The document discusses the French pronouns "y" and "en" and their various meanings. It explains that "y" can replace "à + something" and refers to things, places or ideas but not people. Similarly, "en" can replace "de + something" and also refers to things but not people. Some examples are provided to illustrate how "y" and "en" are used and what they refer to in different contexts. The document emphasizes that these pronouns can take on various meanings depending on the context to make sense in the sentence.
Gustar and Regular Present Tense Verbs LessonBeth Carlson
The document provides instructions for using the verbs gustar and encantar in Spanish. It explains that gustar means "to be enjoyable" and encantar means "to be really enjoyable". It also explains that the subject of the sentence is the thing being enjoyed, not the person. The document then provides examples of using gustar and encantar with different pronouns and verbs/nouns. It also reviews conjugating regular -ar, -er, and -ir verbs in the present tense with examples.
The document discusses the use of the present simple tense in English grammar. It is used to talk about things that are always true, permanent states, or regular habits and routines. Examples of its use are provided, including with stative verbs like "like", "love", and "hate". The present simple is also used with the third person singular, by adding -s to verbs. Common questions are provided as examples. Negative and interrogative forms of the present simple are explained, including their spelling. Exercises are included to practice forming sentences in the present simple.
This document provides a concise review of basic German grammar concepts including:
1. The German alphabet including letters like ä, ö, ü, and ß.
2. Parts of speech like nouns, verbs, and pronouns. Nouns have gender and are capitalized. Verbs are learned in infinitive form ending in -en.
3. Forming questions by inverting subject and verb order. Negation uses nicht or kein depending on the sentence.
The review covers pronunciation, conjugations of common verbs like haben and sein, and encourages learning through mnemonic devices like "a börning görilla" to remember letter sounds.
The document provides an overview of how to use the present simple tense in English. It discusses that the present simple is used to talk about permanent states, habits, and things that are always true. It also lists some common stative verbs like "love" and "think" that take the present simple. Additionally, it covers using frequency adverbs, negative sentences, questions, and spelling rules for third person singular verbs in the present simple tense.
The document provides information about various grammar topics related to discussing past and future events:
1) It discusses adverbs of time that can be used to specify when something occurred in the past, such as yesterday, last week, finally, etc.
2) It then covers the use of comparatives and superlatives when comparing adjectives, following rules like adding -er or using more/most.
3) The document concludes by explaining how to form the future tense using will to make predictions or discuss scheduled/offered events, and going to to refer to intentions or predictions based on present circumstances.
Shakespeare's Sonnet 116 argues that true love is constant and does not change over time or circumstances. It states that love is not diminished by legal or physical barriers, changes in one's beloved, temptation from others, or the passage of time, including aging. The sonnet claims that if this view of love as an unchanging force is incorrect, then the experiences of love described in literature are untrue.
This document provides a summary of English verb tenses including:
- Present simple tense - used for facts, habits, and the first conditional
- Present continuous tense - used for actions happening now
- Past simple tense - used for completed past actions
- Past continuous tense - used for ongoing past actions
- Present perfect tense - used for completed actions with relevance to the present
- Future simple (will) - used for predictions and instant decisions
- Going to future - used for plans and intentions
It also outlines spelling rules for adding suffixes to verbs in the third person singular present tense, -ing forms, and regular past tense -ed endings.
The document discusses the French pronouns "y" and "en" and their various meanings. It explains that "y" can replace "à + something" and refers to things, places or ideas but not people. Similarly, "en" can replace "de + something" and also refers to things but not people. Some examples are provided to illustrate how "y" and "en" are used and what they refer to in different contexts. The document emphasizes that these pronouns can take on various meanings depending on the context to make sense in the sentence.
Gustar and Regular Present Tense Verbs LessonBeth Carlson
The document provides instructions for using the verbs gustar and encantar in Spanish. It explains that gustar means "to be enjoyable" and encantar means "to be really enjoyable". It also explains that the subject of the sentence is the thing being enjoyed, not the person. The document then provides examples of using gustar and encantar with different pronouns and verbs/nouns. It also reviews conjugating regular -ar, -er, and -ir verbs in the present tense with examples.
The document discusses the use of the present simple tense in English grammar. It is used to talk about things that are always true, permanent states, or regular habits and routines. Examples of its use are provided, including with stative verbs like "like", "love", and "hate". The present simple is also used with the third person singular, by adding -s to verbs. Common questions are provided as examples. Negative and interrogative forms of the present simple are explained, including their spelling. Exercises are included to practice forming sentences in the present simple.
This document provides a concise review of basic German grammar concepts including:
1. The German alphabet including letters like ä, ö, ü, and ß.
2. Parts of speech like nouns, verbs, and pronouns. Nouns have gender and are capitalized. Verbs are learned in infinitive form ending in -en.
3. Forming questions by inverting subject and verb order. Negation uses nicht or kein depending on the sentence.
The review covers pronunciation, conjugations of common verbs like haben and sein, and encourages learning through mnemonic devices like "a börning görilla" to remember letter sounds.
The document provides an overview of how to use the present simple tense in English. It discusses that the present simple is used to talk about permanent states, habits, and things that are always true. It also lists some common stative verbs like "love" and "think" that take the present simple. Additionally, it covers using frequency adverbs, negative sentences, questions, and spelling rules for third person singular verbs in the present simple tense.
The document provides information about various grammar topics related to discussing past and future events:
1) It discusses adverbs of time that can be used to specify when something occurred in the past, such as yesterday, last week, finally, etc.
2) It then covers the use of comparatives and superlatives when comparing adjectives, following rules like adding -er or using more/most.
3) The document concludes by explaining how to form the future tense using will to make predictions or discuss scheduled/offered events, and going to to refer to intentions or predictions based on present circumstances.
