Name Hour Grammar Academic Review Verbs Underline the verb in
... 1. Here are the pictures of our trip to Europe. We boarded this enormous plane. 2. My parents gave me this camera before the trip. I like taking pictures. 3. This picture shows a town square in Germany. We ate lunch in that town. 4. I tried a dish of sauerkraut. You are wrinkling your nose. 5. I lik ...
... 1. Here are the pictures of our trip to Europe. We boarded this enormous plane. 2. My parents gave me this camera before the trip. I like taking pictures. 3. This picture shows a town square in Germany. We ate lunch in that town. 4. I tried a dish of sauerkraut. You are wrinkling your nose. 5. I lik ...
REPHRASING: LAST STRUCTURES
... IN ALL CASES: If they have a future reference, the tense structure is like the 1 st conditional: Main clause Present Subordinate clause Future (it changes from negative to affirmative or vice versa according to the sense of the sentence). ...
... IN ALL CASES: If they have a future reference, the tense structure is like the 1 st conditional: Main clause Present Subordinate clause Future (it changes from negative to affirmative or vice versa according to the sense of the sentence). ...
sequence(s) of tenses
... • The main (or leading) clause, "you will do well on the quiz today," is future, but the subordinate, causal, clause, "Because you studied hard last night," is past. • The relationship between the tense of a subordinate and that of its main (or leading) clause’s verb is called Sequence of Tenses, in ...
... • The main (or leading) clause, "you will do well on the quiz today," is future, but the subordinate, causal, clause, "Because you studied hard last night," is past. • The relationship between the tense of a subordinate and that of its main (or leading) clause’s verb is called Sequence of Tenses, in ...
Conciseness
... In Indiana, some common techniques for Portland Cement Concrete (PCC) rehabilitation are overlay, crack-and-seat with overlay, break-and-seat with overlay, and total reconstruction. Which alternative is selected depends on the type of pavement and its condition. The most common technique of PCC reha ...
... In Indiana, some common techniques for Portland Cement Concrete (PCC) rehabilitation are overlay, crack-and-seat with overlay, break-and-seat with overlay, and total reconstruction. Which alternative is selected depends on the type of pavement and its condition. The most common technique of PCC reha ...
Grammar Issues for ESL Writers
... In Indiana, some common techniques for Portland Cement Concrete (PCC) rehabilitation are overlay, crack-and-seat with overlay, break-and-seat with overlay, and total reconstruction. Which alternative is selected depends on the type of pavement and its condition. The most common technique of PCC reha ...
... In Indiana, some common techniques for Portland Cement Concrete (PCC) rehabilitation are overlay, crack-and-seat with overlay, break-and-seat with overlay, and total reconstruction. Which alternative is selected depends on the type of pavement and its condition. The most common technique of PCC reha ...
parts of the sentence - Garnet Valley School District
... 8. After we read the story, Ms. Nerelli said she would give us a quiz on it. 9. C.J.’s mother gave him some money. 10. Brandon still remembers his first day of school. ...
... 8. After we read the story, Ms. Nerelli said she would give us a quiz on it. 9. C.J.’s mother gave him some money. 10. Brandon still remembers his first day of school. ...
parts of the sentence - Garnet Valley School District
... 8. After we read the story, Ms. Nerelli said she would give us a quiz on it. 9. C.J.’s mother gave him some money. 10. Brandon still remembers his first day of school. ...
... 8. After we read the story, Ms. Nerelli said she would give us a quiz on it. 9. C.J.’s mother gave him some money. 10. Brandon still remembers his first day of school. ...
AB358-1-text - Historical Papers
... mwako, a hill miako, hiDs v When u disappears after anl the following consonant is ~, by ass1m1lation v beco'l1es m. mmelo, a broom mivelo, brooms (This frequently happens in the case of verbs. e.g. muvahe, give him, becomes mmahe. ) The names of trees generally belon to this class. III ...
