This chapter discusses how to write descriptions of places by using space order and descriptive details. It explains that space order involves describing a place from top to bottom, outside to inside, etc. The chapter also discusses using topic sentences, descriptive details organized in space order, and concluding sentences. Additionally, it covers grammar topics that are important for descriptions, such as types of adjectives, adjective order, and prepositional phrases.
This chapter discusses how to write descriptions of places by using space order and descriptive details. It explains that space order involves describing a place from top to bottom, outside to inside, etc. The chapter also discusses using topic sentences, descriptive details organized in space order, and concluding sentences. Additionally, it covers grammar topics that are important for descriptions, such as types of adjectives, adjective order, and prepositional phrases.
The document provides a rubric for assessing exposition writing in 5 areas: structure, language, spelling, punctuation, and writing process. It rates student work on a scale from 0 to 2.75. Higher scores are given for including more elements in writing structure like introductions, arguments, and conclusions. Language use is assessed based on vocabulary, sentence structure, and voice. Spelling, punctuation, and editing skills are also evaluated. The rubric is intended as a guide for teachers to use when moderating the writing process and student work.
The document provides steps for composition and writing essays:
[1] Read the question and note what needs to be done; read any accompanying materials and take notes on main points. [2] Jot down main points from brainstorming without worrying if they are correct. [3] Prepare an outline choosing the best points and arranging them in order. [4] Write each paragraph addressing a main point and providing details. [5] Revise and edit for clarity, checking if the question was answered. [6] Proofread for grammar, spelling, and punctuation.
This document provides a lesson plan on Philippine literature for the contemporary period. It includes readings, vocabulary, and lessons on recognizing onomatopoeia, finding messages in poetry, free verse, words from mythology, cause-effect relationships, using adjectives, comparing adjectives, and plotting information in tables. The plan outlines topics, definitions, examples, and exercises to help students understand key concepts in Philippine literature.
The document provides guidance on proper email etiquette in the workplace, discussing topics such as email composition, tone, responding to messages, and avoiding unprofessional behaviors like flaming. It offers tips for ensuring emails are well-written, organized, and appropriate for the intended audience. The goal is to help professionals communicate effectively and respectfully via email.
This rubric provides a scoring guide for a midterm presentation with categories including visual organization, opening, conclusion, transitions, analysis/coherence, focus on topic, language, originality of topic choice, delivery elements like eye contact and voice, and use of filler words. Presentations are scored on a scale of 1 to 4, with 4 being expert-level achievement of the criteria in the category. The rubric also includes space for self-evaluation and peer evaluation scores.
The document outlines four stages of writing development for kindergarteners:
Stage A - Writing is through drawing or manipulating objects. Letters may be known but not applied. Stories are told orally.
Stage B - Writing includes scribbles or patterns. Letters may be written randomly. Oral stories and pictures become more elaborate as the connection between writing and storytelling develops.
Stage C - Random letters and the child's name are incorporated. Letters and words from the environment are often copied. Oral stories include random letters or copied words.
Stage D - Evidence of understanding letter-sound connections. Parts of pictures may be labeled and referenced orally. The concept of story develops along with simple stories and
This document provides guidance on creating double page spreads for a magazine. It discusses analyzing the features of example spreads, including presentational elements like images, fonts, and layout, as well as linguistic elements like headlines, standfirsts, pull quotes, and article text. Readers are reminded to write their article text first before designing the layout to ensure quality writing. When creating their own spread, they should consider the angle, reader relationship, and how all elements like images and text will work together cohesively based on the magazine's style.
This chapter discusses how to write descriptions of places by using space order and descriptive details. It explains that space order involves describing a place from top to bottom, outside to inside, etc. The chapter also discusses using topic sentences, descriptive details organized in space order, and concluding sentences. Additionally, it covers grammar topics that are important for descriptions, such as types of adjectives, adjective order, and prepositional phrases.
The document provides a rubric for assessing exposition writing in 5 areas: structure, language, spelling, punctuation, and writing process. It rates student work on a scale from 0 to 2.75. Higher scores are given for including more elements in writing structure like introductions, arguments, and conclusions. Language use is assessed based on vocabulary, sentence structure, and voice. Spelling, punctuation, and editing skills are also evaluated. The rubric is intended as a guide for teachers to use when moderating the writing process and student work.
The document provides steps for composition and writing essays:
[1] Read the question and note what needs to be done; read any accompanying materials and take notes on main points. [2] Jot down main points from brainstorming without worrying if they are correct. [3] Prepare an outline choosing the best points and arranging them in order. [4] Write each paragraph addressing a main point and providing details. [5] Revise and edit for clarity, checking if the question was answered. [6] Proofread for grammar, spelling, and punctuation.
This document provides a lesson plan on Philippine literature for the contemporary period. It includes readings, vocabulary, and lessons on recognizing onomatopoeia, finding messages in poetry, free verse, words from mythology, cause-effect relationships, using adjectives, comparing adjectives, and plotting information in tables. The plan outlines topics, definitions, examples, and exercises to help students understand key concepts in Philippine literature.