Shakespeare's Sonnet 116 argues that true love is constant and does not change over time or circumstances. It states that love is not diminished by legal or physical barriers, changes in one's beloved, temptation from others, or the passage of time, including aging. The sonnet claims that if this view of love as an unchanging force is incorrect, then the experiences of love described in literature are untrue.
This document provides a summary of English verb tenses including:
- Present simple tense - used for facts, habits, and the first conditional
- Present continuous tense - used for actions happening now
- Past simple tense - used for completed past actions
- Past continuous tense - used for ongoing past actions
- Present perfect tense - used for completed actions with relevance to the present
- Future simple (will) - used for predictions and instant decisions
- Going to future - used for plans and intentions
It also outlines spelling rules for adding suffixes to verbs in the third person singular present tense, -ing forms, and regular past tense -ed endings.
There are three types of stem-changing verbs in Spanish that undergo changes in the present tense conjugation:
1) e to ie verbs like entender and pensar
2) e to i verbs like servir
3) o to ue verbs like almorzar
The verbs querer and preferir are examples of stem-changing verbs that can be used to express desires and preferences toward things, people, or activities followed by an infinitive. Another useful stem-changing verb is pensar, which can mean "to think," "to think about," or "to plan to" something when followed by an infinitive.
Direct and indirect object pronouns francaissrahasel
This document discusses direct and indirect object pronouns in French. [1] Direct object pronouns replace direct object nouns and answer the questions "who?" or "what?". [2] Some examples of direct object pronouns in French are me, te, le, la, les. [3] Indirect object pronouns replace indirect objects and answer the question "to/for whom?". Examples of indirect object pronouns are me, te, lui, leur.
The document provides information on English tenses including their forms, uses, and examples. It covers the present simple, present continuous, past simple, past continuous, present perfect, past perfect, future simple, future continuous, going to future, conditional, and perfect conditional tenses. For each tense, it lists the forms, uses, keywords that indicate the tense's use, and examples to illustrate the tense. It also provides spelling rules for adding suffixes like -s, -ing, and -ed to regular verbs in different tenses.
The document discusses the usages of the present simple and present progressive tenses in English. [1] It outlines how the present simple is used to describe daily habits, usual activities, facts or generalizations. [2] It also explains how the present progressive is used to describe actions that are happening now or at the time of speaking. [3] Examples are provided to illustrate the formation and uses of both tenses.
The document discusses the usages of the present simple and present progressive tenses in English. [1] It outlines how the present simple is used to describe daily habits, usual activities, facts or generalizations. [2] It also explains how the present progressive is used to describe actions that are happening now or at the time of speaking. [3] Examples are provided to illustrate the formation and uses of both tenses.
This document provides an introduction to basic French greetings, introductions, pronouns, verbs, nouns, alphabet, and numbers. It includes sample dialogs for greetings like "Bonjour" and "Comment ça va?" as well as sentences for self-introductions using pronouns and verbs like "Je m'appelle" and conjugated verbs like "Je mange." It also lists the French alphabet, numbers 1-100, and examples of masculine and feminine nouns using articles like "un" and "une." The document is meant to familiarize new French language learners with essential vocabulary and grammar structures.
This document summarizes a Japanese lesson for beginners. It reviews hiragana characters for s/z vowels and self introductions. The main focus is on the た and だ columns of hiragana, including tracing practice and vocabulary drills. It also covers the small hiragana つ, Japanese numerals from 0-100, and combining tens and singles numbers. Sample activities include writing words, phone numbers, football jersey numbers, and a Hiragana table. The next lesson will cover the な column, conversation practice, larger numerals, and shopping in Japan.
The document provides information about the present perfect tense and present perfect continuous tense in English. It defines their uses, including unspecified time before now, experience, change over time, accomplishments, uncompleted actions, and duration from the past until now. It also compares their uses to the simple past tense and present continuous tense. Examples are provided to illustrate the different uses.
This document discusses Latin grammar rules for forming the pluperfect subjunctive active and passive tenses. It provides examples of how to form these tenses for regular and irregular verbs. It also discusses the use of the word "cum" in subordinate clauses with subjunctive verbs, typically in the imperfect or pluperfect tense, and how it translates to "when". A series of example sentences in the pluperfect subjunctive and with "cum" clauses are provided for translation practice.
This document provides a review of key concepts from Latin grammar including:
- Common Latin phrases and their translations.
- An explanation that the fourth principal part of a Latin verb is a participle, which is a verbal adjective.
- The definitions of active and passive voice, and how they differ in terms of the subject's relationship to the verb's action.
- The three moods of Latin verbs - indicative, imperative, and subjunctive.
- Conjugations of the model verb amo in both active and passive voices.
The document provides information about using the present continuous tense in English. It discusses the structure of the present continuous, using "be" verbs plus the "-ing" form of the main verb. Examples are given such as "She is dancing" and "They are playing soccer." Rules for verbs ending in consonant-vowel-consonant and verbs ending in "ie" are explained. Practice questions are included to check understanding. The document then discusses verbs and expressions that can be followed by infinitives or gerunds. More practice and examples are given to reinforce use of the present continuous tense.
This document provides an introduction to real numbers in a college algebra course. It discusses the different types of numbers that make up the real number system, including natural numbers, integers, rationals, and irrationals. It also describes some key properties of real numbers, such as being continuous, infinite, and ordered on the real number line. Notations for representing real numbers are introduced, including inequality notation, number line graphs, and interval notation.
This document discusses adverbs of frequency in Dutch. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely, never, and explains that these adverbs are placed before the main verb of a sentence, or after the verb 'to be'. It also notes that for sentences with more than one verb, the adverb of frequency goes after the first helping verb. An exercise is included to practice placing adverbs of frequency in sentences correctly.
