FINDING THE MAIN IDEA PRACTICE WORKSHEET

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PRACTICAL ENGLISH USAGE

PRACTICAL ENGLISH USAGE

-ing form the form of a verb ending in -ing. Examples: finding; keeping;running. See also gerund, present participle.initial at the beginning. Sometimes is an adverb that can go in initial positionin a sentence. Example: Sometimes 1 wish I had a different job.intensifying making stronger, more emphatic. Very and terribly areintensifying adverbs.interrogative Interrogative structures and words are used for askingquestions. In an interrogative sentence, there is an auxiliary verb (or nonauxiliary be) before the subject (e.g. Can you swim?; Are you ready?).What, who and where are interrogative words.intonation the 'melody' of spoken language: the way the musical pitch of thevoice rises and falls to show meaning, sentence structure or mood.intransitive An intransitive verb is one that cannot have an object or be usedin the passive. Examples: smile; fall; come; go.inversion a structure in which an auxiliary or other verb comes before itssubject. Examples: Never had she seen such a mess; Here comes John.irregular not following the normal rules. or not having the usual form. Anirregular verb has a past tense and/or past participle that does not end in -ed(e.g. swam, taken); children is an irregular plural.link verb (or copular verb) be, seem, feel and other verbs which link a subjectto a complement that describes it. Examples: My mother is in Jersey; He seemsunhappy, This feels soft.main clause, subordinate clause Some sentences consist of a main clause andone or more subordinate clauses. A subordinate clause acts like a part of themain clause (e.g. like a subject, or an object, or an adverbial). Examples:Where she is doesn't matter (the subordinate clause Where she is is the subjectof the main clause); I told you that [didn't care (the subordinate clause that Ididn't care is the direct object in the main clause); You'll find friends whereveryou go (the subordinate clause wherever you go acts like an adverb in themain clause: compare You'll find friends anywhere).
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TÀI LIỆU ÔN TẬP THPT QUỐC GIA

TÀI LIỆU ÔN TẬP THPT QUỐC GIA

Tổng hợp worksheet dành cho giáo viên giảng dạy và ôn luyện cho học sinh khối 12. Đầy đủ các dạng bài tập trắc nghiệm, tự luận.TABLE OF CONTENTINVERSION OF SUBJECTS AND VERBS1THEME 1: YOU AND ME3WRITING7PRACTICE TEST 17ADVERBIAL CLAUSE OF PURPOSE – ADVERBIAL PHRASE OF PURPSE9THEME 2: EDUCATION11SUBJECT – VERB AGREEMENT17PRACTICE TEST 119SUBJUNCTIVE MOOD21PRACTICE TEST 223TIME FOR READING25PRACTICE TEST 327

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PLANTS GROWING AND CHANGING

PLANTS GROWING AND CHANGING

Life SciencesStandardsPreviewStandard Set 2. Life Sciences2. Plants and animals havepredictable life cycles. As a basis forunderstanding this concept:2.f. Students know flowers and fruitsare associated with reproduction inplants.2.e. Students know light, gravity,touch, or environmental stress canaffect the germination, growth, anddevelopment of plants.by Mary Beth SpannGenreNonfictionComprehension SkillMain Idea and Details ••••Text Features

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hướng dẫn lắp đặt và sử dụng phụ kiện trên xe oto toyota vios

HƯỚNG DẪN LẮP ĐẶT VÀ SỬ DỤNG PHỤ KIỆN TRÊN XE OTO TOYOTA VIOS

... Shift Lock TOYOTA Understanding Wiring Diagrams Worksheets U-1 Page UNDERSTANDING TOYOTA WIRING DIAGRAMS INFORMATION #1 READING TOYOTA ELECTRICAL WIRING DIAGRAMS U-1 Page INFORMATION #2 TOYOTA ELECTRICAL... correctly L-1 Page TOYOTA Turn/Hazard Lamps Worksheets L-2 Page TOYOTA TURN SIGNAL / HAZARD LAMPS REFERENCE L-2 Page TOYOTA TURN SIGNAL / HAZARD LAMPS PRACTICE WORKSHEET L-2 Page TOYOTA TURN SIGNAL... The other three lamps flash L-2 Page TOYOTA Stop Light Worksheets L-3 Page TOYOTA STOP LIGHT REFERENCE L-3 Page TOYOTA STOP LIGHTS PRACTICE WORKSHEET L-3 Page TOYOTA STOP LIGHTS WORKSHEET #1 Identify
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APPLYING SEMANTIC ANALYSIS TO FINDING SIMILAR QUESTIONS IN COMMUNITY QUESTION ANSWERING SYSTEMS

