#Adverb Worksheet For Class 3 English
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thehunter14 · 4 years ago
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Romulan Language, Culture, and History Sites (non-canon) Master Post (Updated 2-11-22)
Save you some reading and use this google doc, or read below the line.
I love romulans. It is no secret, but my nerding out knows no bounds. This is a master post for the best websites I know of for romulan language, culture, history, religion**, etc. 
Do not just use the top one. Even though it is easy to navigate and has a diversity of information, it is missing some that others have. For example, the second one has actual lessons and great grammar charts, and the fourth one has culture and religion**. There is also some disagreement about grammar, culture, and definitions, since canon content is lacking.
Firstly, credit to Diane Duane’s books for bringing life to the romulans through language, culture, history, names, etc. Most sites and fans use her work as the base. 
I recommend you read her books if you truly want to know everything you possibly can. They also contain information that is uncommon to see posted about, such as S’Task, romulan true/fourth/soul names (ST: Picard made that canon!), the three swords by S’Harien, and more. If you play Star Trek Online, after reading these books, things will make so much more sense!
Her books: My Enemy, My ally | The Romulan Way | Swordhunt | Honor Blade | The Empty Chair | Rihannsu: The Bloodwing Voyages, which is the first four in one.
On Inventing a Romulan Language
She also has a Tumblr!
Below the line are the sites, what they contain, and links directly to different pages on the sites. 
Alternatively, instead of navigating a Tumblr post, you can use this google doc.
Updated 2-11-22
Formatting in the draft/editing is not translating to the actual post, so recommend the google doc. Or, view it on my page, and not your dash
If on mobile, please view in the google doc app or it will be squished.
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Romulan Language (non-canon) Lessons and Worksheets Master Post: Original Tumblr Post |  Google Doc |
Contains: Romulan worksheets and lessons I’ve created |  Learn to write/read Romulan lessons (Imperial Romulan Language Institute) | (Memrise) Part 1 — Basics Part 2 — Essentials  Part 3 — Grammar
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**Not many sites have religion. Here the links directly to the religion page of those I know of. Institute of Ra'tleihfi: The Elements | The origins of Element worship | Teaching poem | Are the Elements Real? | Rihannsu Star Empire: Religion  | Memory Beta: Beliefs
Links to mnhei’sahe, “Ruling Passion”, sometimes mistaken as a “code of honor”. Central Institute of the Romulan Language: mnhei’sahe | Institute of Ra'tleihfi: mnhei’sahe
Scroll to the bottom of this linked page for info on romulan tattoos.
A version of an alphabet and calligraphic script featured on ST: Picard (look at writing on Elnor’s clothing) and the site it originates from with other scripts
An old romulan language guide
Download romulan fonts (thank you, @tovan-khev , for updating me on the Romulan Institute Computer Interface and sharing the fonts).