This document discusses the present continuous tense in English. It explains that the present continuous is used to describe actions that are happening now, ongoing actions, scheduled future actions, and repeated actions. It provides examples of how to form the present continuous in affirmative, negative, and interrogative sentences. Finally, it includes exercises for learners to practice forming and using the present continuous tense.
This document contains 75 grammar rules presented in short statements. Some key points covered include:
- Using proper verb tenses and forms like present simple for habits versus present continuous for ongoing actions.
- Using pronouns like who versus which correctly.
- Choosing the right prepositions and avoiding double negatives.
- Applying rules for countable versus uncountable nouns and things like singular/plural agreement.
- Selecting the appropriate determiners, conjunctions, and other grammar structures depending on context.
The rules provide examples to illustrate correct versus incorrect usage for a variety of common English grammar structures and patterns.
The document describes the structure of an English exam, including the following sections:
1) Phonetics: Students choose the word with a different pronunciation from the others.
2) Grammar, vocabulary and language functions: Multiple choice, verb conjugation, word forms, sentence combining questions.
3) Reading: Gap filling, answering questions about a passage, choosing the correct answer to complete a passage.
4) Writing: Using words or phrases to form complete sentences, rearranging words or phrases into sentences, rewriting sentences with the same meaning but different structure.
This document discusses the uses of infinitives, gerunds, and bare infinitives in English.
1. Gerunds are used as nouns or after prepositions. They also follow certain verbs and idiomatic expressions.
2. To-infinitives are used to indicate purpose, after modal verbs and verbs like "want" and "help", and in certain constructions.
3. The bare infinitive is used after modal verbs except "have to" and in expressions like "let me go" or "would rather". Some verbs like "see" can be followed by a gerund or bare infinitive.
1. This document summarizes a Japanese lesson for beginners on hiragana characters including "sa" and "za" strokes and introducing oneself in Japanese.
2. It includes tracing practice of the "sa" column, vocabulary drills, and templates for simple self-introductions including greeting, name, nationality, occupation, and interests.
3. The next lesson will cover the "ta" column, conversation practice, and a student presentation on life in Japan.
The document discusses the past simple tense in English. It is used to talk about completed actions in the past. For regular verbs, the past simple is formed by adding "-ed" to the infinitive. However, some regular verbs have spelling changes. Irregular verbs do not follow patterns and must be memorized. Questions and negatives in the past simple use "did" and the infinitive verb form without "to".
The verb "ir" (to go) is irregular in the present tense. Except for the forms "voy" and "vais", the endings are the same as -ar verbs. Some key uses of "ir" include expressing future actions with "ir a + infinitive" and suggesting plans with "vamos a + infinitive". When asking where someone is going, use "¿Adónde vas?" instead of "¿Dónde vas?".
This document provides guidance on teaching reading and writing. It discusses the reading process and strategies for before, during and after reading. Some key strategies discussed are predicting, activating prior knowledge, engaging students and monitoring comprehension. It also discusses extensive and intensive reading. For writing, it outlines the writing process including planning, drafting, revising and editing. It provides 30 ideas for teaching writing such as using students' lives to inspire writing, establishing email dialogues about books, and teaching grammar and revision techniques.
After establishing basic literacy in a student's first language, reading instruction should focus on developing sub-skills like decoding, skimming, scanning, and inferring through activities done before, during, and after reading. Writing instruction starts with developing fine motor skills and consolidating oral work, then provides frameworks to guide initial writing, with feedback that focuses first on content and then on correcting language aspects.
There are three types of stem-changing verbs in Spanish that undergo changes in the present tense conjugation:
1) e to ie verbs like entender and pensar
2) e to i verbs like servir
3) o to ue verbs like almorzar
The verbs querer and preferir are examples of stem-changing verbs that can be used to express desires and preferences toward things, people, or activities followed by an infinitive. Another useful stem-changing verb is pensar, which can mean "to think," "to think about," or "to plan to" something when followed by an infinitive.
Direct and indirect object pronouns francaissrahasel
This document discusses direct and indirect object pronouns in French. [1] Direct object pronouns replace direct object nouns and answer the questions "who?" or "what?". [2] Some examples of direct object pronouns in French are me, te, le, la, les. [3] Indirect object pronouns replace indirect objects and answer the question "to/for whom?". Examples of indirect object pronouns are me, te, lui, leur.
The document provides information on English tenses including their forms, uses, and examples. It covers the present simple, present continuous, past simple, past continuous, present perfect, past perfect, future simple, future continuous, going to future, conditional, and perfect conditional tenses. For each tense, it lists the forms, uses, keywords that indicate the tense's use, and examples to illustrate the tense. It also provides spelling rules for adding suffixes like -s, -ing, and -ed to regular verbs in different tenses.
The document discusses the usages of the present simple and present progressive tenses in English. [1] It outlines how the present simple is used to describe daily habits, usual activities, facts or generalizations. [2] It also explains how the present progressive is used to describe actions that are happening now or at the time of speaking. [3] Examples are provided to illustrate the formation and uses of both tenses.
The document discusses the usages of the present simple and present progressive tenses in English. [1] It outlines how the present simple is used to describe daily habits, usual activities, facts or generalizations. [2] It also explains how the present progressive is used to describe actions that are happening now or at the time of speaking. [3] Examples are provided to illustrate the formation and uses of both tenses.
This document provides an introduction to basic French greetings, introductions, pronouns, verbs, nouns, alphabet, and numbers. It includes sample dialogs for greetings like "Bonjour" and "Comment ça va?" as well as sentences for self-introductions using pronouns and verbs like "Je m'appelle" and conjugated verbs like "Je mange." It also lists the French alphabet, numbers 1-100, and examples of masculine and feminine nouns using articles like "un" and "une." The document is meant to familiarize new French language learners with essential vocabulary and grammar structures.
