Español 1-2
... in/on Don’t forget that if de is used before the definite article el, they combine to become ________. Translate the following sentences from English to Spanish. 1. The computer is on top of the desk. __________________________________________________ 2. The dog is next to the backpack. ____________ ...
... in/on Don’t forget that if de is used before the definite article el, they combine to become ________. Translate the following sentences from English to Spanish. 1. The computer is on top of the desk. __________________________________________________ 2. The dog is next to the backpack. ____________ ...
Anthony Reynoso: Born To Rope
... Anthony Reynoso: Born To Rope 1. Find the sentences that make sense and help Wellington clean up the sea! http://www.roythezebra.com/reading-games/sentences-that-make-sense-2-1.html 2. Practice “to be” words. Play level 1 first and then play level 2. http://onlineintervention.funbrain.com/verb/index ...
... Anthony Reynoso: Born To Rope 1. Find the sentences that make sense and help Wellington clean up the sea! http://www.roythezebra.com/reading-games/sentences-that-make-sense-2-1.html 2. Practice “to be” words. Play level 1 first and then play level 2. http://onlineintervention.funbrain.com/verb/index ...
Tener Grammar Notes
... It is also a “stem changing verb”. Because like the name suggests, the stem of the verb changes. Tener – er = ten The stem of the verb is what’s left after you subtract the “-ar, -er, -ir” Stem ...
... It is also a “stem changing verb”. Because like the name suggests, the stem of the verb changes. Tener – er = ten The stem of the verb is what’s left after you subtract the “-ar, -er, -ir” Stem ...
Tener Grammar Notes
... It is also a “stem changing verb”. Because like the name suggests, the stem of the verb changes. Tener – er = ten The stem of the verb is what’s left after you subtract the “-ar, -er, -ir” Stem In the case of tener, the “e” in the stem (ten-) changes to –ie-, making the new stem “tien-” Except in th ...
... It is also a “stem changing verb”. Because like the name suggests, the stem of the verb changes. Tener – er = ten The stem of the verb is what’s left after you subtract the “-ar, -er, -ir” Stem In the case of tener, the “e” in the stem (ten-) changes to –ie-, making the new stem “tien-” Except in th ...
Old English for Reading
... sentences (their syntactical function) are called cases. OE has more cases than MnE preserves and so can indicate more functional distinctions through endings than can MnE. Moreover, OE uses case endings on nouns and adjectives as well as pronouns. As a result, OE word order is somewhat more flexibl ...
... sentences (their syntactical function) are called cases. OE has more cases than MnE preserves and so can indicate more functional distinctions through endings than can MnE. Moreover, OE uses case endings on nouns and adjectives as well as pronouns. As a result, OE word order is somewhat more flexibl ...
Understanding Verbs:
... • Since they are derived from verbs and have an –ing ending, they express action. • Gerunds can be used as a subject, direct object, subject complement, and object of preposition because it functions as a noun. • Gerunds may occur as one word or be part of a gerund phrase. ...
... • Since they are derived from verbs and have an –ing ending, they express action. • Gerunds can be used as a subject, direct object, subject complement, and object of preposition because it functions as a noun. • Gerunds may occur as one word or be part of a gerund phrase. ...
Adjectives and Adjective Phrases
... ADJECTIVES AND ADJECTIVE PHRASES Adjectives are modifiers. They can be formed into phrases – called adjective phrases – that modify nouns. Remember that the definition of a noun phrase is a noun and its modifiers – so an adjective phrase can definitely be part of a noun phrase! FORM OF ADJECTIVES *M ...
... ADJECTIVES AND ADJECTIVE PHRASES Adjectives are modifiers. They can be formed into phrases – called adjective phrases – that modify nouns. Remember that the definition of a noun phrase is a noun and its modifiers – so an adjective phrase can definitely be part of a noun phrase! FORM OF ADJECTIVES *M ...
Grouping the verbs Classification “by regularity”
... a) By regularity: Regular verbs, follow a conjugation pattern. Irregular verbs, do not follow a conjugation pattern. b) By function: Reflexive verbs, when the action of the verb falls on the subject and so does the pronoun. Auxiliary verbs, or helping verbs. Transitive verbs, when the action is pass ...
... a) By regularity: Regular verbs, follow a conjugation pattern. Irregular verbs, do not follow a conjugation pattern. b) By function: Reflexive verbs, when the action of the verb falls on the subject and so does the pronoun. Auxiliary verbs, or helping verbs. Transitive verbs, when the action is pass ...