Semi comprehensive page about Romulans in the mirror universe
Romulan nomenclature
Romulan worksheets and lessons I’ve created:
Romulan Vocabulary and Noun Declension Practice 1.1 (3 classes/groups of nouns) (finished 1-10-22)
Romulan Vocabulary and Noun Declension Practice 1.2 (5 classes/groups of nouns) (finished 1-10-22)
Romulan Pronoun Practice 1 (finished 1-14-22)
Websites/Sources:
Central Institute of the Romulan Language (Catoena ih'Swaet Doaege Rihanai)
Dictionary
Sorted by english
Common words
Greetings
Adverbs, adjectives, and others
Insults
Terms of endearment
Forms of Address; People; Organizations
Phrases
Alien races
Periodic table
Numbers
Time/calendar
Grammar
Introduction
Phonology
Vowels
Consonants
Substantives
Nouns
Irregular nouns
Derivation of nouns
Personal pronouns
Demonstrative pronouns
Relative pronouns
Interrogative pronouns
Comparison adjectives
Derivation of adjectives
Verbs
Adverbs
Temporal
Local
Adverbs of Manner
Interrogative
Relative
Miscellaneous
Pre/postpositions
Conjunctions
Syntax
Alphabet
Military ranks
Includes Tal’Shiar, economic service, land armies, and diplomatic corps
Culture
Geography
Given names
House-clans
Literature
Mnhei’sahe
Contact
Overview of the project
News archive
Imperial Romulan language Institute (Catoena ih'Shiar vr'Doægevha Rihanh'ri)
Dictionary
Sorted by the english alphabet and has a search function
Introduction 
About the language, but not about the creation of it and more how it works overall and the lore
Pronunciation
Vowels
Semi Vowels
Diphthongs
Consonants
Combination consonant sounds 
Glottal stop
Aspiration
Stress
Common words and word lists
Greetings and farewells
Thank yous
Yes and no
Other words and phrases
Alien species and planets
Colors
Family, romance, and forms of address
Governments and agencies
Military terms and phrases
Insults and sarcasm
Learn to write/read Romulan lessons
Grammar
Adjectives
Adverbs
Conjunctions
Names of people
Nouns
Numbers
Prepositions and postpositions
Pronouns
Syntax
“To be”
Verbs
Declension tables
Verb conjugation examples
Culture
Common given names
House clans
Flora and fauna
Romulan Institute Computer Interface
Dictionary
By english or Romulan 
Search function only
Tells you where the word originates from; what author, show, or website
Grammar
About the language
It’s origin, who created this fictional language
Adjectives
Adverbs
Nouns
Numbers
Pronouns
Verbs
Culture 
History
Names
Generator/translator
Other
About us
Communication (discord server)
Downloads (fonts)
Forum
News (about the site)
Institute of Ra'tleihfi, Department of Xenosociology
Dictionary
Sorted by english
Sorted by Romulan 
History and background of the language 
Mostly lore but also about the creation of it
Phonology
Vowels
Consonants
Valid consonant clusters
Syllabication
Accent
Tone
Morphology and syntax
Nouns
Pronouns and irregular nouns
Verbs
Adjectives and adverbs 
Syntax rules
Verb “to be”
Other words
Number system
Religion and beliefs 
Mnhei’sahe
The Elements
The origins of Element worship
Teaching poem
Are the Elements Real?
Promotion Ceremony
RIHANNSU STAR EMPIRE  
Decent site but very old, updated 1997. Also part roleplay (some things are made up for convenience) so take the info with an extra grain of salt. Of course every source here is non-canon, but there is a difference between non-canon (licensed star trek books and stuff) and just making things up as you go.
History
Military
Military
Ships
Security 
Diplomacy 
Economy
Rankings
Culture
Culture
Social status
Religion
Behavior
Houses
Noble houses
Family and names
Physical
Fashion/Fun
Fashion and recreation
Uniforms
Government
Legal System
IC History
Dictionary
Sorted by english
Prefixes 
Suffixes
Names
Numbers
Time
Places
Curses
Houses and family positions
Naval
Civilians
Phrases
Alphabet
Grammar
Thanks
Other sites 
Contains significantly less information, are less Romulan focused, and/or are more focused on roleplay/gameplay than knowledge.
RSE International, Inc. (roleplay based)
TOS TrekMUSE (Simulation)
FKA Rihannsu Division (Simulation)
The Romulan Web (not a lot of content)
“Official” wikis
Romulan--Memory Alpha (canon content only)
Romulan--Memory Beta (non-canon content)
If you have anything to add or any comments to make, please do!
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resourcesforteachingau · 4 years ago
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Are You Searching for the Best Teacher Resources? You Must Visit the Resources for Teaching Website!
