This document provides examples of English connectors and linkers used to establish relationships between sentences and parts of sentences. It includes connectors for expressing purpose, reason, result, condition, contrast, adding more information, paraphrasing, qualifying statements, giving examples, ordering ideas logically, summarizing, and expressing opinions and facts. Mastering these various connectors can help improve one's understanding and expression in English.
This document provides an overview of Spanish grammar topics including:
- Ser vs estar verbs and how they are used
- Gustar and other similar verbs like doler and molestar
- Preterite verb endings and uses
- Reflexive, stem changing, irregular and modal verbs
- Commands, future tense, saber vs conocer, and past participles as adjectives.
The document contains definitions and examples for several English words:
- Above is defined as an adverb or preposition meaning higher than, more than, or at a level greater than. Examples include "The kettle was above the fire."
- At all is defined as an adverb meaning in any way or of any type. Examples include "I don’t like him at all" and "He’s had no food at all."
- Last is defined as final or at last meaning finally. An example is "He tried hard and at last he could solve the problem."
The document provides part of speech, definitions, transliterations and examples for each word defined. It appears to
The document provides a table of contents and overview of Spanish grammar topics including:
- Verb tenses like the preterite, imperfect, future, and commands
- Irregular verb conjugations
- Uses of ser vs estar, por vs para, and saber vs conocer
- Forming comparisons, conditionals, questions, and negatives
- Placement of direct and indirect object pronouns
- Using impersonal expressions and conjunctions of time
- Forming the present subjunctive and irregular subjunctive verbs
The document provides a table of contents for a Spanish grammar guide covering topics such as nationalities, verb conjugations, adjectives, object pronouns, prepositions, verb tenses and more. The table lists 35 sections that are explored further in the document, including stem changing verbs, ser vs estar, reflexive verbs, commands, and use of por, para and other prepositions.
This document provides a summary of Spanish grammar topics in 3 sentences or less per section. It covers verb tenses like the preterite, imperfect, future, conditional, and perfect tenses. It also covers topics such as comparatives, por vs para, commands, pronouns, subjunctive, impersonal expressions, and conjunctions. The document is organized with headings for each grammar topic and provides examples, definitions, and conjugations.
This document provides a summary of key Spanish grammatical concepts across multiple tenses and structures. It includes sections on the preterite and imperfect tenses, triggers that indicate each tense, irregular verb forms, uses of ser vs estar, commands, the subjunctive, and more. Tables of contents and subtitles introduce each new concept discussed in the document.
This document provides examples and explanations of grammatical structures in English including fronting, inversion, conditional sentences, wishes, and regrets. It discusses transforming statements from active to passive voice and different tenses used in conditional sentences. Examples are provided to illustrate concepts like inversion, fronting, backshifting, and transforming wishes and regrets. Vocabulary words are also defined.
This document provides a summary of simple and continuous verb tenses in English, including:
- The structure of the present simple tense and its interrogative and negative forms.
- The structure of the past simple tense for regular and irregular verbs, and its interrogative form using "did".
- The structure of the present continuous tense, its interrogative and negative forms, and allowed contractions.
- An overview of the simple future tense including its uses and formation with "will" and "shall".
The document explains each tense concisely with examples in both English and Spanish.
This document provides an overview of Spanish grammar topics including:
- Ser vs estar verbs and how they are used
- Gustar and other similar verbs like doler and molestar
- Preterite verb endings and uses
- Reflexive, stem changing, irregular and modal verbs
- Commands, future tense, saber vs conocer, and past participles as adjectives.
The document contains definitions and examples for several English words:
- Above is defined as an adverb or preposition meaning higher than, more than, or at a level greater than. Examples include "The kettle was above the fire."
- At all is defined as an adverb meaning in any way or of any type. Examples include "I don’t like him at all" and "He’s had no food at all."
- Last is defined as final or at last meaning finally. An example is "He tried hard and at last he could solve the problem."
The document provides part of speech, definitions, transliterations and examples for each word defined. It appears to
The document provides a table of contents and overview of Spanish grammar topics including:
- Verb tenses like the preterite, imperfect, future, and commands
- Irregular verb conjugations
- Uses of ser vs estar, por vs para, and saber vs conocer
- Forming comparisons, conditionals, questions, and negatives
- Placement of direct and indirect object pronouns
- Using impersonal expressions and conjunctions of time
- Forming the present subjunctive and irregular subjunctive verbs
The document provides a table of contents for a Spanish grammar guide covering topics such as nationalities, verb conjugations, adjectives, object pronouns, prepositions, verb tenses and more. The table lists 35 sections that are explored further in the document, including stem changing verbs, ser vs estar, reflexive verbs, commands, and use of por, para and other prepositions.
This document provides a summary of Spanish grammar topics in 3 sentences or less per section. It covers verb tenses like the preterite, imperfect, future, conditional, and perfect tenses. It also covers topics such as comparatives, por vs para, commands, pronouns, subjunctive, impersonal expressions, and conjunctions. The document is organized with headings for each grammar topic and provides examples, definitions, and conjugations.
This document provides a summary of key Spanish grammatical concepts across multiple tenses and structures. It includes sections on the preterite and imperfect tenses, triggers that indicate each tense, irregular verb forms, uses of ser vs estar, commands, the subjunctive, and more. Tables of contents and subtitles introduce each new concept discussed in the document.
This document provides examples and explanations of grammatical structures in English including fronting, inversion, conditional sentences, wishes, and regrets. It discusses transforming statements from active to passive voice and different tenses used in conditional sentences. Examples are provided to illustrate concepts like inversion, fronting, backshifting, and transforming wishes and regrets. Vocabulary words are also defined.
