AP Spanish Study Sheet: The Passive Voice

Size: px
Start display at page:

Download "AP Spanish Study Sheet: The Passive Voice"

Transcription

1 Page 1 of 6 Figure It Out! Vendieron muchos vestidos en esta tienda. Muchos vestidos fueron vendidos en esta tienda. Se vendieron muchos vestidos en esta tienda. En esta tienda vendieron muchos vestidos. Read the four sentences above. Do they all say the same thing? Do they all really mean exactly the same thing? If you feel that there is a difference between the message that they convey, try to determine just what that difference is. Introduction It's a good thing there's more than one way to say something! It's part of what makes language interesting and fun to use. But when we say "the same thing," are we really always giving exactly the same message? Suppose a historical tour guide were to tell you that "this bed was slept in by George Washington." Is that the same as if she told you that "George Washington slept in this bed?" The two statements mean the same thing in the sense that they have the same REFERENCE; they refer to the same bare facts. But isn't there a difference in EMPHASIS? In one case we're talking about the bed, and in the other case we're talking about the first President of the United States. One method that both English and Spanish offer us for changing the emphasis or focus of a statement is the PASSIVE VOICE. Basically, this language structure lets us take what is the logical receiver of an action and make it the subject of the sentence. It lets us focus on who or what is acted upon, rather than who or what acts. Spanish is even richer than English in the variety of methods it offers to change focus and emphasis in this way. There are four different methods for changing sentence focus: structural passive "se" passive' impersonal "se" word order Structural Passive In Spanish, you can form a passive sentence with the verb ser and a past participle, just as you can form one in English with the verb to be and a past participle. The person or thing acted upon is the subject of the sentence, and the performer of the action, if you want to mention him, her, or it, shows up in a phrase usually with por in Spanish, or by in English. Here is an example: Las leyes fueron establecidas por el Congreso. The laws were established by the Congress All rights reserved. This material is intended for the exclusive use of registered users only.

2 Page 2 of 6 Notice the following: 1. The Congress established the laws, so it is mentioned in the por ("by") phrase. 2. The laws were the things established, so they appear as the subject of the sentence. 3. You could rephrase the meaning as El Congreso estableció las leyes. 4. The past participle establecidas agrees in number and gender with the subject leyes. Here are two more examples: Estos repuestos fueron hechos en Corea. These parts were made in Korea. (no logical subject mentioned) Los autos serán reparados por mecánicos expertos. The cars will be repaired by expert mechanics. So far, it might appear that Spanish forms passive statements exactly like English. In fact, many Spanish students try to do just that, translating (or attempting to translate) English passive sentences straight into Spanish. The results are often clumsy or even ungrammatical, because there are a number of important differences between the English and Spanish passive voice, as described in the following table: CHARACTERISTICS OF ENGLISH PASSIVE VOICE COMPARED TO SPANISH ENGLISH Common in all types of writing and speech. Since the structural passive voice (be + past participle) is the most common way (and sometimes the only way) to change the focus, English speakers and writers use it constantly, in everything from casual conversation to formal writing. SPANISH Much more limited in relaxed, informal speech. Spanish provides several other options for changing sentence focus, and in fact does not even allow the passive voice in certain grammatical constructions. As a result, it is not very common in spontaneous speech and is used mostly in formal writing, especially official, journalistic, scientific, or bureaucratic communications. Can be used to focus on different sentence elements. English allows sentences such as the following: This bed was slept in by Washington. She was given a pass to the movies. Smoking is believed to be dangerous. These sentences bring into focus subjects that are logically 1) an object of a preposition, 2) an indirect object, and 3) the subject of a subordinate noun clause. Can focus only on the logical direct object of the verb. It's ungrammatical (in fact, it's downright unintelligible) in Spanish to say things like the following: (remember the * means that it's wrong) *Esta cama fue dormida en por Washington. *Ella fue dada un pase para ir al cine. *Fumar es creído ser peligroso. In all of these cases, you must use a different method to change the focus All rights reserved. This material is intended for the exclusive use of registered users only.

3 Used equally in all tenses. Virtually any verb tense in English can sound totally natural in the structural passive. For example: The food is being prepared now. The shop windows are cleaned daily. The floors were polished each winter. Page 3 of 6 Quite unusual in some tenses. The structural passive, while grammatically "correct," often sounds strange in the present, imperfect, and progressive tenses. The English examples at the left could all be expressed in Spanish with the passive voice, but could sound awkward that way. The se Passive An Alternative to the Structural Passive English speakers tend to use the structural passive (ser + past participle) excessively when speaking and writing Spanish. But what alternatives are there? By far the most common one, and probably the most frequent method for forming "passive" statements in Spanish, is the use of the passive se. This se looks just like the se of reflexive verbs, except that it means that the subject, rather than acting upon itself, is acted upon by something or someone else: La comida se está preparando ahora. The food is being prepared now. Se limpian las vitrinas todos los días. The shop windows are cleaned daily. Los pisos se lustraban todos los inviernos. The floors were polished every winter. Note that all of the sentences above are completely identical to regular "reflexive" sentences, and they can even be interpreted that way if you don't mind suspending common knowledge and logic. But the reality is that food does not prepare itself, windows can't clean themselves, and floors aren't self-polishing. Therefore, the reader or hearer is forced to accept the "passive" meaning. While this structure is extremely useful in forming passive-like sentences in Spanish, keep in mind that certain limitations apply: 1. It's only used with third-person verbs. 2. The verb must be transitive. 3. Normally the subject is a non-human noun. 4. It doesn't allow you to specify the agent, meaning the one performing the action. Handling Unusual Passives. The se passive construction often comes in handy for conveying concepts that are expressed in English with complex passives that just don't "carry over" into Spanish. For example: Se considera que es peligroso fumar. Smoking is believed to be dangerous All rights reserved. This material is intended for the exclusive use of registered users only.