Educators and parents who are searching for teaching material that is engaging and easy to use, look no further than the Resources for Teaching website! We have a variety of teaching resources that have been used in homes and classrooms across Australia, as well as international countries throughout Asia, Europe, and the Americas. If you are searching for
teacher resources websites
visit us to view the latest worksheets, activities, printables and lessons for primary and high school children. Our most popular resources this month include:
1. Dictionary Dig Task Cards (Upper primary students)
https://resourcesforteaching.com.au/all-resources/dictionary-dig-task-cards/
Such a fun way for students to become familiar with dictionaries. Includes 40 engaging task cards for Year 3 – 6 students to develop dictionary skills in a fun and meaningful way! Children use task cards to search for different types of words in the English language (nouns, adjectives, verbs, adverbs etc.) and become familiar with tricky words that they can use to extend their vocabulary! Each task card contains instructions and a difficulty rating out of 5 stars.
2. Junior Dictionary Dig Task Cards (Lower primary students)
https://resourcesforteaching.com.au/all-resources/junior-dictionary-dig-task-cards/
Perfect for younger students in Years 1 & 2. Includes 40 engaging task cards to develop dictionary skills in a fun and meaningful way! Children use task cards to search for different types of words with a focus on nouns, adjectives, verbs, compound words, beginning and ending letters. These cards allow students to practice sorting through dictionaries to locate specific meanings and become familiar with tricky words that they can use to extend their vocabulary!
3. Whole Class Reward Mazes and Tickets (All primary year levels)
https://resourcesforteaching.com.au/all-resources/whole-class-reward-mazes-and-tickets/
This resource includes 6 dazzling mazes for students to work cooperatively to earn whole class rewards! Students begin at the start and colour in a box every time they show good behaviour. When students reach the star they earn the reward in the coloured star or in version 2 they pull a reward ticket. The reward tickets are great because teachers can filter through and use the ones they like!
4. Early Finisher Task Card Bundle (All primary year levels)
https://resourcesforteaching.com.au/all-resources/all-early-finishers-task-cards/
Includes 132 task cards for students in years 1, 2, 3, 4, 5 and 6. These bright and engaging task cards are perfect for all primary school classrooms. Plenty of activities to reinforce skills your students have learnt that will keep them busy all year through! Students can simply swap cards or pick one up when they have finished their work early. This gives you the opportunity to work with kids who are struggling with their work whilst giving something thought-provoking to the others.
If you would like to see all the resources we have available you can visit the Resources for Teaching website by clicking on the link here:
https://resourcesforteaching.com.au
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estudynotes-blog · 6 years ago
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Quick And Easy Strategies To Teach Your Kids English Grammar
Tumblr media
To use grammatically correct sentences while communicating in English, your child needs to have a good understanding of the parts of speech. English worksheets for Class 2 and Class 1 cover the eight parts of speech for helping your child to gain confidence in using English grammar.
Also, there are a variety of exercises in Class 2 English grammar worksheets with specially designed activity pages for teaching nouns, pronouns, verbs, adverbs, adjectives, prepositions, conjunctions, and interjections. Effective teaching aids such as worksheets allow your child to enjoy learning through fun exercises.
Here are some quick and easy strategies to teach your kids the basics of English grammar:
Playing with words
Read out a story to your child. Then, collect figures of characters that were present in the story such as animals, objects etc. Allow your child to narrate the story using the figures. This way, your child will enjoy the learning process while applying their knowledge of grammar to tell the story.
      2. Blended learning
Use a variety of learning resources to teach your kids the concepts of grammar. For your child who is a Grade 1 student, give Class 1 English grammar worksheets to practice writing. Improve your child’s speaking skills by encouraging discussion about a favorite food or travel destination.
      3.  Posters
Instead of using a red pen to mark the mistakes on the activity sheets completed by your kids, you can use posters to correct the mistakes. If your child wrote ‘ski’ for ‘sky’, write both the words on a poster with images of what the word represents.
Help your child to understand the fundamentals of English language with English worksheets for Grade 1 and Grade 2. You can easily download them in PDF format and print them on A4 sheets to make as many copies as you want.
