1. Verbs must agree in number with their subjects, not other words between the subject and verb.
2. Subjects joined by "and" are usually plural, as are subjects that refer to the same thing.
3. Special care is needed to match subjects and verbs when the subject follows the verb, as in sentences beginning with "there is/are".
Subject- Verb Agreement that mainly focuses on the inclusion of Prepositional Phrase. This lesson is best for ESL learners in Grades 4 to 7. This also includes fun hyperlinks and pictures
Subject verb agreement with explanations, examples and exercisesDustin Stevens
This slide teaches the basics of complete and simple subjects, linking and action verbs, and subject-verb agreement rules. The slide teaches 12 rules about subject-verb agreement and is followed by a composition and analysis activities.
Right subject verb agreement is one of the crucial requirements of correct writing. This presentation gives 20 useful rules to follow to have correct subject verb agreement.
Subject- Verb Agreement that mainly focuses on the inclusion of Prepositional Phrase. This lesson is best for ESL learners in Grades 4 to 7. This also includes fun hyperlinks and pictures
Subject verb agreement with explanations, examples and exercisesDustin Stevens
This slide teaches the basics of complete and simple subjects, linking and action verbs, and subject-verb agreement rules. The slide teaches 12 rules about subject-verb agreement and is followed by a composition and analysis activities.
Right subject verb agreement is one of the crucial requirements of correct writing. This presentation gives 20 useful rules to follow to have correct subject verb agreement.
Fieldwork Journal Week 2 Introduction To begin, Mrs. .docxmglenn3
Fieldwork Journal Week 2
Introduction:
To begin, Mrs. Peterson’s second grade class has about 17-20 students in it. A majority of
the students are girls with only a few boys. She has about 3 or 4 “EL” (English Learner) students
and over half of her class are lower reading level and lower performing students. Her class is also
a “SpEd” combo which means that some of her students have IEP’s (Individual Education Plans)
alongside her English Language Learners. On the agenda for January 24th, 2019, I observed Mrs.
Peterson begin class with high-frequency word practice. After, the students broke into their
reading rotations, and then onto STAR testing. For high-frequency words, they were given a
worksheet to complete during rotations. Some of the high-frequency words the students were
focusing on included: above, different, few, they, which, began, enough, grow, were and why. On
the back of the worksheet, the focus was on phonics, specifically the vowels “oi” together.
Student Observations/Miscellaneous:
I sat down with a student named Zoey to work on high-frequency words. We worked on
the sentence: “The small plane flew above our town”. She had to sound out the word “small”
after originally pronouncing it incorrectly. When finding the blank for the sentence “The man
____ to run after that big dog growled”, she took her time on the word “man”, especially
sounding out the letter “M”.
Anna was reading a chapter book called “The Kidnapped King”. She reads extremely
well at this level and is reading at a very fast pace. However, she got stuck on the word “touch”
for “touch football”. I learned that Anna is a student who graduated out of “EL”, she did not
speak English before. I would have never guessed.
A student named June is from Japan, so English is completely new to her in speaking,
reading and writing. She was writing words that begin with “L” on a piece of paper and speaking
them to Mrs. Peterson. One of the words she had the hardest time with was lɛts. She kept
pronouncing it as lɪts. She also got stuck on the word “looking” and would say the root word
first, then the suffix and put them together to sound it out. She also learned for the first time what
the sound “f” made.
Mispronounced consonant sounds:
wɪf/instead of wɪð, rɑ/instead of ɑr, gʌt/instead of ɪŋg, laɪt/instead of laɪf, kaʊtɜr/instead of
ˈkwɔrtər, wɔrɛfk^h/instead of wɜrk, sɪns/instead of ˈsaɪəns, snɪflɛs/instead of ˈsnɪfəlz, dɜr/instead
of ðɛr
Mispronounced vowel sounds:
tərɔrs/instead of ˈtutərz, plæn/instead of pleɪn, oʊər/instead of ˈaʊər
Sentence-level problems:
Working with June, an EL student, I found many sentence formation issues. However, most of
the other students in her class had them as well. These included:
“More harder” instead of “harder”, “What a big noise those drum makes” instead of “What a big
noise those drumS make_”, “teached” instead of the past tense “taught”
Speaking habits:
Most of the EL learners h.
