|

rules of spelling

A Few Spelling Rules

Here are a few rules. Keep the principles in mind--but don't bog down in the rules. (You'll do better simply memorizing the words you misspell.)

1. Keep the final e of the root word before adding a suffix beginning with a consonant (-ment, -ness, -less, -ful). (commencement, pronouncement, etc.)

4. On words ending with a consonant preceded by a single vowel, double the consonant before adding -ing. (drip/dripping; can/canning, etc.)

5. A word of more than one syllable ending in a single consonant preceded by a single vowel, doubles the consonant before adding -ed or -ing: begin/beginning, compel/compelled, prefer/preferring, control/controlling . . .)

6. To retain the soft sound of the c (s sound) and of the g (j sound) in words ending in ce and ge, we keep the final e (peace/peaceable; replace/replaceable; arrange/arrangement; advantage/advantageous; notice/noticeable; change/changeable)

7. Words ending in two vowels (a vowel + final e) retain the final vowel (e) before adding a suffix. (see/seeable; shoe/shoeing; canoe/canoeing)

8. i before e except after c. Exceptions fit a jingle:

Neither leisured foreigner
Seized the weird height.

9. For words ending in c, insert k before adding -ing or -y. (picnic/picnicking; traffic/trafficking; panic/panicky . . .)

10. Use i before e unless the two letters are pronounced as in

The eight counterfeit steins
deceived the deity.

 

|+|

English Grammar on the web

 English Grammar Links

Reference Materials Links

Looking for ESL/EFL Teaching Activities?

Lists of Grammar Lists

AL 8460 English Grammar for ESL/EFL Teachers on the Web: A Background Paper by the Creators of the Course

Links to Annotated Readings on English Grammar 

Links to Lesson Plans for Teaching a Variety of Grammar Topics

Links to Course Plans--36 interrelated lesson plans to make up a whole course in English grammar/writing based on Applied English Grammar

Sourcebooks in a Sustained Content Curriculum by Bill Powell and Roger Ponder

Links to Web-Based Activities and to Sources on the Web for ESL/EFL Teachers Created by Graduate Students in AL8660 Materials Design, Development, & Publication, Fall 2001

|+|

Lists of grammar lists

                                                                                                                                                                                        

---

Susan Jones: Complete List of English Irregular Verbs

Susan Jones: List of Spelling Rules for Nouns and Verbs

Susan Jones: List of American vs. British Spelling

Tom McKlin: List of Verb+Preposition Combinations

Katrien Vanassche: List of Linking Verbs

Brenda Sansom-Moorey: Count and NonCount Nouns

Joanna Crump: Noun Spelling--Regular and Irregular Noun Forms

Linda Bryson: List of Conjunctions

|+|

قوانین هجی و درست نویسی در زبان انگلیسی

 

Nouns

A noun names a person, place, thing, or idea.

Common Nouns and Proper Nouns

Common nouns refer to common, everyday things.

The dog sleeps in her own bed.

His friend is crazy about popcorn.

My cousin went to college.

A proper noun refers to specific things that are unique or have names. Proper nouns begin with capital letters.

My friend Miranda is from Wyoming.

In 2001 Halloween falls on a Wednesday.

Most Ecuadorians practice Christianity.

Concrete Nouns and Abstract Nouns

A concrete noun names something you can experience with at least one of your senses (sight, hearing, touch, taste, and smell). Most nouns are concrete nouns.

My ice melted in the sun.

Darrel's kitten tore apart the yarn.

Thunder rattled our windows.

An abstract noun names something you cannot experience with your senses. Sometimes abstract nouns are called "idea nouns."

Sandra's courage and curiosity made her a good explorer.

It's important to have respect in a friendship.

Honesty is usually the best policy.

*******************************************************************************************

Pronouns

A pronoun is used in place of a noun or nouns. Common pronouns include he, her, him, I, it, me, she, them, they, us, and we. Here are some examples:

INSTEAD OF: Luma is a good athlete.

She is a good athlete. (The pronoun she replaces Luma.)