To download free worksheets or subscribe to specialized Class 1 and Class 2 English grammar worksheets, visit www.estudynotes.com
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learninsta · 5 years ago
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Adverb of Time Worksheet Exercises for Class 3 with Answers CBSE
Adverb of Time Worksheet Exercises for Class 3 with Answers CBSE
This grammar section explains English Grammar in a clear and simple way. There are example sentences to show how the language is used.
Adverb of Time Worksheet Exercises for Class 3 with Answers CBSE PDF
Fundamentals
Some adverbs tell us when an action takes place.
It tells the time of an action.
Late, early, yesterday, tomorrow are adverbs of time.
Presentation Read the picture story.
A. Answer…
View On WordPress
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hughonson-blog · 8 years ago
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ENG 358 Week 7 Benchmark Assignment
 Follow Below Link to Download Tutorial
https://homeworklance.com/downloads/eng-358-week-7-benchmark-assignment/
 For More Information Visit Our Website (   https://homeworklance.com/ )
 ENG 358 Week 7 Benchmark Assignment
 ENG 358 Week 7 Benchmark Assignment – Sentence Modifiers and Coordinators, Words, and Word Classes
 Details:
Prepare this assignment according to the instructions in “Sentence Modifiers and Coordinators, Words, and Word Classes.”
This resource is not a worksheet; prepare your responses in a separate document.
 Part I: Sentence Modifiers
 Directions: In a separate document, revise the following sentences that contain either dangling or misplaced modifiers. Note:  There will be more than one way to fix these sentences.
 1.     Hurrying out the door, the door latch ripped a hole in my jacket.
 2.     The curtains are pretty bright in the baby’s room.
 3.     After taking some medicine, my stomach settled down.
Part II: Sentence Modifiers
 Directions: In a separate document, identify each underlined phrase as a participial, appositive, or absolute modifying phrase.
 1.     Between the sharp, loud crashing of cymbals, he pounded the bass drum, its deep thud resonating through the stadium.
 2.     The guitarist followed the beat, strumming the chords rhythmically.
 3.     A means to an end that will help you develop ideas for your paper, this classroom activity is both fun and productive.
 4.     A slender animal with long legs, the cheetah is built for speed.
 5.     Charging forward, the bass guitarist hit a series of quick, low notes.
 6.     Legs wobbling, I struggled to stand up as the physical therapist rushed over to help.
 7.     My wife watched from her chair, offering love and encouragement.
 8.     Most universities require two courses in first-year composition, English I and English II.
 9.     He grabbed my hands to steady me, both of us shuffling toward the treadmill.
 10.   The students reading the highest number of pages during the break received a free book as an award.
Part III: Sentence Coordinators Answer Key
Directions:  Using conjunctions and appropriate punctuation, fix sentences that have grammatical problems (such as run-on sentences or problems with parallel structure) and combine shorter sentences to make them longer. Some options for conjunctions are “and,” “but,” “or,” “if,” “until.”  Some types of punctuation are , : ; —.
 1.     He saw the accident, it happened very quickly.
2.     They wanted to renovate their home, it had old paint and worn carpet.
3.     All of my favorite foods have high levels of salt, sugar and fat, I have a difficult time cooking healthier versions.
4.     They enjoy running a four-mile circuit. They usually run in the mornings before work.
5.     He usually exercises in the morning. She prefers to go to the gym at night.
6.     I did not know what to plan for my students next. I read through their drafts to make some decisions about tomorrow’s in-class activities.
7.     Our textbook is engaging, informative, and you can read it quickly.
8.     Today I will grade several papers, develop a new assignment, and be gathering material for my latest research.
9.     I pulled an all-nighter working on my term paper. The next day, I needed some coffee to stay awake.
10.   Tom and Morgan usually eat dinner together. They don’t eat dinner together when one of them has to work late.
11.   The Utah Jazz are a basketball team with a great history. They have had trouble winning a championship.
12.   I got a thank you note from a student she said she learned a great deal from the assignments we did.
 Part IV: Identifying form classes
 Directions: Identify the class of every word in the following sentences. Place your labels below the words: noun (n), verb (vb), adjective (adj), adverb (adv), determiner (det), auxiliary (aux), qualifier (qual), preposition (prep), conjunction (conj), expletive (exp), particle (part), pronoun (pro).  Remember:  Some words can serve as members of different classes, depending on how they are used.