The document provides guidance on proper email etiquette in the workplace, discussing topics such as email composition, tone, responding to messages, and avoiding unprofessional behaviors like flaming. It offers tips for ensuring emails are well-written, organized, and appropriate for the intended audience. The goal is to help professionals communicate effectively and respectfully via email.
This rubric provides a scoring guide for a midterm presentation with categories including visual organization, opening, conclusion, transitions, analysis/coherence, focus on topic, language, originality of topic choice, delivery elements like eye contact and voice, and use of filler words. Presentations are scored on a scale of 1 to 4, with 4 being expert-level achievement of the criteria in the category. The rubric also includes space for self-evaluation and peer evaluation scores.
The document outlines four stages of writing development for kindergarteners:
Stage A - Writing is through drawing or manipulating objects. Letters may be known but not applied. Stories are told orally.
Stage B - Writing includes scribbles or patterns. Letters may be written randomly. Oral stories and pictures become more elaborate as the connection between writing and storytelling develops.
Stage C - Random letters and the child's name are incorporated. Letters and words from the environment are often copied. Oral stories include random letters or copied words.
Stage D - Evidence of understanding letter-sound connections. Parts of pictures may be labeled and referenced orally. The concept of story develops along with simple stories and
This document provides guidance on creating double page spreads for a magazine. It discusses analyzing the features of example spreads, including presentational elements like images, fonts, and layout, as well as linguistic elements like headlines, standfirsts, pull quotes, and article text. Readers are reminded to write their article text first before designing the layout to ensure quality writing. When creating their own spread, they should consider the angle, reader relationship, and how all elements like images and text will work together cohesively based on the magazine's style.
This document outlines the learning objectives, activities, and pupil focus for a spring term story and rhymes unit for Year 8 students. It includes activities like analyzing structural elements in fairy tales, writing from a character's perspective, describing settings and characters, comparing descriptive language in stories, creative writing exercises, analyzing poems, and converting news stories to ballads. The overall goal is for students to explore a variety of literary techniques and genres through close reading, discussion, creative writing, and peer review activities.
The document provides materials and tasks for a lesson on Edgar Allan Poe's short story "The Tell-Tale Heart." Students are instructed to prepare to turn in their analysis of the "Drummer Boy" letter, rate their understanding, and fold a sheet of paper into four boxes. The learning goal is for students to be able to analyze elements of setting, characterization, and plot in "The Tell-Tale Heart." Various classroom activities are outlined, including vocabulary work, close reading checkpoints, group discussions, and a reflective writing assignment comparing Poe's poems "Annabel Lee" and "The Raven."
This unit plan focuses on studying the novel The Outsiders by S.E. Hinton. Students will read the novel and analyze key elements like plot, characters, themes, and language. Activities include identifying characters, comparing Socs and Greasers, exploring relationships between characters, and examining how characters change. Students will also write opinions, creatively explore themes, and relate issues in the text to their own lives. The unit aims to develop skills like using language, thinking critically, and relating to others.
This lesson guide outlines an English class for 3rd grade that focuses on physical descriptions, places in the city, and expressing personal information. The class aims to develop students' linguistic, pragmatic, and sociolinguistic competencies through activities describing appearances, favorite things, and locations using simple sentences and illustrations. Student progress will be evaluated based on their ability to structure basic phrases for describing people and recognizing words related to daily routines and locations in the city.
The document is a scoring rubric for a midterm presentation that evaluates students on a scale of 1 to 4 in several categories including opening, conclusion, transitions, analysis/coherence, focus on topic, language, originality, delivery, eye contact, voice, body language, and filler words. The rubric provides descriptors for what constitutes a score of 1 (Novice), 2 (Beginning), 3 (Proficient), or 4 (Expert) in each category.
The document discusses ideas for writing pieces and rates them on a scale from 1 to 5 in terms of proficiency. A rating of 3 indicates a basic level where the topic is supported but does not deal with key issues. Details are present but are too limited in number. The author "shows" the topic through one or two examples from personal experience. Most of the reader's questions are answered.
The document discusses consonants in language. It begins by defining a consonant as a sound characterized by constriction or closure in the vocal tract. It notes that the number of consonants in languages is greater than letters in most alphabets, so the International Phonetic Alphabet was developed to represent each possible consonant with a unique symbol. The Latin alphabet used in English has fewer letters than consonant sounds in English, so some letters represent multiple consonants and digraphs like "sh" and "th" are used.
The document is a yearly scheme of work for English language for Year 6 pupils. It outlines the weekly themes, topics, and learning outcomes for each month. It includes skill specifications, grammar and language functions, and vocabulary that will be covered. It also lists the resources that will be used, such as the textbook and pages as well as teaching courseware. The document provides a comprehensive plan for the English curriculum for the year.
