After having listened to Seth Lehrer's audio recordings discussing the history of English and Indo-European, I'd like to show you a couple of tricks you can now use to make your own writing voice sound more academic.
This document contains a table of contents for a grammar book covering topics such as nationalities, stem changers, para, indirect object pronouns, pronoun placement, gustar, affirmative and negative words, superlatives, reflexives, affirmative and negative commands, and more. It provides examples and explanations of grammar structures and conjugations in Spanish.
This document contains a table of contents for a grammar book covering topics such as: nationalities, stem changers, para, indirect object pronouns, pronoun placement, gustar, affirmative and negative words, superlatives, reflexives, commands, sequencing events, the preterite, trigger words, -car -gar -zar verbs, deber and infinitives, modal verbs, the present progressive, and adverbs. The document provides examples and explanations of grammar structures and conjugations.
The document is a Spanish grammar book that provides an overview of key grammatical concepts in Spanish including: differences between que and cual, uses of ser and estar, verbs like gustar, imperfect tense, transitional verbs, reflexive verbs, commands, and preterite tense. It includes examples and conjugations of verbs.
This document provides guidance and examples for teachers to encourage students to use connectives in extended writing tasks. It recommends that teachers provide students with connectives before writing to force them to think differently about developing their writing. Sample connectives are given for different writing tasks, like comparisons, character descriptions, and setting descriptions. Teachers are advised to have students build vocabulary webs and use a variety of sentence structures and connectives to create descriptive passages. The goal is to help students improve at linking ideas in their extended writing.
Dictionaries & Idioms
Making New Words
The document discusses the 13 main methods used to create new words in the English language: derivation, back formation, compounding, repurposing, conversion, eponyms, abbreviations, loanwords, onomatopoeia, reduplication, nonce words, error, and portmanteaus. It provides examples for each method and notes that languages evolve over time by inventing and adopting new words to describe modern concepts and keep up with changing times. While borrowings from other languages have influenced English vocabulary throughout history, the language remains healthy today due to its ability to continuously expand dictionaries with neologisms.
This document contains a table of contents for a grammar book. It outlines 12 topics that will be covered including nationalities, stem changing verbs, para, indirect object pronouns, pronoun placement, gustar, affirmative and negative words, superlatives, reflexives, affirmative and negative commands, and sequencing events. The document provides an overview of the key grammatical concepts that will be explained in the book.
An adjective modifies a noun or pronoun by describing, identifying, or quantifying words. There are different types of adjectives including numeric, quantitative, qualitative, possessive, interrogative, and demonstrative. Adjectives usually precede the noun they modify and can be used alone or together to describe nouns, as in "a beautiful young French lady". The main types of adjectives are possessive, demonstrative, interrogative, and indefinite adjectives.
This document provides an outline of 30 grammar topics in Spanish including: verb conjugations, irregular verbs, uses of ser and estar, pronouns, commands, and moods such as subjunctive. It covers essential concepts such as stem-changing verbs, direct and indirect object pronouns, possessive adjectives and pronouns, and uses of preterite vs imperfect tense. The document serves as a comprehensive reference guide for key elements of Spanish grammar.
This document contains a table of contents for a grammar book covering topics such as nationalities, stem changers, para, indirect object pronouns, pronoun placement, gustar, affirmative and negative words, superlatives, reflexives, affirmative and negative commands, and more. It provides examples and explanations of grammar structures and conjugations in Spanish.
This document contains a table of contents for a grammar book covering topics such as: nationalities, stem changers, para, indirect object pronouns, pronoun placement, gustar, affirmative and negative words, superlatives, reflexives, commands, sequencing events, the preterite, trigger words, -car -gar -zar verbs, deber and infinitives, modal verbs, the present progressive, and adverbs. The document provides examples and explanations of grammar structures and conjugations.
The document is a Spanish grammar book that provides an overview of key grammatical concepts in Spanish including: differences between que and cual, uses of ser and estar, verbs like gustar, imperfect tense, transitional verbs, reflexive verbs, commands, and preterite tense. It includes examples and conjugations of verbs.
This document provides guidance and examples for teachers to encourage students to use connectives in extended writing tasks. It recommends that teachers provide students with connectives before writing to force them to think differently about developing their writing. Sample connectives are given for different writing tasks, like comparisons, character descriptions, and setting descriptions. Teachers are advised to have students build vocabulary webs and use a variety of sentence structures and connectives to create descriptive passages. The goal is to help students improve at linking ideas in their extended writing.