 1.     Scholarships can help a student, but they may not cover the full cost of a degree.
2.     We waited until they arrived.
3.     If time is of the essence, is it not rather important?
4.     Smart phones have made texting a standard form of communication.
5.     Do not answer the questions until I start the timer.
6.     We are cold in this weather, but we will not be cold forever.
 1.     My parents did not arrive on the plane; they drove here from their hotel.
2.     Experience shows us that we must always reflect on our teaching.
3.     A number of students show up to class and expect us to provide an informative lesson.
4.     Give me a dime, and I will give you ten pennies.
5.     If you have two fives, I can give you a ten.
6.     He always allows children to express their creativity in his classes.
7.     He can be so hilarious that he can have his audience in stitches.
8.     Everyday people are usually courteous.
9.     When my brother looks up that book, we hope we can purchase it online.
0 notes
johnmedranofan-blog · 8 years ago
Text
ENG 358 Week 7 Benchmark Assignment
 Follow Below Link to Download Tutorial
http://devryfinalexam.com/downloads/eng-358-week-7-benchmark-assignment/
 For More Information Visit Our Website (   https://homeworklance.com/ )
 ENG 358 Week 7 Benchmark Assignment
 ENG 358 Week 7 Benchmark Assignment – Sentence Modifiers and Coordinators, Words, and Word Classes
 Details:
Prepare this assignment according to the instructions in “Sentence Modifiers and Coordinators, Words, and Word Classes.”
This resource is not a worksheet; prepare your responses in a separate document.
 Part I: Sentence Modifiers
 Directions: In a separate document, revise the following sentences that contain either dangling or misplaced modifiers. Note:  There will be more than one way to fix these sentences.
 1.     Hurrying out the door, the door latch ripped a hole in my jacket.
 2.     The curtains are pretty bright in the baby’s room.
 3.     After taking some medicine, my stomach settled down.
Part II: Sentence Modifiers
 Directions: In a separate document, identify each underlined phrase as a participial, appositive, or absolute modifying phrase.
 1.     Between the sharp, loud crashing of cymbals, he pounded the bass drum, its deep thud resonating through the stadium.
 2.     The guitarist followed the beat, strumming the chords rhythmically.
 3.     A means to an end that will help you develop ideas for your paper, this classroom activity is both fun and productive.
 4.     A slender animal with long legs, the cheetah is built for speed.
 5.     Charging forward, the bass guitarist hit a series of quick, low notes.
 6.     Legs wobbling, I struggled to stand up as the physical therapist rushed over to help.
 7.     My wife watched from her chair, offering love and encouragement.
 8.     Most universities require two courses in first-year composition, English I and English II.
 9.     He grabbed my hands to steady me, both of us shuffling toward the treadmill.
 10.   The students reading the highest number of pages during the break received a free book as an award.
Part III: Sentence Coordinators Answer Key
Directions:  Using conjunctions and appropriate punctuation, fix sentences that have grammatical problems (such as run-on sentences or problems with parallel structure) and combine shorter sentences to make them longer. Some options for conjunctions are “and,” “but,” “or,” “if,” “until.”  Some types of punctuation are , : ; —.
 1.     He saw the accident, it happened very quickly.
2.     They wanted to renovate their home, it had old paint and worn carpet.
3.     All of my favorite foods have high levels of salt, sugar and fat, I have a difficult time cooking healthier versions.
4.     They enjoy running a four-mile circuit. They usually run in the mornings before work.
5.     He usually exercises in the morning. She prefers to go to the gym at night.
6.     I did not know what to plan for my students next. I read through their drafts to make some decisions about tomorrow’s in-class activities.