4 Page 4 of 6 El Presidente se tiene en alta estima en esta región. The President is highly thought of in this area. Passive se with Auxiliary Verbs. If the verb that you want to make "passive" with se has an auxiliary verb with it like poder, deber, or querer, then it s the auxiliary verb that agrees with the subject, rather than the main verb. Also, you have the option of placing se before the string of verbs or appending it to the infinitive. You can also change the subjectpredicate order. Study the following examples to learn the various alternatives for word order and the placement of the passive se: Se puede cambiar el cheque en el banco. The check can be cashed at the bank. Puede cambiarse el cheque en el banco. " El cheque se puede cambiar en el banco. " El cheque puede cambiarse en el banco. " No se deben lustrar esos zapatos. Those shoes shouldn't be polished. No deben lustrarse esos zapatos. " Esos zapatos no se deben lustrar. " Esos zapatos no deben lustrarse. " Impersonal se When you want to make a statement using an intransitive verb without mentioning the logical subject (performer of the action), you can use the impersonal se structure, which looks a lot like a se-type passive but is not truly passive at all. It is mentioned here because of its similarity to passive se and because of its somewhat similar function; it allows you to refer to an action without focusing on the performer of the action. However, in this case you don't focus on the receiver of the action, either. The focus is entirely on the verb itself. To form an impersonal statement of this type, just put se before an intransitive verb (a verb with no object), or before an auxiliary verb preceding an intransitive verb. The verb must be third person singular. For example: No se habla en voz alta en la biblioteca. One doesn't speak out loud in the library. Se puede vivir bien en este país. One can (it's possible to) live well in this country. Ser and estar. It's even possible to use the impersonal se with the verbs ser and estar, which may sound very strange to the ears of English-speakers but is acceptable in Spanish, though not very common. Cómo se sabe si se es borracho? How can you know if you're drunk? Cuando se está perdido, lo primero que uno hace es buscar un punto de referencia. When you're lost, the first thing you do is look for a point of reference All rights reserved. This material is intended for the exclusive use of registered users only.

5 Page 5 of 6 The "you" in the translation of these examples doesn't really mean "you" of course, but is the generic "you" that we use to mean "somebody". Transitive verbs. You can use the impersonal se with transitive verbs as well, as long as you don't mention the object of the verb. Here are two examples: Dicen que se come muy bien en Buenos Aires. They say that people eat well in Buenos Aires. Se predica mucho pero se hace muy poco. There's a lot of preaching but not much action. Use of Word Order to Change Focus There will be times when you really want to change the focus of the sentence, but can't use the structural passive because it's awkward in Spanish, and can't use the se passive because what you want to say doesn't fall within its restrictions. In these cases, Spanish often offers you a way out through flexible word order. Consider the following examples: En esta cama durmió George Washington. This bed was slept in by George Washington. [Literally: In this bed slept George Washington.] Al soldado le otorgaron una medalla de honor. The soldier was presented (with) a medal of honor. La vitrina la limpiaron los dueños ayer. The shop window was cleaned by the owners yesterday. A María la conoce medio mundo. Maria is known by just about everybody. Remember that, if you move the direct object to the front of the sentence for focus, you must reflect it with a redundant object pronoun, as shown by the word la in the last two examples and the indirect object le in the example before them. These word order "tricks" do not create true passives, but they do allow you to shift the focus and give a passive "feel" to the sentence where it might not be possible any other way. Summary Passive voice and similar techniques are used in English and Spanish to shift the focus of a sentence away from the actor or performer of a verb, and toward the thing acted upon. Spanish provides you with several passive or passive-like structures, including the following: Structural passive (ser + past participle), which works in a way very similar to English passives, but is much less common. Passive se, which allows you to make transitive, third-person verbs passive, especially when the subject is not human All rights reserved. This material is intended for the exclusive use of registered users only.

6 Page 6 of 6 Impersonal se which, while not really a passive, allows you to leave out the subject of intransitive verbs, or transitive verbs where the object is not mentioned. Flexible word order, allowing you to simply move the focus to the beginning of the sentence All rights reserved. This material is intended for the exclusive use of registered users only.

AP SPANISH LANGUAGE 2009 PRESENTATIONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION* TOPIC DEVELOPMENT* LANGUAGE USE*

AP SPANISH LANGUAGE 2009 PRESENTATIONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION* TOPIC DEVELOPMENT* LANGUAGE USE* AP SPANISH LANGUAGE 2009 PRESENTATIONAL WRITING SCORING GUIDELINES SCORE DESCRIPTION TASK COMPLETION* TOPIC DEVELOPMENT* LANGUAGE USE* 5 Demonstrates excellence 4 Demonstrates command 3 Demonstrates competence

More information

Course Outline for Honors Spanish II Mrs. Sharon Koller

Course Outline for Honors Spanish II Mrs. Sharon Koller Course Outline for Honors Spanish II Mrs. Sharon Koller Overview: Spanish 2 is designed to prepare students to function at beginning levels of proficiency in a variety of authentic situations. Emphasis

More information

Iraqi EFL Students' Achievement In The Present Tense And Present Passive Constructions

Iraqi EFL Students' Achievement In The Present Tense And Present Passive Constructions Iraqi EFL Students' Achievement In The Present Tense And Present Passive Constructions Shurooq Abudi Ali University Of Baghdad College Of Arts English Department Abstract The present tense and present

More information

General Certificate of Education Advanced Level Examination June 2010

General Certificate of Education Advanced Level Examination June 2010 General Certificate of Education Advanced Level Examination June 2010 Spanish Unit 4 Speaking Test Candidate s Material To be conducted by the teacher examiner between 7 March and 15 May 2010 (SPA4T) To