Dictionaries & Idioms
Making New Words
The document discusses the 13 main methods used to create new words in the English language: derivation, back formation, compounding, repurposing, conversion, eponyms, abbreviations, loanwords, onomatopoeia, reduplication, nonce words, error, and portmanteaus. It provides examples for each method and notes that languages evolve over time by inventing and adopting new words to describe modern concepts and keep up with changing times. While borrowings from other languages have influenced English vocabulary throughout history, the language remains healthy today due to its ability to continuously expand dictionaries with neologisms.
This document contains a table of contents for a grammar book. It outlines 12 topics that will be covered including nationalities, stem changing verbs, para, indirect object pronouns, pronoun placement, gustar, affirmative and negative words, superlatives, reflexives, affirmative and negative commands, and sequencing events. The document provides an overview of the key grammatical concepts that will be explained in the book.
An adjective modifies a noun or pronoun by describing, identifying, or quantifying words. There are different types of adjectives including numeric, quantitative, qualitative, possessive, interrogative, and demonstrative. Adjectives usually precede the noun they modify and can be used alone or together to describe nouns, as in "a beautiful young French lady". The main types of adjectives are possessive, demonstrative, interrogative, and indefinite adjectives.
This document provides an outline of 30 grammar topics in Spanish including: verb conjugations, irregular verbs, uses of ser and estar, pronouns, commands, and moods such as subjunctive. It covers essential concepts such as stem-changing verbs, direct and indirect object pronouns, possessive adjectives and pronouns, and uses of preterite vs imperfect tense. The document serves as a comprehensive reference guide for key elements of Spanish grammar.
The document discusses different types of prepositions and their uses. Prepositions describe relationships between nouns, verbs, or adjectives. There are several types of prepositional relationships including vertical, horizontal, facing, movement, point in time, duration, reason, inclusion/exclusion, and contrast. The document provides examples to illustrate the different uses of prepositions to indicate spatial, temporal, and other relational meanings.
Lesson14 Robust Vocabulary - The Stranger - Storytown 4th GradeVicki Paris
The document introduces vocabulary words for 4th grade students, including their definitions and examples of use in sentences. It provides lessons over multiple days that reinforce the meanings of the words through activities like creating word webs and discussing how the words were used in a story. Students are asked to use the vocabulary words in their own writing and share with classmates.
The document provides a rubric for evaluating student essays on a scale of 1 to 6. It outlines the key elements needed to earn a score of 4, 5, or 6, such as using specific examples to support an argument, consistent grammar and syntax, and demonstrating a sense of style. The document then contrasts excellent essay qualities with common errors, advising students on maintaining consistent tense, using appropriate diction, providing compelling examples, developing a clear argument, and employing an original style or tone.
The document discusses lexical approaches to language, which view language as being grammaticalized through lexis rather than lexicalized grammar. It defines lexis as including individual words, multi-word units, institutionalized utterances, and sentence and text frames. Collocations, or frequent word partnerships, are also discussed as being an important part of lexis. Advantages and disadvantages of lexical approaches are mentioned but not described in detail.
This document contains an outline of topics for a Spanish grammar book. It includes sections on present tense conjugations, stem changes, irregular verbs like ser and ir, saber vs conocer, reflexive verbs, the impersonal se, diphthongs with accents, similar verbs ending in -uir/-uir and -cer/-cir, the formula "hace + time + que", imperfect versus preterite tenses, irregular preterite verbs, comparative and superlative adjectives, the future tense, irregular future verbs, and common future trigger words.
This document provides a summary of key grammatical concepts in Spanish, organized into 23 sections. It covers topics such as verb conjugations, irregular verbs, uses of ser and estar, gustar constructions, preterite vs imperfect, the subjunctive mood, commands, object pronouns, possessive adjectives and pronouns, demonstratives, reflexives, and the differences between por and para.
This document provides information about nouns, including the definition of a noun and different types of nouns. It defines nouns as words that name people, places, things, or ideas. It describes several types of nouns including proper nouns, common nouns, concrete nouns, abstract nouns, collective nouns, and compound nouns. It also discusses singular and plural nouns, including rules for making nouns plural and some irregular plural forms. The document aims to help the reader identify and understand different categories of nouns.