This document provides a summary of simple and continuous verb tenses in English, including:
- The structure of the present simple tense and its interrogative and negative forms.
- The structure of the past simple tense for regular and irregular verbs, and its interrogative form using "did".
- The structure of the present continuous tense, its interrogative and negative forms, and allowed contractions.
- An overview of the simple future tense including its uses and formation with "will" and "shall".
The document explains each tense concisely with examples in both English and Spanish.
This document provides a series of word families for sounding out and reading. It contains 3 main sections - words ending in consonant blends like "st" and "bl", words ending in vowel digraphs like "ack" and "ake", and words ending in consonant digraphs like "op". The learner is prompted to sound out each set of words and then read a list combining words from the set to check their understanding.
The document discusses rules for forming the plural of nouns in English. It covers common pluralization patterns like adding -s, -es, or -ies. It also lists many exceptions to the rules. The document then discusses other grammatical topics related to countability and articles, including count vs. noncount nouns, expressions used with each, and guidelines for article usage.
The document discusses rules for forming the plural of nouns in English. It covers common pluralization patterns like adding -s, -es, or -ies. It also lists many exceptions to the rules. The document then discusses other grammatical topics related to countability and usage of articles with nouns. These include count vs. noncount nouns, expressions used with each, and guidelines for using the definite and indefinite articles.
This document provides an outline of topics covered in three levels of French language instruction. Level 1 covers basic phrases, pronunciation, the alphabet, nouns and articles, vocabulary, subject pronouns, verbs like être and avoir, numbers, days, months, directions and more. Level 2 builds on this with topics like the imperfect tense, transportation, clothing, future tenses, adjectives and sports. Level 3 covers more advanced grammar like the passive voice, object pronouns, the subjunctive mood and Quebec French. The document is a comprehensive overview of the content in a French curriculum.
This document provides an overview of Spanish grammar concepts including:
1. The preterite tense is used for completed past actions with a definitive start and end, while the imperfect tense describes ongoing or habitual past actions.
2. Verb conjugations and irregular verbs are discussed for the preterite and imperfect tenses.
3. Other topics covered include the differences between ser and estar, verbs like gustar, comparatives and superlatives, the future tense, transition words, and prepositions like por and para.
This document provides an overview of Spanish grammar concepts including:
1) The preterite tense is used for completed past actions with a definitive start and end. Regular verb forms and common irregular verbs are discussed.
2) The imperfect tense describes ongoing or habitual past actions and includes information on its usage and irregular verb forms.
3) The difference between the preterite and imperfect tenses is explained, noting that the preterite conveys specific events while the imperfect provides background context.
Words change by substituting the initial sound (onset) while keeping the predictable ending pattern (rime). As children listen to the sounds in words, they begin to hear predictable sound patterns / chunks. For example, cat, hat, mat, rat, sat, and flat, all have the rime: at. Onset refers to the consonant(s) before the rime: c, h, m, r, s, fl. Changing the onset changes the word: cat, hat, mat, rat, sat, flat
This document provides an overview of basic English grammar patterns including parts of speech, sentence structure, questions, and more. It discusses topics such as articles, nouns, pronouns, verbs, questions, requests and commands over 14 pages. The key points covered are the basic components of sentences (subject, verb, object/complement), affirmative and negative statements, yes/no and wh- questions, tag questions, and the use of articles and possession.
The document provides vocabulary words related to drawing, foreign languages, and restaurant terms. It defines the words "draw", "foreign", "finally", "try", "understand", "order", "let's", "Frenchman", "United States of America", "American", "mushroom", and "waiter". It provides the pronunciation, part of speech, definition, and examples for each word.
The document discusses the differences between using "there is" and "there are" in English. It explains that "there is" is used for singular nouns to make affirmative sentences, and "there are" is used for plural nouns. It provides examples of affirmative, negative, and interrogative sentences using both "there is" and "there are". It emphasizes paying attention to whether the noun is singular or plural to determine the proper usage of "there is" or "there are".
This document provides information about an Encyclopedia Brown story including the genre, which is realistic fiction, and the author, Donald J. Sobol. It poses the question of how attention to detail can help solve a problem. The document also includes vocabulary words and questions related to the story.
Common conjunctions beyond "and" or "but" to connect two ideas together.Shayne Scholl
The document provides examples and explanations of various English conjunctions and prepositions, including since, because, before, after, while, as, like, as though, despite, rather than, and whereas. It explains the meanings and uses of each one, sometimes through comparative examples to Spanish, in order to clarify the differences between similar terms.
The document discusses relative pronouns like who, which, that, whom and whose. It provides examples of defining and non-defining relative clauses and explains the correct usage of relative pronouns in different contexts. It also discusses indefinite pronouns like everybody, nobody, somewhere and their usage in questions, negative and affirmative sentences.
Course 2-Unit 4: Have and has. affirmative statementsMartin Caicedo
The document provides examples of using "have" and "has" in sentences based on whether the subject is singular or plural. It explains that "has" should be used when the subject is "he" or "she", or can be replaced by "he" or "she". It also explains that "have" should be used when the subject is "I", "you", "we", or "they", or can be replaced by "I", "you", "we", or "they". Examples are given to illustrate these rules.
The document provides instructions for sounding out and reading words that follow common phonetic patterns. It includes lists of words containing the following phonetic families: short vowel sounds like "at"; consonant blends like "bl"; vowel digraphs like "ack"; final consonant blends like "op"; and vowel-consonant-e patterns like "ake". The reader is prompted to read down each list aloud to practice their phonics skills.