More information

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit

ELD CELDT 5 EDGE Level C Curriculum Guide LANGUAGE DEVELOPMENT VOCABULARY COMMON WRITING PROJECT. ToolKit Unit 1 Language Development Express Ideas and Opinions Ask for and Give Information Engage in Discussion ELD CELDT 5 EDGE Level C Curriculum Guide 20132014 Sentences Reflective Essay August 12 th September

More information

a) analyse sentences, so you know what s going on and how to use that information to help you find the answer.

a) analyse sentences, so you know what s going on and how to use that information to help you find the answer. Tip Sheet I m going to show you how to deal with ten of the most typical aspects of English grammar that are tested on the CAE Use of English paper, part 4. Of course, there are many other grammar points

More information

Holt Spanish 1 Answer Key Grammar Tutor

Holt Spanish 1 Answer Key Grammar Tutor Holt Spanish 1 Answer Key Grammar Tutor Free PDF ebook Download: Holt Spanish 1 Answer Key Grammar Tutor Download or Read Online ebook holt spanish 1 answer key grammar tutor in PDF Format From The Best

More information

AP Spanish Language and Culture Summer Work Sra. Wild Village Christian School

AP Spanish Language and Culture Summer Work Sra. Wild Village Christian School AP Spanish Language and Culture Summer Work Sra. Wild chelseaw@villagechristian.org Village Christian School Felicidades! I am glad you have chosen to continue your study of Spanish through AP level. This

More information

Spanish 2 INSTRUCTIONS. Segment 1

Spanish 2 INSTRUCTIONS. Segment 1 Spanish 2 Segment 1 INSTRUCTIONS A. I need all question and answer assignments in this format 1) Question Answer ----------------Add 1 Space------------ B. How to answer Question in Spanish, 1) please

More information

Today we examine the distribution of infinitival clauses, which can be

Today we examine the distribution of infinitival clauses, which can be Infinitival Clauses Today we examine the distribution of infinitival clauses, which can be a) the subject of a main clause (1) [to vote for oneself] is objectionable (2) It is objectionable to vote for

More information

Appendix D IMPORTANT WRITING TIPS FOR GRADUATE STUDENTS

Appendix D IMPORTANT WRITING TIPS FOR GRADUATE STUDENTS Appendix D IMPORTANT WRITING TIPS FOR GRADUATE STUDENTS Chapters 1-4 in Kate Turabian's A Manual for Writers cover many grammatical and style issues. A student who has difficulty with grammar also should

More information

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading

Welcome to the Purdue OWL. Where do I begin? General Strategies. Personalizing Proofreading Welcome to the Purdue OWL This page is brought to you by the OWL at Purdue (http://owl.english.purdue.edu/). When printing this page, you must include the entire legal notice at bottom. Where do I begin?

More information

The Paw Print McMeans Junior High Westheimer Parkway Katy, TX 77450

The Paw Print McMeans Junior High Westheimer Parkway Katy, TX 77450 11/27/17 Phone: 281-237-8000 Fax: 281-644-1660 McMeans Junior High 21000 Westheimer Parkway Katy, TX 77450 Monday, November 27 1:50-2:30 pm Spelling Bee rehearsal, LGI 4:30-7:30 pm 7th Girls BB vs. SLJH

More information

A Minimalist Approach to Code-Switching. In the field of linguistics, the topic of bilingualism is a broad one. There are many

A Minimalist Approach to Code-Switching. In the field of linguistics, the topic of bilingualism is a broad one. There are many Schmidt 1 Eric Schmidt Prof. Suzanne Flynn Linguistic Study of Bilingualism December 13, 2013 A Minimalist Approach to Code-Switching In the field of linguistics, the topic of bilingualism is a broad one.

More information

Lesson 2. La Familia. Independent Learner please see your lesson planner for directions found on page 43.

Lesson 2. La Familia. Independent Learner please see your lesson planner for directions found on page 43. Lesson 2 La Familia The Notebook In this lesson you will set up the notebook with your child. This will be a permanent place to put all the lessons and activities that you do together. Set up a 2 binder

More information

Developing Grammar in Context

Developing Grammar in Context Developing Grammar in Context intermediate with answers Mark Nettle and Diana Hopkins PUBLISHED BY THE PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building, Trumpington Street, Cambridge, United

More information

Pronunciation: Student self-assessment: Based on the Standards, Topics and Key Concepts and Structures listed here, students should ask themselves...

Pronunciation: Student self-assessment: Based on the Standards, Topics and Key Concepts and Structures listed here, students should ask themselves... BVSD World Languages Course Outline Course Description: furthers the study of grammar, vocabulary and an understanding of the culture though movies, videos and magazines. Students improve listening, speaking,

More information

CELEBRA UN POWWOW LESSON PLAN FOR GRADES 3 6

CELEBRA UN POWWOW LESSON PLAN FOR GRADES 3 6 CELEBRA UN POWWOW LESSON PLAN FOR GRADES 3 6 Content Overview: In the fiction story, Sandy and her family are preparing to travel to a powwow on Sandy s birthday. Sandy receives many birthday presents,

More information

Study Center in Buenos Aires, Argentina

Study Center in Buenos Aires, Argentina Study Center in Buenos Aires, Argentina Course name: Beginning Spanish II Course number: SPAN 1002 AFLA Programs offering course: Buenos Aires Business and Culture Language of instruction: Spanish U.S.