This document outlines classroom activities to help students learn about Shakespeare's language and Elizabethan vocabulary through exploring insults. The activities include: having students practice delivering insults with different tones and expressions; giving students Elizabethan insults to say aloud; defining insults from an insult dictionary; creating their own Elizabethan insults; and performing insults for the class while explaining their modern meanings. The goal is for students to develop understanding and performance of Shakespearean language through interactive insult exercises.
This document outlines a lesson plan on Shakespearean insults. Students will complete a word search, then roleplay delivering insults using different tones and expressions. They will be assigned insults to practice saying and will take turns insulting each other. Next, students will analyze the meaning and impact of Elizabethan insults, and one group will perform an insult for the class. Finally, students will create their own Elizabethan insults and variations on insult structures. The goal is for students to explore Shakespeare's language and develop knowledge of Elizabethan vocabulary through dramatic activities focused on insults.
This document provides a grammar guide for Spanish verbs and verb tenses. It covers topics such as present tense conjugations, stem changers, irregular verbs, saber vs conocer, reflexives, se impersonal, gustar verbs, hacer expressions, preterite vs imperfect, comparatives and superlatives, the future tense, ser vs estar, por vs para, commands, the present perfect, double object pronouns, adverbs, the subjunctive mood, and progressive tenses. The guide is presented through tables, examples, and explanations to teach Spanish grammar concepts.
The document discusses homophones, which are words that sound the same but differ in meaning or spelling. It provides examples of different types of homophones, including words that are spelled the same like rose/rose, and words that sound the same but are spelled differently, like wait/weight. The document encourages trying an example homophone question to test understanding of homophones.
This document defines and provides examples of different types of nouns:
1. A noun is a person, place, or thing. Common examples given include wizard, teacher, dancer, grandma, doctor, chef, student, kitchen, cabin, church, city, school, beach, baseball, butterfly, bed, mouse, car, and bus.
2. Nouns can be common or proper, singular or plural, and possessive. Rules are provided for making nouns plural and possessive.
3. Examples demonstrate singular and plural nouns, and singular and plural possessive nouns. Special plural forms are noted.
This document discusses different types of nouns including concrete nouns, abstract nouns, proper nouns, common nouns, compound nouns, and collective nouns. It provides examples for each type and exercises to identify and underline specific nouns. The key types discussed are concrete nouns which refer to tangible things and abstract nouns which refer to intangible concepts, as well as proper nouns which are specific names and common nouns which are general categories.
This document provides an overview of key Spanish grammar concepts including:
1. The present tense and how it is used to express present and near future actions.
2. Irregular verb forms in the present tense such as stem changes and irregular yo forms.
3. The verbs ser and estar and how they are used with adjectives to describe inherent vs. temporary qualities.
4. Gustar and similar verbs that follow the gustar model of conjugation.
5. Spanish nouns, articles, adjectives and how they agree in gender and number.
6. The preterite and imperfect tenses and how they are used to express completed vs. ongoing past actions.
The document provides a lesson on essential English idioms involving phrasal verbs and collocations. It defines 50 common idiomatic phrases over 12 sections, explaining their meanings and usage. Examples of idioms defined include "to get in/on," "to turn on/off," "right away," "sooner or later," and "at first."
This document discusses advanced sentence structures, including parallelism, sentence fragments, and run-on sentences. It provides examples and activities to identify these structures. Parallel structure means using similar grammatical forms to connect two or more elements in a sentence. Sentence fragments are incomplete sentences that are missing a subject, verb, or both. Run-on sentences contain two or more complete sentences joined without proper punctuation or conjunctions.
The document outlines the key grammar concepts covered in a Spanish 4 course. It includes 34 sections that cover topics such as verb conjugations in the present, preterite, imperfect, and subjunctive tenses, irregular verbs, use of ser vs estar, pronouns, adjectives, articles, por vs para, and future and conditional forms. The table of contents provides an overview of all grammatical structures and verbs forms covered in the class.
The document discusses adjective phrases. It defines an adjective phrase as a constituent with an adjective as its head. It provides examples of fact and opinion adjectives and how they provide objective or subjective information. Adjective phrases modify nouns and examples are given such as "very tall girl" and "quite expensive for a pen". The document also lists common types of adjectives and how new adjectives can be formed by adding suffixes to verbs and nouns.