This document provides instructions for teaching vocabulary using a vocabulary tree graphic organizer. It includes:
1) A mini-lesson where the teacher explains roots and models creating a sample vocabulary tree on the board using a root from the class text.
2) Work time where students work in groups to create their own vocabulary trees on chart paper using assigned roots and key words.
3) A closing where groups present their trees to the class.
The document provides learning outcomes and classroom activities for studying the film In the Name of the Father. Students will analyze film techniques, understand how they manipulate responses and create meaning. Activities explore setting, characters, relationships, themes of injustice and prejudice, and how sound and costume design affect the film. Students are prompted to consider the director's intentions and what can be learned about human nature.
This document discusses various aspects of writing sentences and paragraphs effectively. It covers topics like the different types of sentences, the use of phrases and clauses, importance of punctuation, and techniques for creating coherence and organizing paragraphs. Specifically, it defines things like sentences, clauses, phrases, the four types of sentences, and different punctuation marks. It also discusses how to use connectives, repetition and other techniques to link ideas and ensure coherence across sentences and paragraphs. Finally, it provides guidance on writing different types of paragraphs like argumentative and descriptive paragraphs and developing paragraphs using methods like inductive/deductive order.
The document provides grading rubrics for two student groups, Groupe 5 and Groupe 2, on a script assignment. Groupe 5 received an overall score of 19.5/40 and their work was deemed "passable". Groupe 2 received a higher overall score of 36.5/40 and their work was deemed "Très bien". The rubric evaluated various elements of the assignment including language, vocabulary, creativity, story line, pronunciation, immersion, video quality, and use of props.
This document provides guidance for teachers on teaching the Common Core Georgia Performance Standards for 5th grade reading literary texts. It outlines skills, concepts, strategies and tasks for each standard, along with recommended vocabulary. For standard 1, having students quote accurately from texts when explaining or drawing inferences is emphasized. Standard 2 focuses on determining theme and summarizing. Standard 3 compares and contrasts characters, settings or events. The remaining standards address determining word meanings, explaining a text's overall structure, describing a narrator's point of view, and analyzing how visual/multimedia elements contribute to meaning or beauty. Sample tasks and strategies for integrating the standards into instruction are also provided.
Codes and conventions of a magazine double pagecoralord96
A magazine double page spread typically features a large bleed image across both pages with text overlaid. The headline often also bleeds across both pages to grab attention. Below is a stand first in smaller text to briefly summarize the article. The page number and magazine title are in the bottom corner in small font. Text size is no larger than 11pt and includes things like drop caps, quotes, and smaller images to break up blocks of text.
This document provides instructions for a student project to create a book report, poster, and presentation about a non-fiction book of their choosing. The task is for students to choose a book over 100 pages, write a 2 page book report, create an informative poster with 3 sources including the book, and present their poster for 2-4 minutes. A rubric is provided to evaluate the book report, poster, and presentation on content, grammar, illustrations, directions followed, and presentation skills. The conclusion states that completing this project will help students improve reading comprehension and public speaking abilities while being creative.
The Six Traits Writing Rubric provides a scale to evaluate student writing across six traits: Ideas & Content, Organization, Voice, Word Choice, Sentence Fluency, and Conventions. For each trait, the rubric describes the characteristics of writing that would be considered Exemplary (6), Strong (5), Proficient (4), Developing (3), Emerging (2), or Beginning (1).
The document provides guidance for analyzing a poem through a strategy called TP-CASTT. It begins with objectives to understand acting reading strategies for comprehending poetry and reflecting on a poem's meaning. It then explains the components of TP-CASTT - Title, Paraphrase, Connotation, Attitude, Shifts, Title, and Theme. The document provides definitions and examples for literary devices and elements involved in poetry analysis, such as imagery, metaphor, and stanzas. It concludes with activities for applying TP-CASTT to a sample poem called "Home They Brought Her Warrior Dead."
This document provides a 6-week unit plan for a reading curriculum. It includes weekly themes, objectives for oral language, word work, reading, language arts, and leveled readers. Key areas covered each week include phonemic awareness, phonics, spelling, vocabulary, comprehension strategies, fluency building, and grammar. Assessment and diagnostic strategies are addressed in Week 6.
This document provides a series of tasks and exercises for describing people based on their physical characteristics such as face shape, hair, eye color and other features. It includes describing pictures of individuals, writing names to match descriptions, describing family members, and completing a story using descriptive words provided. The goal is to practice observing and reporting people's appearances accurately.
The document contains a classroom worksheet with various activities: 1) Label a picture, 2) Match characteristics to names, 3) Draw pictures based on descriptions, 4) Complete sentences with missing words, 5) Match descriptions to pictures, 6) Describe two pictures, and 7) Describe yourself. The worksheet focuses on vocabulary related to physical appearance.
The document describes 16 people of various ages, appearances, and activities. It provides details about each person's age, hair, clothing, and actions. The descriptions are to be matched to unlabeled portraits.