- The document is a biography review that focuses on the question "How can knowing another language create understanding?".
- It includes vocabulary words, questions for each day of the week, and sections on building concepts, asking questions, vocabulary, fluency, grammar, spelling, and communication skills.
- The review explores how learning Egyptian hieroglyphics helped Jean Francois uncover the secrets of an ancient language and create new understanding between cultures.
This document provides a grammar summary and exercises on various English grammar topics such as verbs, adjectives, nouns, prepositions, and verb tenses. It covers abilities and actions using can/can't, adverbs of manner and degree, comparative and superlative adjectives, countable and uncountable nouns, prepositions of place, verb tenses including simple past, future with going to, and present progressive. Exercises are included for students to practice each grammar concept.
The document provides an overview of English grammar topics including present tenses, likes and dislikes, imperatives, questions for interviews, pronunciation, adjectives, present simple versus present continuous, and choosing the correct verb form. It includes examples and explanations of these various grammar points.
The document discusses conjunctions and their different types. There are three main types of conjunctions: coordinating conjunctions, correlative conjunctions, and subordinating conjunctions. Coordinating conjunctions connect words, phrases, or sentences. The seven coordinating conjunctions are FANBOYS - for, and, nor, but, or, yet, so. Coordinating conjunctions can connect words, prepositional phrases, or simple sentences. Commas are used when joining two independent clauses.
The document lists new vocabulary words being taught in Lesson 4 of a language learning course. It includes words related to describing opinions, feelings, objects, places, senses, understanding and more. The vocabulary words are repeated multiple times throughout the document for emphasis and practice.
This document provides a series of word families for sounding out and reading. It contains 3 main sections - words ending in consonant blends like "st" and "bl", words ending in vowel digraphs like "ack" and "ake", and words ending in consonant digraphs like "op". The learner is prompted to sound out each set of words and then read a list combining words from the set to check their understanding.
The document discusses rules for forming the plural of nouns in English. It covers common pluralization patterns like adding -s, -es, or -ies. It also lists many exceptions to the rules. The document then discusses other grammatical topics related to countability and articles, including count vs. noncount nouns, expressions used with each, and guidelines for article usage.
The document discusses rules for forming the plural of nouns in English. It covers common pluralization patterns like adding -s, -es, or -ies. It also lists many exceptions to the rules. The document then discusses other grammatical topics related to countability and usage of articles with nouns. These include count vs. noncount nouns, expressions used with each, and guidelines for using the definite and indefinite articles.
This document provides an outline of topics covered in three levels of French language instruction. Level 1 covers basic phrases, pronunciation, the alphabet, nouns and articles, vocabulary, subject pronouns, verbs like être and avoir, numbers, days, months, directions and more. Level 2 builds on this with topics like the imperfect tense, transportation, clothing, future tenses, adjectives and sports. Level 3 covers more advanced grammar like the passive voice, object pronouns, the subjunctive mood and Quebec French. The document is a comprehensive overview of the content in a French curriculum.
This document provides an overview of Spanish grammar concepts including:
1. The preterite tense is used for completed past actions with a definitive start and end, while the imperfect tense describes ongoing or habitual past actions.
2. Verb conjugations and irregular verbs are discussed for the preterite and imperfect tenses.
3. Other topics covered include the differences between ser and estar, verbs like gustar, comparatives and superlatives, the future tense, transition words, and prepositions like por and para.
This document provides an overview of Spanish grammar concepts including:
1) The preterite tense is used for completed past actions with a definitive start and end. Regular verb forms and common irregular verbs are discussed.
2) The imperfect tense describes ongoing or habitual past actions and includes information on its usage and irregular verb forms.
3) The difference between the preterite and imperfect tenses is explained, noting that the preterite conveys specific events while the imperfect provides background context.
Words change by substituting the initial sound (onset) while keeping the predictable ending pattern (rime). As children listen to the sounds in words, they begin to hear predictable sound patterns / chunks. For example, cat, hat, mat, rat, sat, and flat, all have the rime: at. Onset refers to the consonant(s) before the rime: c, h, m, r, s, fl. Changing the onset changes the word: cat, hat, mat, rat, sat, flat
This document provides an overview of basic English grammar patterns including parts of speech, sentence structure, questions, and more. It discusses topics such as articles, nouns, pronouns, verbs, questions, requests and commands over 14 pages. The key points covered are the basic components of sentences (subject, verb, object/complement), affirmative and negative statements, yes/no and wh- questions, tag questions, and the use of articles and possession.
The document provides vocabulary words related to drawing, foreign languages, and restaurant terms. It defines the words "draw", "foreign", "finally", "try", "understand", "order", "let's", "Frenchman", "United States of America", "American", "mushroom", and "waiter". It provides the pronunciation, part of speech, definition, and examples for each word.
The document discusses the differences between using "there is" and "there are" in English. It explains that "there is" is used for singular nouns to make affirmative sentences, and "there are" is used for plural nouns. It provides examples of affirmative, negative, and interrogative sentences using both "there is" and "there are". It emphasizes paying attention to whether the noun is singular or plural to determine the proper usage of "there is" or "there are".
This document provides information about an Encyclopedia Brown story including the genre, which is realistic fiction, and the author, Donald J. Sobol. It poses the question of how attention to detail can help solve a problem. The document also includes vocabulary words and questions related to the story.
Common conjunctions beyond "and" or "but" to connect two ideas together.Shayne Scholl
The document provides examples and explanations of various English conjunctions and prepositions, including since, because, before, after, while, as, like, as though, despite, rather than, and whereas. It explains the meanings and uses of each one, sometimes through comparative examples to Spanish, in order to clarify the differences between similar terms.