More information

Written by: YULI AMRIA (RRA1B210085) ABSTRACT. Key words: ability, possessive pronouns, and possessive adjectives INTRODUCTION

Written by: YULI AMRIA (RRA1B210085) ABSTRACT. Key words: ability, possessive pronouns, and possessive adjectives INTRODUCTION STUDYING GRAMMAR OF ENGLISH AS A FOREIGN LANGUAGE: STUDENTS ABILITY IN USING POSSESSIVE PRONOUNS AND POSSESSIVE ADJECTIVES IN ONE JUNIOR HIGH SCHOOL IN JAMBI CITY Written by: YULI AMRIA (RRA1B210085) ABSTRACT

More information

Making Smart Choices for Us We STOP D

Making Smart Choices for Us We STOP D Making Smart Choices for Us We STOP D 3 Cs F I care about myself. I care about others. I care about my community. Help students to understand and invite them to state clearly: I have a right to be in an

More information

Part I. Figuring out how English works

Part I. Figuring out how English works 9 Part I Figuring out how English works 10 Chapter One Interaction and grammar Grammar focus. Tag questions Introduction. How closely do you pay attention to how English is used around you? For example,

More information

5 Guidelines for Learning to Spell

5 Guidelines for Learning to Spell 5 Guidelines for Learning to Spell 1. Practice makes permanent Did somebody tell you practice made perfect? That's only if you're practicing it right. Each time you spell a word wrong, you're 'practicing'

More information

Study Center in Santiago, Chile

Study Center in Santiago, Chile Study Center in Santiago, Chile Course Title: Advanced Spanish Language I Course code: SPAN 4001 CSLC Program: Liberal Arts Language of instruction: Spanish Credits: 4 Contact hours: 60 Semester: Fall

More information

Generative Second Language Acquisition & Foreign Language Teaching Winter 2009

Generative Second Language Acquisition & Foreign Language Teaching Winter 2009 Generative Second Language Acquisition & Foreign Language Teaching Winter 2009 Instructor: Tiffany Judy Course Content: Generative Second Language Acquisition (GSLA): This course will present a brief overview

More information

West Windsor-Plainsboro Regional School District Spanish 2

West Windsor-Plainsboro Regional School District Spanish 2 West Windsor-Plainsboro Regional School District Spanish 2 Page 1 of 10 Content Area: World Language Course & Grade Level: Spanish 2, 9 12 Unit 1: Describing Myself and My Peers Summary and Rationale What

More information

Kent Island High School Spring 2016 Señora Bunker. Room: (Planning 11:30-12:45)

Kent Island High School Spring 2016 Señora Bunker. Room: (Planning 11:30-12:45) Kent Island High School Spring 2016 Señora Bunker Guidelines and Expectations: World Classical Languages Spanish III (1 st. period) mayra.bunker@qacps.org Room: 108 410-604-2070 (Planning 11:30-12:45)

More information

Advanced Grammar in Use

Advanced Grammar in Use Advanced Grammar in Use A self-study reference and practice book for advanced learners of English Third Edition with answers and CD-ROM cambridge university press cambridge, new york, melbourne, madrid,

More information

Writing a composition

Writing a composition A good composition has three elements: Writing a composition an introduction: A topic sentence which contains the main idea of the paragraph. a body : Supporting sentences that develop the main idea. a

More information

Manual De Serigrafia/ Screen Printing Guide: Una Guia Paso A Paso/ A Step By Step Guide (Como Hacer Bien Y Facilmente/ How To Do Well And Easily)

Manual De Serigrafia/ Screen Printing Guide: Una Guia Paso A Paso/ A Step By Step Guide (Como Hacer Bien Y Facilmente/ How To Do Well And Easily) Manual De Serigrafia/ Screen Printing Guide: Una Guia Paso A Paso/ A Step By Step Guide (Como Hacer Bien Y Facilmente/ How To Do Well And Easily) (Spanish Edition) By Luis Lesur If you are searching for

More information

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4

English for Life. B e g i n n e r. Lessons 1 4 Checklist Getting Started. Student s Book 3 Date. Workbook. MultiROM. Test 1 4 Lessons 1 4 Checklist Getting Started Lesson 1 Lesson 2 Lesson 3 Lesson 4 Introducing yourself Numbers 0 10 Names Indefinite articles: a / an this / that Useful expressions Classroom language Imperatives

More information

Participate in expanded conversations and respond appropriately to a variety of conversational prompts

Participate in expanded conversations and respond appropriately to a variety of conversational prompts Students continue their study of German by further expanding their knowledge of key vocabulary topics and grammar concepts. Students not only begin to comprehend listening and reading passages more fully,

More information

CS 598 Natural Language Processing

CS 598 Natural Language Processing CS 598 Natural Language Processing Natural language is everywhere Natural language is everywhere Natural language is everywhere Natural language is everywhere!"#$%&'&()*+,-./012 34*5665756638/9:;< =>?@ABCDEFGHIJ5KL@

More information

How to Teach English

How to Teach English "How to Teach English" is a practical book which covers the aspects of being a good teacher, dealing with problems and the unexpected in the classroom. It describes, simplifies and gives us an introduction

More information

W O R L D L A N G U A G E S

W O R L D L A N G U A G E S W O R L D L A N G U A G E S Life in a global community has heightened awareness as to the value of and the need for effective communication in two or more languages. The World Languages Department believes

More information

ESSEX COUNTY COLLEGE Bilingual Studies Division SPN 102 Elementary Spanish II Course Outline

ESSEX COUNTY COLLEGE Bilingual Studies Division SPN 102 Elementary Spanish II Course Outline ESSEX COUNTY COLLEGE Bilingual Studies Division SPN 102 Elementary Spanish II Course Outline Course Number & Name: SPN 102 Elementary Spanish II Credit Hours: 3.0 Contact Hours: 3.0 Lecture: N/A Lab: N/A

More information

Preschool - Pre-Kindergarten (Page 1 of 1)

Preschool - Pre-Kindergarten (Page 1 of 1) Preschool - Pre-Kindergarten (Page 1 of 1) Strand I: Religious Focus 1. recite the Sign of the Cross in the target language Strand II: Speaking 1. be able to use common greetings: Hello, how are you? 2.

