Accent marks in Spanish help with pronunciation by indicating which syllable to stress. They distinguish between certain homonyms and are used in question words, demonstrative pronouns, and when separating numerals with "or". The rules for written accents are based on whether the stressed syllable is the next-to-last or last syllable depending on if the word ends in a vowel, n, or s. Exceptions occur when the stress is not on the expected syllable.
Vocabulary task on Power Point based on a suggestion from a British Council presentation by Rob Lewis. Power Point timer by Dave Foord @ a6training.co.uk
Hi guys,
This is a Slideshare for my blog: The Ultimate Piano Notes Guide. If you want to check out the full blog, please visit: https://pianofeed.com/piano-notes/
Vocabulary task on Power Point based on a suggestion from a British Council presentation by Rob Lewis. Power Point timer by Dave Foord @ a6training.co.uk
Hi guys,
This is a Slideshare for my blog: The Ultimate Piano Notes Guide. If you want to check out the full blog, please visit: https://pianofeed.com/piano-notes/
This article covers Spanish accent marks -- including how and when to use them, and why certain Spanish letters and words use accents when their English counterparts do not.
In 2003 I had prepared this presentation on basic rules of English Language. There are a few points we mostly get confused and look for gramatical rules, so I had tried to collect all under one umbrella for everyone's ease. Being shared with all. :) Do correct me if you find faults. Thanks.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
2. help with pronunciation distinguishing between certain homonyms demonstrative pronouns indicating a question separating numerals acentosortográficosuses
3. If a word ends in a vowel, the letter s, or the letter n, the stress is on the next to last syllable; camino hablan muchachas acentosortográficospronunciation
4. In other words without an accent, the stress is on the last syllable; querer ciudad acentosortográficospronunciation
5. A written accent mark IS required if the situation is not as given in the above two rules, that is, when: acentosortográficospronunciation
6. The word ends in a vowel (a, e, i, o, u) or n or s and the stress falls on the last syllable;caminó canción verás acentosortográficospronunciation
7. The word ends in a consonant other than n or s and the stress falls on the next-to-last syllable; mártir cárcel acentosortográficospronunciation
8. The stress falls on any vowel more than two syllables from the end of the word; propósito dándomelo acentosortográficospronunciation
9. Does the word end in a, e, i, o, u, n, or s? “yes” + notstressed on the next-to-the-last syllable = written accent acentosortográficospronunciation
10. Does the word end in a, e, i, o, u, n, or s? “no” + not stressed on the last syllable = written accent acentosortográficospronunciation
11. A vowel may either gain or lose an accent when a word is put into plural or singular. examen (egg-SAW-men) exámenes (eggs-SAH-men-ess canción(kahn-SEEOHN) canciones (kahn-SEEOHN-ess) acentosortográficospronunciation
12. de (of, from); dé(formal command of dar) el (the); él (he) mas(but); más (more) mi (my); mí (me); se (pronoun); sé (1st person, present saber) si (if); sí (yes) solo (single, alone); sólo (only, solely) te (you - as an object); té (tea) tu (your); tú (you) acentosortográficosdistinguishing homonyms
13. demonstrative pronouns (éste, ése, and aquél, this one, that one) generally carry a written accent mark while demonstrative adjectives (este, ese, and aquel, this, that) never do. acentosortográficosdemonstrative pronouns
14. Question words are written with a written accent mark: ¿adónde?to where? ¿dónde?where? ¿cómo?how?, ¿cuál? which? ¿cuándo?when? ¿cuánto(s)? how much, how many? ¿qué?what, how? ¿quién(es)?who, whom? acentosortográficosindicating a question
15. The corresponding relative pronouns or connecting words are not: adondeto where comoas, like, because cualwhich, as cuandowhen cuanto(s) as much, as many dondewhere quewhich, that quienwho, whom acentosortográficosindicating a question
16. ¿Adónde vas? Where are you going? ¿Cuántocuesta? How much does it cost? ¡Quéinteresante! How interesting! No sécómo se llama. I don't know what his/her name is. acentosortográficosindicating a question
17. Cuandovengan, iremos al parque. When they come, we'll go to the park. Digoque no esverdad. I say that it isn't true. La mujer de quienhablases la jefa. The woman you're talking about is the boss. acentosortográficosindicating a question
18. The conjunctiono (meaning "or") in between numerals, it is accented to avoid confusion with the 0(zero). Tengocinco o seisradios I have five or six radios. Tengo5 ó 6 radios I have 5 or 6 radios. acentosortográficosseparating numerals