The document discusses grammatical tense, specifically:
- Tense locates a situation in time by indicating when it takes place (e.g. past, present, future).
- Languages make finer distinctions like immediate vs. distant past. These distinctions are not always precise.
- Tense indicates when the time of assertion, completion or evaluation occurs relative to the utterance (absolute tense) or some other event (relative tense).
- The number of tenses in a language may be disputed, as tense is often used to represent combinations of tense, aspect and mood.
This document compares and contrasts features of Portuguese and English grammar, including pronouns, verbs, prepositions, word order, and question formation. It also profiles an English language learner from Brazil who struggles with English grammar and writing despite studying English for 6 years in secondary school. The document concludes with implications for instruction, emphasizing a communicative approach and exposure to help learners acquire correct grammar use through communication rather than isolated grammar study.
Aspects of connected speech by mohsen mahdipour Mohsen_Mahdipour
This document discusses several linguistic concepts relating to English phonetics and phonology, including:
- Stress-timed rhythm and syllable-timed rhythm in different languages.
- The concept of "foot" as a unit of rhythm beginning with a stressed syllable.
- Stress-shift and how stress levels are adjusted based on context.
- Assimilation processes like regressive and progressive assimilation that cause sounds to change between words.
- Elision or deletion of sounds in casual speech like weak vowels and consonant clusters.
The document discusses the past tenses in Spanish: the preterite and imperfect.
The preterite uses different endings for each subject and verb type (AR/ER/IR). It generally translates to the simple past tense in English. The imperfect uses more regular endings and generally translates to the past progressive, habitual past, or descriptive past in English. Both tenses have irregular forms for some common verbs like ser, ir, and ver.
Sara\'s language project for a h.s. course she\'s taking.. they were asked to invent a language, and the teaching objective seemed to be to cause the student to discover the complexities & complications of language itself. One thing I loved about the outcome of her project was how it proposes the notion that body movements could one day evolve into a readable, multi-layered text. An interesting concept/proposition.
This document discusses the gerund and infinitive in English grammar. It defines the gerund as a verb form ending in "-ing" that can serve as a present participle, verbal noun, or take an object as in the sentence "Eating this cake is easy." The document provides examples of gerund clauses serving as subjects, direct objects, and complements. It then defines the infinitive as a verb form that can take objects/complements and form an infinitive phrase. Examples are given of infinitive clauses serving as subjects.
This document compares and contrasts features of Portuguese and English grammar, including pronouns, verbs, prepositions, word order, and question formation. It also profiles an English language learner from Brazil who struggles with English grammar and writing despite studying English for 6 years in secondary school. The document concludes with implications for instruction, emphasizing a communicative approach and exposure to help learners acquire correct grammar use through communication rather than isolated grammar study.
Aspects of connected speech by mohsen mahdipour Mohsen_Mahdipour
This document discusses several linguistic concepts relating to English phonetics and phonology, including:
- Stress-timed rhythm and syllable-timed rhythm in different languages.
- The concept of "foot" as a unit of rhythm beginning with a stressed syllable.
- Stress-shift and how stress levels are adjusted based on context.
- Assimilation processes like regressive and progressive assimilation that cause sounds to change between words.
- Elision or deletion of sounds in casual speech like weak vowels and consonant clusters.
The document discusses the past tenses in Spanish: the preterite and imperfect.
The preterite uses different endings for each subject and verb type (AR/ER/IR). It generally translates to the simple past tense in English. The imperfect uses more regular endings and generally translates to the past progressive, habitual past, or descriptive past in English. Both tenses have irregular forms for some common verbs like ser, ir, and ver.
Sara\'s language project for a h.s. course she\'s taking.. they were asked to invent a language, and the teaching objective seemed to be to cause the student to discover the complexities & complications of language itself. One thing I loved about the outcome of her project was how it proposes the notion that body movements could one day evolve into a readable, multi-layered text. An interesting concept/proposition.
This document discusses the gerund and infinitive in English grammar. It defines the gerund as a verb form ending in "-ing" that can serve as a present participle, verbal noun, or take an object as in the sentence "Eating this cake is easy." The document provides examples of gerund clauses serving as subjects, direct objects, and complements. It then defines the infinitive as a verb form that can take objects/complements and form an infinitive phrase. Examples are given of infinitive clauses serving as subjects.
Education About Grammar Presentation Template
If you want to buy this presentation template, please visit http://madlis.com
Good design gets out of the way of the content you are sharing. It helps your audience focus on the content itself instead of the design.
But, it's no secret that most people dislike giving presentations. The dread of public speaking consistently ranks among the greatest fears in public surveys.
This presentation slides can help you reduce the anxiety involved with giving a presentation. Well-designed slides not only build your own confidence, they make your key points clearer to the audience.
Education About Grammar Presentation Template
If you want to buy this presentation template, please visit http://madlis.com
Good design gets out of the way of the content you are sharing. It helps your audience focus on the content itself instead of the design.
But, it's no secret that most people dislike giving presentations. The dread of public speaking consistently ranks among the greatest fears in public surveys.
This presentation slides can help you reduce the anxiety involved with giving a presentation. Well-designed slides not only build your own confidence, they make your key points clearer to the audience.
The document is the table of contents for an Honors Spanish 4 grammar book. It lists and briefly describes 14 grammar topics that will be covered in the book, including the present tense, ser and estar verbs, gustar verbs, preterit vs imperfect tense, noun clause subjunctive, commands, object pronouns, possessive adjectives and pronouns, demonstrative adjectives and pronouns, adverb clause subjunctive, reflexive verbs, and uses of por and para.
This document discusses various processes that occur in connected speech in English, including blending, linking, assimilation, deletion, and epenthesis. It defines each process and provides many examples to illustrate how they are manifested phonologically. The key points are: blending refers to blurred word boundaries, linking facilitates smooth transitions between words, assimilation involves sounds taking on qualities of neighboring sounds, deletion removes unstressed sounds, and epenthesis inserts sounds to break up clusters. These adjustments help connect words and syllables smoothly in the stream of natural English speech.
Rules of Spoken English: Elision and linkingJenglai Araojo
The document discusses two rules of spoken English: the elision rule and the linking rule. The elision rule states that when 't' or 'd' appear between two consonants in a word, they are removed or "elided." The linking rule describes how words are connected when one word ends in a vowel sound and the next begins with a vowel - an 'y' sound is inserted for certain vowel combinations, and a 'w' sound is inserted for others. Understanding these rules helps with native pronunciation and comprehension of spoken English.
Assimilation is a phonological process where sounds become more similar to neighboring sounds, either within or between words. There are two main types: contextual assimilation, where sounds change at word boundaries in connected speech, and historical assimilation, where sounds change over time in a language's development. Assimilation can involve changes in voicing, manner of articulation, or place of articulation. Elision is the disappearance of a sound, usually vowels or consonants like /t/ and /d/ in rapid speech. It simplifies consonant clusters and reduces unstressed vowels and syllables.
Connected speech refers to how words flow together in fluent speech. When words are strung together, the sounds at the end of one word and beginning of the next can change through processes like linking, weakening, and disappearance of sounds. This helps speech maintain its rhythm. For example, in "ten pounds" the "t" and "p" sounds link together to be pronounced as "tem pounds". Connected speech also includes reducing words like pronouns and articles to their weak forms. Practice and exposure to natural speech helps improve one's connected speech abilities.
The document provides an overview of Spanish grammar topics including:
- The preterite tense indicating definitive past actions.
- Irregular preterite verbs like ser, ir, dar, ver, and hacer as well as car/gar/zar, "spock", "snake", and "cucaracha" verbs.
- The imperfect tense describing ongoing or incomplete past actions.
- Comparisons between the preterite and imperfect tenses.
- Uses of verbs like gustar and irregular comparatives/superlatives.
- Uses of ser and estar as well as transition words.
- The future tense formed with the infinitive and endings, including irregular
The document discusses two linguistic developments that occurred in the 1600s in English:
1) As syntax became more complex, the relative pronouns "that" and "which" began to be used interchangeably to connect clauses.
2) Progressive or continuous verb forms emerged in English using a form of "to be" plus the present participle/gerund ending in "-ing". This development also occurred in Spanish around the same time.
Difficulties for Spanish Speakers Learning English kristenzadick
This document highlights common grammatical difficulties for Spanish speakers learning English, including differences in pronouns, adjectives, plurals, articles, and subject dropping. Native language influences, such as Spanish rules for possessive pronouns and adjectives, can cause learners to make errors like using possessive pronouns that agree with objects or placing adjectives after nouns. Teachers must be aware of potential transfer errors to effectively address them.
