The document summarizes a grammar class about verbs that take two objects. It discusses verbs like give, lend, promise, send and show that can be followed by two objects. The teacher explains that the normal word order is person then thing for the two objects. She provides examples like "I gave Mandy the letter." The teacher also discusses direct and indirect objects, and how the indirect object can come in different positions. Later, the teacher gives examples of changing sentences from active to passive voice when they contain two objects. She notes that the passive constructions pretend the indirect object is the subject. Finally, the teacher states that the preposition "by" is used in passive constructions to emphasize who performed the action.
Getting It Down and Out: Strategies for Museum WritingWest Muse
Stressed about writing? Does the thought of having to produce text send you into a panic? Relax! Our panel of experts makes the process of getting it down and out much easier. Bring your most vexing writing problems to this session, and we will help you find solutions. Writing well is key to any successful career, but for the museum professional, communicating clearly is essential for fulfilling your institution’s mission of informing the public.
Moderator: Susan Spero, Professor of Museum Studies, John F. Kennedy University
Presenters:
Katherine Whitney, Principle, Katherine Whitney & Associates
Lauren Valone, Program Coordinator, Western Museums Association
Chris Keledjian, Exhibitions Editor, Getty Museum
View the corresponding notes to this presentation here: http://www.westmuse.org/getting-it-down-and-out-strategies-museum-writing
Zoom Active Lifestyle Marketing Kit 2015Joanne Sunde
Working from existing content and the need to move quickly to the new Zoom branding in the US, I worked on this transitional Media Kit for Zoom in the US.
Zoom Media owns the rights to the presentation. It is currently on their website. I am displaying this as part of my portfolio, example of my work.
Getting It Down and Out: Strategies for Museum WritingWest Muse
Stressed about writing? Does the thought of having to produce text send you into a panic? Relax! Our panel of experts makes the process of getting it down and out much easier. Bring your most vexing writing problems to this session, and we will help you find solutions. Writing well is key to any successful career, but for the museum professional, communicating clearly is essential for fulfilling your institution’s mission of informing the public.
Moderator: Susan Spero, Professor of Museum Studies, John F. Kennedy University
Presenters:
Katherine Whitney, Principle, Katherine Whitney & Associates
Lauren Valone, Program Coordinator, Western Museums Association
Chris Keledjian, Exhibitions Editor, Getty Museum
View the corresponding notes to this presentation here: http://www.westmuse.org/getting-it-down-and-out-strategies-museum-writing
Zoom Active Lifestyle Marketing Kit 2015Joanne Sunde
Working from existing content and the need to move quickly to the new Zoom branding in the US, I worked on this transitional Media Kit for Zoom in the US.
Zoom Media owns the rights to the presentation. It is currently on their website. I am displaying this as part of my portfolio, example of my work.
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For four years, we studied 31 highly effective teachers in nin.docxAKHIL969626
For four years, we studied 31 highly effective teachers in nine low-performing urban schools in some of
the most economically depressed neighborhoods in Los Angeles County, Calif. The first thing that struck
us was how strict the teachers were. But it was a strictness that always was inseparable from a grander pur-
pose, even in students’ minds. For example, a 2nd grader admitted, “Ms. G kept me in the classroom to do
my work. She is good-hearted to me.” A high school math student wrote, “I think Mrs. E is such an effec-
tive teacher because of her discipline. People might think she is mean, but she is really not. She is strict.
There is a difference. She believes every student can learn.”
She’s Strict for a Good Reason
Highly Effective Teachers in
Low-Performing Urban Schools
Studying the work of highly
effective teachers can help
us better understand what
really works to improve
student learning and help
us avoid practices that are
complicated, trendy, and
expensive.
By Mary Poplin, John
Rivera, Dena Durish, Linda
Hoff, Susan Kawell, Pat
Pawlak, Ivannia Soto
Hinman, Laura Straus, and
Cloetta Veney
kappanmagazine.org V92 N5 Kappan 39
MARY POPLIN is a professor of education at Claremont Graduate University, Claremont, Calif. JOHN RIVERA is a professor and
special projects assistant to the president, San Diego City College, San Diego, Calif., and the study’s policy director. DENA DURISH
is coordinator for alternative routes to licensure programs for Clark County School District, Las Vegas, Nev. LINDA HOFF is director
of teacher education at Fresno Pacific University, Fresno, Calif. SUSAN KAWELL is an instructor at California State University, Los
Angeles, Calif. PAT PAWLAK is a program administrator in instructional services at Pomona Unified School District, Pomona, Calif.