This document provides materials for describing physical appearance, including vocabulary words and exercises. It contains a table to add descriptive words to like "skinny" or "freckles." There are descriptions with missing words to fill in like "is" or "has." Learners are asked to match descriptions to pictures, describe pictures of partners while sitting back to back, write a description of a famous person without naming them, and have classmates guess who it is from the description. The document aims to supplement and practice describing physical appearance.
This document outlines the learning objectives, activities, and pupil focus for a spring term story and rhymes unit for Year 8 students. It includes activities like analyzing structural elements in fairy tales, writing from a character's perspective, describing settings and characters, comparing descriptive language in stories, creative writing exercises, analyzing poems, and converting news stories to ballads. The overall goal is for students to explore a variety of literary techniques and genres through close reading, discussion, creative writing, and peer review activities.
The document provides materials and tasks for a lesson on Edgar Allan Poe's short story "The Tell-Tale Heart." Students are instructed to prepare to turn in their analysis of the "Drummer Boy" letter, rate their understanding, and fold a sheet of paper into four boxes. The learning goal is for students to be able to analyze elements of setting, characterization, and plot in "The Tell-Tale Heart." Various classroom activities are outlined, including vocabulary work, close reading checkpoints, group discussions, and a reflective writing assignment comparing Poe's poems "Annabel Lee" and "The Raven."
This unit plan focuses on studying the novel The Outsiders by S.E. Hinton. Students will read the novel and analyze key elements like plot, characters, themes, and language. Activities include identifying characters, comparing Socs and Greasers, exploring relationships between characters, and examining how characters change. Students will also write opinions, creatively explore themes, and relate issues in the text to their own lives. The unit aims to develop skills like using language, thinking critically, and relating to others.
This lesson guide outlines an English class for 3rd grade that focuses on physical descriptions, places in the city, and expressing personal information. The class aims to develop students' linguistic, pragmatic, and sociolinguistic competencies through activities describing appearances, favorite things, and locations using simple sentences and illustrations. Student progress will be evaluated based on their ability to structure basic phrases for describing people and recognizing words related to daily routines and locations in the city.
The document is a scoring rubric for a midterm presentation that evaluates students on a scale of 1 to 4 in several categories including opening, conclusion, transitions, analysis/coherence, focus on topic, language, originality, delivery, eye contact, voice, body language, and filler words. The rubric provides descriptors for what constitutes a score of 1 (Novice), 2 (Beginning), 3 (Proficient), or 4 (Expert) in each category.
The document discusses ideas for writing pieces and rates them on a scale from 1 to 5 in terms of proficiency. A rating of 3 indicates a basic level where the topic is supported but does not deal with key issues. Details are present but are too limited in number. The author "shows" the topic through one or two examples from personal experience. Most of the reader's questions are answered.
The document discusses consonants in language. It begins by defining a consonant as a sound characterized by constriction or closure in the vocal tract. It notes that the number of consonants in languages is greater than letters in most alphabets, so the International Phonetic Alphabet was developed to represent each possible consonant with a unique symbol. The Latin alphabet used in English has fewer letters than consonant sounds in English, so some letters represent multiple consonants and digraphs like "sh" and "th" are used.
The document is a yearly scheme of work for English language for Year 6 pupils. It outlines the weekly themes, topics, and learning outcomes for each month. It includes skill specifications, grammar and language functions, and vocabulary that will be covered. It also lists the resources that will be used, such as the textbook and pages as well as teaching courseware. The document provides a comprehensive plan for the English curriculum for the year.
This document provides instructions for teaching vocabulary using a vocabulary tree graphic organizer. It includes:
1) A mini-lesson where the teacher explains roots and models creating a sample vocabulary tree on the board using a root from the class text.
2) Work time where students work in groups to create their own vocabulary trees on chart paper using assigned roots and key words.
3) A closing where groups present their trees to the class.
The document provides learning outcomes and classroom activities for studying the film In the Name of the Father. Students will analyze film techniques, understand how they manipulate responses and create meaning. Activities explore setting, characters, relationships, themes of injustice and prejudice, and how sound and costume design affect the film. Students are prompted to consider the director's intentions and what can be learned about human nature.
This document discusses various aspects of writing sentences and paragraphs effectively. It covers topics like the different types of sentences, the use of phrases and clauses, importance of punctuation, and techniques for creating coherence and organizing paragraphs. Specifically, it defines things like sentences, clauses, phrases, the four types of sentences, and different punctuation marks. It also discusses how to use connectives, repetition and other techniques to link ideas and ensure coherence across sentences and paragraphs. Finally, it provides guidance on writing different types of paragraphs like argumentative and descriptive paragraphs and developing paragraphs using methods like inductive/deductive order.
The document provides grading rubrics for two student groups, Groupe 5 and Groupe 2, on a script assignment. Groupe 5 received an overall score of 19.5/40 and their work was deemed "passable". Groupe 2 received a higher overall score of 36.5/40 and their work was deemed "Très bien". The rubric evaluated various elements of the assignment including language, vocabulary, creativity, story line, pronunciation, immersion, video quality, and use of props.