More information

Making Smart Choices for Us We STOP D

Making Smart Choices for Us We STOP D Making Smart Choices for Us We STOP D 3 Cs F I care about myself. I care about others. I care about my community. Help students to understand and invite them to state clearly I have a right to live in

More information

CAS LX 522 Syntax I. Long-distance wh-movement. Long distance wh-movement. Islands. Islands. Locality. NP Sea. NP Sea

CAS LX 522 Syntax I. Long-distance wh-movement. Long distance wh-movement. Islands. Islands. Locality. NP Sea. NP Sea 19 CAS LX 522 Syntax I wh-movement and locality (9.1-9.3) Long-distance wh-movement What did Hurley say [ CP he was writing ]? This is a question: The highest C has a [Q] (=[clause-type:q]) feature and

More information

Math In Focus Workbook 3a Answer Key

Math In Focus Workbook 3a Answer Key Math In Focus Workbook 3a Free PDF ebook Download: Math In Focus Workbook 3a Download or Read Online ebook math in focus workbook 3a answer key in PDF Format From The Best User Guide Database Build & Grow

More information

Intensive English Program Southwest College

Intensive English Program Southwest College Intensive English Program Southwest College ESOL 0352 Advanced Intermediate Grammar for Foreign Speakers CRN 55661-- Summer 2015 Gulfton Center Room 114 11:00 2:45 Mon. Fri. 3 hours lecture / 2 hours lab

More information

Derivational: Inflectional: In a fit of rage the soldiers attacked them both that week, but lost the fight.

Derivational: Inflectional: In a fit of rage the soldiers attacked them both that week, but lost the fight. Final Exam (120 points) Click on the yellow balloons below to see the answers I. Short Answer (32pts) 1. (6) The sentence The kinder teachers made sure that the students comprehended the testable material

More information

The Paw Print McMeans Junior High Westheimer Parkway

The Paw Print McMeans Junior High Westheimer Parkway 01/09/17 Phone: 281-237-8000 Fax: 281-644-1660 McMeans Junior High 21000 Westheimer Parkway Monday, January 9 1:50-2:35 pm PALS meeting, Library 4:30-8:00 pm 7th Boys BB vs. MCJH (away), MCJH gym 4:30-8:00

More information

French II Map/Pacing Guide

French II Map/Pacing Guide Topics & Standards Quarter 1 Unit 1: Compare the students culture and the target culture Unit 2: Unit 3: Time Frame Week 1-3 Les fetes Write invitations Give addresses Write postcards Express emotions

More information

GERM 3040 GERMAN GRAMMAR AND COMPOSITION SPRING 2017

GERM 3040 GERMAN GRAMMAR AND COMPOSITION SPRING 2017 GERM 3040 GERMAN GRAMMAR AND COMPOSITION SPRING 2017 Instructor: Dr. Claudia Schwabe Class hours: TR 9:00-10:15 p.m. claudia.schwabe@usu.edu Class room: Old Main 301 Office: Old Main 002D Office hours:

More information

PolicePrep Comprehensive Guide to Canadian Police Officer Exams

PolicePrep Comprehensive Guide to Canadian Police Officer Exams PolicePrep Comprehensive Guide to Canadian Police Officer Exams Copyright 2009 Dekalam Hire Learning Incorporated Common Grammar Errors It is beyond the scope of this book to cover all grammar errors that

More information

CHAPTER 5. THE SIMPLE PAST

CHAPTER 5. THE SIMPLE PAST CHAPTER 5. THE SIMPLE PAST 1. Uses of the simple past The uses of the Simple Past are somewhat similar to the uses of the Simple Present, except that past states or actions are expressed. In the examples

More information

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative

Opportunities for Writing Title Key Stage 1 Key Stage 2 Narrative English Teaching Cycle The English curriculum at Wardley CE Primary is based upon the National Curriculum. Our English is taught through a text based curriculum as we believe this is the best way to develop

More information

Example answers and examiner commentaries: Paper 2

Example answers and examiner commentaries: Paper 2 Example answers and examiner commentaries: Paper 2 This resource contains an essay on each of three prescribed works for AS French (7561), Paper 2. Each essay is accompanied by the relevant mark scheme

More information

Unit 8 Pronoun References

Unit 8 Pronoun References English Two Unit 8 Pronoun References Objectives After the completion of this unit, you would be able to expalin what pronoun and pronoun reference are. explain different types of pronouns. understand

More information

SIMPLIFY PARTICIPANT'S GUIDE: UNCLUTTER YOUR SOUL BY BILL HYBELS DOWNLOAD EBOOK : SIMPLIFY PARTICIPANT'S GUIDE: UNCLUTTER YOUR SOUL BY BILL HYBELS PDF

SIMPLIFY PARTICIPANT'S GUIDE: UNCLUTTER YOUR SOUL BY BILL HYBELS DOWNLOAD EBOOK : SIMPLIFY PARTICIPANT'S GUIDE: UNCLUTTER YOUR SOUL BY BILL HYBELS PDF Read Online and Download Ebook SIMPLIFY PARTICIPANT'S GUIDE: UNCLUTTER YOUR SOUL BY BILL HYBELS DOWNLOAD EBOOK : SIMPLIFY PARTICIPANT'S GUIDE: UNCLUTTER YOUR Click link bellow and free register to download

