№ files_lp_4_process_2_93858
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Short instructional grammar reference presenting example questions and answers about age in English using the verb “to be”.
Language:
English
Topic:
Basic English grammar
Grammatical focus:
Verb “to be” in questions and answers about age
Document type:
Grammar example sheet
Subject:
Asking and stating age in English
Structure:
Question and answer examples
Verb forms included:
am, is, are
Example statement:
I am 20 years old
Pronouns used:
I, you, we, they, he, she, it
Educational level:
Beginner
Price: 8 / 10 USD
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The product description is provided for reference. Actual content and formatting may differ slightly.
Year:
Not specified
Region / City:
Not specified
Topic:
English Language Arts, Grammar, Verbs
Document Type:
Lesson Plan
Institution:
Not specified
Author:
Not specified
Target Audience:
Students
Period of Validity:
Not specified
Approval Date:
Not specified
Date of Changes:
Not specified
Context:
A lesson plan designed to teach students the use of linking verbs in English grammar, specifically focusing on linking simple subjects to predicates within sentences.
Year:
2024
Subject:
Italian language
Topic:
Regular verb conjugations in the present tense
Document type:
Educational worksheet
Educational level:
Language learning
Activities included:
Sentence completion, subject substitution, free sentence writing
Authoring institution:
State of New South Wales (Department of Education)
Jurisdiction:
New South Wales, Australia
Copyright holder:
State of New South Wales (Department of Education)
License:
Creative Commons Attribution 4.0 International (CC BY 4.0)
Intended audience:
Students learning Italian
Source type:
Curriculum-linked educational material
Language of instruction:
English
Target language:
Italian
Curriculum context:
School language education
Note:
Year
Subject:
English Language Arts
Document Type:
Lesson Plan
Target Audience:
Students
Note:
Year
Subject:
Spanish language instruction
Topic:
Conjugation of the verb JUGAR and sports vocabulary
Type of document:
Classroom activity instructions
Educational level:
Introductory Spanish
Structure:
Six learning stations with games and exercises
Skills practiced:
Verb conjugation, sentence formation, speaking practice, vocabulary recognition
Materials mentioned:
Dice, envelope with sentence pieces, workbook pages (145, 146, 82), flashcards, pencil with eraser
Activities included:
Dice sentence game, sentence reordering task, workbook exercises, flashcard practice, flyswatter game, paired conversations
Language focus:
Present tense forms of JUGAR
Interaction format:
Partner and group activities
Language:
French
Level:
A1
Subject:
French grammar
Topic:
Conjugation and use of the verb avoir in the present tense
Document type:
Teaching sheet
Educational focus:
Auxiliary verbs and basic sentence structures
Target audience:
Beginner learners of French
Grammatical scope:
Present tense; main verb and auxiliary usage
Key concepts:
Possession, age expressions, physical sensations, irregular verbs
Instructional elements:
Conjugation table, example sentences, learner tips, usage notes
Year:
2026
Region / city:
Not specified
Topic:
Sports, Physical Education, English Language Learning
Document type:
Educational exercise
Institution / organization:
Not specified
Target audience:
Students learning English
Activity period:
Weekly and seasonal sports practices
Skills practiced:
Verb conjugation, sports vocabulary, reading comprehension
Date of creation:
Not specified
Date of last update:
Not specified
Contains:
Fill-in-the-blank sentences, matching exercises, verb form practice
Year:
2026
Type of document:
Educational exercise / Song lyrics activity
Authors:
Jonny Coffer, Johnny McDaid, Foy Vance, Edward Sheeran, Amy Victoria Wadge, Alicia Augello Cook
Publisher / Rights holder:
Universal Music Publishing Group, Warner Chappell Music, Inc, BMG Rights Management, Sony/ATV Music Publishing LLC
Language:
English
Target audience:
English language learners / Students practicing past-tense verbs
Format:
Text document
Genre:
Song-based language exercise
Year:
2026
Level:
Beginner / First-Year Students
Subject:
English Grammar
Document Type:
Educational Material / Course Notes
Author:
Unknown
Target Audience:
Students learning English as a second language
Content Focus:
Simple Present, Present Continuous, Present Perfect, and usage of stative verbs
Format:
Textual instructional guide with examples
Period of Use:
Academic semester
Institution:
Language Learning Program
Year:
2026
Region / City:
Not specified
Subject:
English language, grammar
Document type:
Educational worksheet
Institution:
Language school / educational resource
Target audience:
Students learning English
Skills covered:
Present Progressive tense, verb conjugation, short/contracted forms, negation, question formation
Exercise types:
Fill-in-the-blank, multiple choice, sentence transformation
Difficulty level:
Beginner to intermediate
Format:
Digital text exercises
Year:
2009
Author:
Graham G. Thomason
Version:
1.14
Last Revision Dates:
19 July 2022, February 2023, January 2025, 3 September 2025, 31 January 2026
Copyright:
© Graham G. Thomason
License:
Non-commercial use with attribution
Type of Document:
Reference material
Subject:
Greek verbs, grammar, accentuation, vowel length
Intended Audience:
Linguists, students of Ancient Greek, language researchers
Format:
Digital document
Publisher/Website:
www.FarAboveAll.com
Year:
2026
Region / City:
Not specified
Topic:
English grammar
Document Type:
Exercise worksheet
Institution / Organization:
Not specified
Author:
Not specified
Target Audience:
English language learners
Period:
Past tense practice
Date Created:
2026-03-06
Year:
1992
Region / City:
Not specified
Subject:
English language teaching, finger exercises for kids
Document type:
Educational material
Organization / Institution:
Not specified
Author:
Not specified
Target audience:
Teachers, children learning English
Period of validity:
Not specified
Date of approval:
Not specified
Date of changes:
Not specified
Year:
2026
Region / City:
Not specified
Topic:
Language learning, grammar
Document type:
Educational material
Organization / Institution:
Not specified
Author:
Not specified
Target audience:
Learners of English grammar
Period of validity:
Not applicable
Date of approval:
Not specified
Date of changes:
Not specified
Subject:
English grammar
Topic:
Verb tenses and verb forms
Document type:
Educational worksheet
Format:
Multiple-choice questions with answer key
Number of questions:
35
Language:
English
Educational level:
Elementary to middle school English learners
Purpose:
Grammar assessment and practice
Content focus:
Past, present, and future verb tense usage
Structure:
Sentence completion, passage completion, and tense correction tasks
Answer key included:
Yes
Note:
Study Summary 1.1 Please provide a brief summary of the study in the table below. A complete description of the study with detailed information should be provided in the body of the protocol. For sections not applicable to the study, mark them as N/A. Study Title Study Design Primary Objective/Purpose Secondary Objective(s)/Purposes Research Intervention(s) ClinicalTrials.gov NCT # Study Population Sample Size Study Duration for individual subjects Study Specific Abbreviations/ Definitions
Background 3.1 Provide the scientific or scholarly background for, rationale for, and significance of the research based on the existing literature and how will it add to existing knowledge. :
this section should be limited to only information directly related to the research questions and objectives. Do not include your full dissertation proposal. 3.2 Describe any relevant preliminary data (e.g. pilot data).