This document provides guidance for teachers on teaching the Common Core Georgia Performance Standards for 5th grade reading literary texts. It outlines skills, concepts, strategies and tasks for each standard, along with recommended vocabulary. For standard 1, having students quote accurately from texts when explaining or drawing inferences is emphasized. Standard 2 focuses on determining theme and summarizing. Standard 3 compares and contrasts characters, settings or events. The remaining standards address determining word meanings, explaining a text's overall structure, describing a narrator's point of view, and analyzing how visual/multimedia elements contribute to meaning or beauty. Sample tasks and strategies for integrating the standards into instruction are also provided.
Codes and conventions of a magazine double pagecoralord96
A magazine double page spread typically features a large bleed image across both pages with text overlaid. The headline often also bleeds across both pages to grab attention. Below is a stand first in smaller text to briefly summarize the article. The page number and magazine title are in the bottom corner in small font. Text size is no larger than 11pt and includes things like drop caps, quotes, and smaller images to break up blocks of text.
This document provides instructions for a student project to create a book report, poster, and presentation about a non-fiction book of their choosing. The task is for students to choose a book over 100 pages, write a 2 page book report, create an informative poster with 3 sources including the book, and present their poster for 2-4 minutes. A rubric is provided to evaluate the book report, poster, and presentation on content, grammar, illustrations, directions followed, and presentation skills. The conclusion states that completing this project will help students improve reading comprehension and public speaking abilities while being creative.
The Six Traits Writing Rubric provides a scale to evaluate student writing across six traits: Ideas & Content, Organization, Voice, Word Choice, Sentence Fluency, and Conventions. For each trait, the rubric describes the characteristics of writing that would be considered Exemplary (6), Strong (5), Proficient (4), Developing (3), Emerging (2), or Beginning (1).
The document provides guidance for analyzing a poem through a strategy called TP-CASTT. It begins with objectives to understand acting reading strategies for comprehending poetry and reflecting on a poem's meaning. It then explains the components of TP-CASTT - Title, Paraphrase, Connotation, Attitude, Shifts, Title, and Theme. The document provides definitions and examples for literary devices and elements involved in poetry analysis, such as imagery, metaphor, and stanzas. It concludes with activities for applying TP-CASTT to a sample poem called "Home They Brought Her Warrior Dead."
This document provides a 6-week unit plan for a reading curriculum. It includes weekly themes, objectives for oral language, word work, reading, language arts, and leveled readers. Key areas covered each week include phonemic awareness, phonics, spelling, vocabulary, comprehension strategies, fluency building, and grammar. Assessment and diagnostic strategies are addressed in Week 6.
This document provides a series of tasks and exercises for describing people based on their physical characteristics such as face shape, hair, eye color and other features. It includes describing pictures of individuals, writing names to match descriptions, describing family members, and completing a story using descriptive words provided. The goal is to practice observing and reporting people's appearances accurately.
The document contains a classroom worksheet with various activities: 1) Label a picture, 2) Match characteristics to names, 3) Draw pictures based on descriptions, 4) Complete sentences with missing words, 5) Match descriptions to pictures, 6) Describe two pictures, and 7) Describe yourself. The worksheet focuses on vocabulary related to physical appearance.
The document describes 16 people of various ages, appearances, and activities. It provides details about each person's age, hair, clothing, and actions. The descriptions are to be matched to unlabeled portraits.
This document provides materials for describing physical appearance, including vocabulary words and exercises. It contains a table to add descriptive words to like "skinny" or "freckles." There are descriptions with missing words to fill in like "is" or "has." Learners are asked to match descriptions to pictures, describe pictures of partners while sitting back to back, write a description of a famous person without naming them, and have classmates guess who it is from the description. The document aims to supplement and practice describing physical appearance.
The document provides descriptions for physical characteristics like height, build, age, facial features, hair, eyes, and clothing that can be used to describe what someone looks like. It includes lists of adjectives for each characteristic and examples of how to incorporate them into descriptions of people. Interactive exercises are also included to help readers practice using different adjectives to describe appearances.
The document describes physical characteristics like height, age, weight and hair type. It then asks questions about a person's appearance and hair. Another section describes a woman's outfit including a blue jacket, red skirt and white sneakers. It provides more details about her as tall, young with long hair wearing a sweater, pants and boots. The final question asks to identify Julia, saying she is wearing a black jacket and sitting next to Pamela with brown hair.
This document provides a list of adjectives to describe people's physical appearance, including their height, build, skin complexion, hair color and type, eye color, facial features, and other distinguishing traits. It also includes sample sentences to describe people using these adjectives and asks the reader to practice describing several photos of individuals and groups of people based on their appearance.