This document summarizes a Japanese lesson for beginners. It reviews hiragana characters for s/z vowels and self introductions. The main focus is on the た and だ columns of hiragana, including tracing practice and vocabulary drills. It also covers the small hiragana つ, Japanese numerals from 0-100, and combining tens and singles numbers. Sample activities include writing words, phone numbers, football jersey numbers, and a Hiragana table. The next lesson will cover the な column, conversation practice, larger numerals, and shopping in Japan.
The document provides information about the present perfect tense and present perfect continuous tense in English. It defines their uses, including unspecified time before now, experience, change over time, accomplishments, uncompleted actions, and duration from the past until now. It also compares their uses to the simple past tense and present continuous tense. Examples are provided to illustrate the different uses.
This document discusses Latin grammar rules for forming the pluperfect subjunctive active and passive tenses. It provides examples of how to form these tenses for regular and irregular verbs. It also discusses the use of the word "cum" in subordinate clauses with subjunctive verbs, typically in the imperfect or pluperfect tense, and how it translates to "when". A series of example sentences in the pluperfect subjunctive and with "cum" clauses are provided for translation practice.
This document provides a review of key concepts from Latin grammar including:
- Common Latin phrases and their translations.
- An explanation that the fourth principal part of a Latin verb is a participle, which is a verbal adjective.
- The definitions of active and passive voice, and how they differ in terms of the subject's relationship to the verb's action.
- The three moods of Latin verbs - indicative, imperative, and subjunctive.
- Conjugations of the model verb amo in both active and passive voices.
The document provides information about using the present continuous tense in English. It discusses the structure of the present continuous, using "be" verbs plus the "-ing" form of the main verb. Examples are given such as "She is dancing" and "They are playing soccer." Rules for verbs ending in consonant-vowel-consonant and verbs ending in "ie" are explained. Practice questions are included to check understanding. The document then discusses verbs and expressions that can be followed by infinitives or gerunds. More practice and examples are given to reinforce use of the present continuous tense.
This document provides an introduction to real numbers in a college algebra course. It discusses the different types of numbers that make up the real number system, including natural numbers, integers, rationals, and irrationals. It also describes some key properties of real numbers, such as being continuous, infinite, and ordered on the real number line. Notations for representing real numbers are introduced, including inequality notation, number line graphs, and interval notation.
This document discusses adverbs of frequency in Dutch. It provides examples of common adverbs of frequency like always, usually, often, sometimes, rarely, never, and explains that these adverbs are placed before the main verb of a sentence, or after the verb 'to be'. It also notes that for sentences with more than one verb, the adverb of frequency goes after the first helping verb. An exercise is included to practice placing adverbs of frequency in sentences correctly.
This document discusses the present continuous tense in English. It explains that the present continuous is used to describe actions that are happening now, ongoing actions, scheduled future actions, and repeated actions. It provides examples of how to form the present continuous in affirmative, negative, and interrogative sentences. Finally, it includes exercises for learners to practice forming and using the present continuous tense.
This document contains 75 grammar rules presented in short statements. Some key points covered include:
- Using proper verb tenses and forms like present simple for habits versus present continuous for ongoing actions.
- Using pronouns like who versus which correctly.
- Choosing the right prepositions and avoiding double negatives.
- Applying rules for countable versus uncountable nouns and things like singular/plural agreement.
- Selecting the appropriate determiners, conjunctions, and other grammar structures depending on context.
The rules provide examples to illustrate correct versus incorrect usage for a variety of common English grammar structures and patterns.
The document describes the structure of an English exam, including the following sections:
1) Phonetics: Students choose the word with a different pronunciation from the others.
2) Grammar, vocabulary and language functions: Multiple choice, verb conjugation, word forms, sentence combining questions.
3) Reading: Gap filling, answering questions about a passage, choosing the correct answer to complete a passage.
4) Writing: Using words or phrases to form complete sentences, rearranging words or phrases into sentences, rewriting sentences with the same meaning but different structure.
This document discusses the uses of infinitives, gerunds, and bare infinitives in English.
1. Gerunds are used as nouns or after prepositions. They also follow certain verbs and idiomatic expressions.
2. To-infinitives are used to indicate purpose, after modal verbs and verbs like "want" and "help", and in certain constructions.
3. The bare infinitive is used after modal verbs except "have to" and in expressions like "let me go" or "would rather". Some verbs like "see" can be followed by a gerund or bare infinitive.
1. This document summarizes a Japanese lesson for beginners on hiragana characters including "sa" and "za" strokes and introducing oneself in Japanese.
2. It includes tracing practice of the "sa" column, vocabulary drills, and templates for simple self-introductions including greeting, name, nationality, occupation, and interests.
3. The next lesson will cover the "ta" column, conversation practice, and a student presentation on life in Japan.
The document discusses the past simple tense in English. It is used to talk about completed actions in the past. For regular verbs, the past simple is formed by adding "-ed" to the infinitive. However, some regular verbs have spelling changes. Irregular verbs do not follow patterns and must be memorized. Questions and negatives in the past simple use "did" and the infinitive verb form without "to".
The verb "ir" (to go) is irregular in the present tense. Except for the forms "voy" and "vais", the endings are the same as -ar verbs. Some key uses of "ir" include expressing future actions with "ir a + infinitive" and suggesting plans with "vamos a + infinitive". When asking where someone is going, use "¿Adónde vas?" instead of "¿Dónde vas?".
This document provides guidance on teaching reading and writing. It discusses the reading process and strategies for before, during and after reading. Some key strategies discussed are predicting, activating prior knowledge, engaging students and monitoring comprehension. It also discusses extensive and intensive reading. For writing, it outlines the writing process including planning, drafting, revising and editing. It provides 30 ideas for teaching writing such as using students' lives to inspire writing, establishing email dialogues about books, and teaching grammar and revision techniques.