Can't figure out how to learn English Grammar? Don't worry, MTS got you covered. This article is a complete guide to learning English Grammar effectively.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
1. SUBJECT- VERB AGREEMENT
The verb agrees in number with its subject
1. Match the verb with its subject, not with the object of a
preposition or with some other word that comes between
the subject & the verb
The use of reference books is necessary for learning a
language.
Our teacher, in addition to other staff members, has
often taught foreign students.
2. Subjects joined by and are usually plural
Our teacher and our coach are in the library.
If the two subjects refer to the same person or thing, or if
each or every comes before the subjects, the verb is
singular
Our teacher and coach is Mr. Perez
Each teacher and each student has been invited to a
reception.
Every pen and pencil has been donated to the class
3. When the subject follows the verb (as in sentences
beginning with there is or there are), special care is
needed to match the subject and verb
There is a student in the director’s office.
There are several students in the director’s office.
2. 4. Singular subjects joined by or, nor, either or, neither
nor, usually take a singular verb
Neither the principal nor the teacher was told about
my plan.
If one subject is singular & one plural, match the verb
with the subject nearer the verb, or revise the sentence to
avoid the agreement difference
Neither the principal nor the teachers were told about
my plan.
The principal was not told about my plan, and neither
were the teachers.
5. Gerunds or uncountable nouns used as subjects require
singular verbs
Mastering verb forms and tenses is difficult for
students.
6. In general, use a singular verb with collective nouns
regarded as a unit, with nouns that are plural in form but
singular in meaning, and with single titles or words
referred to as words
The number of students in our school increases every
year.
A number of the students are going to fly home for
the
holidays.
Nouns like news, economics, and electronics take
singular verbs, even though they end in s.
3. Electronics has produced a booming industry in the
Country.
Single titles, even when plural, are considered singular,
as are words referred to as words.
The Dolphins is the name chosen for our swim team.
7. The verb agrees with the subject, not the subject
complement, but it is usually best to avoid disagreement
of the verb and subject complement by revising the
sentence to eliminate the linking verb.
One of our favorite scenes is parents and children
having fun together.
We love to see parents and children having fun
together.
8. Pronoun subjects like each, one, anybody, everybody,
either, and neither usually take singular verbs.
Each of our exposures to other cultures is interesting.
9. Pronoun subjects like all, any, half, most, none, and
some usually take plural verbs, but in certain contexts
they take singular verbs.
All of the students are attending a party.
All of their attention is focused on the festivities.
10. The number of a relative pronoun (who, which, that)
used as a subject of a clause is determined by the number
of its antecedent.
Several students who are there are enjoying the
western music.
4. Each dish that is presented is new to most of the
students.
A pronoun agrees in number with its antecedent
11. In writing, use a singular pronoun to refer to such
antecedents as each, everyone, nobody, one, a person,
a woman, or a man.
Each of the boys has his favorite activity.
To avoid sexist language, many writers use both
masculine & feminine pronoun references.
Each of the students explained his/her preference.
12. Use a plural pronoun to refer to such antecendents as
all, most, half, none, and some, except when the noun in
the phrase is uncountable
All of the students did their best.
Some of them finished their papers early.
13. Use a plural pronoun to refer to two or more
antecedents joined by and, and a singular pronoun to
refer to two or more antecedents joined by or or nor
Ann & Jessa have submitted their assignments.
Neither Ann nor Jessa knows her grade yet, however.
14. Use either a singular or a plural pronoun to refer to a
collective noun like team, committee, or group,
depending on whether the noun is considered a unit or a
group of individuals.
The committee is considering its project for this team.
The committee are not in agreement about their