The document discusses relative pronouns like who, which, that, whom and whose. It provides examples of defining and non-defining relative clauses and explains the correct usage of relative pronouns in different contexts. It also discusses indefinite pronouns like everybody, nobody, somewhere and their usage in questions, negative and affirmative sentences.
Course 2-Unit 4: Have and has. affirmative statementsMartin Caicedo
The document provides examples of using "have" and "has" in sentences based on whether the subject is singular or plural. It explains that "has" should be used when the subject is "he" or "she", or can be replaced by "he" or "she". It also explains that "have" should be used when the subject is "I", "you", "we", or "they", or can be replaced by "I", "you", "we", or "they". Examples are given to illustrate these rules.
The document provides instructions for sounding out and reading words that follow common phonetic patterns. It includes lists of words containing the following phonetic families: short vowel sounds like "at"; consonant blends like "bl"; vowel digraphs like "ack"; final consonant blends like "op"; and vowel-consonant-e patterns like "ake". The reader is prompted to read down each list aloud to practice their phonics skills.
- The document is a biography review that focuses on the question "How can knowing another language create understanding?".
- It includes vocabulary words, questions for each day of the week, and sections on building concepts, asking questions, vocabulary, fluency, grammar, spelling, and communication skills.
- The review explores how learning Egyptian hieroglyphics helped Jean Francois uncover the secrets of an ancient language and create new understanding between cultures.
This document provides a grammar summary and exercises on various English grammar topics such as verbs, adjectives, nouns, prepositions, and verb tenses. It covers abilities and actions using can/can't, adverbs of manner and degree, comparative and superlative adjectives, countable and uncountable nouns, prepositions of place, verb tenses including simple past, future with going to, and present progressive. Exercises are included for students to practice each grammar concept.
The document provides an overview of English grammar topics including present tenses, likes and dislikes, imperatives, questions for interviews, pronunciation, adjectives, present simple versus present continuous, and choosing the correct verb form. It includes examples and explanations of these various grammar points.
The document discusses conjunctions and their different types. There are three main types of conjunctions: coordinating conjunctions, correlative conjunctions, and subordinating conjunctions. Coordinating conjunctions connect words, phrases, or sentences. The seven coordinating conjunctions are FANBOYS - for, and, nor, but, or, yet, so. Coordinating conjunctions can connect words, prepositional phrases, or simple sentences. Commas are used when joining two independent clauses.
The document lists new vocabulary words being taught in Lesson 4 of a language learning course. It includes words related to describing opinions, feelings, objects, places, senses, understanding and more. The vocabulary words are repeated multiple times throughout the document for emphasis and practice.
Dataflux Training syllabus Dataflux management studio training syllabus ,Dat...bidwhm
This 10-day training covers the DataFlux data management platform including data quality, profiling, jobs, process flows, expressions, SQL, and matching. Key components explored are the DataFlux studio, repositories, quality knowledge bases, and macro variables. Specific topics covered include exploring data connections, running process jobs, data input/output nodes, the expression engine language, SQL nodes, parallel processing, and using various utility, profiling, and quality nodes.
This document discusses SAS Master Data Management (MDM) software. It provides an overview of SAS MDM's capabilities including data extraction, validation, standardization, consolidation from multiple sources into a single view, and support for entities, attributes and relationships. SAS MDM also features embedded data quality checking, source system harmonization, a multidomain data model, integrated data governance, access to big and traditional data, and a centralized dashboard.
Django makes it so easy to get started; ``manage.py runserver`` and away you go. But deploying an application so that the system can provide redundancy and scalability requires some heavier lifting: package installs, configuration settings, multiple servers, security, backups, etc.
Ansible is a python-based configuration management tool which helps automate and repeat deployments whether the hardware is local or in the cloud. We'll be covering how to leverage existing configurations, write your own and sharing best practices for deploying django applications.
Sas dataflux management studio Training ,data flux corporate trainig bidwhm
The document discusses outsourcing resources, technical support, training and installation/admin support for DataFlux Data Management Platform. It provides an overview of DataFlux Data Management Studio and the DataFlux methodology of planning, acting and monitoring. It also outlines various functions within the platform like managing repositories, data connections, data collections, data explorations, business rules, data profiling, data jobs, expression engine language and more.
This document discusses providing technical support and training for SAS Visual Analytics. It lists the SAS Visual Analytics products that can be supported, including Hub, Explorer, Designer, Viewer, and Data Builder. It also outlines requirements for strong SAS programming and SQL knowledge, experience preparing datasets and using LASR procedures, and skills in accessing data, preparing datasets for reporting, and installing and configuring SAS Visual Analytics. Support contact is provided.
An Introduction To The Education EssayMegan Potter
Education and learning is one of the most important processes in today's society. It is then important that essays on education must be able to demonstrate the following professional skills that a future educator must possess. Education is the knowledge of putting one's potentials to maximum use.
This document provides examples of connectors and linkers used to establish relationships between sentences and parts of sentences. It lists different structures used to express purpose, reason, result, condition, contrast, adding more information, paraphrasing, and qualifying language. Examples are provided to illustrate how each structure is used and translated into Spanish. The document aims to help improve understanding and expression in English by mastering these common connectors.
This document provides a list of Spanish connectors and their English meanings and examples to help indicate sequences, causes, opinions, additions of information, contrasts, similarities, results, and more in writing. It includes over 50 connectors organized into categories with their Spanish translations and examples of use in sentences. The document concludes by encouraging the reader to study the connectors and practice using them in their own writing.