More information

Bon Travail 2 Ecoutez Bien 2

Bon Travail 2 Ecoutez Bien 2 French at CBS, Midleton If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language, that goes to his heart. (Nelson Mandela) French department Teachers

More information

Loughton School s curriculum evening. 28 th February 2017

Loughton School s curriculum evening. 28 th February 2017 Loughton School s curriculum evening 28 th February 2017 Aims of this session Share our approach to teaching writing, reading, SPaG and maths. Share resources, ideas and strategies to support children's

More information

CORPUS ANALYSIS CORPUS ANALYSIS QUANTITATIVE ANALYSIS

CORPUS ANALYSIS CORPUS ANALYSIS QUANTITATIVE ANALYSIS CORPUS ANALYSIS Antonella Serra CORPUS ANALYSIS ITINEARIES ON LINE: SARDINIA, CAPRI AND CORSICA TOTAL NUMBER OF WORD TOKENS 13.260 TOTAL NUMBER OF WORD TYPES 3188 QUANTITATIVE ANALYSIS THE MOST SIGNIFICATIVE

More information

Adjectives tell you more about a noun (for example: the red dress ).

Adjectives tell you more about a noun (for example: the red dress ). Curriculum Jargon busters Grammar glossary Key: Words in bold are examples. Words underlined are terms you can look up in this glossary. Words in italics are important to the definition. Term Adjective

More information

Pontificia Universidad Católica del Ecuador Facultad de Comunicación, Lingüística y Literatura Escuela de Lenguas Sección de Inglés

Pontificia Universidad Católica del Ecuador Facultad de Comunicación, Lingüística y Literatura Escuela de Lenguas Sección de Inglés Teléf.: 2991700. Ext 1243 1. DATOS INFORMATIVOS: MATERIA O MÓDULO: INGLÉS CÓDIGO: 12551 CARRERA: NIVEL: CINCO- INTERMEDIO No. CRÉDITOS: 5 SEMESTRE / AÑO ACADÉMICO: PROFESOR: Nombre: Indicación de horario

More information

Oakland Unified School District English/ Language Arts Course Syllabus

Oakland Unified School District English/ Language Arts Course Syllabus Oakland Unified School District English/ Language Arts Course Syllabus For Secondary Schools The attached course syllabus is a developmental and integrated approach to skill acquisition throughout the

More information

Emmaus Lutheran School English Language Arts Curriculum

Emmaus Lutheran School English Language Arts Curriculum Emmaus Lutheran School English Language Arts Curriculum Rationale based on Scripture God is the Creator of all things, including English Language Arts. Our school is committed to providing students with

More information

CORRECT YOUR ENGLISH ERRORS BY TIM COLLINS DOWNLOAD EBOOK : CORRECT YOUR ENGLISH ERRORS BY TIM COLLINS PDF

CORRECT YOUR ENGLISH ERRORS BY TIM COLLINS DOWNLOAD EBOOK : CORRECT YOUR ENGLISH ERRORS BY TIM COLLINS PDF Read Online and Download Ebook CORRECT YOUR ENGLISH ERRORS BY TIM COLLINS DOWNLOAD EBOOK : CORRECT YOUR ENGLISH ERRORS BY TIM COLLINS PDF Click link bellow and free register to download ebook: CORRECT

More information

Inleiding Taalkunde. Docent: Paola Monachesi. Blok 4, 2001/ Syntax 2. 2 Phrases and constituent structure 2. 3 A minigrammar of Italian 3

Inleiding Taalkunde. Docent: Paola Monachesi. Blok 4, 2001/ Syntax 2. 2 Phrases and constituent structure 2. 3 A minigrammar of Italian 3 Inleiding Taalkunde Docent: Paola Monachesi Blok 4, 2001/2002 Contents 1 Syntax 2 2 Phrases and constituent structure 2 3 A minigrammar of Italian 3 4 Trees 3 5 Developing an Italian lexicon 4 6 S(emantic)-selection

More information

Unit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4

Unit of Study: STAAR Revision and Editing. Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4 Unit of Study: Cypress-Fairbanks Independent School District Elementary Language Arts Department, Grade 4 TABLE OF CONTENTS PREFACE Overview of Lessons...ii MINI-LESSONS Understanding the Expectations

More information

Exploiting Phrasal Lexica and Additional Morpho-syntactic Language Resources for Statistical Machine Translation with Scarce Training Data

Exploiting Phrasal Lexica and Additional Morpho-syntactic Language Resources for Statistical Machine Translation with Scarce Training Data Exploiting Phrasal Lexica and Additional Morpho-syntactic Language Resources for Statistical Machine Translation with Scarce Training Data Maja Popović and Hermann Ney Lehrstuhl für Informatik VI, Computer

More information

Lesson objective: Year: 5/6 Resources: 1a, 1b, 1c, 1d, 1e, 1f, Examples of newspaper orientations.

Lesson objective: Year: 5/6 Resources: 1a, 1b, 1c, 1d, 1e, 1f, Examples of newspaper orientations. Resources: 1a, 1b, 1c, 1d, 1e, 1f, Examples of newspaper orientations. The Lighthouse- 1 To understand the features of a report To create an orientation and suitable heading Opening Using a selection of

More information

How to Introduce Yourself in Advance or in Person

How to Introduce Yourself in Advance or in Person Connexions module: m14685 1 How to Introduce Yourself in Advance or in Person The Cain Project in Engineering and Professional Communication This work is produced by The Connexions Project and licensed

More information

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources.