After establishing basic literacy in a student's first language, reading instruction should focus on developing sub-skills like decoding, skimming, scanning, and inferring through activities done before, during, and after reading. Writing instruction starts with developing fine motor skills and consolidating oral work, then provides frameworks to guide initial writing, with feedback that focuses first on content and then on correcting language aspects.
This document provides vocabulary exercises related to romance. It includes matching past participles with verbs, unscrambling words, finding opposites, and completing sentences with romance-related words. The document tests understanding of vocabulary such as novelist, adventurous, career, and romantic through different activity types.
El documento describe diferentes modelos de lectura y escritura. Explica que la lectura es un proceso interactivo entre los esquemas de conocimiento del lector y el texto. También describe un modelo de escritura que considera el proceso como cíclico, dialógico, polifónico y culturalmente complejo, influenciado por factores individuales, contextuales y culturales.
Larry Waters had always dreamed of flying. One day, he had the idea to tie weather balloons to his garden chair to make it float. When he released the balloons, the chair shot up quickly into the sky. Larry became nervous as he rose higher but did not want to descend too fast. His floating chair was spotted by a pilot and helicopter that began following him as he drifted towards the sea. Eventually, Larry was rescued and brought safely back to the ground.
This document discusses superstitions and signs related to body language and feelings. It begins by having the reader unscramble words related to gestures and emotions. It then provides definitions for those words and has the reader match gestures to feelings. The document discusses what people do when they feel different emotions. It also matches pictures of facial expressions to emotions. Overall, the document aims to build the reader's knowledge of gestures, feelings, and how to interpret nonverbal signs of emotions.
Mandy Moore's life changed unexpectedly during a TV taping. She was watching her favorite talk show in the studio audience when the host asked if anyone could do anything unusual. Mandy shouted that she could make animal noises, which she proceeded to do. Both the audience and host loved it, leading to Mandy receiving job offers from five TV stations. She now works in Hollywood interviewing celebrities. The unexpected moment on TV completely changed the course of Mandy's quiet life.
The document discusses the IA-64 architecture, which was jointly developed by Intel and HP as a 64-bit architecture intended for implementation on EPIC processors like Itanium. Some key points:
- IA-64 uses explicit instruction-level parallelism specified by the compiler rather than relying on superscalar execution. It supports long instruction bundles containing multiple operations.
- The architecture has large register sets, multiple execution units, predicated execution, and support for software pipelining to further exploit instruction level parallelism.
- The Itanium processor implemented IA-64 using a superscalar design with hardware support for the EPIC features like predication and speculation.
This document provides guidance on creating outlines for writing. It explains that outlines help organize ideas and present them logically. There are two main types of outlines: topic outlines for general discussions and sentence outlines for complex details. All outlines should include a title, thesis, introduction, body, and conclusion divided using Roman numerals, capital letters, Arabic numerals, and lowercase letters. Examples of both topic and sentence outlines are provided.
Este documento presenta la guía de aprendizaje para el tercer periodo del grado noveno de inglés. El núcleo temático se centra en el pasado simple y cómo y cuándo aplicarlo. Los temas incluyen el pasado simple, verbos regulares e irregulares, preposiciones de tiempo y pasado continuo. Los logros se enfocan en escuchar, hablar, escribir y aplicar estas estructuras gramaticales. Las actividades propuestas son evaluaciones, trabajos, pruebas, diálogos y composiciones para practicar
Here are the key points about learners' characteristics that are relevant to science teaching:
1. Learners develop holistically - their cognitive, physical, social, emotional development are intertwined. Teachers should foster whole development.
2. Learners grow at different rates. Teachers should accommodate individual differences in abilities and development.
3. Learners learn best through active involvement with hands-on, concrete experiences. This aligns with constructivist views of learning as active construction of understanding.
4. Learners are naturally curious and motivated when learning is meaningful and interests/needs are considered. A relaxed environment fosters learning better than a highly structured one.
5. Learners have different
Este documento proporciona información biográfica sobre William Shakespeare, incluyendo datos sobre su vida, sus obras principales divididas en tragedias, comedias y dramas históricos, y su influencia en el teatro y el cine. También incluye extractos de algunas de sus obras más famosas como Romeo y Julieta y Hamlet.
This document provides solutions to problems from Chapter 1 of an introductory fluid mechanics textbook. The key information is:
1) Problem 1.10 asks if the Stokes-Oseen formula for drag on a sphere is dimensionally homogeneous. The formula contains terms with dimensions of force, viscosity, diameter, velocity, density, and the student confirms it is homogeneous.
2) Problem 1.12 asks for the dimensions of the parameter B in an equation relating pressure drop, viscosity, radius, and velocity in laminar pipe flow. The student determines B has dimensions of inverse length.
3) Problem 1.13 calculates the efficiency of a pump given values for volume flow rate, pressure rise, and input power
El documento describe un libro de apuntes para la asignatura de inglés para segundo grado de telesecundaria. El libro incluye 24 sesiones sobre compras y ropa en 8 semanas. Fue elaborado por especialistas en idiomas y cuenta con CD de audio para la pronunciación. El material busca apoyar a maestros no especializados en la enseñanza del inglés.
The document provides guidance on teaching writing skills to students. It discusses the needs for developing writing abilities, such as for academic study and examinations. It then offers advice for teachers on how to structure writing courses, including setting writing tasks, collecting assignments, and providing feedback. The document outlines stages of the writing process like planning, drafting, revising, and editing. It also contrasts traditional and creative approaches to teaching writing and provides examples of classroom activities that can help develop students' writing skills.