This document discusses conditional sentences, also known as "if" sentences. It explains that conditional sentences have two clauses: the if-clause and the main clause. It also describes the four types of conditional sentences: zero, first, second, and third conditional. Each type uses different verb tenses depending on whether the condition is possible, probable, unlikely, or impossible. Examples are provided to illustrate the different conditional sentence structures and their meanings.
The document defines key terms used in discussing connectors: sentences, subordinate clauses, and noun phrases. It then provides a list of 13 types of connectors used to link ideas, including connectors of addition, contrast, cause/reason, result, purpose, time/sequence, similarity, opinion, general statements, reality, examples, lists, and conclusion. Examples are given for each type of connector.
The document discusses the proper use of certain grammar forms including "another", "any", verbs like "appear", and prepositions like "round" and "about". It provides examples of how to use these words correctly in sentences and speaking tasks. Students are asked to form sentences using the vocabulary and apply the grammar concepts, like using "appear" to describe how someone seems and "round" to indicate circular movement.
The document provides information about verb tenses in English, including the past simple, present continuous, past continuous, present perfect, past perfect, present perfect continuous, and past perfect continuous. Key points covered include using the past simple to talk about finished actions, the present continuous to talk about ongoing actions now, and the past continuous to describe a longer action happening at the same time as another past action.
The document discusses modal verbs in English. Some key points:
- Modal verbs behave differently than regular verbs and don't take "-s" in the third person. Common modal verbs are can, could, may, might, must, ought to, shall, should, will, would.
- Each modal verb has specific meanings and uses, such as expressing ability, permission, possibility, certainty, obligation, recommendations, predictions, and more.
- Modal verbs are not used in past tenses or future tenses. For example, "He will can go" is incorrect.
- Examples are provided to illustrate the meanings and uses of each modal verb.
The document provides information about the origins and early development of the game of cricket in England. It states that references to a game similar to cricket being played in Kent date back to 1300. By the 17th century, cricket had become a popular rural pastime in southern England, particularly in Sussex, Kent and London. However, the game lacked standardized rules at this point.
The document provides information about the present perfect and simple past tenses in English. It notes that the present perfect connects an action in the past to the present, while the simple past situates an action solely in the past. Examples are given of each tense. The document also discusses using adjectives and adverbs, how to form adverbs from adjectives, and examples of common adverbs. It provides exercises for learners to practice using verbs in the correct tense.
This document discusses various grammar concepts including articles, quantifiers, conditionals, pronouns, questions, tenses, and phrasal verbs. It provides rules and examples for using articles like a, an, the with countable and uncountable nouns. Quantifiers like some, many, much, a few, a little are explained. The three conditional structures - first, second, and third - are outlined. Questions forms with and without auxiliaries are covered. Usage of tenses like present perfect, past habits (used to), and future time clauses are also explained. Finally, phrasal verbs and their separability are discussed.
This document contains a list of words and phrases that the author finds annoying or dislikes. Some examples included are "absolutely," "acrossed," "action" used as a verb, "actually," "alot," "amazing," "anyways," "as always," "athalete," "awesome" used to mean good, "big of a deal," "blog," "bottom-line," "bought brought," "bucket" used to mean category, "cervix," "chillax," "chortle," "clean" used as a noun, "cloister," "comfortable," "compartmentalize," "complected," "comprehensive," "consequently," and
The document defines and provides examples of various commonly confused words and phrases in English. It explains the differences between heteronyms, which are words that are spelled the same but have different meanings depending on their pronunciation, and other categories of similarly spelled or sounding words like homographs, homophones, and homonyms. The bulk of the document consists of a list of over 50 examples of heteronyms and their different meanings based on pronunciation.
Sufjan Stevens wrote an open letter to Miley Cyrus critiquing her grammar in the song "Get It Right". He notes that she uses the incorrect verb form "laying" instead of "lying" when she sings the line "I been laying in this bed all night long". Stevens also points out that the tense she uses, the present perfect continuous, is wrong and should be the present perfect continuous tense. Though he critiques her grammar, Stevens also pays her a compliment at the end, calling her "the hottest cake in the pan".
This document defines and provides examples of common modal verbs in English. It discusses how modal verbs differ from regular verbs in terms of conjugation. The modal verbs covered include can, could, may, might, must, ought to, shall, should, will, would, have to, have got to, had better, and must. Examples are provided to illustrate the different meanings and uses of each modal verb. Common uses include expressing ability, permission, possibility, necessity, obligation, advice, and more. Exercises with multiple choice questions are also included to reinforce understanding of modal verb usage.
This document provides 125 English phrases for everyday use. It is divided into two sections, with the top 25 phrases explained in examples in the first section. The second section lists an additional 100 phrases and their meanings. Some of the phrases explained in the first section include "as easy as pie" meaning very easy, "be sick and tired of" meaning to hate, and "bite off more than one can chew" meaning to take on more responsibility than one can handle. The additional 100 phrases cover a wide range of common English expressions and their uses in everyday situations and conversations.
Compound adjectives are adjectives made up of two or more words joined by a hyphen. Examples include English-speaking, time-saving, and thirty-floor. Compound adjectives are formed by joining words with a hyphen before a noun to act as a single adjective describing it. There are different types of compound adjectives such as those using numbers and time periods, adverbs and past/present participles combined with nouns, and adjectives combined with nouns. Knowing when to use a hyphen depends on whether the words can be joined by "and"; if so, a hyphen is unnecessary.
