How to Write Clear Learning Objectives
... A clear learning objective states what the learner will be able to do upon completion of a continuing medical education activity, in terms of behavioral change. A clear objective identifies the terminal behavior or desired outcome of the educational offering. When writing objectives, follow these 3 ...
... A clear learning objective states what the learner will be able to do upon completion of a continuing medical education activity, in terms of behavioral change. A clear objective identifies the terminal behavior or desired outcome of the educational offering. When writing objectives, follow these 3 ...
National Curriculum 2014 Planning Document Vocabulary
... Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)]. The difference between structures typical of informal speech and structures appropriate for formal speech and writing ...
... Use of the passive to affect the presentation of information in a sentence [for example, I broke the window in the greenhouse versus The window in the greenhouse was broken (by me)]. The difference between structures typical of informal speech and structures appropriate for formal speech and writing ...
nouns
... I hope that the lamp didn’t break when it fell on the floor. Your sister said that the quiz was pretty difficult. The car’s tire popped after it hit a curb. ...
... I hope that the lamp didn’t break when it fell on the floor. Your sister said that the quiz was pretty difficult. The car’s tire popped after it hit a curb. ...
Tentative Unit 1 Schedule
... ‘I’ is the subject form and ‘me’ is the object form ‘You’ is both subject form and object form When combing first person (I), second person (you), and third person (he/she, James/Jill) into one noun phrase, they must go in the order: second person, third person, first person Ex: You, Jason, and I sh ...
... ‘I’ is the subject form and ‘me’ is the object form ‘You’ is both subject form and object form When combing first person (I), second person (you), and third person (he/she, James/Jill) into one noun phrase, they must go in the order: second person, third person, first person Ex: You, Jason, and I sh ...
NUPOS: A part of speech tag set for written English from Chaucer to
... NUPOS owes some features to the morphological tagging scheme used in The Chicago Homer (www.library.northwestern.edu/homer). That scheme is taken over from Perseus’ Morpheus but it stores the information in a very atomic fashion in a relational database so that a given word can be retrieved as an in ...
... NUPOS owes some features to the morphological tagging scheme used in The Chicago Homer (www.library.northwestern.edu/homer). That scheme is taken over from Perseus’ Morpheus but it stores the information in a very atomic fashion in a relational database so that a given word can be retrieved as an in ...
23 – Infinitives
... Translation = “to __________” Vocāre = “to call” Present Passive = 2PP – e + ī (-ārī, -ērī, -īrī) Exception: 3rd conj. And 3rd -iō = 2PP – ere + ī Translation = “to be __________” Vocārī = “to be called” Capī = “to be seized” ...
... Translation = “to __________” Vocāre = “to call” Present Passive = 2PP – e + ī (-ārī, -ērī, -īrī) Exception: 3rd conj. And 3rd -iō = 2PP – ere + ī Translation = “to be __________” Vocārī = “to be called” Capī = “to be seized” ...
New Curriculum Planning for English Years 5 and 6 Genres to be
... Word Reading: applying what has been learned in Read, Write Inc. Create their own word mats around stories/texts/topics. Recognise and use contents and indexes, dictionaries and thesauruses. Use different types of dictionaries, e.g. rhyming, maths, abbreviations etc. Comprehension: Reading environme ...
... Word Reading: applying what has been learned in Read, Write Inc. Create their own word mats around stories/texts/topics. Recognise and use contents and indexes, dictionaries and thesauruses. Use different types of dictionaries, e.g. rhyming, maths, abbreviations etc. Comprehension: Reading environme ...
Uto-Aztecan *na
... -ka- and SoPa -ka- (both intransitive thematic suffixes in the *na-class) invites reconstruction of *-ka- as a PUA durative suffix contrasting with punctual *-0 or *-ki-. However, I regard both the Az and SoPa examples with -ka- as representing independent intrusions of an adjectival suffix *-ka- in ...
... -ka- and SoPa -ka- (both intransitive thematic suffixes in the *na-class) invites reconstruction of *-ka- as a PUA durative suffix contrasting with punctual *-0 or *-ki-. However, I regard both the Az and SoPa examples with -ka- as representing independent intrusions of an adjectival suffix *-ka- in ...
