TIMS Model What are the Lesson Objectives: a. The learner will recognize pennies‚ nickels‚ dimes and quarters and their values. b. The learner will practice counting coins. Standards addressed and expectations of students: Math Standards 0006.1.6 Name and identify coins and their values. 0106.1.4 Count the value of a set of coins up to fifty cents. Anticipatory Set: Ask students to get out their fake coins and see if they can tell which one is which while teacher sets up the song
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Word Choice Fragments‚ Run-On‚ Parallel Structure‚ String/Wordy Sentences‚ Colorful Language‚ Denotation & Connotation‚ All types of Figurative Language (all) 2.3 Parallel vs. Non Parallel 2.5 Wordy Sentence Chart 2.6 Be Specific‚ choose vivid verbs‚ include strong‚ precise modifiers 2.7 Denotation/Connotation…be ready to identify 2.8 Similes‚ Metaphors‚ Personification Extra… Alliteration‚ Hyperbole‚ Oxymoron‚ Idioms‚ Overstatements/Understatements Sentence Variety and Structure 3.3 Independent/Subordinate(Dependent)
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conundrum - a difficult problem (noun) whet - Make keen or more acute (verb) placate - gain the goodwill of (verb) infructuous - not fruitful; not producing the desired results (Adj) rectitude - Righteousness as a consequence of being honourable and honest(noun) Ex. Rectitude of behaviour expediency - the quality of being suited to the end in view (noun) expedient - appropriate to a purpose / serving to promote your interest (Adj) repugnant - extremely distasteful / in conflict
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could‚ will‚ would Requests Requests in English are usually made in the form of general questions with the help of the modal verbs MAY‚ CAN‚ COULD‚ WILL‚ WOULD. Requests are pronounced with rising intonation. Adding "please" to a request makes it more polite. As a rule‚ polite requests are not asked in the form of negative questions. The modal verbs MAY‚ COULD‚ WILL‚ WOULD are used in making polite requests in speech and writing‚ in communication with strangers and with people you
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fast the cars were going when they smashed into each other?” and the rest were not interrogated about the speed of the vehicle. After a week had passed‚ subjects were asked‚ “Did you see and broken glass?” and the correlation was made between which verb was used‚ the speed estimated and the subject knowing if there was any broken glass. (Loftus & Palmer‚ 1974). In Experiment 1 it was hypothesized that when the subject hears the word “hit” instead of the word “smashed” they will think that the collision
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1. The status of TG. Language is a means of forming and storing ideas as reflections of reality and exchanging them in the process of human intercourse. It’s social by nature and inseparably connected with people. It develops with the development of society. The language consists of 3 parts: the phonological system (i.e. sound system)‚ the lexical system (set of naming means of language) and the grammatical system. (The principles of systemic approach to language and its grammar were developed in
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of the word. For example‚ the noun resurrection was borrowed from Latin‚ and the verb resurrect was then backformed hundreds of years later from it by removing the ion suffix. This segmentation of resurrection into resurrect + ion was possible because English had examples of Latinate words in the form of verb and verb+-ion pairs‚ such as opine/opinion. These became the pattern for many more such pairs‚ where a verb derived from a Latin supine stem and a noun ending in ion entered the language together
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to read‚ you should decide to write the same each time; 2) since most people do not want to write or type two more letters. Writing is tiring enough. So you may as well only write first‚ second‚ third. Problem 2 :Avoid contracting pronouns and verbs (e.g. changing “I am” to “I’m”) unless you are quoting people who are speaking. Problem 3 :“With” sounds better than “on.” You cannot have an experience on something unless it is a physical. But you can have an experience with abstract things.
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THE GLAMOUR OF GRAMMAR NOTES Part One ~Words~ • The Oxford English Dictionary (OED) tells you how and when the words came to be used in the English Language • (OED) The earliest examples of a word’s use are included along with the definition • The American Heritage Dictionary (AHD) tells you where English is "headed" • (AED) includes a usage panel‚ marginal photos and other pictorial images‚ obscene/profane words (omitted in OED)‚ names of noteworthy people/places‚ describes interesting
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varieties of inflections in Azerbaijani language than in English or Persian and; they share some common properties as well as several dissimilarities. English and Persian represent more irregularity in terms of plurality for nouns and affixation for verbs; Azeri incorporates numerous inflections into each category as well. The differences are the major source of difficulties for a native speaker of Azeri or Persian to learn English and vice versa. To overcome this‚ teaching should be effectively and
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