William Shakespeare (1564-1616), dramaturgo y poeta inglés considerado el escritor más importante de la lengua inglesa. Nacido en Stratford-upon-Avon, se casó a los 18 años y tuvo tres hijos, aunque su hijo Hamnet murió a los 11 años, lo que posiblemente inspiró su obra Hamlet. Se convirtió en actor y copropietario de una compañía teatral en Londres, donde escribió sus obras maestras como Romeo y Julieta, Hamlet y El rey Lear. Aunque se cuestion
The document provides guidance for teachers on improving students' writing skills. It defines writing, discusses the importance of writing for teaching and learning, and outlines different types of writing. The document recommends strategies for teachers such as teaching students how to hold a pen, encouraging scribbling and drawing at early stages, providing daily writing practice, and displaying good student writing examples. Teachers are advised to focus on grammar, proofreading, and sharing student work for feedback to help improve their writing abilities.
William Shakespeare (1564-1616) was an English playwright and poet widely considered one of the greatest writers in the English language. He wrote 37 plays and 154 sonnets over the course of his career. Some of his most famous works include Romeo and Juliet, Hamlet, and Macbeth. Shakespeare lived during the Elizabethan era in England and wrote for The Lord Chamberlain's Men theatrical troupe, later known as the King's Men. He helped build The Globe Theater in London, where many of his plays were first performed.
William Shakespeare was born in Stratford-upon-Avon in 1564 and married Anne Hathaway at age 18. He began his career in London as an actor and playwright in the 1590s. Some of Shakespeare's most famous plays were written and performed at the Globe Theater in London. He retired to Stratford in 1613 and died there on his birthday in 1616 at the age of 52, leaving behind around 40 plays and over 150 sonnets.
El documento presenta una serie de oraciones en inglés y su traducción al español sobre temas como presentaciones, familia, objetos, hábitos y preferencias. Incluye preguntas y respuestas cortas sobre estos temas. Además, proporciona listas de vocabulario sobre meses, nacionalidades, asignaturas escolares y animales.
The Japanese language uses three writing systems: hiragana, katakana, and kanji. Kanji originated from Chinese characters and are now used alongside hiragana in modern Japanese. A typical Japanese sentence contains hiragana, kanji, and sometimes katakana. Kanji can have multiple pronunciations depending on context. Hiragana is used to write inflections after kanji in verbs and adjectives. Furigana provides pronunciation guidance for rare or complex kanji.
The document summarizes the Japanese writing system, which consists of hiragana, katakana, and kanji. Hiragana is used for native Japanese words, katakana for borrowed words, and kanji are Chinese characters that simplify words. It then provides detailed explanations and examples of each character set, how they are structured, and their pronunciations. Key points covered include vowels, consonants, voiced sounds, elongated sounds, and compound characters.
The Japanese writing system consists of hiragana, katakana, and kanji. Hiragana uses symbols to represent syllables and is used for native Japanese words. Katakana also uses symbols for syllables and is used for foreign borrowings. Kanji adopts Chinese characters to represent words or parts of words in a simplified manner. Mastering hiragana is fundamental as it is the first system students learn. Each type of character has unique rules regarding pronunciation and usage.
This document provides an overview of numbers and counting in Japanese. It introduces cardinal numbers from 1-10, numbers used for phone numbers, expressing age, and months of the year. It explains that numbers change pronunciation depending on what is being counted, and provides example sentences and translations. Possessive particles like "no" and topic markers like "wa" are also briefly covered.
The document discusses the Japanese Language Proficiency Test (JLPT) and provides information about the N5 level, which is the easiest. It states that the N5 tests basic understanding of everyday conversations in Japanese using hiragana, katakana, and around 100 kanji. It also tests reading comprehension of short passages and the ability to understand basic listening dialogs involving common home and school situations. Taking the N5 can help identify weaknesses and show interest in the language.
How do we introduce ourselves in japanese - exploratory japanese lessons for ...Aixa Rodriguez
My lessons for an exploratory Japanese club, meant for an after school anime club, geared toward self motivated learners based on readily available online sources but structured for easy use .
The document discusses the three writing systems used in Japanese - kanji, hiragana, and katakana. Kanji are Chinese characters that represent meaning and sounds, hiragana is used for conjugations and native words, and katakana is used for foreign loanwords. It also mentions romaji, which is the romanization of Japanese words using the Latin alphabet for transliteration on signs and stations.
This document provides an overview of a beginner's Japanese lesson being taught by instructor Kana Shimohigoshi. The aims of the course are to teach basic conversation skills, how to read and write the hiragana and katakana scripts, introduce aspects of Japanese culture, and help students find language exchange partners. It then asks students to share some background information. The document goes on to explain the three main Japanese scripts - kanji, hiragana, and katakana, giving some key details about each one. It also includes short excerpts in Japanese from the novel Norwegian Wood by Haruki Murakami to demonstrate the scripts.
This document provides an overview of basic elements of the Japanese language, including:
- The 3 alphabets of kanji, hiragana, and katakana
- Grammar differences from European languages like no gender or articles
- Verb conjugation and basic sentence structure using wa and desu
- Pronunciation of vowels and common sounds
- Examples of greetings, numbers, and other practical phrases
This document summarizes a Japanese lesson for beginners on hiragana characters. It reviews stroke order and introduces the "ka" and "ga" columns of hiragana characters. Students practice tracing, writing vocabulary words, and puzzles using the new characters. The lesson also teaches how to introduce oneself in Japanese through a common self-introduction phrase using hiragana.
This document introduces kanji, the logographic characters used in written Japanese. It explains that kanji originated from Chinese characters and are used alongside two Japanese syllabaries. Each kanji can have multiple pronunciations depending on context and represents a core meaning. This course will teach students to recognize the common elements that make up kanji and use mnemonic devices pairing the element meanings to help remember each kanji's form and keyword meaning. Students are encouraged to practice writing stroke order and can create or choose their own memory aids. The goal is to build a foundation of simple elements and kanji to facilitate learning new words.