This document describes how to summarize people based on their physical appearance and personality characteristics. Physical appearance can be described through height, weight, age, eye color, hair, and skin. Personality characteristics include traits like lazy, talkative, cruel, easygoing, happy, sad, funny, brave, charming, bad-tempered, careless, and annoying. The document provides examples of describing specific people and prompts the reader to describe themselves.
Adjectives describing appearance and personalityLjubica Ruzinska
This document provides information about describing a person's physical appearance and personality. It includes lists of parts of the body, physical descriptors like height, build, age, hair and eye color. It also gives adjectives to characterize someone as shy, friendly, honest, etc. Sample descriptions are given, such as "Arnold is tall and well built. He has short brown hair and green eyes." The document teaches the proper order of adjectives and provides exercises to describe famous people.
The SlideShare 101 is a quick start guide if you want to walk through the main features that the platform offers. This will keep getting updated as new features are launched.
The SlideShare 101 replaces the earlier "SlideShare Quick Tour".
Adjectives final presentation by melita katrina marlynJenny Sanchez
Adjectives are words that describe or modify nouns and pronouns. There are several types of adjectives including describing words, possessive adjectives, articles, demonstrative adjectives, indefinite adjectives, numbers, interrogative adjectives, and compound adjectives. Adjectives can be formed from nouns, verbs, other adjectives, and proper nouns. They have positive, comparative, and superlative degrees of comparison and usually follow a specific order when used together to modify a noun.
This chapter covers key concepts for writing including paragraph structure, subjects, verbs, objects, capitalization rules, the writing process, and journal writing. It discusses the components of a sentence such as the subject, verb, and object. It also covers types of sentences like simple, compound, and complex sentences. The chapter concludes with examples of journal entries.
The document provides tips for writing concise and clear sentences. It emphasizes using active voice, varying sentence structure, and making sure pronouns are clearly linked to the nouns they refer to. Transitions between ideas and a mix of long and short sentences are also recommended to improve readability and flow. The overall message is that writing clearly and concisely helps the reader understand and engage with the content.
The document provides a 10-week unit of work for a Stage 3 English class studying the novel "Bridge to Terabithia" by Katherine Paterson. Over the course of the unit, students will analyze characters, themes and techniques used by the author. They will complete activities such as character analysis, vocabulary work, examining settings, responding to themes and interpreting passages. The goal is for students to communicate effectively about challenging topics through close examination of the novel.
The document discusses different types of nouns in English:
- Countable nouns can be regular or irregular. Regular nouns form their plural by adding "-s", while irregular nouns have varying plural forms.
- Singularia tantum nouns only have a singular form. Pluralia tantum nouns only have a plural form.
- The chapter aims to analyze these noun types, explain differences between English and Romanian agreement rules, and allow students to correctly use these nouns through translation exercises and idiom practice.
Patterns of paragraph development: Narration, Description & DefinitionLy Lugatiman
This is a power point presentation on topics narration, description, definition which are the first three patterns of development in reading & writing skills.
The document defines an adjective as a word used to describe a noun and provide extra information about it. It discusses different types of adjectives including opinion, size, age, shape, color, origin, material, and purpose adjectives. Examples are provided to illustrate adjective order and placement before nouns, with rules indicating general opinion adjectives come before specific opinion adjectives.
Relative clauses provide extra information about nouns by functioning like adjectives. They can be either defining clauses that identify the noun or non-defining clauses that provide unnecessary but interesting information. Relative clauses are introduced by relative pronouns like who, which, that, whose or no pronoun. Defining clauses use a definite relative pronoun and are essential to the meaning, while non-defining clauses use commas and are not essential to the meaning. Relative clauses can refer to people using who/whom or things using which and whose is used to talk about something belonging to a person or thing. When, where and why can also be used in some relative clauses.
This document discusses the different parts of speech in English grammar. It begins by defining what a word is and then outlines the nine main parts of speech: noun, pronoun, verb, adverb, adjective, preposition, conjunction, interjection, and determiner. It then provides detailed descriptions and examples of each part of speech, including the different types of nouns, pronouns, and verbs. Key points covered include the definitions of nouns, pronouns, verbs and their various subcategories such as common vs. proper nouns, subject vs. object pronouns, and linking vs. transitive verbs.
The document outlines an agenda for a class that includes a presentation on MLA formatting, discussions of editing strategies like compound sentences and dangling modifiers, and an in-class writing workshop. It then provides details on MLA formatting guidelines, examples of citing sources, and strategies for avoiding common writing errors like wordiness, misused words, punctuation issues, and dangling modifiers.
The evenings have recently turned very cold, according to a short document. It discusses linguistic concepts like constituents, immediate constituents, and the relationship between linguistic units of different sizes, including sentences, clauses, phrases, words and morphemes. It also covers the differences between simple and complex sentences.
The document provides study notes and tips on English vocabulary and spelling rules. It discusses organizing vocabulary by topic to aid memorization. Key points include:
- Learn 10 new words per day and review frequently. Organize words by topic.