1.2 Interpretive Communication: Students will demonstrate comprehension of content from authentic audio and visual resources. Course French I Grade 9-12 Unit of Study Unit 1 - Bonjour tout le monde! & les Passe-temps Unit Type(s) x Topical Skills-based Thematic Pacing 20 weeks Overarching Standards: 1.1 Interpersonal Communication:

More information

Proposed syllabi of Foundation Course in French New Session FIRST SEMESTER FFR 100 (Grammar,Comprehension &Paragraph writing)

Proposed syllabi of Foundation Course in French New Session FIRST SEMESTER FFR 100 (Grammar,Comprehension &Paragraph writing) INTERNATIONAL COLLEGE FOR GIRLS SSFFSS,, GGUURRUUKKUULL MAARRGG,, MAANNSSAARROOVVAARR,, JJAAI IPPUURR DEPARTMENT OF FRENCH SYLLABUS OF FOUNDATIION COURSE FOR THE SESSIION 2009--10 1 Proposed syllabi of

More information

Replace difficult words for Is the language appropriate for the. younger audience. For audience?

Replace difficult words for Is the language appropriate for the. younger audience. For audience? PEER EDITING In this part/stage of the writing process we help others to improve their writing, which helps us become better writers as well. It does take a commitment from the reader to look closely at

More information

Town of Colmar Manor

Town of Colmar Manor Town of Colmar Manor A Port Town Community Newsletter April 2016 General Election Edition GENERAL ELECTION FOR COUNCILMEMBERS MAY 3, 2016 The Town of Colmar Manor will hold a General Election on Tuesday,

More information

Speak with Confidence The Art of Developing Presentations & Impromptu Speaking

Speak with Confidence The Art of Developing Presentations & Impromptu Speaking Speak with Confidence The Art of Developing Presentations & Impromptu Speaking Use this system as a guide, but don't be afraid to modify it to fit your needs. Remember the keys to delivering a successful

More information

VOCABULARY WORDS Energía Calor Sol Tierra Fila Columna Sumar Multiplicar

VOCABULARY WORDS Energía Calor Sol Tierra Fila Columna Sumar Multiplicar Nombre: BIA SPANISH IMMERSION----THIRD GRADE HOMEWORK CALENDAR From: Tuesday September 6th to, Friday, September 10th Please check and sign under the day column to indicate that you have reviewed your

More information

PROJECT 1 News Media. Note: this project frequently requires the use of Internet-connected computers

PROJECT 1 News Media. Note: this project frequently requires the use of Internet-connected computers 1 PROJECT 1 News Media Note: this project frequently requires the use of Internet-connected computers Unit Description: while developing their reading and communication skills, the students will reflect

More information

Multiple case assignment and the English pseudo-passive *

Multiple case assignment and the English pseudo-passive * Multiple case assignment and the English pseudo-passive * Norvin Richards Massachusetts Institute of Technology Previous literature on pseudo-passives (see van Riemsdijk 1978, Chomsky 1981, Hornstein &

More information

AN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES

AN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES AN ANALYSIS OF GRAMMTICAL ERRORS MADE BY THE SECOND YEAR STUDENTS OF SMAN 5 PADANG IN WRITING PAST EXPERIENCES Yelna Oktavia 1, Lely Refnita 1,Ernati 1 1 English Department, the Faculty of Teacher Training

More information

lgarfield Public Schools Italian One 5 Credits Course Description

lgarfield Public Schools Italian One 5 Credits Course Description lgarfield Public Schools Italian One 5 Credits Course Description This course provides students with the fundamental background required to speak, to read, to write, and to understand Italian. A great

More information

Ch VI- SENTENCE PATTERNS.

Ch VI- SENTENCE PATTERNS. Ch VI- SENTENCE PATTERNS faizrisd@gmail.com www.pakfaizal.com It is a common fact that in the making of well-formed sentences we badly need several syntactic devices used to link together words by means

More information

5 th Grade Language Arts Curriculum Map

5 th Grade Language Arts Curriculum Map 5 th Grade Language Arts Curriculum Map Quarter 1 Unit of Study: Launching Writer s Workshop 5.L.1 - Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.

More information

No Child Left Behind Bill Signing Address. delivered 8 January 2002, Hamilton, Ohio

No Child Left Behind Bill Signing Address. delivered 8 January 2002, Hamilton, Ohio George W. Bush No Child Left Behind Bill Signing Address delivered 8 January 2002, Hamilton, Ohio AUTHENTICITY CERTIFIED: Text version below transcribed directly from audio Okay! I know you all are anxious

More information

Fátima Para Hoy (Spanish Edition) By Fr. Andrew Apostoli

Fátima Para Hoy (Spanish Edition) By Fr. Andrew Apostoli Fátima Para Hoy (Spanish Edition) By Fr. Andrew Apostoli If looking for the ebook by Fr. Andrew Apostoli Fátima para hoy (Spanish Edition) in pdf format, then you have come on to the faithful site. We

More information

This publication is also available for download at

This publication is also available for download at Sourced from SATs-Papers.co.uk Crown copyright 2012 STA/12/5595 ISBN 978 1 4459 5227 7 You may re-use this information (excluding logos) free of charge in any format or medium, under the terms of the Open

More information

Transcript for French Revision Form 5 ( ER verbs, Time and School Subjects) le français

Transcript for French Revision Form 5 ( ER verbs, Time and School Subjects) le français Transcript for French Revision Form 5 ( ER verbs, Time and School Subjects) J le français 1 Bonjour, this CD has all the words you need to help you learn French If you listen to the CD lots and lots of

More information

SPRING GROVE AREA SCHOOL DISTRICT

SPRING GROVE AREA SCHOOL DISTRICT SPRING GROVE AREA SCHOOL DISTRICT PLANNED INSTRUCTION Course Title: Spanish III Length of Course: 30 cycles Grade Level(s): 10-12 Units of Credit: 1 Required: Elective: X Periods Per Cycle: Length of Period:

More information

A note on how and why state + aorist = achievement 1

A note on how and why state + aorist = achievement 1 Revista semestral de lingüística, filología y traducción A note on how and why state + aorist = achievement 1 Universitet i Tromsø Noruega ONOMÁZEIN 33 (junio de 2016): 57-68 DOI: 10.7764/onomazein.33.5

More information

Presentation Exercise: Chapter 32

Presentation Exercise: Chapter 32 Presentation Exercise: Chapter 32 Fill in the Blank. Like adjectives, adverbs have three degrees:,, and. Fill in the Blank. The Latin positive adverb ending is the equivalent of in English and is formed

More information

Present tense I need Yo necesito. Present tense It s. Hace. Lueve.