This document is a grammar book that provides instruction on various Spanish grammar topics. It covers the subjunctive with adjective clauses, tu commands, nosotros commands, past participles used as adjectives, the present perfect, past perfect, future tense, conditional tense, and past subjunctives. For each topic, it provides examples and explanations of how to form and use the different verb tenses and structures.
The document discusses the preterit tense in Spanish. It explains that the preterit tense is used to talk about actions that are completed in the past or that occurred within a specific period of time. It then provides examples of regular verb conjugations in the preterit tense for -ar, -er, and -ir verbs. It also notes some spelling changes that occur in the first-person singular form for verbs ending in -car, -gar, and -zar.
The document compares parts of speech between English and French, including adverbs, nouns, pronouns, adjectives, conjunctions, prepositions, determiners. It notes that French grammar requires elements like adjectives and verbs to agree with the gender of nouns, whereas English does not have grammatical gender. Overall, the structures of the two languages are similar, but French has stricter rules around gender agreement.
This document provides an outline of grammar topics for a Spanish grammar book, including conditional tenses with irregular verbs, perfect tenses, the difference between saber and conocer, formal and informal commands, the subjunctive mood, impersonal expressions, expressions of emotion, conjunctions of time, and demonstrative adjectives and pronouns. It defines each topic and provides examples to illustrate key uses and forms.
This document contains slides for a grammar lesson covering various topics of Spanish grammar including: the preterite and imperfect tenses, stem-changing verbs, comparatives and superlatives, por vs para, demonstrative adjectives and pronouns, the conditional, perfect tenses, commands, and the subjunctive mood. It provides examples and explanations of forms, uses, and irregular verbs for each topic. The slides are numbered and include trigger words, charts, and tables of contents for the semester's lessons.
The document discusses stress in English pronunciation. It states that stress is an important feature of English and that being proficient in different stress patterns is crucial for powerful communication. It then defines stress as the degree of force or prominence given to a syllable. There are two main types of stress: word stress, which shows which syllable in a word is stressed, and sentence stress, which indicates which words in a sentence receive emphasis. The document provides examples of word and sentence stress patterns and notes that certain suffixes and prefixes can affect a word's stress placement.
1) The document outlines various offers and promotions from The Chemists India Trusts including buy one get one free deals, discounts, and loyalty programs.
2) Special alliances are mentioned with companies like Jet Airways, Citi Bank, ICICI Bank, and American Express for additional discounts or rewards points when shopping.
3) New product launches from Guardian are highlighted across categories like vitamins, ayurveda, personal care, and quit smoking aids.
"Presentation given byAmit Gupta, CEO, S Chand Group
Kalpesh Gajanand, GM, Mexus Education
on July 14,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: CREATING EXCELLENCE IN SCHOOL EDUCATION: FUNDAMENTALS FOR POLICy MAKERS, PRACTITIONERS AND EDUCATIONISTS"
Presentation by Mike Bacon, CFRE on how to strengthen your relationship with your nonprofit CEO. How the fundraising/development staff can build a better working relationship with the CEO.
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo ruso. El embargo se aplicaría gradualmente durante seis meses para el petróleo crudo y ocho meses para los productos refinados. Este paquete de sanciones requiere la aprobación unánime de los 27 estados miembros de la UE.
Education About Grammar Presentation Template
If you want to buy this presentation template, please visit http://madlis.com
Good design gets out of the way of the content you are sharing. It helps your audience focus on the content itself instead of the design.
But, it's no secret that most people dislike giving presentations. The dread of public speaking consistently ranks among the greatest fears in public surveys.
This presentation slides can help you reduce the anxiety involved with giving a presentation. Well-designed slides not only build your own confidence, they make your key points clearer to the audience.
Education About Grammar Presentation Template
If you want to buy this presentation template, please visit http://madlis.com
Good design gets out of the way of the content you are sharing. It helps your audience focus on the content itself instead of the design.
But, it's no secret that most people dislike giving presentations. The dread of public speaking consistently ranks among the greatest fears in public surveys.
This presentation slides can help you reduce the anxiety involved with giving a presentation. Well-designed slides not only build your own confidence, they make your key points clearer to the audience.
The document is the table of contents for an Honors Spanish 4 grammar book. It lists and briefly describes 14 grammar topics that will be covered in the book, including the present tense, ser and estar verbs, gustar verbs, preterit vs imperfect tense, noun clause subjunctive, commands, object pronouns, possessive adjectives and pronouns, demonstrative adjectives and pronouns, adverb clause subjunctive, reflexive verbs, and uses of por and para.
This document discusses various processes that occur in connected speech in English, including blending, linking, assimilation, deletion, and epenthesis. It defines each process and provides many examples to illustrate how they are manifested phonologically. The key points are: blending refers to blurred word boundaries, linking facilitates smooth transitions between words, assimilation involves sounds taking on qualities of neighboring sounds, deletion removes unstressed sounds, and epenthesis inserts sounds to break up clusters. These adjustments help connect words and syllables smoothly in the stream of natural English speech.
Rules of Spoken English: Elision and linkingJenglai Araojo
The document discusses two rules of spoken English: the elision rule and the linking rule. The elision rule states that when 't' or 'd' appear between two consonants in a word, they are removed or "elided." The linking rule describes how words are connected when one word ends in a vowel sound and the next begins with a vowel - an 'y' sound is inserted for certain vowel combinations, and a 'w' sound is inserted for others. Understanding these rules helps with native pronunciation and comprehension of spoken English.
Assimilation is a phonological process where sounds become more similar to neighboring sounds, either within or between words. There are two main types: contextual assimilation, where sounds change at word boundaries in connected speech, and historical assimilation, where sounds change over time in a language's development. Assimilation can involve changes in voicing, manner of articulation, or place of articulation. Elision is the disappearance of a sound, usually vowels or consonants like /t/ and /d/ in rapid speech. It simplifies consonant clusters and reduces unstressed vowels and syllables.
Connected speech refers to how words flow together in fluent speech. When words are strung together, the sounds at the end of one word and beginning of the next can change through processes like linking, weakening, and disappearance of sounds. This helps speech maintain its rhythm. For example, in "ten pounds" the "t" and "p" sounds link together to be pronounced as "tem pounds". Connected speech also includes reducing words like pronouns and articles to their weak forms. Practice and exposure to natural speech helps improve one's connected speech abilities.
The document provides an overview of Spanish grammar topics including:
- The preterite tense indicating definitive past actions.
- Irregular preterite verbs like ser, ir, dar, ver, and hacer as well as car/gar/zar, "spock", "snake", and "cucaracha" verbs.
- The imperfect tense describing ongoing or incomplete past actions.
- Comparisons between the preterite and imperfect tenses.
- Uses of verbs like gustar and irregular comparatives/superlatives.
- Uses of ser and estar as well as transition words.
- The future tense formed with the infinitive and endings, including irregular
The document discusses two linguistic developments that occurred in the 1600s in English:
1) As syntax became more complex, the relative pronouns "that" and "which" began to be used interchangeably to connect clauses.
2) Progressive or continuous verb forms emerged in English using a form of "to be" plus the present participle/gerund ending in "-ing". This development also occurred in Spanish around the same time.
Difficulties for Spanish Speakers Learning English kristenzadick
This document highlights common grammatical difficulties for Spanish speakers learning English, including differences in pronouns, adjectives, plurals, articles, and subject dropping. Native language influences, such as Spanish rules for possessive pronouns and adjectives, can cause learners to make errors like using possessive pronouns that agree with objects or placing adjectives after nouns. Teachers must be aware of potential transfer errors to effectively address them.
This document is a grammar book that provides instruction on various Spanish grammar topics. It covers the subjunctive with adjective clauses, tu commands, nosotros commands, past participles used as adjectives, the present perfect, past perfect, future tense, conditional tense, and past subjunctives. For each topic, it provides examples and explanations of how to form and use the different verb tenses and structures.
The document discusses the preterit tense in Spanish. It explains that the preterit tense is used to talk about actions that are completed in the past or that occurred within a specific period of time. It then provides examples of regular verb conjugations in the preterit tense for -ar, -er, and -ir verbs. It also notes some spelling changes that occur in the first-person singular form for verbs ending in -car, -gar, and -zar.