- English words can change form based on part of speech (noun, verb, adjective). Pronunciation like stress affects meaning.
- Longer, multi-syllabic words from Latin and Greek tend to be more formal.
- Synonyms and antonyms help increase descriptive vocabulary.
- Spelling rules cover doubling consonants, prefixes, suffixes, and changing y to i. Plurals are also addressed.
The document provides tips for learning vocabulary for the IELTS exam, including organizing words by topic area and learning word forms. It recommends learning 10 new words per day and reviewing frequently. Specific strategies discussed are learning the adjective, noun, verb, and adverb forms of words; stress patterns; levels of formality; synonyms; and organizing words into topics like education. Sample vocabulary is provided organized by topics, fields, and for assignments. The goal is to choose words precisely and discuss topics accurately for the IELTS exam.
This document provides a 1st grade lesson on parts of speech that uses a construction site analogy. It explains that nouns are the foundation like wood for building a house, and identifies common and proper nouns. Pronouns are introduced as replacements for repeated nouns. Verbs are likened to power tools that do actions. Adjectives are compared to paint that make sentences more descriptive. Examples of each part of speech are given and students are asked to identify them in sentences.
This document discusses the differences between explicit and implicit information, as well as operational and technical definitions. Explicit information is directly stated with no room for interpretation, while implicit information is indirectly expressed and implied. Operational definitions explain how a term is measured in a paper, and technical definitions provide detailed descriptions of terms and processes. The document provides examples of each concept and asks readers to identify whether example statements are explicit or implicit.
A presentation about Text and Discourse Analysis Chapter 2 Usying Synonyms by...MartinMiguelVelardez
This chapter discusses how synonyms can be used to make a text more coherent by replacing words that are repeated. It explores replacing nouns with other nouns that have nearly the same meaning, changing words from one class to another, such as using an adjective instead of a noun, and replacing words with synonyms of a different register, such as using more formal or informal terms. Examples are provided such as replacing "employer" with "boss" and replacing "breadth" with "wide." Care must be taken to ensure the synonyms have similar enough meanings and that changes in register do not make the text awkward.
The document outlines the agenda and homework assignments for a literature class. The agenda includes spelling and vocabulary, grammar with a lesson on subject complements, and working on a summer reading game project. Homework includes completing vocabulary pages and the reading game, as well as preparing for an upcoming test and independent reading log. The lesson defines subject complements as words that follow a linking verb and rename or describe the subject, giving examples of common linking verbs and how subject complements rename or describe the subject.
(Understanding the Nouns and Articles).pptxTjFlorendo
This is a PowerPont presentation of a parts of speech that focuses only on nouns and Articles or Determiners. Hopefully, this slide can help you somehow. This PPTX will explain the nouns and everything about it in a detailed manner. This PPT will help you make your students clearly understand the noun. No matter how old or young your students are. Hopefully, this ppt can serve its purpose effectively in terms of a fun and meaningful learning. It provides a definition about nouns, its two types which are; common and proper nouns together with its examples. Along with it are the three types of common nouns. Namely, abstract, collective, and concrete nouns. Aside from all of that, it also shows the nature and diverse roles of nouns in a sentence. Nouns can be a subject in the sentence, can be an object, object compliment, subject compliment, and also it can sometimes me a modifier and an appositive. Aside from nouns, this ppt, also discussed about Articles or commonly known as Determiners.
This document provides instruction on writing a "How To" paragraph, including organizing ideas, following a clear structure with topic and concluding sentences, using time order and listing order signals, forming complex sentences, avoiding fragments, and rules for capitalization and punctuation. Key steps include listing ideas, outlining an organization, writing a rough draft with transitions and commands, editing for content and form, and producing a final copy.
This document provides an overview of a lesson on reading skills and strategies. It introduces objectives of describing a written text, defining reading skills, and explaining reading strategies. It includes activities like a vocabulary check on an excerpt and context clue exercises to identify unfamiliar words from an article. Students are asked to choose words, determine their meanings from context, and discuss their findings with peers. The lesson encourages active reading and applying strategies to improve comprehension.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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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Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
2. You will write a paragraph in which you describe
places.
You will study also:
Space order
Descriptive details
The order of adjectives
Prepositional phrases
Varying sentence openings.
ENGL 1220 - Sara Alshamran -
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3. Chapter 4 Describing a Place
Organization
Writing a description means: telling what something – a
person, an object, or a place looks like.
There are 2 keys to writing good descriptions:
Use space order to organize your description
Use lots of descriptive details.
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4. Chapter 4 Describing a Place
Organization
Space order is a way to organize your description of
something. In space order you describe thing from
top to bottom, bottom to top, left to right, right to
left, near to far, far to near, outside to inside and
inside to out side… etc.
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5. Chapter 4 Describing a Place
Organization
Topic sentence: the topic part usually names the
person, place or thing to be described. The
controlling idea part usually gives a general
impression.
Example: The old house looked ready to fall down.