IVANNIA SOTO HINMAN is an assistant professor of education at Whittier College, Whittier, Calif. LAURA STRAUS is an instructor
at the University of Montana Western, Dillon, Mont. CLOETTA VENEY is an administrative director at Azusa Pacific University, Azusa,
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The teachers we studied had the highest percent-
age of students moving up a level on the English/lan-
guage arts or math subtests of the California Stan-
dards Test (CST) for two to three years. Toward the
end of the school year, we asked their students why
they thought their teacher taught them so much.
One Latino 4th grader summed up much of what we
discovered: “When I was in 1st grade and 2nd grade
and 3rd grade, when I cried, my teachers coddled
me. But when I got to Mrs. T’s room, she said, ‘Suck
it up and get to work.’ I think she’s right. I need to
work harder.”
We began our study with three questions: Are
there highly effective teachers in low-performing ur-
ban schools? If so, what instructional strategies do
they use? And what are their personal characteris-
tics?
There are highly effective teachers in these
schools, and we chose 31 of them for o ...
1. UNIVERSIDAD NACIONAL DE CHIMBORAZO.
FACULTAD DE CIENCIAS DE LA EDUCACIÓN HUMANAS Y TECNOLOGÍAS.
LANGUAGE SCHOOL
NAME: Vanessa Cauja COURSE: SIXTH SEMESTER
DATE: 12/05/2015 CLASS NUMBER : 3
GRAMMAR VI
Time Details
Step. 1
15:00-15:30
The teacher Magdalena Ullauri provides a review about the last topic and began
to talk about the new one "VERBS WITH TWO OBJECTS"
The teacher begins to ask us about what do we know about this topic.
After that, the teacher begins to explain the topic.
There are verbs which are possible to use two objects. These are give, lend,
promise, send and show.
Step. 2
15:30-16:30
The teacher gives us someexamples with theseverbs.
For example:
I gave a prize to me.
Gave Susan a prize.
Send me a letter.
The teacher explains the following:
If there are two objects in a sentence, the normal word order is:
person → thing
Example:
I must give my sister a book.
I gave Mandy the letter.
I gave her the letter.
If the thing is a pronoun, it is put behind the verb. For example:
I must give it to her.
When verbs are followed by two objects, the first object (the indirect object) is
usually a person or a group of people and the second object (the direct object) is
usually a thing:
He lent me his pen.
If we want to reverse the order and place the direct object first, then the indirect
object has to be converted into a phrase beginning with either to or for:
He lent his pen to me.
The teacher explains about:
Direct object Indrirect object
It is the word that recieves directly
the action of the verb.
It is the word that recieves
indirectly the action of the verb
2. UNIVERSIDAD NACIONAL DE CHIMBORAZO.
FACULTAD DE CIENCIAS DE LA EDUCACIÓN HUMANAS Y TECNOLOGÍAS.
LANGUAGE SCHOOL
NAME: Vanessa Cauja COURSE: SIXTH SEMESTER
DATE: 12/05/2015 CLASS NUMBER : 3
GRAMMAR VI
The indirect object can be in
distint position of the direct
object.
THE USE OF TO IN THIS THENSE
If we want to emphasize the person, we put the person after the thing. Then
we use the preposition to. For example:
I was sent a letter to Juan.
Using the words describe, explain, report and say – we always put
the person after the thing. Then we use the preposition to. For example:
I explain this rule to you.
Step.3.
16:30-17:00
The teacher gives us someexamples:
In passive voice we pretend that the indirect object will be the subject.
Others examples:
1. Active Voice: Mary gave the students the book.
Passive Voice: The students were given the books by Mary.
2. Active Voice: My boyfriend sent me a message.
Passive Voice: I was sent a message by my boyfriend.
3. Active Voice: John lent a new car to my sister.
Passive Voice: My sister was lent a new car by John.
4. Active Voice: I give a wonderful gift to my mom.
Passive Voice: My mom is given a wonderful gift by me.
Finally, the teacher says that:
BY WITH PASSIVES
We use by only to emphasize the person who do that.
Some authors establish the passive voice with by and without by.
If we want to say who or what does the action we use by.