INSTEAD OF: The beans and tomatoes are fresh-picked.

They are fresh-picked. (The pronoun they replaces the beans and tomatoes.)

Often a pronoun takes the place of a particular noun. This noun is known as the antecedent. A pronoun "refers to," or directs your thoughts toward, its antecedent.

Let's call Luma and ask her to join the team. (Her is a pronoun; Luma is its antecedent.)

To find a pronoun's antecedent, ask yourself what that pronoun refers to. What does her refer to in the sentence above—that is, who is the her? The her in the sentence is Luma; therefore, Luma is the antecedent.

Subjective Pronouns

A subjective pronoun acts as the subject of a sentence—it performs the action of the verb. The subjective pronouns are he, I, it, she, they, we, and you.

He spends ages looking out the window.

After lunch, she and I went to the planetarium.

Objective Pronouns

An objective pronoun acts as the object of a sentence—it receives the action of the verb. The objective pronouns are her, him, it, me, them, us, and you.

Cousin Eldred gave me a trombone.

Take a picture of him, not us!

Possessive Pronouns

A possessive pronoun tells you who owns something. The possessive pronouns are hers, his, its, mine, ours, theirs, and yours.

The red basket is mine.

Yours is on the coffee table.

Demonstrative Pronouns

A demonstrative pronoun points out a noun. The demonstrative pronouns are that, these, this, and those.

That is a good idea.

These are hilarious cartoons.

A demonstrative pronoun may look like a demonstrative adjective, but it is used differently in a sentence: it acts as a pronoun, taking the place of a noun.

Interrogative Pronouns

An interrogative pronoun is used in a question. It helps to ask about something. The interrogative pronouns are what, which, who, whom, and compound words ending in "ever," such as whatever, whichever, whoever, and whomever.

What on earth is that?

Who ate the last Fig Newton?

An interrogative pronoun may look like an interrogative adjective, but it is used differently in a sentence: it acts as a pronoun, taking the place of a noun.

Indefinite Pronouns

An indefinite pronoun refers to an indefinite, or general, person or thing. Indefinite pronouns include all, any, both, each, everyone, few, many, neither, none, nothing, several, some, and somebody.

Something smells good.

Many like salsa with their chips.

An indefinite pronoun may look like an indefinite adjective, but it is used differently in a sentence: it acts as a pronoun, taking the place of a noun.

Relative Pronouns

A relative pronoun introduces a clause, or part of a sentence, that describes a noun. The relative pronouns are that, which, who, and whom.

You should bring the book that you love most.

That introduces "you love most," which describes the book.

Hector is a photographer who does great work.

Who introduces "does great work," which describes Hector.

Reflexive Pronouns

A reflexive pronoun refers back to the subject of a sentence. The reflexive pronouns are herself, himself, itself, myself, ourselves, themselves, and yourselves. Each of these words can also act as an intensive pronoun (see below).

I learned a lot about myself at summer camp. (Myself refers back to I.)

They should divide the berries among themselves. (Themselves refers back to they.)

Intensive Pronouns

An intensive pronoun emphasizes its antecedent (the noun that comes before it). The intensive pronouns are herself, himself, itself, myself, ourselves, themselves, and yourselves. Each of these words can also act as a reflective pronoun (see above).

I myself don't like eggs.

The queen herself visited our class.

*******************************************************************************************

Verbs

A verb tells about an action or a state of being. There are three types of verbs: action, linking, and auxiliary.

Action Verbs

An action verb expresses action. It tells what a person or a thing does.

Muskrats swim in marshes.

We built a fantastic sandcastle.

To find out whether a word is an action verb, ask yourself whether that word expresses something you can do. Can you muskrat? No! Can you marsh? No. But can you swim? Yes—swim is an action verb.

Linking Verbs

A linking verb links the subject of the sentence with information about it. Sometimes linking verbs are called "state-of-being verbs."

Jeremy is tired.

This apple tastes so sweet.

In the first sentence, is links Jeremy to information about him-the fact that he is tired. That is his state of being.

