بوربوينت قواعد ووظائف نهاية الفصل الثاني اللغة الإنجليزية الصف السابع
محتوى الموضوع
بوربوينت قواعد ووظائف نهاية الفصل الثاني اللغة الإنجليزية الصف السابع
هدا الملف ل الصف السابع لمادة لغة انجليزية الصف السابع الفصل الثاني
بوربوينت قواعد ووظائف نهاية الفصل الثاني اللغة الإنجليزية الصف السابع
The Coverage, Grammar and Functional Language Teaching Resource
The slides within this resource, although detailed, are designed to be used as a starting point for teachers to construct lessons around the language points that are explored here. The slides are intended to be used individually as a resource within a lesson and to be incorporated as part of instruction incrementally throughout the term to ensure that students have been exposed to all the language points in the mverage ahead of their end of term exam. Therefore. the PowerPoint should not be presented at a single event or in its entirety. Some functional language points may overlap with grammatical points in the coverage, and in that case, it is possible to combine slides. However, this resource should be
considered to be a collection of individual slides that teachers can use to enhance stucknts’ learning
Within this document, you will find information about the coverage for this term. The lexis family that assessrnents will contain is mentioned as well as the particular grarnmatical and functional language points that will be tested in the exams at the end of this terrn. In the preparation sections, you will find examples and explanations for the grammatical and functional language points that will be assessed this term
The grammar preparation section has an example sentence that illustrates the grammatical point. It follows this with an explanation of the meaning of the example sentence. Next, the specific grammatical structure used within the example sentence is detailed followed by an explanation of the circumstances under whidl the particular structure is used. More example sentences using the structure are given at the end of the slide. In the functional language preparation section. there are examples of the particular language point followed by an explanation of how the particular are used. In the associated grammar section, language points that comprise the structure or can be used to in conjunction with the language
The senteme the amount of money pay to fly take a train the next sentence compares in the ciW and in the desert
Adjectives: comparaåves (more)
subject + verb + comparative adjective + than + object
In this case, it is used to ompare the same quality of two nouns in the æntenæ. We usualb’ use –er or adjectives (taller) while nue is used (more successful)
Other examples
more difftult more more expensive, more beauiful, more exciting
Flying is more comfobrtabl going on a cruise
I think the mountains are more -interesting
Salem thinks frat tle sky is to lmk at than tle ocean
It is not our habit to at the library but we there 1/10 times, br example speaker home on time most of the time, but not all the time
adverbs of indenfinite frequency
subject + adverb of frequency + main verb + object
subject + auxilåry ‘verb + ad’verb of frequency + main verb
subjed + •to be’ + of frequency
usually /frequently /generally/ occasionally / sometimes, + main clause
An adverb of frequency describes how often an action happens. Common adverbs of indefinite frequency inclLKie always, usually, often, scynetjrnes, occasionally, hardly ever never. We can grade the frequemy tom most frequent (always) to least freqænt (never). Adverbs of indefinite frequency usually corne before the main verb, but between auxiliary the main verb, e.g. We must tell the truth. If the æntenæ contains the verb •to be’, mme after it, e.g. I am ‘Usually, frequently ,generally’, ‘occasionally’ and ‘sometines can also ome at the beginning of the æntence
They should pradiæ their perrman
You are never on time
usually, I meet them at home
We take a hdiday orwe every year. speaker eats pizza two imes every week
adverbs of definte frequency
main clause + adverb of definite frequency
adverb of frequenty + main clause
An adverb of definite frequency answers the question, ‘How oftÉn ?’ It gives specific information about the freqæncy of an adion is usually positimed at of the æntence. Hovvever, it czn also at the beginnng of the senErwe if the speaker wants be emphasise tle time period rather than the action
How do you go swimming
What do you do Every Thurday I to park
She goes b fre dentist everv six months
The boy a lot of tine wng up The 9eaker the cup down in a careful way
adverbs of manner
subject + adverb of manner + main verb (intransitive verbs)
subjed + main verb + + adverb of manner (transibve verbs)
subject + auxiläry verb + adverb of manner + main verb (transitive verbs)
We add —ly to adjectives to brm adverbs of manner, e.g. slow – slowly. If the adjective etuis in —y, d–tange —y to —i and —ly, eg. easy — easily. There are alw irregular fcyms. e.g. good — well, hard — hard, fast — We use adverbs of manner to describe how the action is chne. They are usually positioned at end of tie clause afEr the between the auxiliary main verb) for transitive verbs and main verb intanstive verbs (verbs take an They czn rwer be positioned between main verb and tie object of the senÉnce. If the speaker wane emphasise the way the acbon is done in tle senterwe, adverbs of manner with —ly forms can come before the main verb
I watched the match closely
is quietly silg to himself expensive car. He drove the car on the longest road
The person a tzr that rue money than any Otler car. He drove a road that was a mg distance
Adjecives: superlatives
+ verb + the+ superlative adjective + Objective
Superlatives are used to compare things in quantity (how many of something) and qudity good is). are used b describe an object that is of something than all (the biggest, the smalles . the fastest, the highest). We usually use -est when it’s a me two syllable agective. We use most with adjectives
Saleh was the student in his dass
Mariam lives in the house in the smallest
Helma has the job in the school
. We must not walk in the road. It is very dangerous
must / have to — it is a rule bo action
must not — it is a rule to do action
Modals: gyesent modals
subject + modal + main verb
A modal adds meaning the main verb in a sentem:e. In this æse, it is a modal of ouigatim that expresses a firm obigatim. The actim is a rue aryl there choice
You mwt stop when the traffic lights are red
You forget to take a water bottle to tie desert
you wake up at 8am ? Yes, I be on time to cath my fight
to work ? You shouldn’t because you can get the same job in Dubai