This document contains a table of contents for a Spanish grammar book covering topics such as verb conjugations, irregular verbs, stem changes, uses of por vs para, commands, and the subjunctive mood. It provides example conjugations and explanations for present tense verbs, stem changing verbs, irregular yo forms, saber vs conocer, reflexive verbs, and se impersonal verbs. It also covers uses of the imperfect vs preterite, future/conditional forms, por vs para prepositions, commands, the present perfect, double object pronouns, adverbs, and progressive tenses.
This grammar book contains information about Spanish grammar topics such as verb conjugations, irregular verbs, saber vs conocer, por vs para, commands, and more. It includes charts, examples, and explanations of grammar points. The table of contents outlines the chapters on present tense, stem changers, reflexives, the preterite, imperfect, and future tenses, comparatives, por vs para, commands, and other concepts.
- Clitics are linguistic elements that are not full words but attach to other words. They cannot be stressed and do not cause the same morphological changes as prefixes or suffixes.
- In Spanish, clitic pronouns attach to the verb but do not change the stress pattern of the word. For example, "I am reading it" becomes "I'm reading it" when the clitic is added.
- The document discusses various tests and criteria for determining parts of speech based on distribution and morphology. However, it notes that some words defy strict categorization, and the distributional theory has limitations. Overall tests of contexts, affixation, and other changes help identify parts of speech but cannot account for all
This document discusses adverbs and their various forms and uses. It covers:
1. Adverbs can modify verbs, adjectives, and other adverbs. They are often movable and add emphasis or nuance.
2. The '-ly' suffix is commonly used to derive adverb forms from adjectives describing manner. Not all adjectives can form adverbs this way.
3. Other suffixes like '-ward' and '-wise' also derive specialized adverbs. Some adjectives form adverbs with metaphorical meanings.
4. Comparisons for '-ly' adverbs use 'more' rather than '-er.' Adverbs without suffixes are identified by context and position.
The document discusses different types of prepositions and their uses. Prepositions describe relationships between nouns, verbs, or adjectives. There are several types of prepositional relationships including vertical, horizontal, facing, movement, point in time, duration, reason, inclusion/exclusion, and contrast. The document provides examples to illustrate the different uses of prepositions to indicate spatial, temporal, and other relational meanings.
Lesson14 Robust Vocabulary - The Stranger - Storytown 4th GradeVicki Paris
The document introduces vocabulary words for 4th grade students, including their definitions and examples of use in sentences. It provides lessons over multiple days that reinforce the meanings of the words through activities like creating word webs and discussing how the words were used in a story. Students are asked to use the vocabulary words in their own writing and share with classmates.
The document provides a rubric for evaluating student essays on a scale of 1 to 6. It outlines the key elements needed to earn a score of 4, 5, or 6, such as using specific examples to support an argument, consistent grammar and syntax, and demonstrating a sense of style. The document then contrasts excellent essay qualities with common errors, advising students on maintaining consistent tense, using appropriate diction, providing compelling examples, developing a clear argument, and employing an original style or tone.
The document discusses lexical approaches to language, which view language as being grammaticalized through lexis rather than lexicalized grammar. It defines lexis as including individual words, multi-word units, institutionalized utterances, and sentence and text frames. Collocations, or frequent word partnerships, are also discussed as being an important part of lexis. Advantages and disadvantages of lexical approaches are mentioned but not described in detail.
This document contains an outline of topics for a Spanish grammar book. It includes sections on present tense conjugations, stem changes, irregular verbs like ser and ir, saber vs conocer, reflexive verbs, the impersonal se, diphthongs with accents, similar verbs ending in -uir/-uir and -cer/-cir, the formula "hace + time + que", imperfect versus preterite tenses, irregular preterite verbs, comparative and superlative adjectives, the future tense, irregular future verbs, and common future trigger words.
This document provides a summary of key grammatical concepts in Spanish, organized into 23 sections. It covers topics such as verb conjugations, irregular verbs, uses of ser and estar, gustar constructions, preterite vs imperfect, the subjunctive mood, commands, object pronouns, possessive adjectives and pronouns, demonstratives, reflexives, and the differences between por and para.