The document compares parts of speech between English and French, including adverbs, nouns, pronouns, adjectives, conjunctions, prepositions, determiners. It notes that French grammar requires elements like adjectives and verbs to agree with the gender of nouns, whereas English does not have grammatical gender. Overall, the structures of the two languages are similar, but French has stricter rules around gender agreement.
This document provides an outline of grammar topics for a Spanish grammar book, including conditional tenses with irregular verbs, perfect tenses, the difference between saber and conocer, formal and informal commands, the subjunctive mood, impersonal expressions, expressions of emotion, conjunctions of time, and demonstrative adjectives and pronouns. It defines each topic and provides examples to illustrate key uses and forms.
This document contains slides for a grammar lesson covering various topics of Spanish grammar including: the preterite and imperfect tenses, stem-changing verbs, comparatives and superlatives, por vs para, demonstrative adjectives and pronouns, the conditional, perfect tenses, commands, and the subjunctive mood. It provides examples and explanations of forms, uses, and irregular verbs for each topic. The slides are numbered and include trigger words, charts, and tables of contents for the semester's lessons.
The document discusses stress in English pronunciation. It states that stress is an important feature of English and that being proficient in different stress patterns is crucial for powerful communication. It then defines stress as the degree of force or prominence given to a syllable. There are two main types of stress: word stress, which shows which syllable in a word is stressed, and sentence stress, which indicates which words in a sentence receive emphasis. The document provides examples of word and sentence stress patterns and notes that certain suffixes and prefixes can affect a word's stress placement.
1) The document outlines various offers and promotions from The Chemists India Trusts including buy one get one free deals, discounts, and loyalty programs.
2) Special alliances are mentioned with companies like Jet Airways, Citi Bank, ICICI Bank, and American Express for additional discounts or rewards points when shopping.
3) New product launches from Guardian are highlighted across categories like vitamins, ayurveda, personal care, and quit smoking aids.
"Presentation given byAmit Gupta, CEO, S Chand Group
Kalpesh Gajanand, GM, Mexus Education
on July 14,2011 at WORLD EDUCATION SUMMIT (www.worldeducationsummit.net) in the School Education Track: CREATING EXCELLENCE IN SCHOOL EDUCATION: FUNDAMENTALS FOR POLICy MAKERS, PRACTITIONERS AND EDUCATIONISTS"
Presentation by Mike Bacon, CFRE on how to strengthen your relationship with your nonprofit CEO. How the fundraising/development staff can build a better working relationship with the CEO.
La Unión Europea ha propuesto un nuevo paquete de sanciones contra Rusia que incluye un embargo al petróleo ruso. El embargo se aplicaría gradualmente durante seis meses para el petróleo crudo y ocho meses para los productos refinados. Este paquete de sanciones requiere la aprobación unánime de los 27 estados miembros de la UE.
This document provides information on various offers and promotions from The Chemists India Trusts for the month of May 2014. It includes Mega Offers on GNC products with 25-50% discounts, 10% discounts on certain Guardian body wash, shampoo, and aloe vera products, and other offers on Guardian supplements and FMCG products. It also outlines programs providing discounts and rewards for senior citizens, Jet Airways customers, Citibank, ICICI, FreeCharge, SBI credit card customers, and American Express cardholders. New product launches from Guardian in areas like vitamins, personal hygiene, weight loss, Ayurveda, and quit smoking are highlighted. Plans for special displays and Guardian product placement
This document discusses characters from a story including White Star, Bucky, Sam, Mr. Daneil, Finn, and Perks. The favorite character is White Star because he is a dog. It mentions settings of the Titanic, Boston, and Ireland between April 10-19, 1912. The events on the Titanic are discussed and it predicts that Sam will find his grandpa and tell him what happened.
1. The document introduces basic geometry concepts including points, lines, line segments, rays, planes, and different types of lines and angles.
2. Students are asked to name and draw examples of these concepts, including parallel lines, intersecting segments, and skew lines.
3. The homework assignment asks students to complete problems drawing and naming examples of points, lines, segments and rays based on these introductory geometry concepts.
The document discusses fall foliage activities in New England, including taking walks along the Boston Freedom Trail and through towns like Middlebury, Vermont and Bennington, Vermont. Photos show places like the Boston State House, a covered bridge in New Hampshire, maple sugaring farms, and colorful foliage scenes from the different locations.
Parallel Session 4.7 Understanding Potential and Evaluating Actual Impacts of...NHSScotlandEvent
The document discusses initiatives by three health care providers - Perth and Kinross CHP, North Lanarkshire CHP, and Midlothian CHP - to improve outcomes for people with dementia while reducing costs. It provides an overview of the Dementia Demonstrators program, which aims to demonstrate better outcomes for more people using the same or fewer resources. The sites hope to achieve this by addressing unnecessary resource use through interventions people don't need or want, or providing interventions too late.
Indian children from DPS Rohini School in New Delhi recreated a Ukrainian folk tale. The students worked together on retelling the story. Their recreation of the Ukrainian folk tale was done as part of their schoolwork.
The document provides photos and captions from a multi-day music festival held in Denver, Colorado. It features performances by The Floozies, Knife Party, Pretty Lights, KapSlap, Wild Belle, Pretty Lights' music label members, and closing performer GRiZ, who spun a Snoop Dogg track. Many of the photos show performers on stage or festival attendees enjoying the event.
This document provides examples and explanations of the distributive property in algebra. It begins with examples of applying the distributive property to combine multiplication and addition/subtraction. It then explains that the distributive property allows multiplying a number outside of parentheses across each term inside parentheses. The remainder of the document provides practice problems for students to use the distributive property to simplify expressions and solve multi-step word problems.
1. The document appears to be notes from a class on the metric system. It includes examples of converting between metric units and solving equations involving metric units.
2. Tables are included showing the prefixes in the metric system and example conversions between different metric units for length, volume, and mass.
3. Practice problems are provided for students to complete unit conversions and choose reasonable estimates in metric units.
The document outlines an experiential challenge where teams must create an innovative solution to safely launch a fresh egg without breaking it. Teams are given materials and brief instructions. The goal is to design, build, cost and brand a product to launch an egg into the target zone. Teams have 25 minutes to build their solution and the first intact egg to land in the target zone wins a prize. The document also includes an overview of the innovation process and how it relates to the challenge.
Some key points about quantifiers "some" and "any" from the document:
- "Some" is usually thought of as the positive counterpart to "any" and implies not all but certainly more than nothing.
- "Any" can be used before countable and uncountable nouns, usually in questions and negative sentences, and implies nothing at all or all.
- Examples are given showing the different uses and meanings of "some" versus "any".
The document discusses adjectives and adverbs. It begins by explaining that adjectives modify nouns and pronouns, while adverbs modify verbs, adjectives, and other adverbs. Some words can function as both adjectives and adverbs depending on context. The document then discusses determiners, which are distinct from but were once considered a type of adjective. It provides examples of the different types of adjective uses such as attributive and predicative. The document also covers adjectival phrases, other modifiers of nouns besides adjectives, adjective order, and comparison of adjectives.
English grammar refers to the rules and conventions for usage in the English language. It includes the structure of words, phrases, clauses and sentences. There are eight main word classes in English: nouns, determiners, pronouns, verbs, adjectives, adverbs, prepositions and conjunctions. Nouns form the largest word class. Unlike many other languages, English nouns do not have grammatical gender.
The document discusses weak and strong syllables in English. It defines a syllable and describes their structure, including onset, nucleus, coda, and rime. It states that strong syllables contain full vowels while weak syllables often contain reduced vowels like schwa. Examples are provided to demonstrate how vowels are shortened, lower in intensity, and changed in quality in weak syllables compared to strong ones. The document also notes that some weak syllables contain only consonants. It examines spelling patterns that can indicate the vowel sound in a strong pronunciation of a weak syllable. Finally, it discusses the close front and back vowels that may occur in weak syllables and problems transcribing them phonemically.
The document discusses weak and strong syllables in English. A strong syllable has a full vowel as its nucleus, while a weak syllable typically contains the reduced vowel schwa. The most common vowel in weak syllables is schwa, represented as /ÉTM/. Other vowels found in weak syllables include a close front vowel similar to /i/ and a close back vowel similar to /u/. These vowels are difficult to distinguish from their strong counterparts /i:/ and /u:/. Spellings can provide clues as to which vowel would be present if the syllable was strong. Weak syllables tend to have shorter, less intense vowels compared to strong syllables.