This document introduces kanji, the logographic characters used in written Japanese. It explains that kanji originated from Chinese characters and are used alongside two Japanese syllabaries. Each kanji can have multiple pronunciations depending on context and represents a core meaning. This course will teach students to recognize the common elements that make up kanji and use mnemonic devices pairing the element meanings to help remember each kanji's form and keyword meaning. Students are encouraged to practice writing stroke order and can create their own memory aids. The goal is to build a foundation of simple kanji radicals to help read and learn more complex characters.
1) The document is a Japanese language lesson that introduces common greetings and questions asked of foreigners in Japan such as "Where are you from?" and "What language do you speak?".
2) Key grammar points covered include how to ask and answer these questions in Japanese using common particles like から and を. Negating polite verbs is also explained by changing the ending from ます to ません.
3) Additional grammar topics like adverbs of degree using よく and すこし are introduced for describing how well or little something is done.
This document provides an introduction and table of contents to a Wikibook on learning Mandarin Chinese. It discusses key aspects of the Chinese language such as dialects, character sets, pronunciation system (Hanyu Pinyin), and an overview of the textbook's lesson structure and content. The textbook assumes no prior knowledge and teaches Chinese gradually through dialogues, grammar explanations, vocabulary, examples, and exercises. It emphasizes pronunciation, character writing practice, and recommends additional reading materials to supplement the lessons.
This document provides an introduction and table of contents to a Wikibook on learning Mandarin Chinese. It discusses key aspects of the Chinese language such as:
- Chinese has different writing systems in mainland China (Simplified) and other areas (Traditional)
- Pinyin Romanization is used to represent pronunciation
- Chinese is a tonal language with 4 tones that distinguish word meanings
- Lessons will cover basic vocabulary, grammar structures and dialogues to teach conversational skills
- Emphasis is placed on proper pronunciation, character writing practice, and understanding radicals to aid vocabulary learning.
Japanese has a different syllable structure compared to English, with most syllables ending in a vowel. It uses a smaller set of basic vowels and consonants to form words. Grammatically, Japanese follows a subject-object-verb word order, unlike English which is subject-verb-object. Particles are used to indicate relationships between subjects, objects and verbs in a sentence. The Japanese writing system uses three scripts - hiragana and katakana, which represent phonetic sounds, and kanji, which provide clues to meaning and were adapted from Chinese characters centuries ago. Mastering the fundamentals of speaking, reading and grammar is key to learning the language.
Creating Immersive Language Learning Environments for Young LearnersAJHSSR Journal
ABSTRACT: Creating immersive language learning environments for young learners in English as a Foreign
Language (EFL) contexts has been a topic of considerable interest and debate among educators. Despite
numerous constraints such as time, curriculum, and stakeholder expectations, it is feasible to develop effective
immersive environments. This paper explores the concept of immersion language learning, tracing its historical
development and highlighting its benefits, particularly for young learners. It discusses the distinctions between
total, partial, and dual-immersion programs, emphasizing the critical role of using the target language as the
medium of instruction. Furthermore, it examines the cognitive and academic advantages documented in seminal
immersion programs like Saint-Lambert and Coral Way. By synthesizing research and offering practical
strategies for EFL settings, this paper underscores the importance of teacher commitment, the selection of
appropriate materials, and the adoption of Content and Language Integrated Learning (CLIL) principles.
Ultimately, the findings affirm that immersive environments significantly enhance language proficiency,
cognitive flexibility, and academic achievement, advocating for their broader implementation in EFL
classrooms.
KEYWORDS : CLIL, EFL, immersion, young learners
CYBER SECURITY ENHANCEMENT IN NIGERIA. A CASE STUDY OF SIX STATES IN THE NORT...AJHSSR Journal
ABSTRACT: Security plays an important role in human life and endeavors. Securing information and
disseminating are critical challenges in the present day. This study aimed at identifying innovative technologies
that aid cybercrimes and can constitute threats to cybersecurity in North Central (Middle Belt) Nigeria covering
its six States and the FCT Abuja. A survey research design was adopted. The researchers employed the use of
Google form in administering the structured questionnaire. The instruments were faced validated by one expert
each from ICT and security. Cronbach Alpha reliability Coefficient was employed and achieved 0.83 level of
coefficient. The population of the study was 200, comprising 100 undergraduate students from computer science
and Computer/Robotics Education, 80 ICT instructors, technologists and lecturers in the University and
Technical Colleges in the Middle Belt Nigeria using innovative technologies for their daily jobs and 20 officers
of the crime agency such as: Independent Corrupt Practices Commission (ICPC) andEconomic and Financial
Crimes Commission (EFCC). Three research purposes and questions as well as the hypothesis guided the study
on Five (5) point Likert scale. Data collected were analyzed using mean and standard deviation for the three
research questions while three hypotheses were tested using t-test at 0.05 level of significance. Major findings
revealed that serious steps are needed to better secure the cybers against cybercrimes. Motivation, types, threats
and strategies for the prevention of cybercrimes were identified. The study recommends that government,
organizations and individuals should place emphasis on moral development, regular training of its employees,
regular update of software, use strong password, back up data and information, produce strong cybersecurity
policy, install antivirus soft and security surveillance (CCTV) in offices in order to safeguard its employees and
properties from being hacked and vandalized.
KEYWORDS: Cybersecurity, cybercrime, cyberattack, cybercriminal, computer virus, Virtual Private Networks
(VPN).