Procedures Involved 5.1 Describe and explain the study design. 5.2 Please select the methods that will be employed in this study (select all that apply):
☐ Audio/Video Recording ☐ Psychophysiological Recording ☐ Behavioral Interventions ☐ Record Review - Educational ☐ Behavioral Observations and Experimentations ☐ Record Review - Employee ☐ Deception ☐ Record Review- Medical ☐ Focus Groups ☐ Record Review - Other ☐ Interviews ☐ Specimen Collection or Analysis ☐ Investigational Medical Device – (e.g. Medical Mobile Applications) ☐ Surveys and/or Questionnaires ☐Psychometric Testing ☐ Other Social-Behavioral Procedures Provide a description of all research procedures being performed and when they are performed. (Upload any surveys, questionnaires, interview scripts, focus group scripts, debriefing scripts, psychometric tests, stimulus materials, intervention manuals, and data collection forms on the Local Site Documents page in the IRB application.) 5.3 Describe the procedures or interventions that are going to be conducted as part of the research project, but that would have been conducted anyway, even if the research was not occurring (i.e. standard of care procedures, activities that would occur in a classroom). 5.4 Describe the procedures performed to lessen the probability or magnitude of risks of items selected in 5.2.5. 5 If accessing or collecting existing data, describe: The data that will be collected during the study (e.g. demographics, medical history, etc.). Attach the data capture sheet(s) on the Local Site Documents page in the IRB application. How the data will be obtained, including how you have the authority to access the data. The source or location of the data (e.g. USF Epic, TGH Epic, Hillsborough County School records, CANVAS records, publicly available databases, etc.). 5.6 If collecting and/or analyzing biological specimens, describe: How the biological specimens will be or have been collected. How the biological specimens will be stored. How long the biological specimens will be stored. How the biological specimens will be used. The laboratories that will be used. Whether the collected biological specimens will undergo genetic testing. If so, indicate if this study is part of a Genome Wide Association Study (GWAS) and whether the data will be forwarded to the NIH dbGaP. 5.7 If there are plans for long-term follow-up (once all research related procedures are complete), what data will be collected during this period.
Data and Specimen Storage for Future Research 6.1 If data or specimens will be banked for future research studies, describe where the data or specimens will be stored, how long it/they will b:
the process to request a release, approvals required for release, who can obtain data or specimens, and the data to be provided with specimens.
) and join the S1NET. For guides with in depth examinations of performance measure definitions, go to:
https://www.milsuite.mil/book/docs/DOC-129783
Table of Contents (Hyperlinks to Sections):
Developing ‘Significant Duties and Responsibilities’ OER Narratives: Notes, Rules, and Instructions OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: Negative Comment Rules Referred OERs Narrative Comment Examples Block a. APFT and HT/WT Block b. Overall Performance Block c. Character (to include SHARP comments) Block d. Presence Block e. Intellect Block f. Leads Block g. Develops Block h. Achieves Senior Rater Potential Senior Rater Narrative Examples Senior Rater Narrative Comment Examples (for potential, promotion, school, etc.) Successive Assignments Other SR Comments (explanations of anything unusual about OER) Effective Words for Evaluations JUNIOR OFFICER PLATE (DA FORM 67-10-1) NOTE: 2LTs who have NOT completed BOLC, will not receive an OER until they complete BOLC (AC and ARNG; USAR officers can receive an OER before completing BOLC). The FROM date will be their commissioning date. All time until their BOLC graduation will be NONRATED on their first OER. OER PROFILING: OERs: Rater and Senior Rater Profiles are CONSTRAINED, meaning Officers are only allowed to grant 49% of each rank they rate with either an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). HOWEVER, if you have an immature profile, and have only just begun rating/senior rating Officers of a certain rank, you are allowed a ONE TIME option of giving one of the first two evaluations you make at a particular grade, an “EXCELS” (as Rater) or “MOST QUALIFIED” (as Senior Rater). OER (OER SUPPORT FORM) PART III: Developing ‘Significant Duties and Responsibilities’ (blocks a., b., and c.): Refer to DA PAM 611-21 (https://www.milsuite.mil/book/groups/smartbookdapam611-21
