Một số gốc từ thông dụng trong tiếng Anh Với việc nắm được nghĩa của các gốc từ này chúng ta có thê suy đoán được nghĩa của các từ vựng mà chúng ta chưa biết.(Phần trong ngoặc đơn ghi chú về nguồn gốc của từ và giải nghĩa) aero-‚ aer-‚ aeri- (Greek: air‚ mist‚ wind). aesth-‚ esth-‚ aesthe-‚ esthe-‚ aesthesio-‚ esthesio-‚ -aesthesia‚ -esthesia‚ -aesthetic‚ - esthetic‚ -aesthetical‚ -esthetical‚ -aesthetically‚ -esthetically (Greek: feeling‚ sensation‚ perception). ampho-‚ amph-‚ amphi- (Greek:
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CELTA ASSIGNMENT 1 – FOCUS ON THE LEARNER Part One Background The first part of the assignment focuses on the general overview of Entry 1 group who are majority females of South-Asian origin; also a Chinese‚ African & Arab learners are also enrolled in class. Learners of this group are housewives with little or no previous education background. They would have learnt Urdu or Gujarati in their country. The ages range between 24 and 45. The majority of learner’s first language speaks
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Introduction In this paper‚ different perspectives of the nature of poetic language will be illustrated by using a stylistic analysis of a poem‚ „Sonnet 55‟‚ written by William Shakespeare (see Appendix for full poem). In the stylistic analysis‚ the use of sound and rhythm to convey complement meaning by Shakespeare will be in focus here. Poetic function in poem Poetic language is a type of language that commonly found in poetry1. According to Jakobson (1960)‚ formalists believe poetic
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ORIGIN Parsi or Persian was the language of the Parsa people who ruled Iran between 550 - 330 BCE. It belongs to what scholars call the Indo-Iranian group of languages. It became the language of the Persian Empire and was widely spoken in the ancient days ranging from the borders of India in the east‚ Russian in the north‚ the southern shores of the Persian Gulf to Egypt and the Mediterranean in the west. Over the centuries Parsi has changed to its modern form and today Persian is spoken primarily
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Recently I read and enjoyed a poem called ‘Rainbow’ by John Agard which was about his view on how he saw the rainbow. He used his imagination to look at the rainbow in many ways. The poem was very effective because the poet used a lot of techniques such as colloquial language to invite us into his conversation. He applied these techniques to convey his ideas. The metaphor “ one big smile across the sky “ is very effective because in the poets eyes it looks like one big smile‚ but to the ordinary
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on a lower level and it is over a topic that he greatly enjoys. I completed a few interactive strategies with Ralph over our different sessions together. He completed a sketch to stretch‚ story map‚ contraction worksheet‚ and we reviewed different vowel combinations. Ralph enjoyed completing all of these things‚ even the contraction worksheet. Throughout my case study I have learned that comprehension and fluency are related more so than I thought they were. I can use student’s lack of fluency to
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STAGE 1 1 LESSON l A PEN długopis A PENCIL ołówek A BOOK ksią ka WHAT’S co(to) jest? THIS to IT’S to jest WHAT’S THIS? 2 SEE CHART 1 It’s a pen (At the back of the book) TABLE stół CHAIR krzesło LIGHT światło WALL ściana ROOM pokój CEILING sufit WINDOW okno DOOR drzwi BOX pudełko PICTURE obraz IS THIS? YES/ tak czy to jest? FLOOR podłoga CARD karta Yes‚ it’s a pen IS THIS A PEN ? NO‚ IT ISN’T
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what people KNOW when they know a language we know what people know by what they DO sometimes what people DO does not indicate what they KNOW **much of a language is IMPLICIT‚ we are not conscious of what we know communication transferring thoughts from one mind to another indirect means (can’t directly transfer mind-to-mind) speaker: information source‚ transmitter‚ signal listener: receiver & destination knowledge of a language formulate thought find correct words put correct
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Table of Contents Introduction………………….………………………………………………..2 1. The Literature Review……….……………………………….……….…….…...4 2.1. Phonetics and Phonology ………………………………………………......4 2.2. Phoneme and Allophone…..…………………………………………….….5 2.3. Voiceless Plosive Consonants …………………………………....………..7 2.4. Aspiration and Degrees of Aspiration ……………………………….…….9 2.5. Spoken Discourse…………….…………………………………………….12 2. Research Results and Discussions……………………………………………....15 3
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so opened is pronounced: /@Up@nd/‚ knocked: /nQkt/‚ stayed: /steId/‚ etc. arrive/arrived /d/ Verbs which end in the following sounds have their past endings pronounced /d/: /b/ rubbed; /g/ tugged; /dZ/ managed; /l/ filled; /m/ dimmed; /n/ listened; vowel + /r/ stirred; /v/ loved; /z/ seized. The -ed ending is not pronounced as an extra syllable. work/worked /t/ Verbs which end in the following sounds have their past endings pronounced /t/: /k/ packed; /s/ passed; /tS/ watched; /S/ washed; /f/ laughed;
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