This document discusses verbs and verb complements in Arabic grammar. It provides examples of intransitive verbs that do not take objects, like "burns" and "laughed". It also gives examples of verbs that require a complement to complete the predicate and make sense of the sentence, like "is round" and "tasted sweet". The word or phrase that completes the predicate is called the verb complement. If the complement provides information about the subject, it is a subject complement. If it provides information about the object, it is an object complement.
1. The document provides a syntactic analysis of the sentence "Perhaps you will never find a job as a linguist, but you should at least try." It identifies the word classes, noun phrases, clauses, and sentence type.
2. Various activities are described related to morphology and syntax, including identifying verb tenses and aspects, and distinguishing features of verbs like third person/other persons and singular/plural forms.
3. A graphic organizer of sentence patterns is requested, showing examples of transitive/intransitive verbs, adverb clauses, and other grammatical categories.
We learned that native speakers have an implicit knowledge of grammar and that children acquire this without realizing it. I commented, however, that a language teacher needs to be able to describe grammatical rules, and in Unit 2 you noted some grammatical differences between spoken and written English. Unit 3 will introduce further grammar concepts and you will have the chance to assess your own explicit knowledge. Unit 2 also began to explore the area of what language we actually choose to use. This unit will continue the theme by looking at how we choose to speak in different situations and will show that this sort of knowledge is just as important for a language learner as grammatical knowledge.
Linguistic competence
The term 'linguistic competence' refers to a person's knowledge of grammar, lexis and sound patterns. As you now know, a native speaker easily acquires implicit knowledge of these aspects of language in childhood. Learners of a foreign language, on the other hand, struggle hard to acquire them. Choosing suitable grammar, words and sound patterns for the particular situation you are in is just as important and this is what the second half of this unit explores. First, though, we will investigate some grammar rules - that is, patterns of usage - and see how they might be useful to a learner of English.
Why do grammar activities like these?
As you carry out the activities on grammar in this unit, remember that it would be very unlikely for a teacher to tell learners everything at once about a particular grammatical item and expect them to apply it when communicating. What she can do is guide learners towards their own understanding about the limits that grammar sets in English - in other words the rules of English grammar. The activities in this section will give you an insight into how to discover and articulate these limits.
A teacher must be skilled at deducing the rules herself so that she can then foster this skill in her learners, who themselves need to develop the same skill if they are to become effective, independent learners. Without such strategies they'll be left to rely entirely on the trial and error methods of a child, and few learners have time to do it this way. So let's now look for some linguistic patterns in English.
Finding patterns: verbs
This section is about looking for boundaries and patterns in verbs. It isn't a comprehensive guide to verbs in the English language. I could have chosen any of the main word classes to investigate - for example, nouns, pronouns or adjectives. But the variety and complexity of the English verb offers you as good a chance as any to practice teasing out and describing some grammatical rules. Verbs also happen to be very central to everything that goes on in English and the explicit knowledge you gain from this section will be useful to you. We'll start with defining the word verb.
Source: https://ebookschoice.com/linguistic-and-communicative-rules/
Cases express the grammatical function of nouns and pronouns in languages like Latin, German, and Finnish through inflectional endings. While modern English has lost most cases except in pronouns like "who" and "whom", other languages use cases like nominative, accusative, dative, and others to distinguish subjects, objects, and possessors based on their role in a clause. Cases help identify grammatical relations when word order is flexible, as in German sentences where subjects can precede or follow verbs.
The document discusses the key parts of speech and grammar in the English language. It notes that English grammar includes rules for word structure, phrases, clauses, and full texts. It identifies eight main word classes - nouns, determiners, pronouns, verbs, adjectives, adverbs, prepositions, and conjunctions. Nouns form the largest class and verbs the second largest. The document also provides examples and definitions of several of these parts of speech.
This document discusses different ways that new words can be created, including through acronyms, blending, and derivation. It notes that true coinages are rare and that new words must conform to a language's phonological and morphological rules. Acronyms are formed from the initial letters of words and can become lexicalized over time, such as HIV and laser. Backronyms are created by retrofitting an acronym's letters to real words. While word creation happens, most new words are formed based on existing linguistic elements in a language.
The document provides information on various grammar topics including parts of speech, modifiers, tenses, and clauses. It discusses proper use of nouns as modifiers, adverbs, conjunctions, prepositions, verb tenses, mood, attributes, and relative clauses to improve clarity and effectiveness in writing. Key points include identifying different parts of speech, placing modifiers close to the words they modify, using consistent verb tense and form, and including relative clauses to provide more details in sentences.
1. Grammatical structure describes the systematic formal devices used in a language to convey meanings and relationships, rather than absolute rules of correctness or mere usage.
2. Elements of grammatical structure include word order, inflection, correlation of forms, function words, intonation, stress, and pauses. These signals convey meaning.
3. Comparing grammatical structures between two languages involves analyzing whether structures have the same formal device, meaning, and distribution, or differ, which causes more difficulty for learners. Transfer from the native language affects production and recognition differently.
The document provides an introduction to the Chinese language. It discusses:
- Standard Chinese is based on Mandarin and is spoken by over 70% of China's population, though many dialects exist.
- Chinese grammar is relatively simple compared to other languages, relying on word order rather than conjugation. Subject-verb-object is the most common structure.
- Chinese characters represent meaningful syllables rather than individual sounds, and there are around 1300 commonly used characters.
This document discusses the proper use of bilingual dictionaries to understand English texts. It provides guidelines for using bilingual dictionaries, including knowing how they are organized, understanding abbreviations, and taking the first definition given which is usually the most common. It also discusses how Collins and Oxford dictionaries indicate placements of adjectives and nouns. Finally, it covers some key linguistic concepts like polysemy, cognates, false cognates, synonyms, and antonyms which are important for understanding words in different contexts.
What is an Adverbial Phrase Types & Format with Examples.pdfChloe Cheney
What is an adverbial? Do you know how often we use adverbial phrases in our daily speech? Learn about its types, formats, and examples through our private English tutors and blogs.
The document provides an overview of key aspects of English grammar, including nouns, articles, adjectives, verbs, and differences from Spanish grammar. It notes that English nouns do not have gender and the name does not make distinctions of case. It describes rules for pluralization of nouns and use of definite and indefinite articles in English. It also summarizes verb tenses including present, past, future, and conditional, and covers irregular verbs, infinitives, prepositional verbs, and conjugation of present tense verbs. Finally, it outlines several differences between English and Spanish grammar regarding nouns, adjectives, possessive constructions, word order, and punctuation/capitalization.
The document discusses English supra-segmental phonemes, specifically stress. It defines stress as certain syllables being more prominent than others in many languages. It describes degrees of stress and how stressed syllables are louder, higher in pitch, and longer in duration than unstressed syllables. It also discusses word stress and how the placement of stress is sometimes unpredictable in English words with multiple syllables.
The document discusses various types of cohesion that provide links between parts of a text, including reference, substitution, ellipsis, conjunction, and lexical cohesion. Reference uses words like pronouns to refer to things introduced earlier. Substitution and ellipsis involve replacing or omitting words. Conjunction uses words like "and" and "but" to connect sentences. Lexical cohesion involves repeating or associating vocabulary through reiteration or collocation. Different languages use these cohesion techniques in different ways.
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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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
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.