... mwako, a hill miako, hiDs v When u disappears after anl the following consonant is ~, by ass1m1lation v beco'l1es m. mmelo, a broom mivelo, brooms (This frequently happens in the case of verbs. e.g. muvahe, give him, becomes mmahe. ) The names of trees generally belon to this class. III ...
Paradigms of Semantic Derivation for Russian Verbs of
... Below we present a list of transfer functions arranged according to the above mentioned parameters of meaning. I. THEMATIC CLASS CHANGE. Let us take as an example the verb treshchat' 'crack, crackle, creak'. It can be treated as derived from tresnut', which in its primary meaning denotes a kind of d ...
... Below we present a list of transfer functions arranged according to the above mentioned parameters of meaning. I. THEMATIC CLASS CHANGE. Let us take as an example the verb treshchat' 'crack, crackle, creak'. It can be treated as derived from tresnut', which in its primary meaning denotes a kind of d ...
Transitional Words to Connect Ideas
... She won’t do well at English unless she studies harder. (= she won’t do well at English if she doesn’t study harder) Note that after unless we cannot use a negative verb. Second Conditional The Second Conditional is formed in this way: If + Past Simple, would/could/might + infinitive without to We u ...
... She won’t do well at English unless she studies harder. (= she won’t do well at English if she doesn’t study harder) Note that after unless we cannot use a negative verb. Second Conditional The Second Conditional is formed in this way: If + Past Simple, would/could/might + infinitive without to We u ...
Sentences
... morning, I woke up and took a shower like usual and then I went to eat my breakfast and my mom told me that she had a surprise. I couldn’t believe it. My mom never surprises me. She just kept looking at me with a weird smile on her face, so finally I asked her what the surprise was. “We are going to ...
... morning, I woke up and took a shower like usual and then I went to eat my breakfast and my mom told me that she had a surprise. I couldn’t believe it. My mom never surprises me. She just kept looking at me with a weird smile on her face, so finally I asked her what the surprise was. “We are going to ...
full text pdf
... words. For recognition of such words, so called guessers are usually used. They are able to guess the morphological characteristics of unknown (out of vocabulary, or OOV) words. The guesser should be able to distinguish intensified verbs and to assign them an appropriate set of morphological properti ...
... words. For recognition of such words, so called guessers are usually used. They are able to guess the morphological characteristics of unknown (out of vocabulary, or OOV) words. The guesser should be able to distinguish intensified verbs and to assign them an appropriate set of morphological properti ...
Subject/Verb (Compound) Recognition Practice Definition: Subject
... Subject: A noun or pronoun that is the "topic" of the sentence. It tells who or what does the action or "is" (state of being) Verb: An action word or state of being (existence) word. Compound: two or more (in science, a compound consist of using two or more elements together, such as H2O (water)) so ...
... Subject: A noun or pronoun that is the "topic" of the sentence. It tells who or what does the action or "is" (state of being) Verb: An action word or state of being (existence) word. Compound: two or more (in science, a compound consist of using two or more elements together, such as H2O (water)) so ...
Blank 12
... “gustar”? Can you conjugate these verbs in the present, preterit, and imperfect tenses? d. Preterit versus imperfect: Can you conjugate regular preterit verbs? Which regular preterit verbs have spelling changes due to sounds like c or z? What completely irregular preterit verbs have we studied? What ...
... “gustar”? Can you conjugate these verbs in the present, preterit, and imperfect tenses? d. Preterit versus imperfect: Can you conjugate regular preterit verbs? Which regular preterit verbs have spelling changes due to sounds like c or z? What completely irregular preterit verbs have we studied? What ...
Complete Subjects and Predicates
... An indirect object is a w o r d or group of words that tells to what, or whom, or for whom an action is done. The indirect object usually comes between the verb and the direct object. Verbs that are often followed by an indirect object include ask, bring, give, hand, lend, make, offer, send, show, t ...
... An indirect object is a w o r d or group of words that tells to what, or whom, or for whom an action is done. The indirect object usually comes between the verb and the direct object. Verbs that are often followed by an indirect object include ask, bring, give, hand, lend, make, offer, send, show, t ...