Discrete Skills Inventory
... progressions for teaching nouns at the ELL II level. Each progression is independent of the other so that instructors could be introducing proper nouns in the classroom (the midpoint of the first progression) at the same time they are teaching plural nouns (the beginning of the second progression). ...
... progressions for teaching nouns at the ELL II level. Each progression is independent of the other so that instructors could be introducing proper nouns in the classroom (the midpoint of the first progression) at the same time they are teaching plural nouns (the beginning of the second progression). ...
Future
... a Caballo is the real Subject - it is what is pleasing me. Gusta is the active verb and is singular because horseback riding is a concept or an action - at any rate, Montar is an infinitive and infinitives are ALWAYS SINGULAR. What if I want to say that I like a dress? Or that I love Julie's new dre ...
... a Caballo is the real Subject - it is what is pleasing me. Gusta is the active verb and is singular because horseback riding is a concept or an action - at any rate, Montar is an infinitive and infinitives are ALWAYS SINGULAR. What if I want to say that I like a dress? Or that I love Julie's new dre ...
Example
... There is a need for further study of this program. Better: The engineering staff must study this program further. Nominalization is a subject of empty verb: change nominalization into verb and find new subject. The intention of the IRS is to audit the records of the program. Better: The IRS ...
... There is a need for further study of this program. Better: The engineering staff must study this program further. Nominalization is a subject of empty verb: change nominalization into verb and find new subject. The intention of the IRS is to audit the records of the program. Better: The IRS ...
Comparativo y superlativo.
... • To make comparison of equality with nouns Spanish uses the following construction: Tanto + noun + como Tanto in this case acts as an adjective and it must agree in gender and number with the noun or pronoun it modifies. Tengo tantos amigos como mi hermano. Tomamos tantas clases como ustedes. ...
... • To make comparison of equality with nouns Spanish uses the following construction: Tanto + noun + como Tanto in this case acts as an adjective and it must agree in gender and number with the noun or pronoun it modifies. Tengo tantos amigos como mi hermano. Tomamos tantas clases como ustedes. ...
Nominative & Objective Cases
... A predicate nominative is a word in the predicate that renames the subject (follows a linking verb). When a nominative pronoun is used as a predicate nominative, it is called a predicate pronoun. It was they who stood up and cheered. ...
... A predicate nominative is a word in the predicate that renames the subject (follows a linking verb). When a nominative pronoun is used as a predicate nominative, it is called a predicate pronoun. It was they who stood up and cheered. ...
Español II- Repaso del examen final
... Remember, an IDOP answers the question “To or for whom?” with respect to the verb. In the sentence, “I threw it to him,” the word “him” is acting as an IDOP (Threw to whom? To him!) Many important Spanish verbs take IDOPs. The most common one is gustar (“to be pleasing to”). Note that, with this and ...
... Remember, an IDOP answers the question “To or for whom?” with respect to the verb. In the sentence, “I threw it to him,” the word “him” is acting as an IDOP (Threw to whom? To him!) Many important Spanish verbs take IDOPs. The most common one is gustar (“to be pleasing to”). Note that, with this and ...
LING 220 LECTURE #12 SYNTAX: THE ANALYSIS OF SENTENCE
... Adverbs → they designate properties of verbs (slowly, loudly) Problems: the meaning does not always have a direct relationship to the category of the word, for example: ...
... Adverbs → they designate properties of verbs (slowly, loudly) Problems: the meaning does not always have a direct relationship to the category of the word, for example: ...
10th Grade DGP
... Possessive pronouns don’t use apostrophes (hers, its, ours, yours, etc.) Be sure you have a real word before your apostrophe: children’s toys, not childrens’ toys If the word is plural and ends in a s, add apostrophe only: dogs’ owners Treat singular nouns ending in s just like any other singular no ...
... Possessive pronouns don’t use apostrophes (hers, its, ours, yours, etc.) Be sure you have a real word before your apostrophe: children’s toys, not childrens’ toys If the word is plural and ends in a s, add apostrophe only: dogs’ owners Treat singular nouns ending in s just like any other singular no ...
DGP Student Notes -
... Possessive pronouns don’t use apostrophes (hers, its, ours, yours, etc.) Be sure you have a real word before your apostrophe: children’s toys, not childrens’ toys If the word is plural and ends in a s, add apostrophe only: dogs’ owners Treat singular nouns ending in s just like any other singular no ...
... Possessive pronouns don’t use apostrophes (hers, its, ours, yours, etc.) Be sure you have a real word before your apostrophe: children’s toys, not childrens’ toys If the word is plural and ends in a s, add apostrophe only: dogs’ owners Treat singular nouns ending in s just like any other singular no ...