Compound adjectives are adjectives made up of two or more words joined by a hyphen. Examples include English-speaking, time-saving, and thirty-floor. Compound adjectives are formed by joining words with a hyphen before a noun to act as a single adjective describing it. There are different types of compound adjectives such as those using numbers and time periods, adverbs and past/present participles combined with nouns, and adjectives combined with nouns. Knowing when to use a hyphen depends on whether the words can be joined by "and"; if so, a hyphen is unnecessary.
Compound adjectives are made up of two or more words joined together, usually with a hyphen, to describe a noun. Some common types of compound adjectives include those using periods of time, adverbs and past participles, nouns and past/present participles, nouns and adjectives, adjectives and nouns. Whether to include a hyphen depends on whether the words can be joined with "and"; if so, no hyphen is needed. Examples are given for each type of compound adjective.
Compound adjectives are adjectives made up of two or more words joined by a hyphen. Examples include English-speaking, time-saving, and thirty-floor. Compound adjectives are formed by joining words with a hyphen before a noun to act as a single adjective describing it. There are different types of compound adjectives such as those using numbers and time periods, adverbs and past/present participles combined with nouns, and adjectives combined with nouns. Knowing when to use a hyphen depends on whether the words can be joined by "and"; if so, a hyphen is unnecessary.
Falcon stands out as a top-tier P2P Invoice Discounting platform in India, bridging esteemed blue-chip companies and eager investors. Our goal is to transform the investment landscape in India by establishing a comprehensive destination for borrowers and investors with diverse profiles and needs, all while minimizing risk. What sets Falcon apart is the elimination of intermediaries such as commercial banks and depository institutions, allowing investors to enjoy higher yields.
Vicinity Jobs’ data includes more than three million 2023 OJPs and thousands of skills. Most skills appear in less than 0.02% of job postings, so most postings rely on a small subset of commonly used terms, like teamwork.
Laura Adkins-Hackett, Economist, LMIC, and Sukriti Trehan, Data Scientist, LMIC, presented their research exploring trends in the skills listed in OJPs to develop a deeper understanding of in-demand skills. This research project uses pointwise mutual information and other methods to extract more information about common skills from the relationships between skills, occupations and regions.
South Dakota State University degree offer diploma Transcriptynfqplhm
办理美国SDSU毕业证书制作南达科他州立大学假文凭定制Q微168899991做SDSU留信网教留服认证海牙认证改SDSU成绩单GPA做SDSU假学位证假文凭高仿毕业证GRE代考如何申请南达科他州立大学South Dakota State University degree offer diploma Transcript
Understanding how timely GST payments influence a lender's decision to approve loans, this topic explores the correlation between GST compliance and creditworthiness. It highlights how consistent GST payments can enhance a business's financial credibility, potentially leading to higher chances of loan approval.
University of North Carolina at Charlotte degree offer diploma Transcripttscdzuip
办理美国UNCC毕业证书制作北卡大学夏洛特分校假文凭定制Q微168899991做UNCC留信网教留服认证海牙认证改UNCC成绩单GPA做UNCC假学位证假文凭高仿毕业证GRE代考如何申请北卡罗莱纳大学夏洛特分校University of North Carolina at Charlotte degree offer diploma Transcript
[4:55 p.m.] Bryan Oates
OJPs are becoming a critical resource for policy-makers and researchers who study the labour market. LMIC continues to work with Vicinity Jobs’ data on OJPs, which can be explored in our Canadian Job Trends Dashboard. Valuable insights have been gained through our analysis of OJP data, including LMIC research lead
Suzanne Spiteri’s recent report on improving the quality and accessibility of job postings to reduce employment barriers for neurodivergent people.
Decoding job postings: Improving accessibility for neurodivergent job seekers
Improving the quality and accessibility of job postings is one way to reduce employment barriers for neurodivergent people.
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1. Elemental Economics - Introduction to mining.pdf
Connectors and-linkers
1. 1
CONNECTORS and LINKERS (= Conectores y nexos)
Having one’s mind made up (with your ideas, clear) is one thing, but another, more difficult thing is to
express them properly, signalling the right relationship between the different sentences and parts of a
sentences (or clauses). That’s what connectors and linkers are used to: to establish the right meaning of
sentences with other sentences or within each sentence. Using the wrong word may lead to
misunderstanding, if not a complete loss of what we are saying. That is why mastering as many
connectors as you can, may help you improve your understanding and expression in English.
Most of these relationships or functions are achieved by means of clauses (= proposiciones), which are
parts of sentences that would be “shaky and weak” (somehow semantically unfinished) without a main
clause to accompany. Some other times they are introduced by phrases (= sintagmas), which are simply
groups of words that do not belong to the sentences, syntactically speaking.
Expressing PURPOSE or AIM (= Propósito o finalidad):
STRUCTURE TRANSLATION EXAMPLES
“ to ” + infinitive para - He went to Scotland to learn English.
- Ann stayed at home to rest.
“ in order (not) to ” +
infinitive
para (no) - She came to Spain in order to learn Spanish.
- She left China in order not to speak Chinese.
“ so as (not) to ” +
infinitive
para (no) - She went to France so as to learn French.
- She left Brazil so as not to hear Portuguese.
“ so that ” + sentence para que - There is a fire exit so that people will/can leave.
- I’m buying some food so that we can/will have the
fridge full.
- I’ve lit the fire so that the house will warm.
- They’ll make an appointment so that we won’t have
to wait.
- I left a note so that he would know where to find
me.
“ for ” + gerund (V-ing) para - A knife is used for cutting.
- Newspapers are used for reading
2. 2
Expressing REASON or CAUSE (= Razón o causa):
STRUCTURE TRANSLATION EXAMPLES
“ because ” + sentence porque I couldn’t go then because I had to study.