In the second sentence, tastes links apple to information about it—its sweetness. Did you think taste was an action verb? Well, it is—when the subject is doing the tasting. But here, the apple isn't doing any tasting. The apple itself tastes sweet. That is its state of being.

Auxiliary Verbs

An auxiliary verb goes with another verb. Sometimes auxiliary verbs are called "helping verbs" because they introduce or "help out" the main verb.

Ms. Sothros is reading our stories.

We should dig for buried treasure.

In the first sentence, the auxiliary verb, is, helps out the main verb, reading, by telling when the action is taking place—right now.

In the second sentence, the auxiliary verb, should, helps out the main verb, dig, by telling about its importance—digging must be important, if it is something that should happen.

Note that you can't is or should. This reminds you that they are not action verbs.

Be, have, and do are the most common auxiliary verbs. Other common auxiliary verbs include can, could, should, would, may, might, and must.

Check Its Function!

In English, the same word can have different functions. For instance, paint can be a verb or a noun. Here are some examples.

Let's paint the garage.

We brought paint to school.

In the first sentence, paint is a verb—it is something you can do. In the second sentence, paint is a noun—it is a thing.

Our rabbits live in a hutch.

Luis sang before a live audience.

In the first sentence, live is a verb—it is something you can do. In the second sentence, live is an adjective—it describes something.

Smile, dance, contact, ski, color, and research are just a few of the many other English words that can have different functions.

******************************************************************************************

Adjectives

An adjective modifies a noun or pronoun. In this case, "modifies" means "tells more about." Adjectives are words that describe things.

I planted orange flowers in the round pot.

The long-eared rabbit nibbled the little carrots.

Adjectives can answer the question "What kind?" (orange flowers; little carrots)

Possessive Adjectives

A possessive adjective modifies a noun by telling whom it belongs to. It answers the question "Whose?" Possessive adjectives include his, her, its, my, our, their, and your.

You can share my rice.

Have you seen their house?

Demonstrative Adjectives

The demonstrative adjectives that, these, this, those, and what answer the question "Which?"

I'm going to open that present.

Those socks look warm.

A demonstrative adjective may look like a demonstrative pronoun, but it is used differently in the sentence: it is an adjective, used to modify a noun or pronoun.

Interrogative Adjectives

The interrogative adjectives what and which are used in a question. They help to ask about something.

What movie do you want to see?

Which leaves turn color first?

An interrogative adjective may look like an interrogative pronoun, but it is used differently in the sentence: it is an adjective, used to modify a noun or pronoun.

Indefinite Adjectives

An indefinite adjective gives indefinite, or general, information. Often, it answers the question "How much?" Some common indefinite adjectives are all, any, each, every, few, many, and some.

Many children like dinosaurs.

Did you want some bananas?

An indefinite adjective may look like an indefinite pronoun, but it is used differently in the sentence: it is an adjective, used to modify a noun or pronoun.

*******************************************************************************************

|+|

English Riddls

Q: What starts with E, ends with E and only has one letter?
A: An envelope.

Q: If you drop a white hat into the Red Sea, what does it become?
A: Wet.

Q: What do you call a boomerang that won't come back?
A: A stick.

Q: What is white when it's dirty and black when it's clean?
A: A blackboard.
 

|+|

آموزش ويندوز XP

 

آموزش ويندوز XP

فصل اول

مقدمه
شرحي بر ميز كار Desktop

 

فصل دوم

اجزاء پنجره در ويندوز
روشهاي نسخه برداري در Windows-XP
ايجاد كليد ميانبر براي Folder

 

فصل سوم

Properties
آشنايي با برنامه ي Notepad
آرايش Icon ها در محيط Windows

 

فصل چهارم

تنظيم خصوصيات نمايش در ويندوز
گزينه ي Shout Down در منوي Start
منوي Start up

 

فصل پنجم

چند زبانه بودن در محيط ويندوز XP

 

ضميمه

معرفي منبع - تماس با نويسنده

آزمون آموزش ويندوز XP

|+|

ويندوز 98

 