Introduction to AI for Nonprofits with Tapp Network
Loser of everything
1. GRAMMAR PART<br />A tense is a grammatical category that locates a situation in time, to indicate when the situation takes place.[1][note 1] Some typical tenses are present, past, and future.<br />Tense can make finer distinctions than simple past-present-future; past tenses for example can cover general past, immediate past, or distant past, with the only difference between them being the distance on the timeline between the temporal reference points. Such distinctions are not precise: an event may be described in the remote past because it feels remote to the speaker, not because a set number of days have passed since it happened; it may also be remote because it is being contrasted with another, more recent, past event. This is similar to other forms of deixis such as this and that.<br />In absolute tense, as in English, tense indicates when the time of assertion, time of completion, or time of evaluation occurs relative to the utterance itself (time of utterance). In relative tense, on the other hand, tense is relative to some given event.<br />The number of tenses in a language may be disputed, because the term tense is often used to represent any combination of tense proper, aspect, and mood. In many texts the term quot;
tensequot;
may erroneously indicate qualities of uncertainty, frequency, completion, duration, possibility, or whether information derives from experience or hearsay (HYPERLINK quot;
http://en.wikipedia.org/wiki/Evidentialityquot;
quot;
Evidentialityquot;
evidentiality).[citation needed] Tense differs from aspect, which encodes how a situation or action occurs in time rather than when. In many languages, there are grammatical forms which express several of these meanings (see tense–aspect–mood).<br />In languages which have tenses, they are normally usually indicated by a verb or modal verb. Some languages only have grammatical expression of time through aspect; others have neither tense nor aspect. Some East Asian isolating languages such as Chinese express time with temporal adverbs, but these are not required, and the verbs are not inflected for tense. In Slavic languages such as Russian a verb may be inflected for both tense and aspect together.<br />English has two true tenses, past and present (sometimes analysed as non-past). These are distinguished by the inflection of the verb, by either ablaut or a suffix -ed (walks ~ walked, sings ~ sang). The future is expressed with a modal construction, which is not a true tense,HYPERLINK quot;
http://en.wikipedia.org/wiki/Grammatical_tensequot;
quot;
cite_note-6quot;
[6] and does not always appear (it is optional in subordinate constructions such as I hope you (will) go tomorrow, and is prohibited with other modals as in I can go tomorrow, but past tense cannot be similarly omitted: *I hope you go yesterday, *I can go yesterday). English also has so-called quot;
compound tensesquot;
, such as the past perfect and present progressive, which use modals to combine tense with other grammatical categories such as aspect.<br />Classification<br />Tenses are broadly classified as present, past, or future. In absolute-tense systems, these indicate the temporal distance from the time of utterance. In relative-tense systems, they indicate temporal distance from a point of time established in the discourse. There are also absolute-relative tenses, which are two degrees removed from the temporal reference point, such as future-in-future (at some time in the future, event will still be in the future) and future-in-past (at some time in the past, event was in the future).<br />Many languages do not grammaticalize all three categories. For instance, English has past and non-past (quot;
presentquot;
); other languages may have future and non-future. In some languages, there is not a single past or future tense, but finer divisions of time, such as proximal vs. distant future, experienced vs. ancestral past, or past and present today vs. before and after today.<br />Some attested tenses:<br />Future tenses. <br />Immediate future: right now<br />Near future: soon<br />Hodiernal future: later today<br />Vespertine future: this evening[citation needed]<br />Post-hodiernal: after today<br />Crastinal: tomorrow<br />Remote future, distant future<br />Posterior tense (relative future tense)<br />Nonfuture tense: refers to either the present or the past, but does not clearly specify which. Contrasts with future.<br />Present tense <br />Still tense:[citation needed] indicates a situation held to be the case, at or immediately before the utterance<br />Nonpast tense: refers to either the present or the future, but does not clearly specify which. Contrasts with past.<br />Past tenses. Some languages have different past tenses to indicate how far into the past we are talking about. <br />Immediate past: very recent past, just now<br />Recent past: in the last few days/weeks/months (conception varies) <br />Nonrecent past: contrasts with recent past<br />Hodiernal past: earlier today<br />Matutinal past: this morning[citation needed]<br />Prehodiernal: before today<br />Hesternal: yesterday or early, but not remote<br />Prehesternal: before yesterday<br />Remote past: more than a few days/weeks/months ago (conception varie<br />Verb Tense Overview with Examples<br />Simple PresentSimple PastSimple FutureI study English every day.Two years ago, I studied English in England.If you are having problems, I will help you study English.I am going to study English next year.Present ContinuousPast ContinuousFuture ContinuousI am studying English now.I was studying English when you called yesterday.I will be studying English when you arrive tonight.I am going to be studying English when you arrive tonight.Present PerfectPast PerfectFuture PerfectI have studied English in several different countries.I had studied a little English before I moved to the U.S.I will have studied every tense by the time I finish this course.I am going to have studied every tense by the time I finish this course.Present Perfect ContinuousPast Perfect ContinuousFuture Perfect ContinuousI have been studying English for five years.I had been studying English for five years before I moved to the U.S.I will have been studying English for over two hours by the time you arrive.I am going to have been studying English for over two hours by the time you arrive.<br />Many English learners worry too much about tense. If you stopped 100 native English speakers in the street and asked them about tense, 1 of them might give you an intelligent answer - if you were lucky. The other 99 would know little about terms like quot;
past perfectquot;
or quot;
present continuousquot;
. And they would know nothing about aspect, voice or mood. But they can all speak fluent English and communicate effectively. Of course, for ESL it helps to know about tenses, but don't become obsessed with them. Be like those native speakers! Speak naturally!<br />Present TenseI do do, I doPresent Continuous TenseI am doing, I am doing tomorrowPresent Perfect TenseI have donePresent Perfect Continuous TenseI have been doing<br />Past TenseI did do, I didPast Continuous TenseI was doingPast Perfect TenseI had donePast Perfect Continuous TenseI had been doing<br />Future TenseI will doFuture Continuous TenseI will be doingFuture Perfect TenseI will have doneFuture Perfect Continuous TenseI will have been doing<br />Article (grammar)<br />From Wikipedia, the free encyclopedia<br />Jump to: navigation, search <br />For articles in English, see English articles.<br />quot;
Definite articlequot;
redirects here. For the Eddie Izzard comedy DVD, see Definite Article.<br />This article needs additional citations for verification. Please help improve this article by adding reliable references. Unsourced material may be challenged and removed. (July 2008)<br />An article (abbreviated art) is a word that combines with a noun to indicate the type of reference being made by the noun. Articles specify the grammatical definiteness of the noun, in some languages extending to volume or numerical scope. The articles in the English language are the and a/an, and (in some contexts) some. 'An' and 'a' are modern forms of the Old English 'an', which in Anglian dialects was the number 'one' (compare 'on', in Saxon dialects) and survived into Modern Scots as the number 'ane'. Both 'on' (respelled 'one' by the Normans) and 'an' survived into Modern English, with 'one' used as the number and 'an' ('a', before nouns that begin with a consonant sound) as an indefinite article.<br />Among the classical parts of speech, articles are considered a special category of adjectives. Some modern linguists prefer to classify them within a separate part of speech, determiners.<br />In languages that employ articles, every common noun, with some exceptions, is expressed with a certain definiteness (e.g., definite or indefinite), just as many languages express every noun with a certain grammatical number (e.g., singular or plural). Every noun must be accompanied by the article, if any, corresponding to its definiteness, and the lack of an article (considered a zero article) itself specifies a certain definiteness. This is in contrast to other adjectives and determiners, which are typically optional. This obligatory nature of articles makes them among the most common words in many languages—in English, for example, the most frequent word is the.[1]<br />Contents[hide]1 Types 1.1 Definite article1.2 Indefinite article1.3 Partitive article1.4 Negative article1.5 Zero article2 Variation among languages3 Evolution 3.1 Definite articles3.2 Indefinite articles4 See also5 References6 External links<br />Types<br />Articles are usually characterized as either definite or indefinite.[2] A few languages with well-developed systems of articles may distinguish additional subtypes.<br />Within each type, languages may have various forms of each article, according to grammatical attributes such as gender, number, or case, or according to adjacent sounds.<br />[edit] Definite article<br />A definite article indicates that its noun is a particular one (or ones) identifiable to the listener. It may be something that the speaker has already mentioned, or it may be something uniquely specified. The definite article in English, for both singular and plural nouns, is the.