“ since ” + sentence ya que, como Since there wasn’t enough show, they
didn’t go skiing.
“ as ” + sentence como As I am very busy studying for my exams,
I won’t go with you.
“ for ” + sentence ya que, puesto que, pues He isn’t allowed to smoke for he is still a
kid.
“ for ” + gerund (V-ing) por They put him in prison for stealing
forbidden books.
“ because of ” + noun/pronoun a causa de, debido a We couldn’t go because of the storm.
“ due to ” + noun/pronoun a causa de, debido a Due to his bad attitude, he lost his job.
Expressing RESULT or CONSEQUENCE (= Resultado o consecuencia):
STRUCTURE TRANSLATION EXAMPLES
“ so ” + adjective/adverb +
“ that ”
tan…que We were so impatient that we couldn’t wait
for them.
“ such ” + (adjective) +
noun + “ that ”
tan…que - They had such a big dog that nobody dared
to go near their house.
- They had such big dogs that nobody went
near their house.
“ so many ” + plural
countable noun + “ that ”
tantos/as…que There were so many people that we couldn’t
get into the pub.
“ so much ” + (singular)
uncountable noun + “ that ”
tanto/a…que He drank so much wine that he got drunk.
“ so ” así pues, así que, por eso The party was boring, so I left early.
“ as a result/consequence
of ” + noun phrase
como/a consecuencia de As a result of the war, the prices of oil and
bread went up enormously.
“ therefore ” por lo tanto, por consiguiente - I think, therefore I am.
- They saved the prize money from the
3. 3
lottery. Therefore, they were rich.
“ thus ” por lo tanto, así, de este modo,
por consiguiente
- It should be applied thus.
- She refused to go along with it, thus
provoking her classmates.
- I was only 16 and thus unable to vote or
drive.
“ for this/that reason ” por esta/esa razón I haven’t eaten in 2 days. For this reason,
I’m hungry.
“ that’s why ” por esta/esa razón, ésa es la
razón por la que/cual…
I’ve been ill. That’s why I didn’t call.
“ consequently ” en consecuencia, como
consecuencia, consecuentemente
- Many of the university subjects available
are not taught at high schools, and
consequently, they may be unfamiliar.
Expressing CONDITION (= Condición):
STRUCTURE TRANSLATION EXAMPLES
“ if ” si If you drink, don’t drive.
“ if not ” si no If you don’t study, you won’t pass.
“ unless ” a menos que Unless you study, you won’t pass.
“ whether … or…. ” Si …o …. I don’t know whether we’ll stay or we’ll go
home.
“ as long as ” sólo si, siempre y cuando As long as you study, you may pass.
“ providing that ” mientras que, siempre y cuando She can come providing that you sleep in
separate rooms.
“ even if ” aunque, incluso si Even if he started studying now, he
wouldn’t be ready for the exam
tomorrow.
Expressing CONTRAST or CONCESSION (= Contraste o concesión):
STRUCTURE TRANSLATION EXAMPLES
“ but ” pero He hadn’t any money, but he got a ticket.
“ however ” sin embargo - He hadn’t any money; however, he got a ticket.
- He spent all his spare money. However, he still
4. 4
had his credit card.
“ nevertheless ” no obstante - He hadn’t any money; nevertheless, he got a
ticket.
- He spent all his spare money. Nevertheless, he
still had his credit card.
“ nonetheless ” no obstante - He hadn’t any money; nonetheless, he got a
ticket.
- He spent all his spare money. Nonetheless, he
still had his credit card.
“ (al)though ” + sentence aunque - Although /Though he hadn’t any money, he got
a ticket.
- He got a ticket although /though he hadn’t any
money.
“ even though ” + sentence aunque - Even though he hadn’t any money, he got a
ticket.
- He got a ticket even though he hadn’t any
money.
“ in spite of ” +
noun/gerund/pronoun
a pesar de - In spite of {not having any money/having no
money}, he got a ticket.
- He got a ticket in spite of {not having any
money/having no money}.
“ despite ” +
noun/gerund/pronoun
a pesar de - Despite {not having any money/having no
money}, he got a ticket.
- He got a ticket despite {not having any
money/having no money}.
“ in spite of the fact that ”
+ sentence
a pesar de que - In spite of the fact that he hadn’t any money, he
got a ticket.
- He got a ticket in spite of the fact that he hadn’t
got any money.
“ despite the fact that ” +
sentence
a pesar de que - Despite the fact that he hadn’t any money, he got
a ticket.
- He got a ticket despite the fact that he hadn’t got
any money.
“ unlike ” a diferencia de Unlike your mum, hers is more distant and
colder.
5. 5
“ on the one hand ” por un lado/una parte On the one hand, reading is very enriching.
“ on the other hand ” por otro lado/otra parte On the other hand, it can also be boring when you
don’t like what you must read.
“ while ” mientras que - British cars are small while American ones are
long.
- While British cars are small, American ones are
long.
“ whereas ” mientras que - British cars are small whereas American ones
are long.
- Whereas British cars are small, American ones
are long.
Adding MORE INFORMATION (= Añadir más información):
STRUCTURE TRANSLATION EXAMPLES
“ and ” y I like eating pizza and vegetables.
“ also ” también I also like eating them.
“ too ” también I like eating them too.
“ as well ” también Do they like eating them as well?
“ as well as ” además de I like eating pizza as well as vegetables.
“ moreover ” además, es más - It seems, moreover, that they were related.
- She doesn’t like eating any meat. Moreover, she hates
raw fish.