The concluding sentence:
a. it may repeat the idea stated in the topic sentence.
b. it may gives the writer’s opinion or feeling about
the topic.
Example: In short, I think the old house will not
survive one more month. ( feeling)
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6. Chapter 4 Describing a Place
Organization
Describing something looks like painting a picture
with word.
The goal is to make the reader see what is
described.
You have to use a lot of details.
The more specific you can be, the better your
reader can see what you are describing.
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7. Chapter 4 Describing a Place
Organization
Decide which space order to use
List your details in that order
Make an outline by adding a topic sentence, capital
letters to each detail, and a concluding sentence.
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8. Chapter 4 Describing a Place
Grammar
Adjectives mean: words that describe nouns and pronouns.
Adjectives tell what things or people look like/ what kind they are/ how many of
them there are.
Adjectives answer the questions: what kind? Which one? How many?
Adjectives always come before nouns such as I meet a pretty lady, or after
linking verbs such as, Serena looks beautiful today.
A Compound adjective is a kind of adjectives that has more than one word
and function together as one word. Example: ten-week semester.
Adjectives are always singular. Never add S to an adjective
Nouns can be adjectives, such as, the English book, a shoe store.
Proper adjectives( that refers to nationalities, languages, geographic
places, …. ) are capitalized. Egyptian guy. Asian languages
Words with –ing and –ed can be adjectives: swimming pool, used car.
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9. Chapter 4 Describing a Place
Grammar
When you write several adjectives, some time you have to put them
in a particular order, and sometimes you can choose your own
order depending on the kind of adjectives. There are 2 kinds:
cumulative adjective and coordinate adjectives
Cumulative Adjectives CoordinateAdjectives
They go before a noun They can go:
before a noun
or after a linking verb
They must be in a particular The can be in any order
order
Don’t put commas between Use commas to separate
cumulative adjectives them from each other
Example: a poor hungry The boy was young, poor,
young boy was crying. and hungry.
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10. Chapter 4 Describing a Place
Grammar
Example: The two expensive big new white Italian stone wedding hall.
Don’t use too
Kind of adjective example many adjectives
because it
Articles, demonstrative The
confuses the
pronouns, possessives
reader and
Quantity two
weaken the
Opinion Expensive
description. In
Appearance Big
general don’t
age, color New, white
use more than
Nationality, religion Italian
three cumulative
Material, purpose Stone
adjectives.
Noun used as an adjective. Wedding
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11. Chapter 4 Describing a Place
Grammar
Coordinate adjectives come before a noun:
You can put and before the last one. (optional)
A young, poor, andhungry boy was outside.
A young, poor, hungry boy was outside.
Don’t forget putting
After a linking verb: commas
you must put and before the last one. (required)
The boy was young, poor, and hungry.
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12. Chapter 4 Describing a Place
Sentence structure
Prepositions are little words such as of, to, from, in, on, at
……
A few prepositions are two words ( because of) or three
words ( in front of)
A preposition is usually followed by a noun or noun phrase.
To is sometime proposition and
sometime another part of speech.
We went to the market.
( to + noun phrase)= preposition
We want to buy some fruit.
( to + verb)= infinitive verb phrase
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13. Chapter 4 Describing a Place
Sentence structure
A preposition is usually followed by a noun or noun phrase. These make a
prepositional phrase
( preposition + noun/ noun phrase)= Prepositional phrase.
My pen is onthe table.
Prepositional phrases Kind of paragraph Example
Answer the question of Space order paragraph On the table
where (place) Next to the window
Answer the question of How to paragraph At last
when (time) Before the test
Possession - The color of the rainbow
The name of my boss
Describe or identify - The woman with black hair
someone or something The girl in the blue shirt
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14. Chapter 4 Describing a Place
Grammar
You can start your sentence with prepositional phrase. This can help
to improve your writing and vary your sentences.
Sentences with objects:
Put the prepositional phrase, a comma, then your sentence.
You have to study hard before the final exam.
Before the final exam, you have to study hard. ( PP +,+ S)
Sentences begin with there is/are there was/were. Put the
prepositional phrase, a comma, then your sentence.
There is a book on the table.
On the table, there is a book. ( PP +,+ S)
Sentences with a subject and an intransitive verb: prepositional phrase
can exchange places with subject. ( NO COMMA)
A chair is in the corner.
In the corner is a chair. (PP + verb+ subject) PP=Prepositional
Phrase
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15. Chapter 4 Describing a Place
Writing
• Decide the space order.
• Think about lots of specific details.
Prewriting • Make your outline
• Rough form
• Topic sentence (place/ main idea)
• Space order
1st Draft • Descriptive sentences/ a lot of specific details/ prepositional phrases
• Concluding sentence ( feeling)
• Checking your writing – make changes – correct the errors …
• You have to check: 1- the paragraph as a whole( the meaning)
Editing • 2- the paragraph form, organization, grammar …etc
• Write a well paragraph that can be submitted to your teacher.
The final
copy
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