When to use "me", "myself" and "I" - Emma Bryce What’s the difference between ‘me’, myself’, and ‘I’? To understand what makes these pronouns unique, a good first question is: what are pronouns? You might also want to do a crash course in the difference between a subject and an object. Once you understand these basic rules, you’ll be ready to tackle the pronouns ‘me’, ‘myself’, and ‘I’, and understand their roles in a sentence. The first thing to realize is that they each have totally different jobs. Because ‘myself’ can be a particularly tricky pronoun to use, there are lots of sources online that describe its purpose. If you need a break from the world of pronouns, why not take a look at this TED-Ed video on semicolons?
Children's Technology Review | News and reviews of children's interactive media The Best Children's Books! When to use apostrophes - Laura McClure To learn more about this punctuation mark, start by reading the two Grammar Girl posts here and here. To understand the difference between grammar “rules” and grammar “style” choices, you’ll want to look at a style guide or two. Below are the websites for several major English language style guides: The Economist Style Guide Chicago Manual of Style Oxford University Press Associated Press MLA Want to improve (or test) your knowledge about punctuation? The Oxford comma: If you read "Bob, a DJ and a clown" on a guest list, are three people coming to the party, or only one? How to use a semicolon: It may seem like the semicolon is struggling with an identity crisis.
TeacherTube Purdue OWL Writing Exercises Recognizing Shifts in Sentences Check the following sentences for confusing shifts in tense. If the tense of each underlined verb expresses the time relationship accurately, write S (satisfactory). If a shift in tense is not appropriate, write U (unsatisfactory) and make necessary changes. In most cases with an inappropriate shift, there is more than one way to correct the inconsistency. Reading the sentences aloud will help you recognize differences in time. ___ 1. ___ 2. ___ 3. ___ 4. ___ 5. ___ 6. ___ 7. ___ 8. ___ 9. ___ 10. ___ 11. ___ 12. Go to Answers Quiz Gerunds, infinitives and to + infinitive - Quiz General knowledge I hate (iron) He recommended (go) to his favourite restaurant I can't (understand) his accent I'd like (go) to France, next year. He's not very good at (remember) names Would you mind (not smoke) here? I spent 3 hours (try) to call him but I couldn't get through. It's difficult (learn) a foreign language, but worth it I can't get used to (drive) on the left, now I live in the UK. He suggested (have) a big party You shouldn't (eat) white bread - it's bad for your health When I was a boy my parents made me (do) my homework I'm sorry dear - we can't afford (buy) you a new ipad The bride promised (love) the groom for the rest of her life I miss (eat) roast dinner on Sundays, now I live on my own. I can't stand (wait) in long queues The suspect denied (be) at the house of the victim on the night of the murder Mum and Dad din't let me (stay) out later than 11pm when I was a teenager The little girl refused (eat) the cabbage I look forward to (see) you all on this website soon!
Why is English so hard to learn? The prime minister, David Cameron, wants more Muslim women in the UK to be taught English to reduce segregation between different linguistic communities and even limit the lure of extremism. Most of us who have tried it probably feel that learning a new language is difficult, even if that new language is similar to our own. So how difficult is it to learn English and especially if your first language is quite different? The difficulty of learning a new language will depend on how similar that language is to one you already know. Despite English speakers often rating certain languages as being particularly difficult – languages such as French, which indicate the gender of nouns with articles like le and la, and the Chinese writing system – there are similarities between these languages. If you were to learn French you’d immediately recognise many words, because the English equivalents have French Latin roots, such as ballet or amiable. Baffling spellings Being polite
Schools need advice on how to help students with reading difficulties As students prepare to go back to school, it’s estimated that between 10% to 16% of those aged from five to 16 years will have reading difficulties such as dyslexia and inadequate comprehension skills. All teaching makes particular assumptions about how students tend to learn. For these students, regular literacy teaching will be insufficient. They need alternative teaching pathways. Despite numerous policies, such as the Literacy and Numeracy National Partnership, and the A$706.3 million spent between 2008-2014 on reading programs to support students, literacy underachievement continues to plague Australian education, suggesting that current interventions are not working for all students. Teachers don’t necessarily know how to teach these children. The problem is not a lack of research about what works. School leaders are responsible for making definitive decisions about educational provision in their schools. Why do some students struggle with reading? What’s needed
Why some kids can’t spell and why spelling tests won’t help A couple of years ago, early one morning, I received an SMS advising “resadents to stay indoors because of a nearby insadent”. I was shocked by the spelling, as much as the message. Surely, I thought, if it was a real message then the spelling would be correct. Spelling matters. In a text message from a friend teeing up a night out “c u at 8” is fine - but in an emergency warning text from a government agency, I expect the spelling to be standard. But why is it that some people struggle with standard spelling? Spelling remains the most relentlessly tested of all the literacy skills, but it is the least taught. Sending a list of words home on Monday to be tested on Friday is not teaching. Looking, covering, writing and checking does not teach spelling. And yet, this is a good summary of most of the current spelling programs in schools today. So, what should spelling teaching look like? Finding meaning That is not only very very hard, it’s pointless. More than sounds Where words come from
Word roots: The web's largest root words and prefix directory The roots of online casinos can be traced back to the late 20th century when advancements in internet technology paved the way for the emergence of virtual gambling platforms. Here's a brief overview of the key milestones and developments in the history of online casinos: Antigua and Barbuda: In 1994, the Caribbean nation of Antigua and Barbuda passed the Free Trade & Processing Act, which allowed for the licensing of online casinos. This legislation laid the foundation for the legal operation of internet-based gambling businesses. The First Online Casino: The first online casino, "Loonie Online Casinos" was launched in 1994 by Microgaming, a software development company based in the Isle of Man. Rapid Expansion: Throughout the late 1990s and early 2000s, the online casino industry experienced rapid growth, with numerous new operators entering the market.
Effective literacy practice years 5-8 / Planning for my students' needs / Literacy Online / English - ESOL - Literacy Online website - English - ESOL - Literacy Online Sounds and WordsSupport for teaching phonological awareness and spelling in years 1–8. This resource outlines what teachers need to know and what children need to learn at each of the different year bands. Effective Literacy Practice in Years 1 to 4Technical skills for writing: Spelling: this section provides information on the knowledge strategies and awareness students require in year 1–4 as they move towards accurate spelling. This includes knowledge and use of: phonemic awareness, letter sound relationships, orthographic patterns and the morphological structure of written English. Effective Literacy Practice in Years 5 to 8Technical skills for writing: Spelling: this section provides information on the knowledge strategies and awareness students require in year 5–8 to develop spelling expertise. Allcock, J. (2002). Exploring Language: Words and meanings This section of the resource provides information on word meanings and the relationships among these meanings.