“ furthermore ” además, es más - We can’t judge him only by what we have heard;
furthermore, we need to look into his motives.
- She doesn’t like eating any meat. Furthermore, she hates
raw fish.
“ besides ” además /a parte de
(eso) /excepto
- I wasn’t interested in the talk, besides I was feeling very
tired.
- No one knows besides you.
“ in addition [to] ” además [de] - We want some more books in addition to our previous
order.
- In addition to our previous order, we want some more
books.
- We made a previous order. In addition, we want to ask
6. 6
for some more books.
“ apart from ” aparte de - I like all kinds of pasta. Apart from that, he like little
else.
“ what’s more ” lo que es más, además - He loves pasta, and what’s more, he owns an Italian
restaurant.
“ not only …, but
also … ”
no solo …, sino
también…
- Not only did he hit her, but he also he killed her.
“ both … and … ” tanto … como…. - Children like eating both pizza and chiken.
- Both Mark and Jennifer like reading.
“ neither … nor …
”
ni … ni…. - My grandmother likes neither pizza nor chicken.
- Neither Mark nor Jennifer like smoking.
“ either … or … ” o … o …. - We can eat either meat or fish.
- Either you go or you stay. Make up your mind now!
PARAPHRASING (= Parafrasear o decir las cosas de forma diferente):
STRUCTURE TRANSLATION EXAMPLES
“that is (to say) ” es decir I like using eco-vehicles, that is (to say), bicycles and
skateboards.
“in other words” en otras palabras You have serious doubts about what I am saying; in
other words, you don’t trust me.
QUALIFYING what you are saying (= Matizar las cosas que se dicen):
STRUCTURE TRANSLATION EXAMPLES
“ more or less ” más o menos She is more or less old. She’s 60 years old.
“ approximately ” aproximadamente The film will be released approximately by that date.
“ at least ” al menos, por lo menos,
como mínimo
- She must be at least 18 to pass the driving license.
- She must be 18 at least to pass the driving license.
- At least, she must be 18 to pass the driving license.
“ above all” sobre todo I put honesty above all other virtues.
“ that is (to say) ” es decir I like using eco-vehicles, that is (to say), bicycles and
skateboards.
“ in particular” en particular I like animals, in particular, dogs and parrots.
“ basically ” básicamente That’s basically the point she transmitted.
“ especially ” especialmente I am especially fond of her among all my friends.
7. 7
Giving EXAMPLES (= Dar ejemplos para clarificar alguna idea):
STRUCTURE TRANSLATION EXAMPLES
“ for example ” por ejemplo I like playing sports, for example, football, basketball
and volleyball.
“ for instance ” por ejemplo She underwent several illnesses, for instance, flu,
smallpox and chickenpox.
“ such as ” [tal] como I have read authors such as Dan Brown, Noah
Gordon, Stephenie Meyer and J.K. Rowling.
“ like ” como A man like him belongs on the stage.
Ordering logically YOUR IDEAS (= Ordenar lógicamente tus ideas):
STRUCTURE TRANSLATION EXAMPLES
“ First of all ” antes que nada, [lo] primero
[de todo]
First of all, the aims of my work must be
introduced.
“ First and foremost ” ante todo, lo primero y más
importante
First and foremost, I am thankful for all the
people who supported my decision.
“ In the first place ” en primer lugar In the first place, I have to mention the
sources I used to get the information.
“ Firstly ” primeramente, en primer lugar Firstly, I am going to establish the
advantages of a smoke-free environment.
“ To start with ” para empezar To start with, you will say hello and introduce
yourself.
“ In the second place ” en segundo lugar In the second place, I will mention why this
information is important for me.
“ Secondly ” en segundo lugar Secondly, I will mention why this information
is important for me.
“ last but not least” por ultimo, pero no por ello
menos importante
And last but not least I want to show my
acknowledgement of the vast collaboration
of my parents and wife.
“ Finally ” finalmente, por último And finally, I want to end by quoting a
famous saying: “Long absent, soon forgotten”
8. 8
SUMMARISING (= Resumir lo que se ha dicho):
STRUCTURE TRANSLATION EXAMPLES
“ in conclusion ” para concluir In conclusion, life is difficult, but funny.
“ in general ” en general In general, life generally treats people unfairly.
“ to sum up ” para resumir, resumiendo To sum up, being polite and nice is what matters.
“ to conclude ” para concluir To conclude, life is a gift we must spend wisely.
“ in short ” en resumen In short, treat others like you would like to be
treated.
Expressing YOUR PERSONAL OPINION:
STRUCTURE TRANSLATION EXAMPLES
“ in my opinion/view ” en mi opinión In my opinion terrorists should be
prosecuted.
“ from my point of view ” desde mi punto de
vista
From my point of view serious criminals
should be punished according to their
crimes they have committed.
“ {as/the way } I see it ” a mi modo de ver, tal
como yo lo veo, a mi
entender/parecer
As I see it you are wrong.
“ as far as I’m concerned ” por lo que a mi
respecta
As far as I am concerned pet owners are
accountable for their pets’ behaviour.
“ I think/believe/guess/consider ”
+ (that) + sentence
pienso, creo, supongo,
considero que
I consider (that) everybody can make their
own choices.
Expressing FACTS (= Expresando hechos):
STRUCTURE TRANSLATION EXAMPLES
“ as a matter of fact ” de hecho I don’t like vegetables; as a matter of fact,
I never eat them.
“ in fact ” de hecho I don’t like vegetables; in fact, I never eat
them.
“ actually ” en realidad I don’t actually like vegetables..