آموزش سیستم عامل ویندوز 98 - مهارت دوم از ICDL

فصل اول

مقدمه
آشنايي با سيستم كامپيوتر
سيستم عامل
ورود به محيط كار ويندوز و شروع كار
اشياء ثابت ميز كار
ايجاد يك پوشه يا يك شيء در محيط Desk Top
مفاهيم اساسي كار با اشياء
تغيير اندازه يك پنجره
مديريت اشياء با فرمانهاي مختلف
ايجاد يك ميانبر از شيء
فرمان Send To - فرستادن به....
حذف يك شيء - Delete
نكاتي راجع به محيط سطل زباله
انتخاب همه اشياء به طور همزمان
بررسي خصوصيات يك شيء

 

فصل دوم

آشنايي با برنامه Note Pad
آرايش پنجره ها در ويندوز
تنظيم خصوصيات نمايش در ويندوز
روش كار
برگ نشان Back Ground
برگه نشان Screen Saver
برگ نشان Appearance
برگ نشان Effects
برگ نشان Setting
توقف ناگهاني برنامه در ويندوز

 

فصل سوم

اجراي منوي Start
چگونگي جستجوي فايل ها يا پوشه ها
استفاده از منوي Start Up
گزينه Setting
ابزار Add/ Remove Program
ابزارPower Managment
ابزار Mouse
ابزار Keyboard
Task Bar & Start Menu
برگ نشان Start Menu Programs
استفاده از گزينه Start Up

 

فصل چهارم

گزينه Document - فهرست اسناد
آشنايي با برنامه كاوشگر ويندوز- Windows Explorer
System Tools - ابزار سيستم
گزينه System Tools
قالب دهي ديسك - Format
چند نكته در ويندوز 98

 

ضمیمه

معرفی منبع - تماس با نویسنده

آزمون آموزش سیستم عامل ویندوز 98 - مهارت دوم از ICDL

|+|

American Myths and Legends

 

http://www.americanfolklore.net/myths-legends.html#Myths

 

|+|

American folklore

Attack of the Mammoth
Kaska First Nation
retold by
S. E. Schlosser

The man and his family were constantly on the moving, hunting for beaver. They traveled from lake to lake, stream to stream, never staying any place long enough for it to become a home. The woman sometimes silently wished that they would find a village and settle down somewhere with their little baby. But her husband was restless, and so they kept moving.

One evening, after setting up camp on a large lake, the young mother went out to net some beaver, carrying her baby upon her back. When she had a toboggan full of beaver meat, she started back to camp. As she walked through the darkening evening, she heard the thump-thump-thump of mighty footsteps coming from somewhere behind her. She stopped; her heart pounding. She was being followed by something very large. Her hands trembled as she thought of the meat she was dragging behind her. The creature must have smelled the meat and was stalking the smell.

Afraid to turn around and alert the beast, she bent over as if to pick something off the snowy path and glanced quickly passed her legs. Striding boldly through the snowy landscape was a tall, barrel-shaped, long-haired creature with huge tusks and a very long trunk. It was a tix - a mammoth - and it looked hungry. She straightened quickly and hurriedly threw the meat into the snow. Then she ran as fast as she could back to camp, dragging the toboggan behind her. Her little baby cried out fearfully, frightened by all the jostling, but she did not stop to comfort him until she was safe inside their shelter.

She told her husband at once about the terrible mammoth that had stalked her and taken the beaver meat. Her husband shook his head and told her she was dreaming. Everyone knew that the mammoth had all died away. Then he light-heartedly accused her of giving the meat away to a handsome sweetheart. She denied it resentfully, knowing that he really believed that she had carelessly overturned the toboggan and had let the meat sink beneath the icy waters of the lake.

After he husband went to set more beaver nets, she prepared the evening meal. While it was cooking over the fire, she walked all around the camp, making sure that there was an escape route through the willow-brush just in case the hungry mammoth attacked them in the night.

The husband and wife lay down to sleep next to the fire after they finished the evening meal. The husband chuckled when he saw that his wife kept her moccasins on and the baby clutched in her arms. "Expecting the mammoth to attack us?" he asked jovially. She nodded, and he laughed aloud at her. Soon he was asleep, but the woman lay awake for a long time, listening.