APPLYING SEMANTIC ANALYSIS TO FINDING SIMILAR QUESTIONS IN COMMUNITY QUESTION ANSWERING SYSTEMS

... matching (Wang et al., 2009) In particular, there is no research on applying semantic analysis to finding similar questions in cQA 3.1 Finding similar questions cQA systems try to detect the question- answer... adapting to handle grammatical errors to analyze semantic information in forum language.(b) We conduct the experiments to apply semantic analysis to finding similar questions in cQA Our main experiment.. .APPLYING SEMANTIC ANALYSIS TO FINDING SIMILAR QUESTIONS IN COMMUNITY QUESTION ANSWERING SYSTEMS NGUYEN LE NGUYEN A THESIS SUBMITTED FOR THE DEGREE OF MASTER OF SCIENCE SCHOOL OF COMPUTING
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STRESS3 READ

STRESS3 READ

Worksheet 3 - Stress in wordsRead the following sentences and indicate which syllable carries the main stress in theunderlined word.1. He stopped to light a cigarette.•1•22. He allowed himself a little smile ofsatisfaction.•1•3•2•4

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9 probit analysis IASRI new delhi

9 probit analysis IASRI new delhi

The idea of probit analysis was originally published in Science by Chester Ittner Bliss in 1934. He worked as an entomologist for the Connecticut agricultural experiment station and was primarily concerned with finding an effective pesticide to control insects that fed on grape leaves (Greenberg 1980). By plotting the response of the insects to various concentrations of pesticides, he could visually see that each pesticide affected the insects at different concentrations, i.e. one was more effective than the other. However, he didn’t have a statistically sound method to compare this difference. The most logical approach would be to fit a regression of the response versus the concentration, or dose and compare between the different pesticides. Yet, the relationship of response to dose was sigmoid in nature and at the time regression was only used on linear data. Therefore, Bliss developed the idea of transforming the sigmoid doseresponse curve to a straight line. In 1952, a professor of statistics at the University of Edinburgh by the name of David Finney took Bliss’ idea and wrote a book called Probit Analysis (Finney 1952). Today, probit analysis is still the preferred statistical method in understanding doseresponse relationships.
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ESLPRINTABLES 2

ESLPRINTABLES 2

Activity 1: Look at the pictures andActivity 2: Read the textActivity 3: Find all the maindescribe them. What are the main idea ofbelow, translate it and writeVerbs, make a list, translateeach image? Write your opinion abouta short paragraph about it.them and say in what Tensethem.they are written.The Best of the RestSome of the most creativeeco-conscious advertisinghas been the work ofsmall, boutique firms orindividual designers.Others have been one-offads with Earth-relatedthemes for large brands like the Diesel ad below
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HOW TO WRITE AN EFFECTIVE AND SUCCESSFUL SUMMARY

HOW TO WRITE AN EFFECTIVE AND SUCCESSFUL SUMMARY

How to Write an Effective and Successful SummaryWhat a summary is“summary is a short statement that gives only the main points ofsomething, not the details.” (Oxford dvanced Learner’s Dictionary, 8th Edition) Tosummarize a text is to condense it into a distillation and to do so in your own words.When you write a summary, you are demonstrating your understanding of the textand communicating it to your readers who have not read or seen the original text. Itis not necessary to include every detail of the text. Only those elements which youthink are most important – the main idea – and its essential supporting points shouldbe extracted from the original text.When and how to summarizeThere are many instances in which you have to write a summary. You maysummarize some interesting news that you read or you may summarize a lesson fora classmate who has been sick and missed the class. You may also be assigned towrite a summary of a reading. Writing an effective summary is a requisite skill forany educated person. What is an effective summary?An effective summary should be concise and coherent. You have to includeall of the essential information presented in a clear and well-organized way in orderthat your readers can understand without reading the original source.An effective summary must be independent. When you write a summary, donot imitate the author of the text you are writing about. Instead, you are expected touse your own words to express your understanding of what you have read. In otherwords, your summary is your interpretation of the author’s points or ideas.However, you should be careful not to go beyond the main points by introducingcomments or criticisms of your own.To write an effective summary you need to read and reread the original textto get its main points and note them down in a list. You should look for words or
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GIÁO ÁN TIẾNG ANH 12UNIT 10 ENDANGER SPECIES

GIÁO ÁN TIẾNG ANH 12UNIT 10 ENDANGER SPECIES

Giáo án Tiếng anh 12UNIT 10: endanger speciesThe 60th periodGrade 12Theme: endanger speciesUnit 10ReadingTime: 45 minutesI. Objectives:1. Educational aim:- Students read and guess the meaning of words in contexts.- They read and answer questions about the texts.- They practice scanning for specific information in the texts.- Finding supporting evidence .2. Knowledge:- General knowledge: Ss know some endangered species are plant and animalspecies- Language: Common knowledge of environment,…- New words: Words related to the topic (endangered animals,plants....)3. Skills:- Guessing meaning in context, scanning for specific information and passagecomprehension.II. Method:- Integrated, mainly communicative.III. Teaching aids:-Picture, board, chalks, textbook, handouts,…IV. Procedure:Teacher’s activitiesWarm-up: (5 minutes)Students’ activities
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GIÁO ÁN TIẾNG ANH 9 UNIT 6: THE ENVIRONMENT