This document provides information about nouns, including the definition of a noun and different types of nouns. It defines nouns as words that name people, places, things, or ideas. It describes several types of nouns including proper nouns, common nouns, concrete nouns, abstract nouns, collective nouns, and compound nouns. It also discusses singular and plural nouns, including rules for making nouns plural and some irregular plural forms. The document aims to help the reader identify and understand different categories of nouns.
This document outlines classroom activities to help students learn about Shakespeare's language and Elizabethan vocabulary through exploring insults. The activities include: having students practice delivering insults with different tones and expressions; giving students Elizabethan insults to say aloud; defining insults from an insult dictionary; creating their own Elizabethan insults; and performing insults for the class while explaining their modern meanings. The goal is for students to develop understanding and performance of Shakespearean language through interactive insult exercises.
This document outlines a lesson plan on Shakespearean insults. Students will complete a word search, then roleplay delivering insults using different tones and expressions. They will be assigned insults to practice saying and will take turns insulting each other. Next, students will analyze the meaning and impact of Elizabethan insults, and one group will perform an insult for the class. Finally, students will create their own Elizabethan insults and variations on insult structures. The goal is for students to explore Shakespeare's language and develop knowledge of Elizabethan vocabulary through dramatic activities focused on insults.
This document provides a grammar guide for Spanish verbs and verb tenses. It covers topics such as present tense conjugations, stem changers, irregular verbs, saber vs conocer, reflexives, se impersonal, gustar verbs, hacer expressions, preterite vs imperfect, comparatives and superlatives, the future tense, ser vs estar, por vs para, commands, the present perfect, double object pronouns, adverbs, the subjunctive mood, and progressive tenses. The guide is presented through tables, examples, and explanations to teach Spanish grammar concepts.
The document discusses homophones, which are words that sound the same but differ in meaning or spelling. It provides examples of different types of homophones, including words that are spelled the same like rose/rose, and words that sound the same but are spelled differently, like wait/weight. The document encourages trying an example homophone question to test understanding of homophones.
This document defines and provides examples of different types of nouns:
1. A noun is a person, place, or thing. Common examples given include wizard, teacher, dancer, grandma, doctor, chef, student, kitchen, cabin, church, city, school, beach, baseball, butterfly, bed, mouse, car, and bus.
2. Nouns can be common or proper, singular or plural, and possessive. Rules are provided for making nouns plural and possessive.
3. Examples demonstrate singular and plural nouns, and singular and plural possessive nouns. Special plural forms are noted.
This document discusses different types of nouns including concrete nouns, abstract nouns, proper nouns, common nouns, compound nouns, and collective nouns. It provides examples for each type and exercises to identify and underline specific nouns. The key types discussed are concrete nouns which refer to tangible things and abstract nouns which refer to intangible concepts, as well as proper nouns which are specific names and common nouns which are general categories.
This document provides an overview of key Spanish grammar concepts including:
1. The present tense and how it is used to express present and near future actions.
2. Irregular verb forms in the present tense such as stem changes and irregular yo forms.
3. The verbs ser and estar and how they are used with adjectives to describe inherent vs. temporary qualities.
4. Gustar and similar verbs that follow the gustar model of conjugation.
5. Spanish nouns, articles, adjectives and how they agree in gender and number.
6. The preterite and imperfect tenses and how they are used to express completed vs. ongoing past actions.
The document provides a lesson on essential English idioms involving phrasal verbs and collocations. It defines 50 common idiomatic phrases over 12 sections, explaining their meanings and usage. Examples of idioms defined include "to get in/on," "to turn on/off," "right away," "sooner or later," and "at first."
This document discusses advanced sentence structures, including parallelism, sentence fragments, and run-on sentences. It provides examples and activities to identify these structures. Parallel structure means using similar grammatical forms to connect two or more elements in a sentence. Sentence fragments are incomplete sentences that are missing a subject, verb, or both. Run-on sentences contain two or more complete sentences joined without proper punctuation or conjunctions.
The document outlines the key grammar concepts covered in a Spanish 4 course. It includes 34 sections that cover topics such as verb conjugations in the present, preterite, imperfect, and subjunctive tenses, irregular verbs, use of ser vs estar, pronouns, adjectives, articles, por vs para, and future and conditional forms. The table of contents provides an overview of all grammatical structures and verbs forms covered in the class.