Lección 7
... clarification when the context does not specify the gender or the person to which they refer. Spanish provides clarification by using the preposition a + pronoun or noun. Le doy la información. I give the information . . . but: (to whom? to him? to her? to you?) Le doy la información a ella. I give ...
... clarification when the context does not specify the gender or the person to which they refer. Spanish provides clarification by using the preposition a + pronoun or noun. Le doy la información. I give the information . . . but: (to whom? to him? to her? to you?) Le doy la información a ella. I give ...
AN EFFICIENT TREATMENT OF JAPANESE VERB INFLECTION
... records the morphemes extracted at position j. Partial path lists {T1,'", T n} are used for recording the fragments of partial solutions, where Tj contains fragments of partial solutions which reach the j-th position in s. An element in T k (1-<2_k,
... } }wh ...
... records the morphemes extracted at position j. Partial path lists {T1,'", T n} are used for recording the fragments of partial solutions, where Tj contains fragments of partial solutions which reach the j-th position in s. An element in T k (1-<2_k
Diapositiva 1
... • They are used to express grammatical categories such as aspect, voice and modality. • The primary auxiliary be is used to form the passive voice (the man was hit by a car) and the progressive aspect (I am working) • The primary auxiliary have is used to form the perfect aspect (I have worked) • Th ...
... • They are used to express grammatical categories such as aspect, voice and modality. • The primary auxiliary be is used to form the passive voice (the man was hit by a car) and the progressive aspect (I am working) • The primary auxiliary have is used to form the perfect aspect (I have worked) • Th ...
Sentence Complements
... • 5. I am a fortunate person to know Mr. Cohen. • 6. In the summer, the stores were hothouses. • 7. Today, with air-conditioning, they are almost iceboxes. • 8. For a visitor to a faraway state, the train trip was a challenge. • 9. Today, after a speedy plane trip, you are a happy person. • 10. When ...
... • 5. I am a fortunate person to know Mr. Cohen. • 6. In the summer, the stores were hothouses. • 7. Today, with air-conditioning, they are almost iceboxes. • 8. For a visitor to a faraway state, the train trip was a challenge. • 9. Today, after a speedy plane trip, you are a happy person. • 10. When ...
First Day Quiz
... voice anyway? Are these sentences in passive voice? a. The child was last seen in the mall. b. She was kidnapped at gunpoint. c. The picture is being presented by the Motion Pictures Association of America. d. This incident will not be forgotten by me. Heather Bishop ...
... voice anyway? Are these sentences in passive voice? a. The child was last seen in the mall. b. She was kidnapped at gunpoint. c. The picture is being presented by the Motion Pictures Association of America. d. This incident will not be forgotten by me. Heather Bishop ...
Corpus Linguistics and Grammar Teaching
... analyses. In all cases, the overarching concern was to achieve an accurate description of the distributional patterns of the target grammatical feature. Computational techniques made it feasible to analyze the patterns of use in a 20-million-word corpus. However, whenever automatic techniques produc ...
... analyses. In all cases, the overarching concern was to achieve an accurate description of the distributional patterns of the target grammatical feature. Computational techniques made it feasible to analyze the patterns of use in a 20-million-word corpus. However, whenever automatic techniques produc ...
Valency-changing categories in Old Indo Aryan:
... (Larjavaara 2000), Greek (Alexiadou & Anagnostopoulou 1999, 2004, TheophanopoulouKontou 1983-4, 2004, Tsimpli 1989, 2006) and some others, a cross-linguistic study of lability is rather neglected (with a few exceptions such as Letuchiy 2006). Even less attention has been paid to the diachronic aspe ...
... (Larjavaara 2000), Greek (Alexiadou & Anagnostopoulou 1999, 2004, TheophanopoulouKontou 1983-4, 2004, Tsimpli 1989, 2006) and some others, a cross-linguistic study of lability is rather neglected (with a few exceptions such as Letuchiy 2006). Even less attention has been paid to the diachronic aspe ...