On Storytelling & Magic Realism in Rushdie’s Midnight’s Children, Shame, and ...AJHSSR Journal
ABSTRACT: Salman Rushdie’s novels are humorous books about serious times. His cosmopolitanism and
hybrid identity allowed him access to multiple cultures, religions, languages, dialects, and various modes of
writing. His style is often classified as magic realism, blending the imaginary with the real. He draws
inspiration from both English literature and Indian classical sources. Throughout his works, there is a lineage of
‘bastards of history’, a carnival of shameful characters scrolling all along his works. Rushdie intertwines fiction
with reality, incorporating intertextual references to Western literature in his texts, and frequently employing
mythology to explore history. This paper focuses on Rushdie’s three novels: Midnight’s Children, Shame, and
Haroun and the Sea of Stories, analyzing his postmodern storytelling techniques that aim to explore human
vices and follies while offering socio-political criticism.
KEYWORDS : Magic Realism, Rushdie, Satire, Storytelling, Transfictional Identities
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The Influence of Green Tax Implementation and Social Responsibility Programs ...AJHSSR Journal
ABSTRACT : The issue of climate change related to carbon emissions has become an alarming global
phenomenon. The manufacturing sector contributes significantly to global greenhouse gas emissions. Therefore,
efforts to mitigate climate change through the implementation of green taxes and Social Responsibility
Programsare important for manufacturing industry. This research aims to analyze the effect of implementing
green tax and Social Responsibility Programs on environmentally sustainable development in manufacturing
industry. A quantitative approach is used with the research object of manufacturing industry listed on the
Indonesia Stock Exchange in 2020-2022. Analyzed using Partial Least Square (PLS) method. The research
results show that the implementation of green tax has a significant effect on environmentally sustainable
development, while Social Responsibility Programsdo not have a significant effect. These findings indicate that
green tax policies are effective in encouraging companies to switch to more environmentally friendly business
practices, but Social Responsibility Programshave not been fully integrated with environmental sustainability
efforts. This research contributes to the literature related to fiscal policy instruments and corporate social
responsibility practices in supporting environmentally sound sustainable development in the manufacturing
sector.
KEYWORDS: Green tax; Social responsibility; Environmentally sustainable development; Manufacturing
industry
TACKLING ILLEGAL LOGGING: PROBLEMS AND CHALLENGESAJHSSR Journal
ABSTRACT: Illegal logging poses significant environmental, economic, and social challenges worldwide. This
research explores the problems associated with illegal logging in the present and future, shedding light on the
multifaceted nature of this issue and the accompanying challenges faced by governments, organizations, and
communities. The study employs a comprehensive literature review to analyze the current state of illegal
logging, its causes, and its consequences. It examines the environmental impact of deforestation, including
biodiversity loss, habitat degradation, and climate change. The researchers identify the challenges faced in
combating illegal logging in the present and anticipate future obstacles. It considers illegal logging networks'
complex and elusive nature, the limited enforcement capacity, and the need for international cooperation and
coordination. The study also examines the adoption and effectiveness of policies, regulations, and technological
advancements in curbing illegal logging practices in Davao City.
Keywords -Problems and Challenges, Cultural Disruptions, Anticipate future problems.
Using Playlists to Increase YouTube Watch TimeSocioCosmos
Discover how to use playlists to keep viewers engaged and increase your watch time.
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2. Hiragana:
Phonetic alphabet, each letter corresponds to a sound,
used for particles, verb endings, phonetic spellings
Katakana:
Phonetic alphabet, each letter corresponds to same
sounds as in hiragana but used for foreign loanwords
Kanji:
Chinese characters used for nouns, verb stems, names,
places. Each kanji may have multiple
meanings/pronunciations which depend on usage.
3. Today we are learning…
Commonly used kanji such as numbers, yen
symbol, characters used to denote time
Hiragana and how it links to kanji
pronunciation
Katakana and how it can be transliterated
into English words
4. Kanji often have both, so they can be used in many
different words as components (on) or stand alone as
words (kun).
On’yomi
Chinese pronunciations of kanji that are mostly used
when strings of multiple kanji are needed to make a
word. Mostly, these are short sounds.
Kun’yomi
Japanese adaptation of kanji that attaches whole words
to a single kanji (or whole verb stems). Hiragana may be
appended, such as in verbs, to complete the word.
11. Used for writing foreign loanwords, such as English
words commonly used in everyday language
Also may be seen to phonetically represent Japanese
words as a sort of stylized script when the writer wants
to differentiate it from surrounding words or highlight
it somehow (such as the way Jisho.org writes on’yomi
spellings in kanji lookups).
15. First, learn the stroke order for each character and
practice writing them with the proper strokes many
times. (Graph paper with large squares)
This is the way you will learn and practice all characters,
including all kanji, so get used to it…
Read a lot. Textbooks have readings geared toward
your skill level, but to practice hiragana, katakana, and
basic kanji recognition without one, I recommend
manga geared towards children.
16. Now, we will look at the most
basic of kanji: numbers
一 いち (ichi) 1
二 に (ni) 2
三 さん (san) 3
四 よん (yon) 4
五 ご (go) 5
六 ろく(roku) 6
七 なな (nana) 7
八 はち (hachi) 8
九 きゅう (kyuu) 9
十 じゅう (juu) 10
17. You know 1-10, so you can use those to make any
number up to 99.
Structure is: tens place-ten-ones place
20= 二十 (nijuu)
36= 三十六 (sanjuuroku)
88= 八十八 (hachijuuhachi)
92= 九十二 (kyuujuuni)
There are a few cases where the sound becomes
different to make the flow better, but since we’re just
going to look at the kanji today, I won’t go into it.
37. Genki I, Genki II, Genki Intermediate
http://jisho.org/ (beta version has write-in kanji look
up tool)
Rikaikun/rikaichan browser extension
Erin, Japan Foundation videos
https://www.erin.ne.jp/en/
38. To download this presentation, as well as
my other presentations from this
weekend and more resources,
visit my Facebook:
www.facebook.com/muffinmash