Form and meaning in morphology: the case of Dutch `agent nouns
... Dutch, where the right constituent B is the head, all we can say about meaning from a language-structure point of view is that it is a B that is somehow related to A. For instance, an apple tree is a tree somehow related to apple, as is pie in apple pie, but the specific interpretation of this relat ...
... Dutch, where the right constituent B is the head, all we can say about meaning from a language-structure point of view is that it is a B that is somehow related to A. For instance, an apple tree is a tree somehow related to apple, as is pie in apple pie, but the specific interpretation of this relat ...
Grammar
... This flier summarises the grammatical content of Sessions 2 and 3 of the National Literacy Strategy course Grammar for writing (Years 5/6). There is more information on grammatical terminology in the updated NLS Glossary (http://www.standards.dfee.gov.uk/literacy/glossary). ...
... This flier summarises the grammatical content of Sessions 2 and 3 of the National Literacy Strategy course Grammar for writing (Years 5/6). There is more information on grammatical terminology in the updated NLS Glossary (http://www.standards.dfee.gov.uk/literacy/glossary). ...
1. nouns 2. determiners 3. adverbs 4. adjectives 5. verbs 6. negation
... avoir expressions, ex. il y a, avoir besoin de, etc. aller 'to go' faire 'to do,' 'to make' faire expressions venir 'to come' boire, croire, voir: 'to drink', 'to believe', 'to see' savoir vs. connaître: two ways of knowing dire, lire, écrire: 'to say', 'to read', 'to write' pronominal verbs: se ras ...
... avoir expressions, ex. il y a, avoir besoin de, etc. aller 'to go' faire 'to do,' 'to make' faire expressions venir 'to come' boire, croire, voir: 'to drink', 'to believe', 'to see' savoir vs. connaître: two ways of knowing dire, lire, écrire: 'to say', 'to read', 'to write' pronominal verbs: se ras ...
Punctuation
... There are a few other cases when an apostrophe is used to indicate that letters are in some sense ‘omitted’ in words other than verbs. ...
... There are a few other cases when an apostrophe is used to indicate that letters are in some sense ‘omitted’ in words other than verbs. ...
Your turn. Exercise 1
... – refer to more than one – Most countable nouns add –s – Nouns ending whit ch, sh, s,ss or x add –es – Some words can take both –s or –es – Eg: mangos / mangoes volcanos / volcanoes – For a –ve or unknown quantity , we normally use the plural – Eg: There were no passengers on the bus. / Have you eve ...
... – refer to more than one – Most countable nouns add –s – Nouns ending whit ch, sh, s,ss or x add –es – Some words can take both –s or –es – Eg: mangos / mangoes volcanos / volcanoes – For a –ve or unknown quantity , we normally use the plural – Eg: There were no passengers on the bus. / Have you eve ...
Basic Sentence Parts
... complete in itself. It does not need a receiver of its action. It may take on adverb modifiers in order to make its meaning clearer. -- Linking verb is a verb that connects the subject of the sentence to a noun, pronoun, adjective or any other of the noun substitute that is related to it. ...
... complete in itself. It does not need a receiver of its action. It may take on adverb modifiers in order to make its meaning clearer. -- Linking verb is a verb that connects the subject of the sentence to a noun, pronoun, adjective or any other of the noun substitute that is related to it. ...
Poetry Terms
... expressions are characterized as assemblies of symbolic structures, also called constructions. In large measure, symbolic assemblies are hierarchically arranged: at a given level of organization, component symbolic structures are integrated to form a composite symbolic structure, which can in turn f ...
... expressions are characterized as assemblies of symbolic structures, also called constructions. In large measure, symbolic assemblies are hierarchically arranged: at a given level of organization, component symbolic structures are integrated to form a composite symbolic structure, which can in turn f ...
Sentence Fragments
... TYPES OF DEPENDENT OR SUBORDINATE CLAUSES A dependent or subordinate clause contains a subject and a predicate but cannot stand alone as a complete sentence. Using subordination, a dependent clause can be attached to an independent clause to provide information about the relationship between the two ...
... TYPES OF DEPENDENT OR SUBORDINATE CLAUSES A dependent or subordinate clause contains a subject and a predicate but cannot stand alone as a complete sentence. Using subordination, a dependent clause can be attached to an independent clause to provide information about the relationship between the two ...