) and DA PAM 600-3 (Commissioned Officer Professional Development and Career Management), to assist in the development of PART III, block d. As a minimum, the duty description will include pr:
- Number of personnel supervised, - Amount of resources under the rated officer’s control, - Scope of responsibilities. 3) Descriptions must be clear and concise with emphasis on specific functions required. 4) Note conditions unique to the assignment; e.g. RA officers assigned to FT support duties with RC units or USAR officers assigned to RA units OER NARRATIVES: Notes, Rules, and Instructions Rater and Senior Rater Narratives: - Requires candor and courage; frank and accurate assessment. - Quantify officer’s value relative to peers and do so in concert with rater/senior rater box check. - Are short; tell a simple story about the quality of officer being evaluated. - Are interesting and compelling. - Are looked at by selection board members when they are looking for in-depth information about a rated officer’s performance and potential. - Numbers; 1-10, write them out (e.g. one, two, ten). 11 or higher, write the number; e.g. 11, 15, 105. Exception, when a 1-10 is WITH an 11 or higher; e.g. “5 tool kits with 20 tools each.” - Fashion the narrative to the officer; double check use of “he/his” vs. “she/hers.” - Awards: Awards and/or special recognition received during the rating period may be cited in evaluation comments (for example, “received the Humanitarian Service Medal” or “named the Instructor of the Year”). - Raters and SR CAN use the officer’s name in the narrative; e.g. “1LT Joe was ….” Rater and Rater Narratives: - Focus on PERFORMANCE; explaining what the rated officer did and how well he/she did it. - Focus on specifics to quantify and qualify performance. - Raters should advocate the rated officer to the SR. - When there is no SR (due to lack of qualifications), rater’s narrative provides the input on both performance and potential. Senior Rater (SR) and SR Narrative (see SR Rater Narrative section for examples): - Focus on POTENTIAL, 3-5 years out (promotions, command, school, & assignments). - Can amplify box checks by using the narrative to clearly send the appropriate message to selection boards. - CANNOT mention Box Check. - Additional information for when SR is also Rater can be found in DA PAM 623-3, pg. 26, “DA Form 67–10–1, part VI: block c—Senior Rater Narrative.” OER Narrative Prohibited Techniques, Inconsistencies, No-Go’s: - School/Course Comments: Bullets about how a Soldier did in a school or course are ONLY allowed if that school did not produce an AER/DA Form 1059. - Narratives are not a laundry list of superlatives – more is not necessarily better. - Brief, unqualified superlatives or phrases, particularly if they may be considered trite. - Excessive use of technical acronyms, or phrases not commonly recognized. - Techniques aimed at making specific words, phrases, or sentences stand out from the rest of the narrative; e.g. excessive use of capital letters; unnecessary quotation marks; repeated use of exclamation points; wide spacing between selected words, phrases, or sentences to include double spacing within a paragraph or between paragraphs. - Inappropriate references to box checks; e.g “Would be TOP BLOCK if profile allowed” or “absolutely far exceeded the standard”. - Trying to quantify (e.g. “top 2% of my captains”) with a small population. - Stay in your lane/level; avoid comments like “Best 1LT in the Army” unless you’re the Army CoS. - Stating “the best ever”; having 10 in the population, 50 in the profile. - Using overused phrases and clichés that are counterproductive or overused; e.g. stellar, historic, “delivered a dazzling performance,” “hit the ground running,” consummate professional, and unlimited potential. - Using specific selection board-type language. Examples of this include, “definitely a 6+ Soldier”. - Don’t exaggerate; “If I could prove it, CPT X is an LTC disguised as a CPT.” - Be mindful of what IS NOT said; it can have the same impact as what is said; e.g. NOT having numbers, or quantifiable points. - Don’t say the sa
Note:
en
Topic:
Officer Evaluation, Narrative Guidelines
Document Type:
Guide
Target Audience:
Raters, Senior Raters
Year:
2026
Region / City:
South Carolina
Subject:
Volunteerism, Community Service, Nonprofit Organizations
Document Type:
Resolution
Organization / Institution:
South Carolina House of Representatives
Author:
Members of the South Carolina House of Representatives
Target Audience:
General Public, Community Members, Students
Effective Period:
January 20, 2026
Approval Date:
January 20, 2026
Amendment Date:
None