GIÁO ÁN TIẾNG ANH 9 UNIT 6: THE ENVIRONMENT

- Comprehension questions about the productiona. What do people do in the lake behind your house these days?b. What make you worried?/ Which problems remain…?c. To whom do you write the letter to?d. What suggestion do you want to make?e. Any future plans you want to make?*Keys:a.They begin to catch fishb.They use electricity to catch fishc.I write to the head of the local authoritiesd.The local authorities should prohibit and fine heavily anyone using electricity tocatch fishe. Depending on the students’ idea* Practice writing the letter:Ask Ss to write the letter*Suggested writing: (etc)Dear Mr..........,I’m writing to you about the problem of fish catching in the lake behind myhouseI am very worried because they don’t use fishing rod or net but use electricity tocatch fish. After a short time they left the lake a lot of small fish died and floatedon the water surface. Other animals such as frogs, toads and even birds have alsodied from electric shock waves.I would suggest the local authorities should prohibit and fine heavily any onecatching fish in this way.I am looking forward to hearing from you and seeing the actions taken to protectthe environment from the local authorities.Yours sincerely.III. Post- writing:Sharing writings + Teacher correction (if there is enough time)
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STORY WRITING TIPS ENGLISH GRAMMAR

STORY WRITING TIPS ENGLISH GRAMMAR

Story writing tipsTo tell a story well you need some practice. A good story writer looks ahead as he tells the story and plans it out.To write a good story you must have the whole plot clear in your mind. You must also have the main pointsarranged in their proper order.So how does one write a good story? To be a good story writer you must have a fertile imagination. Readextensively and you will find your mind brimming with ideas. Here are a few tips to help you become a better storywriter.Before you start writing, see that you have a clear idea of the plot in your mind. Once you have got the outlineready all that you need to do is to develop the points.While writing the story, do not omit any point and keep to the order in which the events take place.Connect the points naturally so that the story will read as a well written piece of composition.Use your imagination and where possible introduce dialogues. Note that care must be taken to ensure that theysound natural and interesting.Emphasize the leading points and do not dwell too long on minor details.The conclusion is the most important part of the story. The whole story must lead up to it naturally and then itshould come as a bit of a surprise.Make sure that your composition is grammatical and idiomatic and in good simple English. Revise your work andif necessary rewrite it until it is as good as you can make it.Stay on top of your writing! Download our grammar guide from www.englishgrammar.org to stay up-to-date.Powered by TCPDF (www.tcpdf.org)
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A COURSE IN LANGUAGE TEACHING PRACTICE AND THEORY UR PENNY

A COURSE IN LANGUAGE TEACHING PRACTICE AND THEORY UR PENNY

testing. Note that the first two conceptsare understood here rather differentlyfrom the way they are usually usedwithin the conventional'presentationpractice-production' paradigm.In principle, the teaching processesof presenting,practising and testingcorrespond to strategiesused by many good learnerstrying to acquire a foreignlanguageon their own. They make sure they perceiveand understand newlanguage(by paying attention, by constructing meanings,bI formulating rulesor hypothesesthat account for it, and so on); they make consciousefforts tolearn it thoroughly (by mental rehearsalof items, for example, or by findingopportunities to practise);and they check themselves(get feedbackonperformance, ask to be corrected). (For a thorough discussionof rhe cognitiveprocessesand strategiesof languagelearners,seeO'Malley and Chamot, 1990.1In the classroom,it is the teacher'sjob to promote thesethree learningprocessesby the useof appropriateteachingacts.Thus, he or she:presentsandexplainsnew material in order to make it clear,comprehensibleand availablefor learning; givespractice to consolidateknowledge; and tests,in order tocheckwhat has beenmasteredand what still needsto be learnedor reviewed.Theseactsmay not occur in this order,and may sometimesbe combinedwithinone activity; neverthelessgood teachersare usually aware which is their mainobjective at any point in a lesson.This is not, of course,the only way peoplelearn a languagein the classroom.They may absorb new material unconsciouslSor semi-consciously,throughexposure to comprehensibleand personally meaningful speechor writing, andthrough their own engagementwith it, without any purposeful teachermediation as proposed here. Through such mediation, however,the teachercanprovide a framework for organized,consciouslearning, while simultaneouslybeing aware of - and providing opportunities for - further, more intuitiveacqulsltron.Thus, the three topics of presentation,practice and testing are presentedin
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UNIT 13: FILMS AND CINEMA