Aspects of the syntax of psychological verbs in Spanish A lexical
... syntactically realized like temer, like preocupar and like gustar. One of the peculiarities of these verbs is that, despite their semantic relatedness, each type of verbs shows up a different correspondence pattern between thematic roles and grammatical functions. In this paper I develop a unified a ...
... syntactically realized like temer, like preocupar and like gustar. One of the peculiarities of these verbs is that, despite their semantic relatedness, each type of verbs shows up a different correspondence pattern between thematic roles and grammatical functions. In this paper I develop a unified a ...
Aspects of the syntax of psychological verbs in Spanish A lexical
... syntactically realized like temer, like preocupar and like gustar. One of the peculiarities of these verbs is that, despite their semantic relatedness, each type of verbs shows up a different correspondence pattern between thematic roles and grammatical functions. In this paper I develop a unified a ...
... syntactically realized like temer, like preocupar and like gustar. One of the peculiarities of these verbs is that, despite their semantic relatedness, each type of verbs shows up a different correspondence pattern between thematic roles and grammatical functions. In this paper I develop a unified a ...
ir: to go - Kingsley Area Schools
... ***Week 4 (September 26-30) Alejandro : Ch. 5 (*Note: There will be no Spanish Friday this week owing to Homecoming festivities on Friday afternoon. Spanish Friday will return NEXT Friday.) Dos Jovenes practice/oral pronunciation quiz (with some content questions) Oral quiz (Dos Jovenes) is 9/29. ...
... ***Week 4 (September 26-30) Alejandro : Ch. 5 (*Note: There will be no Spanish Friday this week owing to Homecoming festivities on Friday afternoon. Spanish Friday will return NEXT Friday.) Dos Jovenes practice/oral pronunciation quiz (with some content questions) Oral quiz (Dos Jovenes) is 9/29. ...
Tatian Corpus of Deviating Examples T
... in the middle of the 9th century by at least 6 scribes. In the MS, as Picture 1 shows, the Latin source and the OHG translation are attested as two juxtaposed columns. It has been noticed that each line in the OHG text translates exactly the same material found in the corresponding Latin line (cf. M ...
... in the middle of the 9th century by at least 6 scribes. In the MS, as Picture 1 shows, the Latin source and the OHG translation are attested as two juxtaposed columns. It has been noticed that each line in the OHG text translates exactly the same material found in the corresponding Latin line (cf. M ...
ON THE FUNCTIONS OF SOME DEVERBATIVE NOUNS IN
... is replaced by a verbal phrase, the tense of the main clause governs the tense of the replacing verbal phrase (e. g. in Ex 27 and 28). The above remarks apply also to Ex 28. There are, however, two coordinated units functioning as appositives. The first — director — is a lexicalized -or noun (E. H., ...
... is replaced by a verbal phrase, the tense of the main clause governs the tense of the replacing verbal phrase (e. g. in Ex 27 and 28). The above remarks apply also to Ex 28. There are, however, two coordinated units functioning as appositives. The first — director — is a lexicalized -or noun (E. H., ...
Ceacht a hAon Briathra – I Leathanach 1 Lesson One Verbs – I Page 1
... A pronoun is said to be 1st person when it refers to the person speaking, 2nd person when it refers to the person or people being spoken to, and 3rd person when it refers to someone else. A pronoun is singular when it refers to one person and plural when it refers to more than one person. The order ...
... A pronoun is said to be 1st person when it refers to the person speaking, 2nd person when it refers to the person or people being spoken to, and 3rd person when it refers to someone else. A pronoun is singular when it refers to one person and plural when it refers to more than one person. The order ...
Science Lab
... 1. Write down the sentence. 2. Draw a circle around the compound sentence. 3. Underline the dependent clause. 4. Draw a box around the subjects and verbs. 5. Two _____________ clauses joined with a comma and coordinating __________________ is called a ____________________ sentence. 6. A __________ s ...
... 1. Write down the sentence. 2. Draw a circle around the compound sentence. 3. Underline the dependent clause. 4. Draw a box around the subjects and verbs. 5. Two _____________ clauses joined with a comma and coordinating __________________ is called a ____________________ sentence. 6. A __________ s ...