<br />The children know the fastest way home.<br />The sentence above refers to specific children and a specific way home; it contrasts with the much more general observation that:<br />Children know the fastest way home.<br />The latter sentence refers to children in general, perhaps all or most of them.<br />Likewise,<br />Give me the book<br />refers to a specific book whose identity is known or obvious to the listener; as such it has a markedly different meaning from<br />Give me a book<br />which does not specify what book is to be given.<br />The definite article can also be used in English to indicate a specific class among other classes:<br />The cabbage white butterfly lays its eggs on members of the Brassica genus.<br />[edit] Indefinite article<br />An indefinite article indicates that its noun is not a particular one (or ones) identifiable to the listener. It may be something that the speaker is mentioning for the first time, or its precise identity may be irrelevant or hypothetical, or the speaker may be making a general statement about any such thing. English uses a/an, from the Old English forms of the number 'one', as its primary indefinite article. The form an is used before words that begin with a vowel sound (even if spelled with an initial consonant, as in an hour), and a before words that begin with a consonant sound (even if spelled with a vowel, as in a European).<br />She had a house so large that an elephant would get lost without a map.<br />Before some words beginning with a pronounced (not silent) h in an unstressed first syllable, such as hallucination, hilarious, historic(al), horrendous, and horrific, some (especially older) British writers prefer to use an over a (an historical event, etc.).[3] An is also preferred before hotel by some writers of British English (probably reflecting the relatively recent adoption of the word from French, where the h is not pronounced).[4] The use of quot;
anquot;
before words beginning with an unstressed quot;
hquot;
is more common generally in British English than American.[4] American writers normally use a in all these cases, although there are occasional uses of an historic(al) in American English.[5] According to the New Oxford Dictionary of English, such use is increasingly rare in British English too.[3] Unlike British English, American English typically uses an before herb, since the h in this word is silent for most Americans.<br />The word some is used as a functional plural of a/an. quot;
An applequot;
never means more than one apple. quot;
Give me some applesquot;
indicates more than one is desired but without specifying a quantity. This finds comparison in Spanish, where the singular indefinite article 'uno/una' (quot;
onequot;
) is completely indistinguishable from the unit number, but where it has a plural form ('unos/unas'): Dame una manzanaquot;
(quot;
Give me an applequot;
) > quot;
Dame unas manzanasquot;
(quot;
Give me some applesquot;
). However, some also serves as a quantifier rather than as a plural article, as in quot;
There are some apples there, but not many.quot;
<br />Some also serves as a singular indefinite article, as in quot;
There is some person on the porchquot;
. This usage differs from the usage of a(n) in that some indicates that the identity of the noun is unknown to both the listener and the speaker, while a(n) indicates that the identity is unknown to the listener without specifying whether or not it is known to the speaker. Thus There is some person on the porch indicates indefiniteness to both the listener and the speaker, while There is a person on the porch indicates indefiniteness to the listener but gives no information as to whether the speaker knows the person's identity.<br />[edit] Partitive article<br />A partitive article is a type of indefinite article used with a mass noun such as water, to indicate a non-specific quantity of it. Partitive articles are used in French and Italian in addition to definite and indefinite articles. The nearest equivalent in English is some, although this is considered a determiner and not an article.<br />French: Voulez-vous du café ?<br />Do you want (some) coffee? (or, dialectally but more accurately, Do you want some of this coffee?)<br />See also more information about the French partitive article.<br />Haida has a partitive article (suffixed -gyaa) referring to quot;
part of something or... to one or more objects of a given group or category,quot;
e.g. tluugyaa uu hal tlaahlaang 'he is making a boat (a member of the category of boats).'[6]<br />[edit] Negative article<br />A negative article specifies none of its noun, and can thus be regarded as neither definite nor indefinite. On the other hand, some consider such a word to be a simple determiner rather than an article. In English, this function is fulfilled by no, which can appear before a singular or plural noun:<br />No man is an island.<br />No dogs are allowed here.<br />[edit] Zero article<br />See also: Zero-marking in English#Zero articles<br />The zero article is the absence of an article. In languages having a definite article, the lack of an article specifically indicates that the noun is indefinite. Linguists interested in X-bar theory causally link zero articles to nouns lacking a determiner.[7] In English, the zero article rather than the indefinite is used with plurals and mass nouns, although the word quot;
somequot;
can be used as an indefinite plural article.<br />Visitors end up walking in mud.<br />[edit] Variation among languages<br />Articles in some languages in and around Europe <br /> indefinite and definite articles<br /> only definite articles<br /> indefinite and postfixed definite articles<br /> only postfixed definite articles<br /> no articles<br />Among the world's most widely spoken languages, articles are found almost exclusively in Indo-European and Semitic languages[HYPERLINK quot;
http://en.wikipedia.org/wiki/Wikipedia:Citation_neededquot;
quot;
Wikipedia:Citation neededquot;
citation needed]. Strictly speaking, Chinese, Indonesian, Japanese, Hindi and Russian have no articles, but certain words can be used like articles, when needed.<br />Linguists believe the common ancestor of the Indo-European languages, Proto Indo-European, did not have articles. Most of the languages in this family do not have definite or indefinite articles; there is no article in Latin, Sanskrit, Persian, nor in some modern Indo-European languages, such as the Baltic languages and most Slavic languages. Although Classical Greek has a definite article (which has survived into Modern Greek and which bears strong resemblance to the German definite article), the earlier Homeric Greek did not. Articles developed independently in several language families.<br />Not all languages have both definite and indefinite articles, and some languages have different types of definite and indefinite articles to distinguish finer shades of meaning; for example, French and Italian have a partitive article used for indefinite mass nouns, while Colognian has two distinct sets of definite articles indicating focus and uniqueness, and Macedonian uses definite articles in a demonstrative sense, distinguishing this from that (with an intermediate degree). The words this and that (and their plurals, these and those) can be understood in English as, ultimately, forms of the definite article the (whose declension in Old English included thaes, an ancestral form of this/that and these/those).<br />In many languages, the form of the article may vary according to the gender, number, or case of its noun. In some languages the article may be the only indication of the case, e.g., German Der Hut des Napoleon, quot;
Napoleon's hatquot;
. Many languages do not use articles at all, and may use other ways of indicating old versus new information, such as topic–comment constructions.<br />Articles used in the world's most widely spoken languagesLanguagedefinite articleindefinite articlepartitive articleArabical-'NoneHebrewה (prefix)Englishthea, anGermander, die, dasdes, dem, denein, eine, einer, eineseinem, einenDutchde, hetdeeenTamazight__yan, yatittsn,ittsntSpanishel, la, lolos, lasun, unaunos, unasPortugueseo, aos, asum, umauns, umasFrenchle, la, l'lesun, unedesdu, de la, de l'desItalianil, lo, la, l'i, gli, leun, uno, una, un'del, dello, della, dell'dei, degli, degl' , delleHungariana, azegy<br /> [edit] Definite articles<br />Definite articles typically arise from demonstratives meaning that. For example, the definite articles in the Romance languages—e.g., el, il, le, la—derive from the Latin demonstratives ille (masculine) and illa (feminine).<br />The English definite article the, written þe in Middle English, derives from an Old English demonstrative, which, according to gender, was written se (masculine), seo (feminine) (þe and þeo in the Northumbrian dialect), or þæt (neuter). The neuter form þæt also gave rise to the modern demonstrative that. The ye occasionally seen in pseudo-archaic usage such as quot;
Ye Olde Englishe Tea Shoppequot;
is actually a form of þe, where the letter thorn (þ) came to be written as a y.<br />Multiple demonstratives can give rise to multiple definite articles. Macedonian, for example, in which the articles are suffixed, has столот (stolot), the chair; столов (stolov), this chair; and столон (stolon), that chair. Colognian prepositions articles such as in dat Auto, or et Auto, the car; the first being specifically selected, focussed, newly introduced, while the latter ist not selected, unfocussed, already known, general, or generic.<br />[edit] Indefinite articles<br />Indefinite articles typically arise from adjectives meaning one. For example, the indefinite articles in the Romance languages—e.g., un, una, une—derive from the Latin adjective unus. Partitive articles, however, derive from Vulgar Latin de illo, meaning (some) of the.<br />The English indefinite article an is derived from the same root as one. The -n came to be dropped before consonants, giving rise to the shortened form a. The existence of both forms has led to many cases of juncture loss, e.g. transforming the original a napron into the modern an apron.<br />Prepositions<br /> HYPERLINK quot;
http://www.ego4u.com/en/cram-up/grammar/prepositionsquot;
quot;
exercisesquot;