UNIT 13: FILMS AND CINEMA

Week: 29Date of preparation : March 14th, 2017Period: 81Date of teachingUnit 13: FILMS: March 21st, 2017AND CINEMA(READING)A. Aims: By the end of the lesson, students will be able to:- Understand the history of cinema- Practice reading for main ideas, reading for detailed ideas and guessingmeaning of the words.B. Method: Communicative approachC. Teaching aids: Text book, handouts, PowerPoint.D. Procedures:TimeContent3’I. Class stabilizationII. Warm up: Crossword PuzzleQuestions:

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Leaderships research finding practice 7e dubrin chapter 12

Leaderships research finding practice 7e dubrin chapter 12

1. The Nature and Importance of Leadership. 2. Traits, Motives, and Characteristics of Leaders. 3. Charismatic and Transformational Leadership. 4. Leadership Behaviors, Attitudes, and Styles. 5. Contingency and Situational Leadership. 6. Leadership Ethics and Social Responsibility. 7. Power, Politics, and Leadership. 8. Influence Tactics of Leaders. 9. Developing Teamwork. 10. Motivation and Coaching Skills. 11. Creativity, Innovation, and Leadership. 12. Communication and Conflict Resolution Skills. 13. Strategic Leadership and Knowledge Management. 14. International and Culturally Diverse Aspects of Leadership. 15. Leadership Development and Succession.
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Leaderships research finding practice 7e dubrin chapter 08

Leaderships research finding practice 7e dubrin chapter 08

1. The Nature and Importance of Leadership. 2. Traits, Motives, and Characteristics of Leaders. 3. Charismatic and Transformational Leadership. 4. Leadership Behaviors, Attitudes, and Styles. 5. Contingency and Situational Leadership. 6. Leadership Ethics and Social Responsibility. 7. Power, Politics, and Leadership. 8. Influence Tactics of Leaders. 9. Developing Teamwork. 10. Motivation and Coaching Skills. 11. Creativity, Innovation, and Leadership. 12. Communication and Conflict Resolution Skills. 13. Strategic Leadership and Knowledge Management. 14. International and Culturally Diverse Aspects of Leadership. 15. Leadership Development and Succession.
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Leaderships research finding practice 7e dubrin chapter 04

Leaderships research finding practice 7e dubrin chapter 04

1. The Nature and Importance of Leadership. 2. Traits, Motives, and Characteristics of Leaders. 3. Charismatic and Transformational Leadership. 4. Leadership Behaviors, Attitudes, and Styles. 5. Contingency and Situational Leadership. 6. Leadership Ethics and Social Responsibility. 7. Power, Politics, and Leadership. 8. Influence Tactics of Leaders. 9. Developing Teamwork. 10. Motivation and Coaching Skills. 11. Creativity, Innovation, and Leadership. 12. Communication and Conflict Resolution Skills. 13. Strategic Leadership and Knowledge Management. 14. International and Culturally Diverse Aspects of Leadership. 15. Leadership Development and Succession.
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basic ielts reading

BASIC IELTS READING

...Contents IELTS OVERVIEW Part IEL TS Reading Question Types and IEL TS Reading Tips Unit ······· 10 IELTS Reading Question Types 22 Unit IELTS Reading Tips (1) 31 Unit IELTS Reading Tips... the cost to www.nhantriviet.com 21 Basic IELTS Reading Unit2 IELTS Reading Tips (1) One of the main difficulties experienced by candidates doing the IELTS Reading test is they not have enough... 68 Unit Reading Practice (6) 77 Unit 10 Reading Practice (7) 84 Unit 11 91 Reading Practice (8) ····· Unit 12 Reading Practice (9) 99 Unit 13 Reading Practice (10) 108 116 Unit 14 Reading

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On the Berry Esseen bound for a combinatorial central limit theorem

ON THE BERRY ESSEEN BOUND FOR A COMBINATORIAL CENTRAL LIMIT THEOREM

The main finding of this note is an improvement of the ChenGoldsteinShao proof of the BerryEsseen bound for the combinatorial central limit theorem. A bound of the correct order in terms of thirdmoment type quantities with a small explicit constant is obtained. Moreover, our approach does not need to use a truncation step as in ChenGoldsteinShao. An example is also given to illustrate the optimality of the bound.

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CÁCH LÀM BÀI ĐỌC HIỂU TIẾNG ANH (SKILL 12)

CÁCH LÀM BÀI ĐỌC HIỂU TIẾNG ANH (SKILL 12)

Tổng hợp cách làm bài đọc hiểu Tiếng Anh ứng dụng thi THPTQG, Đại học, TOEIC, TOFEL... Skill 1: Answer main idea questions correctly. Skill 2: Recognize the organization of ideas. Nguồn: Internet Tổng hợp lại: Nguyễn Minh Giang

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