7.     Our textbook is engaging, informative, and you can read it quickly.
8.     Today I will grade several papers, develop a new assignment, and be gathering material for my latest research.
9.     I pulled an all-nighter working on my term paper. The next day, I needed some coffee to stay awake.
10.   Tom and Morgan usually eat dinner together. They don’t eat dinner together when one of them has to work late.
11.   The Utah Jazz are a basketball team with a great history. They have had trouble winning a championship.
12.   I got a thank you note from a student she said she learned a great deal from the assignments we did.
 Part IV: Identifying form classes
 Directions: Identify the class of every word in the following sentences. Place your labels below the words: noun (n), verb (vb), adjective (adj), adverb (adv), determiner (det), auxiliary (aux), qualifier (qual), preposition (prep), conjunction (conj), expletive (exp), particle (part), pronoun (pro).  Remember:  Some words can serve as members of different classes, depending on how they are used.
 1.     Scholarships can help a student, but they may not cover the full cost of a degree.
2.     We waited until they arrived.
3.     If time is of the essence, is it not rather important?
4.     Smart phones have made texting a standard form of communication.
5.     Do not answer the questions until I start the timer.
6.     We are cold in this weather, but we will not be cold forever.
 1.     My parents did not arrive on the plane; they drove here from their hotel.
2.     Experience shows us that we must always reflect on our teaching.
3.     A number of students show up to class and expect us to provide an informative lesson.
4.     Give me a dime, and I will give you ten pennies.
5.     If you have two fives, I can give you a ten.
6.     He always allows children to express their creativity in his classes.
7.     He can be so hilarious that he can have his audience in stitches.
8.     Everyday people are usually courteous.
9.     When my brother looks up that book, we hope we can purchase it online.
0 notes
anitawhatley-blog · 8 years ago
Text
ENG 358 Week 7 Benchmark Assignment
 Follow Below Link to Download Tutorial
https://homeworklance.com/downloads/eng-358-week-7-benchmark-assignment/
 For More Information Visit Our Website (   https://homeworklance.com/ )
 ENG 358 Week 7 Benchmark Assignment
 ENG 358 Week 7 Benchmark Assignment – Sentence Modifiers and Coordinators, Words, and Word Classes
 Details:
Prepare this assignment according to the instructions in “Sentence Modifiers and Coordinators, Words, and Word Classes.”
This resource is not a worksheet; prepare your responses in a separate document.
 Part I: Sentence Modifiers
 Directions: In a separate document, revise the following sentences that contain either dangling or misplaced modifiers. Note:  There will be more than one way to fix these sentences.
 1.     Hurrying out the door, the door latch ripped a hole in my jacket.
 2.     The curtains are pretty bright in the baby’s room.
 3.     After taking some medicine, my stomach settled down.
Part II: Sentence Modifiers
 Directions: In a separate document, identify each underlined phrase as a participial, appositive, or absolute modifying phrase.
 1.     Between the sharp, loud crashing of cymbals, he pounded the bass drum, its deep thud resonating through the stadium.
 2.     The guitarist followed the beat, strumming the chords rhythmically.
 3.     A means to an end that will help you develop ideas for your paper, this classroom activity is both fun and productive.
 4.     A slender animal with long legs, the cheetah is built for speed.
 5.     Charging forward, the bass guitarist hit a series of quick, low notes.
 6.     Legs wobbling, I struggled to stand up as the physical therapist rushed over to help.
 7.     My wife watched from her chair, offering love and encouragement.
 8.     Most universities require two courses in first-year composition, English I and English II.
 9.     He grabbed my hands to steady me, both of us shuffling toward the treadmill.
 10.   The students reading the highest number of pages during the break received a free book as an award.
Part III: Sentence Coordinators Answer Key
Directions:  Using conjunctions and appropriate punctuation, fix sentences that have grammatical problems (such as run-on sentences or problems with parallel structure) and combine shorter sentences to make them longer. Some options for conjunctions are “and,” “but,” “or,” “if,” “until.”  Some types of punctuation are , : ; —.