Exercises on Prepositions<br />Prepositions are short words (on, in, to) that usually stand in front of nouns (sometimes also in front of gerund verbs).<br />Even advanced learners of English find prepositions difficult, as a 1:1 translation is usually not possible. One preposition in your native language might have several translations depending on the situation.<br />There are hardly any rules as to when to use which preposition. The only way to learn prepositions is looking them up in a HYPERLINK quot;
http://www.ego4u.com/en/lingopadquot;
dictionary, reading a lot in English ( HYPERLINK quot;
http://www.ego4u.com/en/read-on/literaturequot;
literature) and learning useful phrases off by heart ( HYPERLINK quot;
http://www.ego4u.com/en/cram-up/learning/gap-fillingquot;
study tips).<br />The following table contains rules for some of the most frequently used prepositions in English:<br />Prepositions – Time<br />EnglishUsageExampleondays of the weekon Mondayinmonths / seasonstime of dayyearafter a certain period of time (when?)in August / in winterin the morningin 2006in an houratfor nightfor weekenda certain point of time (when?)at nightat the weekendat half past ninesincefrom a certain point of time (past till now)since 1980forover a certain period of time (past till now)for 2 yearsagoa certain time in the past2 years agobeforeearlier than a certain point of timebefore 2004totelling the timeten to six (5:50)pasttelling the timeten past six (6:10)to / till / untilmarking the beginning and end of a period of timefrom Monday to/till Fridaytill / untilin the sense of how long something is going to lastHe is on holiday until Friday.byin the sense of at the latestup to a certain timeI will be back by 6 o’clock.By 11 o'clock, I had read five pages.<br />Prepositions – Place (Position and Direction)<br />EnglishUsageExampleinroom, building, street, town, countrybook, paper etc.car, taxipicture, worldin the kitchen, in Londonin the bookin the car, in a taxiin the picture, in the worldatmeaning next to, by an objectfor tablefor eventsplace where you are to do something typical (watch a film, study, work)at the door, at the stationat the tableat a concert, at the partyat the cinema, at school, at workonattachedfor a place with a riverbeing on a surfacefor a certain side (left, right)for a floor in a housefor public transportfor television, radiothe picture on the wallLondon lies on the Thames.on the tableon the lefton the first flooron the bus, on a planeon TV, on the radioby, next to, besideleft or right of somebody or somethingJane is standing by / next to / beside the car.underon the ground, lower than (or covered by) something elsethe bag is under the tablebelowlower than something else but above groundthe fish are below the surfaceovercovered by something elsemeaning more thangetting to the other side (also across)overcoming an obstacleput a jacket over your shirtover 16 years of agewalk over the bridgeclimb over the wallabovehigher than something else, but not directly over ita path above the lakeacrossgetting to the other side (also over)getting to the other sidewalk across the bridgeswim across the lakethroughsomething with limits on top, bottom and the sidesdrive through the tunneltomovement to person or buildingmovement to a place or countryfor bedgo to the cinemago to London / Irelandgo to bedintoenter a room / a buildinggo into the kitchen / the housetowardsmovement in the direction of something (but not directly to it)go 5 steps towards the houseontomovement to the top of somethingjump onto the tablefromin the sense of where froma flower from the garden<br />Other important Prepositions<br />EnglishUsageExamplefromwho gave ita present from Janeofwho/what does it belong towhat does it showa page of the bookthe picture of a palacebywho made ita book by Mark Twainonwalking or riding on horsebackentering a public transport vehicleon foot, on horsebackget on the businentering a car / Taxiget in the caroffleaving a public transport vehicleget off the trainout ofleaving a car / Taxiget out of the taxibyrise or fall of somethingtravelling (other than walking or horseriding)prices have risen by 10 percentby car, by busatfor ageshe learned Russian at 45aboutfor topics, meaning what aboutwe were talking about you<br />Seven Types of Paragraphs<br />Different Body Essay Kinds<br />Mar 3, 2009<br /> HYPERLINK quot;
http://www.suite101.com/profile.cfm/dariaprzybylaquot;
Daria Przybyla<br />Keep a list of paragraph transition words - alvimann, morguefile<br />There are at least seven types of paragraphs. Knowledge of the differences between them can facilitate composing well-structured essays. <br />In order to write coherent essays, students need to learn about the basic functions of various paragraphs in college writing. Most paragraphs will have several functions to fulfill at a time and it is important to know under what circumstances their functions can be conjoined, if at all. The following list contains explanations regarding content and style of different paragraphs as well as examples.<br /> HYPERLINK quot;
http://www.suite101.com/content/example-of-a-narrative-paragraph-a106737quot;
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Narration Paragraph<br />Narration paragraphs are most frequently used in fiction and personal statements. As such, they will contain all necessary components of action development: protagonist, setting, goal, obstacle, climax and resolution. Writing a narration paragraph requires, consequently, accounting for sequential order of events and chronology. There are many descriptive elements included in the body of a narration paragraph but, if composed correctly, the paragraph will prioritize action over description.<br /> HYPERLINK quot;
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Exposition Paragraph<br />Often times, this kind of a paragraph is used as a component of other types of writing. It’s written in order to clarify or explain problems and phenomena. Writing exposition paragraphs requires strict focus on evidence and objective language. It can contain elements of comparison and contrast, or cause and effect writing as both facilitate accurate exposition of the subject-matter.<br /> HYPERLINK quot;
http://www.suite101.com/content/example-of-a-definition-paragraph-a106752quot;
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Definition Paragraph<br />Definition paragraphs are used in order to explain the meaning, origin and function of things. They are used both in academic writing and fiction. To write a definition paragraph, writers should concentrate on the role of its subject in the context of the essay and account for evidence as well as examples accordingly.<br />Read This Next<br /> HYPERLINK quot;
http://www.suite101.com/content/the-fiveparagraph-essay-dated-and-irrelevant-a122300quot;
The Five-Paragraph Essay Has a Negative Effect <br /> HYPERLINK quot;
http://www.suite101.com/content/how-to-write-a-response-to-a-movie-a100175quot;
How to Write a Response to a Movie <br /> HYPERLINK quot;
http://www.suite101.com/content/how-to-write-a-response-to-literature-a100173quot;
How to Write a Response to Literature <br /> HYPERLINK quot;
http://www.suite101.com/content/example-of-a-classification-paragraph-a106765quot;
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Classification Paragraph<br />Writing classification paragraphs requires a more varied approach. It should be concentrated on defining as well as making relevant comparisons. In other words, writers should classify the subject of the paragraph in a specific context providing comparisons to corresponding ideas. Classification can be performed on multiple levels – semantic (comparing different meanings of things), linguistic (using vocabulary to show contrast), and more.<br /> HYPERLINK quot;
http://www.suite101.com/content/example-of-a-description-paragraph-a106769quot;
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Description Paragraph<br />Preferably, description paragraphs should concentrate on action (verbs), rather than sensations or impressions (adverbs and adjectives), which ensures that the tone remains objective and authoritative. Description paragraphs should be detailed, clear, and render the represented reality chronologically.<br /> HYPERLINK quot;
http://www.suite101.com/content/example-of-a-process-analysis-paragraph-a107098quot;
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Process Analysis Paragraph<br />It, usually, takes the form of a how-to paragraph which guides readers through a process or action to be performed. It’s very concise and uses formal, non-descriptive vocabulary. It should be written in chronological order accounting for subsequent actions or events.<br />Persuasion Paragraph<br />Persuasion paragraphs require exhortatory and dynamic language. They are aimed at persuading the reader into taking a particular action or adopting a certain point of view. They should be devoid of descriptive content and rely on the imperative mode instead.<br />Read more at Suite101: HYPERLINK quot;
http://www.suite101.com/content/seven-types-of-paragraphs-a99946quot;
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Seven Types of Paragraphs: Different Body Essay Kinds | Suite101.com HYPERLINK quot;
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http://www.suite101.com/content/seven-types-of-paragraphs-a99946#ixzz1VwM4i6sd<br />Elements of a Paragraph<br />Topic, Support, Conclusion, and Transition in Paragraphs <br />Mar 3, 2009<br /> HYPERLINK quot;
http://www.suite101.com/profile.cfm/dariaprzybylaquot;
Daria Przybyla<br />Paragraph sentences - alvimann, morguefile<br />Paragraphs contain topic sentences, detail sentences, terminators, and transition sentences. Learn all about them from the following article. <br />There are three main sorts of sentences that can be used in every paragraph. Introductory, body, and concluding paragraphs all contain topic sentences, followed by detail sentences, and terminated by concluding or transition sentences. Their exact form and content is largely dependant on the context in which they are used. There are, however, unique rules concerning the construction of paragraph sentences which ensure coherence and universality within academic writing as such.<br />Paragraph sentences can never be constructed with the help of abbreviated forms. They, just like every other type of academic writing, should be written in formal and objective language. Paragraph sentences must be well-constructed in order to render the validity of all arguments in a credible manner. Writers should, naturally, avoid first and second voice perspective.<br />How to Write the Topic Sentence<br />Topic sentences are often incorrectly defined as the first sentences in a paragraph. Topic sentences, in fact, can be situated as the second or third sentence. Topic sentence is about introducing the main idea of a paragraph, not about chronology. It should discuss an idea only in generic terms without providing too many details.<br /> HYPERLINK quot;
