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New Zealand English grammar, fact or fiction, Hundt M., 1998

New Zealand English grammar, fact or fiction, Hundt M., 1998.

   New Zealand English (NZE), like Canadian, South African and Australian English, belongs to those national varieties of English that are not fully institutionalised (cf. Quirk 1990:6), i.e. its standard has not yet been described. On a scale that measures the degree of codification, Clyne (1995:22f.) distinguishes "full centres" like the US and Britain from "nearly full centres" (Australia) and "semi-centres" like Canada and New Zealand. The main difference between "nearly full centres" and "semi-centres" is that the latter have been recognized as separate varieties but no attempts have been made to codify the national variety. For Australian English, the major step in becoming a "nearly full centre" was the publication of the Macquarie Dictionary in 1981. With the recent publication of the Oxford Dictionary of New Zealand English (1997), its Tasmanian cousin has also crossed the threshold and become a "nearly full centre".1 But so far, only the lexicon of NZE has been codified. The present study is to be seen as a further step towards the codification of NZE. It focuses on the less accessible aspect of grammatical variation. Specifically, I would like to investigate whether the following assumption by Greenbaum can be upheld.

New Zealand English grammar, fact or fiction, Hundt M., 1998
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Human Missions to Mars, Enabling Technologies for Exploring the Red Planet, Rapp D., 2008

Human Missions to Mars, Enabling Technologies for Exploring the Red Planet, Rapp D., 2008.

   Human missions to Mars represent the pinnacle of solar system exploration for the next half-century. In addition to providing a means of exploring Mars, such missions would represent an inspiring engineering achievement and create a new era of expansion of humanity into space. Because such missions would require a major technological effort as well as very large expenditures, they remain for the moment as futuristic concepts embodied in paper studies by visionaries, advocates, and enthusiasts.

Human Missions to Mars, Enabling Technologies for Exploring the Red Planet, Rapp D., 2008
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How to Make Masks, Good J., 2012

How to Make Masks, Good J., 2012.

   It’s just as much fun to make a mask as it is to wear it after it’s finished. And remember—masks aren’t just for wearing. They make great wall art, too. With just a few inexpensive materials and a few hours of “work,” you can populate the walls of your home (or your costume chest) with brand new personalities, creatures, and beasts.
Even more exciting, think of this—just by making a mask of your own creation, you’re following in the footsteps of a tradition that goes back at least 35,000 years, to the days when Neanderthals still lived on earth. I think that’s pretty amazing, don’t you?

How to Make Masks, Good J., 2012
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How Students Think When Doing Algebra, Rhine S., Harrington R., Starr C., 2019

How Students Think When Doing Algebra, Rhine S., Harrington R., Starr C., 2019.

   This book is the result of a multi-year project to synthesize research on algebraic thinking from the past 35 years with primary funding from the Fund for the Improvement of Post-Secondary Education (FIPSE).

How Students Think When Doing Algebra, Rhine S., Harrington R., Starr C., 2019
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Hey friends 3, Student book, Foster F., Brown B.

Hey friends 3, Student book, Foster F., Brown B.

Фрагмент из книги.
The Death Valley is one of the hottest places In the world. It has got the record for the highest temperature on Karth at 56.7 °C! It has got long, extremely hot summers and short winters. It has got little rainfall.

Hey friends 3, Student book, Foster F., Brown B.
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Grammar Practice, Grades 1-2, Clutterbuck P., 2011

Grammar Practice, Grades 1-2, Clutterbuck P., 2011.

   This first book of Grammar Practice for first and second grades provides teachers with resources, activities, and ideas aimed at introducing students to the basic elements of grammar. The activity pages can be used as a resource around which to build and develop a classroom program.
Grammar Practice is designed to make it as easy as possible to find what you need. Photocopiable work sheets are grouped according to grammatical element, and each of these elements is introduced with a definition and examples for the teacher, followed by a collection of appropriate and motivating teaching strategies.

Grammar Practice, Grades 1-2, Clutterbuck P., 2011
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English Grammar For ESL Elementary students, Melvin J., 2014

pdfEnglish Grammar For ESL Elementary students, Melvin J., 2014.   

This book has been designed for elementary level learners of the English Language. What you will learn from this book: - how to use the present simple - questions, negatives and the affirmative. - when to use 'be' and when to use 'do'. - how to form questions with the auxiliary verbs and interrogative pronouns. (Who - Where - which - why - when - what - how many - how much - hold old - how big - etc) - commonly used irregular verbs. - commonly used regular verbs and how to pronounce them in the past tense. - how to read and write basic profiles.

English Grammar For ESL Elementary students, Melvin J., 2014
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Free English Grammar, Ansell M., 2000

Free English Grammar, Ansell M., 2000.

Фрагмент из книги.
In the Simple P resent and Simple Past tenses of the Active Voice, the auxiliaries are used only for emphasis, and for the formation of questions and negative statements. Auxi liaries are never used with the Sim ple Present or Sim ple Past of the verb to be.

Free English Grammar, Ansell M., 2000
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