Grammar Pointers for the Developmental Exit Exam
... Example: I am going to go and lie down. b. Lay means to place something down. Example: Please lay my car keys on the kitchen table. If the sentence is past tense (meaning talking about yesterday), for the word lie----use lay; for the past tense of the word lay, use laid. Example: I went to lay down ...
... Example: I am going to go and lie down. b. Lay means to place something down. Example: Please lay my car keys on the kitchen table. If the sentence is past tense (meaning talking about yesterday), for the word lie----use lay; for the past tense of the word lay, use laid. Example: I went to lay down ...
Introduction to Linguistics I English Morphosyntax
... (1) the boy –– he (2) the girl –– she 3. Case In English, nouns distinguish only two cases: (i) common case, and (ii) genitive case. The genitive –s is a clitic. (1) the queen’s favorite game the queen of England’s favorite game ...
... (1) the boy –– he (2) the girl –– she 3. Case In English, nouns distinguish only two cases: (i) common case, and (ii) genitive case. The genitive –s is a clitic. (1) the queen’s favorite game the queen of England’s favorite game ...
Relative Pronouns - SD43 Teacher Sites
... phrases which when used correctly are a terrific means of adding style to your writing. ...
... phrases which when used correctly are a terrific means of adding style to your writing. ...
The Present Perfect
... I. To form the past participle of a verb in Spanish, you: a. keep the stem of the verb, b. detach the ending and add: ado to the stem of -ar verbs tomar tomado (taken) ido to the stem of most -er/-ir verbs comer comido (eaten) vivir vivido (lived) ...
... I. To form the past participle of a verb in Spanish, you: a. keep the stem of the verb, b. detach the ending and add: ado to the stem of -ar verbs tomar tomado (taken) ido to the stem of most -er/-ir verbs comer comido (eaten) vivir vivido (lived) ...
Demonstration of Mini
... How do I teach a mini-lesson? 1. Explain clearly your understanding of the topic and then give an example 2. Guide your classmates through a practice activity and/or more examples 3. Provide a creative way to “test” your classmates understanding and ability to apply the new material Teaching Tip: B ...
... How do I teach a mini-lesson? 1. Explain clearly your understanding of the topic and then give an example 2. Guide your classmates through a practice activity and/or more examples 3. Provide a creative way to “test” your classmates understanding and ability to apply the new material Teaching Tip: B ...
Knots in My Yo-Yo String By: Jerry Spinelli with a focus on pronouns
... everybody/everyone, everything, few, many, nobody, none, one, several, some, somebody/someone Examples: I put my soda down on the table, but someone moved it! The party is going to be great! Everybody will be there. ...
... everybody/everyone, everything, few, many, nobody, none, one, several, some, somebody/someone Examples: I put my soda down on the table, but someone moved it! The party is going to be great! Everybody will be there. ...
Sentence Basics - Tech Coach Corner
... How do I teach a mini-lesson? 1. Explain clearly your understanding of the topic and then give an example 2. Guide your classmates through a practice activity and/or more examples 3. Provide a creative way to “test” your classmates understanding and ability to apply the new material Teaching Tip: B ...
... How do I teach a mini-lesson? 1. Explain clearly your understanding of the topic and then give an example 2. Guide your classmates through a practice activity and/or more examples 3. Provide a creative way to “test” your classmates understanding and ability to apply the new material Teaching Tip: B ...
s-v_agreement
... How do I teach a mini-lesson? 1. Explain clearly your understanding of the topic and then give an example 2. Guide your classmates through a practice activity and/or more examples 3. Provide a creative way to “test” your classmates understanding and ability to apply the new material Teaching Tip: B ...
... How do I teach a mini-lesson? 1. Explain clearly your understanding of the topic and then give an example 2. Guide your classmates through a practice activity and/or more examples 3. Provide a creative way to “test” your classmates understanding and ability to apply the new material Teaching Tip: B ...
Modern Greek grammar
The grammar of Standard Modern Greek, as spoken in present-day Greece and Cyprus, is basically that of Demotic Greek, but it has also assimilated certain elements of Katharevousa, the archaic, learned variety of Greek imitating Classical Greek forms, which used to be the official language of Greece through much of the 19th and 20th centuries. Modern Greek grammar has preserved many features of Ancient Greek, but has also undergone changes in a similar direction as many other modern Indo-European languages, from more synthetic to more analytic structures.