The document discusses adjective phrases. It defines an adjective phrase as a constituent with an adjective as its head. It provides examples of fact and opinion adjectives and how they provide objective or subjective information. Adjective phrases modify nouns and examples are given such as "very tall girl" and "quite expensive for a pen". The document also lists common types of adjectives and how new adjectives can be formed by adding suffixes to verbs and nouns.
This document contains a table of contents for a Spanish grammar book covering topics such as verb conjugations, irregular verbs, stem changes, uses of por vs para, commands, and the subjunctive mood. It provides example conjugations and explanations for present tense verbs, stem changing verbs, irregular yo forms, saber vs conocer, reflexive verbs, and se impersonal verbs. It also covers uses of the imperfect vs preterite, future/conditional forms, por vs para prepositions, commands, the present perfect, double object pronouns, adverbs, and progressive tenses.
This grammar book contains information about Spanish grammar topics such as verb conjugations, irregular verbs, saber vs conocer, por vs para, commands, and more. It includes charts, examples, and explanations of grammar points. The table of contents outlines the chapters on present tense, stem changers, reflexives, the preterite, imperfect, and future tenses, comparatives, por vs para, commands, and other concepts.
- Clitics are linguistic elements that are not full words but attach to other words. They cannot be stressed and do not cause the same morphological changes as prefixes or suffixes.
- In Spanish, clitic pronouns attach to the verb but do not change the stress pattern of the word. For example, "I am reading it" becomes "I'm reading it" when the clitic is added.
- The document discusses various tests and criteria for determining parts of speech based on distribution and morphology. However, it notes that some words defy strict categorization, and the distributional theory has limitations. Overall tests of contexts, affixation, and other changes help identify parts of speech but cannot account for all
This document discusses adverbs and their various forms and uses. It covers:
1. Adverbs can modify verbs, adjectives, and other adverbs. They are often movable and add emphasis or nuance.
2. The '-ly' suffix is commonly used to derive adverb forms from adjectives describing manner. Not all adjectives can form adverbs this way.
3. Other suffixes like '-ward' and '-wise' also derive specialized adverbs. Some adjectives form adverbs with metaphorical meanings.
4. Comparisons for '-ly' adverbs use 'more' rather than '-er.' Adverbs without suffixes are identified by context and position.
This document provides an introduction to lexicology, which is the study of words. It discusses different types of word formation processes including affixation, compounding, blending, clipping, conversion, backformation, acronyms, onomatopoeia, and eponyms. Specific examples are given to illustrate each word formation process. The document concludes by noting that lexicology also examines the origins, historical changes, semantic changes, lexical semantics, idioms, and dictionaries of words.
Aula 3 deriv. vs. infl morphs, affixes, grammatical morphemes, content and ...Jose Uchoa
Derivational morphemes add new meanings and can change the part of speech of a word, creating new words. Inflectional morphemes do not change meaning or part of speech but add grammatical information like number, tense, or comparison. Derivational morphemes are less productive and more unpredictable in meaning than inflectional morphemes.
This document provides an overview of Spanish grammar topics covered in Period 1, including:
- The present tense of regular, stem-changing, and irregular verbs.
- Uses of ser and estar.
- The subjunctive mood and common expressions that take the subjunctive.
- Commands (mandatos) and how to form them.
- Direct and indirect object pronouns.
- Possessive adjectives and demonstrative pronouns.
- Reflexive verbs and how to conjugate them.
- The differences between using por and para.
Morphology is the study of word forms and the rules for word formation. It examines the internal structure of words and how parts of words, called morphemes, combine to form new words. There are two main types of morphemes - bound morphemes like prefixes and suffixes that must attach to other morphemes, and free morphemes that can stand alone as words. Studying morphology helps us understand where words come from, how new words are formed, and the mental lexicon of words we know. It also provides insight into how dictionaries are structured.
The document provides an overview of the Lexical Approach theory of language teaching and learning. Some key points:
- The theory posits that language consists of grammaticalized lexical chunks rather than lexicalized grammar. Learners acquire language through noticing and internalizing prefabricated chunks rather than by applying rules of grammar.
- Chunks include collocations, idioms, formulaic expressions, and delexicalized verbs whose meaning comes from the noun phrases they collocate with.
- A lexical syllabus focuses on teaching words, phrases, frames, and other lexical chunks rather than isolated grammar points. Noticing chunks in context is important for both teaching and learning.