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www.MeritNation.com<br />How to Write Supporting Sentences<br />Supporting sentences are also called detail sentences and they constitute the body of the paragraph. They, naturally, provide support to the statement or idea expressed in the introductory sentence. They must contain details which help to elaborate on the thought comprised in the topic sentence. They can compare and contrast facts, introduce quotations, and paraphrase secondary sources. They should explore only limited amounts of material and lead toward the concluding or transition sentence.<br />There will, usually, be no more than 5-8 supporting sentences in one paragraph. Writing supporting sentences, to a large extent, depends on the kind of paragraph in which they are comprised. Read about the HYPERLINK quot;
http://www.suite101.com/content/seven-types-of-paragraphs-a99946quot;
Seven Types of Paragraphs to learn more.<br />How to Write the Concluding Sentence<br />Writing concluding sentences is, probably, the least complicated task in writing a paragraph. Concluding sentences, so-called terminators, restate the idea of the topic sentence. If possible, they should summarize the paragraph in such a way so as to expose the relevance of supporting arguments in the context of the topic sentence. Writing concluding sentences is, of course, very different from writing transition sentences.<br />Read This Next<br /> HYPERLINK quot;
http://www.suite101.com/content/term-paper-writing-creating-great-paragraphs-a261433quot;
Term Paper Writing: Creating Great Paragraphs <br /> HYPERLINK quot;
http://www.suite101.com/content/how-to-write-paragraphs-a81398quot;
How to Write Paragraphs <br /> HYPERLINK quot;
http://www.suite101.com/content/how-to-write-a-five-paragraph-essay-a147292quot;
How to Write a Five Paragraph Essay <br />How to Write the Transition Sentence<br />The purpose of any transition sentence is to show in what way the content of above paragraph will be elaborated on in the following paragraph. Optionally, it can announce the relevance of the above paragraph for the development of its follower. Finally, the transition sentence may serve as a catalyst between two or more ideas which should be discussed in close relation to one another.<br />Understanding the function of all sentences in a paragraph may take both some time and practice. For more information on the proper construction of paragraphs, see the following articles:<br />Read more at Suite101: HYPERLINK quot;
http://www.suite101.com/content/elements-of-a-paragraph-a99947quot;
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Elements of a Paragraph: Topic, Support, Conclusion, and Transition in Paragraphs | Suite101.com HYPERLINK quot;
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http://www.suite101.com/content/elements-of-a-paragraph-a99947#ixzz1VwMU4RTJ<br />How to Write Paragraphs<br />Tips on Composing Academic Papers<br />Feb 4, 2009<br /> HYPERLINK quot;
http://www.suite101.com/profile.cfm/dariaprzybylaquot;
Daria Przybyla<br />bood paragraphs make good essays - Alvimann, morguefile<br />Learn about the proper composition of paragraphs and proceed easily to writing good academic essays. <br />While students often ask for advice on essay writing, few of them know that what decides about the ultimate quality of their papers is the ability to construct coherent paragraphs. Well-structured paragraphs help to both organize and present all thoughts and arguments that are supposed to be comprised in an essay. They also lead the reader toward the conclusion in a logical order.<br />How to Construct Paragraphs?<br />In spite of the essay type in which they appear, all paragraphs should follow the same structural pattern. They begin with topic sentence which introduces main ideas of the whole paragraph. The following body paragraph contains arguments, examples, comparisons, etc. Terminator, the last sentence of a paragraph, serves as a conclusion to all the above. Alternatively, in longer essay forms terminator can be substituted by a transition sentence which marks the relation between following paragraphs.<br />How to Write the Topic Sentence<br />Topic sentence should be brief, clear and directly related to the paragraph content. It announces, yet in a neutral tone, what idea or problem is about to be discussed. It should give an idea of why a certain problem has to be considered in a given context. Moreover, topic sentences mustn’t be referenced or quoted from secondary sources.<br /> HYPERLINK quot;
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www.grockit.com/GMAT-Sample<br />How to Write the Body Paragraph<br />It consists of so-called detail sentences which describe and evaluate the problem mentioned in the introductory sentence.<br />Content of the Body Paragraph: it’s composed of opinions, thoughts, arguments, quotations, etc. as well as obligatory commentaries on them. Unlike topic sentences or terminators, it can contain references, pictures, as well as contents in brackets.<br />Composition of the Body Paragraph:<br />Visual elements such as charts, graphs and pictures as well as quotations and referenced paraphrases are never situated immediately after the topic sentence or right before the terminator. There must be at least one sentence introducing them and one sentence commenting on them.<br />Organization of sentences will vary according to essay type, but one rule holds for all – sentences should be of approximately the same length. They also shouldn’t be too long or overlapped with very short sentences either.<br />Paragraphs should be of more or less the same length to ensure clean structure. It is advised to avoid too short paragraphs; on average no more than three paragraphs can be situated on one standard formatted page.<br />The weight of referenced material shouldn’t outdo the author’s own opinions and remarks.<br />How to Write the Terminator or Transition Sentence <br />Closing sentences are not a summary of the paragraph but a restatement of its main ideas. In other words, terminator reflects on what was already presented in the body paragraph. Consequently, it will name conclusions rather than suddenly draw them. Transition sentences, in contrast to terminators, have the capacity to provide a short introduction to another paragraph explaining the order in which they were situated in an essay.<br />Read This Next<br /> HYPERLINK quot;
http://www.suite101.com/content/writing-a-strong-essay-introduction-a208370quot;
Writing a Strong Essay Introduction <br /> HYPERLINK quot;
http://www.suite101.com/content/the-fiveparagraph-essay-dated-and-irrelevant-a122300quot;
The Five-Paragraph Essay Has a Negative Effect <br /> HYPERLINK quot;
http://www.suite101.com/content/term-paper-writing-creating-great-paragraphs-a261433quot;
Term Paper Writing: Creating Great Paragraphs <br />Well-written essay starts with well-written paragraphs. If the above guidelines are kept in mind, essay writing should be largely facilitated. For more ideas connected with writing interesting and well-built paragraphs HYPERLINK quot;
http://howtowriteaparagraph.com/quot;
visit <br />Read more at Suite101: HYPERLINK quot;
http://www.suite101.com/content/how-to-write-paragraphs-a94207quot;
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How to Write Paragraphs: Tips on Composing Academic Papers | Suite101.com HYPERLINK quot;
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http://www.suite101.com/content/how-to-write-paragraphs-a94207#ixzz1VwMu3nle<br />Web<br />Images<br />Maps<br />News<br />Orkut<br />Translate<br />Gmail<br />more<br />Books<br />Scholar<br />Blogs<br />YouTube<br />Calendar<br />Photos<br />Documents<br />Reader<br />Sites<br />Groups<br />even more »<br />Account Options<br />Sign in<br />Search settings<br />Web History<br />Screen-reader users, click here to turn off Google Instant. <br />Top of Form<br />taking messages SafeSearch moderate ▼› Off› Moderate (recommended)› StrictReport offensive imagesMore about SafeSearch<br />Bottom of Form<br />Advanced search <br />About 49,200,000 results (0.41 seconds) <br />Everything<br />Images<br />Videos<br />News<br />Shopping<br />Books<br />Places<br />Blogs<br />Discussions<br />Patents<br />MoreFewer<br />Search Options<br />Sort by relevance<br />Sort by subject<br />Any size<br />Large<br />Medium<br />Icon<br />Larger than...<br />Exactly...<br />Width:pxHeight:pxSearch<br />Any color<br />Full color<br />Black and white<br />Specific color<br />Any type<br />Face<br />Photo<br />Clip art<br />Line drawing<br />Standard view<br />Show sizes<br />Any time<br />Past week<br />Search Results<br />{quot;
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,[]]}<br />1<br />767<br />250<br />Page 2<br />Page 3<br />Page 4<br />Page 5<br />Page 6<br />Page 7<br />Page 8<br />Page 9<br />Page 10<br />Page 11<br />Page 12<br />Page 13<br />Page 14<br />Page 15<br />Page 16<br /> HYPERLINK quot;
http://www.google.co.in/imgres?q=taking+messages&hl=en&sa=X&biw=1024&bih=605&tbm=isch&tbnid=ZTiUxTV6gfxEeM:&imgrefurl=http://qilaraipur.org/enewsletters/enewsletter_june2010/newsletter_june_2010_english.html&docid=KiqOpCwvKkSj5M&w=219&h=153&ei=etFUTtyBLMbyrQeP6Y3lDg&zoom=1quot;
<br />onkar.jpg<br />qilaraipur.org<br />219 × 153 - ... taking messages, and directing visitors who have come to meet Jassi.<br />Similar More sizes <br />16<br />Top of Form<br />taking messages <br />Bottom of Form<br />Google Images Home Report Offensive Images Switch to basic versionHelpGive us feedback<br />Google HomeAdvertising ProgramsPrivacyAbout Google<br />