Present tense I need Yo necesito. Present tense It s. Hace. Lueve. Unit Title Unit 1 Unit Topic (AP Course Theme) Greetings and Introductions: US (Personal Identity) Language Function Present tense your name is/my name is Cómo te llamas tú? Yo me llamo. Present tense

More information

How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102.

How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102. How to make an A in Physics 101/102. Submitted by students who earned an A in PHYS 101 and PHYS 102. PHYS 102 (Spring 2015) Don t just study the material the day before the test know the material well

More information

Conteúdos de inglês para o primeiro bimestre. Turma 21. Turma 31. Turma 41

Conteúdos de inglês para o primeiro bimestre. Turma 21. Turma 31. Turma 41 Conteúdos de inglês para o primeiro bimestre Turma 21 Greetings Vocabulário: hello, hi, good morning, good afternoon, good night, good evening, goodbye, bye Estrutura: Hello! What is your name? My name

More information

high writing writing high contests. school students student

high writing writing high contests. school students student Writing contests for high school students. It provides exercisesto practiset he stagesi ndividually (Appendix. In high cases, writing, you writing be asked to school on a high For or to Tsudents For contests..

More information

An Application of the Role-Value Distinction in Mental Space Theory to the Analysis of Definite and Indefinite Noun Phrases

An Application of the Role-Value Distinction in Mental Space Theory to the Analysis of Definite and Indefinite Noun Phrases An Application of the Role-Value Distinction in Mental Space Theory to the Analysis of Definite and Indefinite Noun Phrases HELLE DAM-JENSEN Institut for Sprog og Erhvervskommunikation, Handelshøjskolen,

More information

Primary English Curriculum Framework

Primary English Curriculum Framework Primary English Curriculum Framework Primary English Curriculum Framework This curriculum framework document is based on the primary National Curriculum and the National Literacy Strategy that have been

More information

Theoretical Syntax Winter Answers to practice problems

Theoretical Syntax Winter Answers to practice problems Linguistics 325 Sturman Theoretical Syntax Winter 2017 Answers to practice problems 1. Draw trees for the following English sentences. a. I have not been running in the mornings. 1 b. Joel frequently sings

More information

Kern Community College District Board of Trustees

Kern Community College District Board of Trustees Bakersfield College On behalf of our faculty and staff, please allow me to welcome you to Bakersfield College. Many have told you and will continue to tell you that attending college is a major commitment.

More information

Pseudo-Passives as Adjectival Passives

Pseudo-Passives as Adjectival Passives Pseudo-Passives as Adjectival Passives Kwang-sup Kim Hankuk University of Foreign Studies English Department 81 Oedae-lo Cheoin-Gu Yongin-City 449-791 Republic of Korea kwangsup@hufs.ac.kr Abstract The

More information

What the National Curriculum requires in reading at Y5 and Y6

What the National Curriculum requires in reading at Y5 and Y6 What the National Curriculum requires in reading at Y5 and Y6 Word reading apply their growing knowledge of root words, prefixes and suffixes (morphology and etymology), as listed in Appendix 1 of the

More information

Introduction to the Common European Framework (CEF)

Introduction to the Common European Framework (CEF) Introduction to the Common European Framework (CEF) The Common European Framework is a common reference for describing language learning, teaching, and assessment. In order to facilitate both teaching

More information

Argument structure and theta roles

Argument structure and theta roles Argument structure and theta roles Introduction to Syntax, EGG Summer School 2017 András Bárány ab155@soas.ac.uk 26 July 2017 Overview Where we left off Arguments and theta roles Some consequences of theta

More information

Writing for Your Reader

Writing for Your Reader Writing for Your Reader Learning Objectives By the end of this chapter, you should be able to: Name three major categories of criteria for good business writing. Ask the central question you need to answer

More information

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5-

Reading Grammar Section and Lesson Writing Chapter and Lesson Identify a purpose for reading W1-LO; W2- LO; W3- LO; W4- LO; W5- New York Grade 7 Core Performance Indicators Grades 7 8: common to all four ELA standards Throughout grades 7 and 8, students demonstrate the following core performance indicators in the key ideas of reading,

More information

Nancy Hennessy M.Ed. 1

Nancy Hennessy M.Ed. 1 Writing Construction Zone: A Blueprint for Effective Instruction Session 3 Continued: The intermediate-adolescent Writer: Building Critical Skills and Processes Nancy Hennessy M.Ed. 2012 Agenda-Session

More information

Chapter 9 Banked gap-filling

Chapter 9 Banked gap-filling Chapter 9 Banked gap-filling This testing technique is known as banked gap-filling, because you have to choose the appropriate word from a bank of alternatives. In a banked gap-filling task, similarly

More information

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark

Subject: Opening the American West. What are you teaching? Explorations of Lewis and Clark Theme 2: My World & Others (Geography) Grade 5: Lewis and Clark: Opening the American West by Ellen Rodger (U.S. Geography) This 4MAT lesson incorporates activities in the Daily Lesson Guide (DLG) that

More information