 1.     He saw the accident, it happened very quickly.
2.     They wanted to renovate their home, it had old paint and worn carpet.
3.     All of my favorite foods have high levels of salt, sugar and fat, I have a difficult time cooking healthier versions.
4.     They enjoy running a four-mile circuit. They usually run in the mornings before work.
5.     He usually exercises in the morning. She prefers to go to the gym at night.
6.     I did not know what to plan for my students next. I read through their drafts to make some decisions about tomorrow’s in-class activities.
7.     Our textbook is engaging, informative, and you can read it quickly.
8.     Today I will grade several papers, develop a new assignment, and be gathering material for my latest research.
9.     I pulled an all-nighter working on my term paper. The next day, I needed some coffee to stay awake.
10.   Tom and Morgan usually eat dinner together. They don’t eat dinner together when one of them has to work late.
11.   The Utah Jazz are a basketball team with a great history. They have had trouble winning a championship.
12.   I got a thank you note from a student she said she learned a great deal from the assignments we did.
 Part IV: Identifying form classes
 Directions: Identify the class of every word in the following sentences. Place your labels below the words: noun (n), verb (vb), adjective (adj), adverb (adv), determiner (det), auxiliary (aux), qualifier (qual), preposition (prep), conjunction (conj), expletive (exp), particle (part), pronoun (pro).  Remember:  Some words can serve as members of different classes, depending on how they are used.
 1.     Scholarships can help a student, but they may not cover the full cost of a degree.
2.     We waited until they arrived.
3.     If time is of the essence, is it not rather important?
4.     Smart phones have made texting a standard form of communication.
5.     Do not answer the questions until I start the timer.
6.     We are cold in this weather, but we will not be cold forever.
 1.     My parents did not arrive on the plane; they drove here from their hotel.
2.     Experience shows us that we must always reflect on our teaching.
3.     A number of students show up to class and expect us to provide an informative lesson.
4.     Give me a dime, and I will give you ten pennies.
5.     If you have two fives, I can give you a ten.
6.     He always allows children to express their creativity in his classes.
7.     He can be so hilarious that he can have his audience in stitches.
8.     Everyday people are usually courteous.
9.     When my brother looks up that book, we hope we can purchase it online.
0 notes
ehumissmcloughlin-blog · 8 years ago
Text
PED1017 - English - Session 15
Grammar 1
Last week we considered different aspects of grammar, including:
1. Exploring effective users of grammar (Crystal, Lines and Myhill)
2. Starting with quality literature (Crystal, Bearne and Reedy)
3. Using terminology as a ‘means to an end, not an end in itself’ (Grammar for Writing)
4. Having grammatical knowledge can help put children more in control of their use of language (Wyse)
5. Keep it interactive and enjoyable, not dry and worksheet based! Fun activities to helps words ‘yield their meaning’ (Walsh 2012:22)
6. Being descriptive in your approach, rather than prescriptive.
Activities to Support Grammar
‘At the door of the dining hall, Dinah stopped.’
1. Analyse this sentence using grammatical terminology 2. Using the same structure, create new, seasonal sentences!
Plan grammar teaching to enthuse children about the ways that language works. Engage children’s curiosity about language through work on, for example, accent and dialect. Use meta-language only if it actually helps learning not simply to teach technical terms.
Grammar Poetry
1. Choose a topic eg autumn 2. Choose a series of connected words eg, conkers, leaves, wind, sun… 3. Divide your class into smaller groups so each have a noun to write with 4. Use the following pattern adjective, noun, verb, adverb Eg The shiny conker, swung dangerously. Eg group writes their line to be ‘performed’ as an autumn poem!
 Story starters
The boy walked down the road.
1. Add an adjective to describe the boy or the road or both! What happens to the writing if you add too many adjectives? 2. Strengthen the verb. Use a different word instead of ‘walked’. How does it change the mood of the sentence? 3. Add an adverb. How did the boy walk? 4. Drop a subordinate clause into the sentence
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