The document lists various Spanish grammar topics including verb conjugations, irregular verbs, stem changers, reflexive verbs, saber vs conocer, gustar verbs, diphthongs, hacer expressions, preterite vs imperfect tense, and comparatives. It provides examples of conjugating regular verbs ending in -ar, -er, -ir. Irregular verbs like ser, ir, dar and stem changers like oir and hacer are also exemplified.
The document discusses morphology and morphemes. It defines morphology as investigating basic forms in a language and defines a morpheme as the minimal unit of meaning or grammatical function. It distinguishes between free morphemes that can stand alone as words and bound morphemes that cannot stand alone and are attached to other forms. It also distinguishes between lexical morphemes that create new words and functional morphemes that are closed class. Finally, it discusses derivational morphemes that change word categories and inflectional morphemes that indicate grammatical functions.
The document discusses various types of lexis (vocabulary) and their stylistic characteristics. It covers standard vs. non-standard lexis, nominal vs. verbal style, qualifying lexis such as adjectives and adverbs, grammatical lexis, and historically, professionally, and expressively marked lexis. Specifically, it defines terms like euphemisms, pejoratives, idioms, synonyms, and palindromes and provides examples of each.
This document provides information about different types of words in English: simple words, complex words, and compound words. It defines each type and provides examples. Simple words consist of a single morpheme, complex words include two bound morphemes or a bound and free morpheme, and compound words have two or more free morphemes. The document also discusses distinguishing compound words from phrases, noting structural integrity, semantic meaning, and stress patterns.
Greene county etymology and morphology january 15branzburg
The workshop included the following activities:
- Discussing the origins of ancient Egyptian words and their meanings.
- Brainstorming possibilities for creating new "-ologies" and "-ologists" based on areas of expertise.
- Analyzing Latin and Greek word origins and their influence on the English language.
- Playing guessing games to learn the histories and meanings of words.
- Creating charts to show how words can change forms and meanings through prefixes, suffixes, and morphological transformations.
- Mapping networks of related words connected to common roots, prefixes, and suffixes.
Hieber - An Introduction to Typology, Part I: Morphological TypologyDaniel Hieber
An Introduction to Typology, Part I: Morphological Typology. First in a three-part lecture series on language typology given to the Research & Development divisions of Rosetta Stone, June 15, 2012.
The document discusses different parts of speech, beginning with nouns. It defines nouns and provides examples of different types of nouns such as proper, common, abstract, collective, concrete, and compound nouns. It then discusses pronouns, adjectives, verbs and their classifications. For nouns, it covers common and proper nouns. For pronouns, it discusses personal, reflexive, demonstrative, interrogative, indefinite and distributive pronouns. It also provides examples and exercises to identify different parts of speech in sentences.
The document provides information about Spanish sentence structure and grammar. It lists different sentence types in Spanish including statements, questions, exclamations, and commands. For each type it gives the typical word order and examples. It also discusses the placement of objects, verbs, adjectives, and other parts of speech within sentences. The document concludes with additional vocabulary examples.
The document discusses the subjunctive mood in French. It explains that the subjunctive indicates the speaker's attitude rather than when an action occurred, and is used to express doubt, desire, necessity, fear and possibility. It provides details on subjunctive formation, including stems, endings and irregular verbs. Examples are given to illustrate usage in dependent clauses introduced by "que" to express desire, necessity, fear and possibility.
The document discusses the subjunctive mood in French. It explains that the subjunctive indicates the speaker's attitude rather than when an action occurred, and is used to express doubt, desire, necessity, fear and possibility. It provides details on subjunctive formation, including stems, endings and irregular verbs. Examples are given to illustrate usage in dependent clauses introduced by "que" to express desire, necessity, fear and possibility.
This document discusses several grammatical concepts in Spanish including:
1) Indirect object pronouns and examples of clear vs confusing usage.
2) Redundant direct and indirect object pronouns and the rule for when they are used.
3) How some Spanish verbs like querer, saber, and poder change meaning in the preterite tense.
4) Common attributive phrases in Spanish like "como nota" and "según".
5) Adverbial verbs like "volver" and "soler" that express ideas usually conveyed by adverbs in English.