The wife was awakened from a light doze around midnight by the harsh sounds of the mammoth approaching. "Husband," she shouted, shaking him. He opened his eyes grumpily and demanded and explanation. She tried to tell him that the hungry mammoth was coming to eat them, but he told her she was having a nightmare and would not listen. The wife begged and pleaded and tried to drag him away with her, but he resisted and finally shouted at her to begone if she was afraid. In despair, she clutched her little child to her chest and ran away from the camp.

As she fled, she heard the harsh roar of the giant creature and the sudden shout of her husband as he came face to face with the creature. Then there was silence, and the woman knew her husband was dead. Weeping, she fled with her child, seeking for a village that she had heard was nearby. Sometime in the early hours of the morning, she heard the thump-thump-thump of the creature's massive feet stomping through the snow-fields, following her trail. Occasionally, it made a wailing sound like that of a baby crying.

The woman kept jogging along, comforting her little baby as best she could. As light dawned, she saw a camp full of people who were living on the shores of an island on the lake. She crossed the icy expanse as quickly as possible and warned the people of the fierce mammoth that had killed her husband. The warriors quickly went out onto the ice and made many holes around the edges of their village, weakening the ice so that the mammoth would fall through and drown.

As evening approached, the people saw the mammoth coming toward them across the ice. When it neared their camp on the island, the creature plunged through the weakened ice. Everyone cheered, thinking that the animal had drowned. Then its large hairy head emerged out of the water and it shook its long tusks and bellowed in rage. The mammoth started walking along the bottom of the lake, brushing aside the ice with his large tusks.

The people panicked. They screamed and ran in circles, and some of them stood frozen in place, staring as the mammoth emerged from the ice and walked up onto the banks of the island. The wife of the eaten man fled with her baby, urging as many of her new-found friends as she could reach to flee with her. But many remained behind, paralyzed with fear.

Then a boy emerged from one of the shelters, curious to know what was causing everyone to scream in fear. He wore the bladder of a moose over his head, covering his hair so that he looked bald. He was a strange lad, and was shunned by the locals. Only his grandmother knew that he was a mighty shaman with a magic trousers and magic arrows that could kill any living beast.

When the boy saw the hungry, angry mammoth, he called out to his grandmother to fetch the magic trousers and the magic arrows. Donning his clothing, he shook his head until the bladder burst and his long hair fell down to his waist. Then he took his magic bow and arrows and leapt in front of the frightened people and began peppering the beast with arrows, first from one side and then the other. The mammoth roared and weaved and tried to attack the boy, but the shaman's magic was powerful, and soon the beast lay dead upon the ground.

Then those who fled from the mammoth returned to the camp, led by the poor widow and her baby. The people whose lives had been saved by the bladder-headed boy gave a cheer and gathered in excitement around the boy. In gratitude, the people made the shaman their chief and offered him two beautiful girls to be his wives, though he accepted only one of them. The widow and her baby were welcomed into the tribe, and a few months later she married a brave warrior who became close friends with the shaman-become-chief.

And from that day to this, the people have always had chiefs to lead them, and no mammoths have troubled them again.

|+|

ABCPoem
	A is for Allah
	Lord of the Universe, who is One, He made the earth, stars, and sun He made angels to worship and pray, He made man from a dab of clay
	B is for Bilal
	Bilal is that tall, brave African man, Islam freed him and gave him iman Calling the Muslims to come and pray, Was his duty each night and day
	C is for Children
	Black, white, red, yellow, and brown, Better than the jewels in a crown Laughing or crying, short or tall, Allah loves children, one and all
	D is for Du'a
	Remembering Allah all nights and days, By giving Him our thanks and praise Thank Allah with "Al Hamdulillah" And praise Him with "Subhanallah
	E is for Earth
	With its mountains, rivers, and seas, Animals, birds, fruits, and trees They all declare Allah's Might, Following His laws, wills, and l