Similar to Academic Voice: Using English's Biases For You (20)
The document discusses various approaches to designing a research project. It outlines the "standard model" of procrastinating until the last minute. It then discusses defeating procrastination by breaking the project into steps, setting goals, and always moving to the next step. It recommends creating a project proposal by answering questions about the topic and timeline. Finally, it provides examples of a sample project calendar to plan goals and work times out over multiple weeks before the due date.
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
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Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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Answers about how you can do more with Walmart!"
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
1. LANGUAGE-AWARENESS
EXERCISES:
Using the Quirks of English to Your Own Advantage
2. THE THREE “PARENTS” OF
MODERN ENGLISH:
• Old English: Germanic. Used in
personal, working-class, and casual
conversation. Language of the “folks”.
• Norman French: Romance. Used in
legal, regal, and upper-class situations.
Language of the “gentry”.
• Latin/Greek: Languages of
antiquity. Used in the church and in
the sciences. Language of the
academy.
3. “FOLKSY” VERBS:
• Formed like this: verb +
preposition. Examples:
•Get over •Think back
• Most common slang •Get through •Think through
verbs in English. •Get by •Think over
• Severaldefinitions, and •Get into •Think about
new ones are constantly •Get at •Think up
formed. •Get away
4. MAKE SOME MORE:
CHOOSE A VERB FROM BOX “A” AND ONE OR MORE PREPOSITIONS FROM BOX “B”. SEE
HOW MANY PHRASAL VERBS YOU CAN MAKE FROM EACH MAIN VERB.
• Do • Lose
• Out
• Kick • Drop • In
• Over
• Go • Pick • At
• Into
• Make • Work • Back
• Under
• Find • Fly • Away
• Off
• Hit • Slip • To
• Through
• Take • Break • From
• Up
• Give • Turn
5. NOTICE:
• Verbs here might have • It’squite easy to form slangy,
different meanings, even for idiomatic, and even vulgar
the same combination—for verbs this way—most
example, “make up” can English slang verbs are in fact
mean “invent,” “reconcile/ formed this way.
apologize,” or “decorate (as
in, a face). • It’s
possible to replace
almost any of these verbs
• Theytend to be extremely with more specific, more
casual. academic words.
6. WHAT WAS THAT LAST BIT?
• Indeed, youcan replace
almost any phrasal verb with
a more specific, more • Take off
academic single-word verb. • Take over
• Take back
• Takea look at the following • Take in
and see if you can replace • Take up
them with more specific
verbs:
7. HOW’D YOU DO?
For “take off ”: remove,
• Take off depart, withdraw, etc.
• Take over
For “take over”: assume
• Take back
(power), usurp, arrogate,
• Take in
etc.
• Take up (as in,
For “take up”: occupy (as
“take up tennis”)
in: space), embrace,
adopt, etc.
8. SPEAKING OF “ACADEMIC
WORDS...”
• You probably already knew most of the “academic” words
listed on the last slide (except, maybe, “arrogate,” the verb
form of “arrogant”: to claim w/o justification)
• Rareand extremely multisyllabic words are great, but aren’t
always necessary for a convincing academic voice.
• Words originating from French, Latin, and Greek (the language
of the “gentry” and the Academy) naturally sound more formal
in Modern English, because of old biases.
9. ONE LAST THING:
HOW DO WE FORM LATIN VERBS?
as- -tion
pre- -er
-sum-
con- -tuous
-sump-
sub- -tive
re- -e
10. WHAT DO THESE TWO
WORD PARTS DO?
The prefixes: The suffixes:
re- -er/-or
con- -tion
pre- -ed
sub- -tuous
etc. etc.
11. PREFIXES: SUFFIXES:
• Are often Latin or Greek • Change the form of the
prepositions root verb—to an abstract
• Change the quality, noun (-tion, -ism, -ness), and
direction, or other adjective (-ive, -ous), and to
meaning-aspect of the root different verb tenses (-ed, -
verb ing).
• Can sometimes be • Are often combined for
combined for new more complex forms (-
meanings ousness), (-tionism), (-
iveness)
12. TO REVIEW:
• Englishhas roots in many • Tosound more academic,
languages—especially Old you can simply shift Old
English (Germanic), Norman English words over to Latin
French, Latin, and Greek and French forms.
• Each historical language has • Changing two-word verbs—
its own associations—even verb+preposition—into
today. Latin verbs—prefix/root/
suffix—is a good place to
• Youprobably already know start.
multiple forms of English
words.