ASSIGNMENT 1 - FOCUS ON THE LEARNER PART A I interviewed a 26-year-old Italian in the Elementary English Class. He is a student at the University of Verona‚ studying International law. He can be described as both extrinsic and intrinsic learner because he said he is learning English for basically two purposes; first‚ for the course he is studying ’International Law’‚ which involves global communication‚ so with English he will be able to deal with international clients in the future. His
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matter-of-fact and stereotyped forms of expression; special syntactic structures motivated by the need of brevity and compactness of expression: (a) complex sentences with a developed system of clauses; (b) constructions with non-finite forms of the verb (infinitive‚ participle‚ gerund) (c) attributive noun groups; (e) special word order; (f) absence of strictness in observing “sequence of tenses”. B. Advertisements and Announcements There are two basic types of advertisements and announcements
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Make a few notes on the cards for those words so you will know them better when you see them again. Now‚ sort the words again. Put them in three groups: adjectives‚ nouns and verbs. Use a dictionary or online dictionary to check and see if you’re right. (Hint: you should have 9 adjectives‚ 8 nouns‚ and 3 verbs.) One more sort! Sort your words in to groups that show the connotation you have for each word. (Feel free to revisit lesson #2.02 to review connotation.) Create a group of
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Change the following sentences into untrue conditional statements. In order to do this exercise correctly‚ you must 1. Decide if the sentence is about situation B or C‚ 2. Use the appropriate conditional verb forms for the if and result clauses (look at the chart in Lesson 2 on conditional verb forms). 3. Total 25 points Example 1: Maria feels tired all the time because she goes to bed so late. RESULT CONDITION (B) But if Maria didn’t
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a particular theme/ subject Sentence- grammar‚ a grammatical unit of 1 or more words that express an independent sentence Paragraph- a distinct portion of written matter dealing with a certain idea noun Noun- describes a person‚ place‚ or thing Verb- expresses action‚ state or a relation between two things that may inflected for tense
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Predication may be of two kinds – primary (sentence level) and secondary (phrase level). Primary predication is observed between the subject and the predicate of the sentence while secondary predication is observed between non-finite forms of the verb
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water. Rostrum: a platform raised above the surrounding level to give prominence to the person on it. Recuperate: restore to good health or strength. 11. Qualm: uneasiness about the fitness of an action. 12. Gripe: it is both a noun and a verb‚ refers to a minor complaint. 13. Nonchalant: marked by blithe concern‚ if your friend is acting cool or in an indifferent matter. 14. Stance: a rationalized mental attitude‚ it is the way you stand. 15. Burlesque: a theatrical entertainment
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8. Deixis. Exercises Directions After you have read Unit 8 you should be able to tackle the following questions to test your understanding of the main ideas raised in the unit. Provide a definition. 1 You should understand these terms and concepts from this unit: * Deictic words. – Is the word which takes some element of its meaning from the context. * (Deictics) context. - * Reported speech. – Used to communicate something that someone said. 2 What parts of speech can function
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BARRIERS • Sender-oriented • Receiver-oriented Sender oriented barriers: It can be either voluntary or involuntary. At any cost‚ efforts should be made on the part of the sender to identify and remove them. Some of the barriers that are sender oriented are: ? Badly expressed message: concrete ideas and well structures message ? Loss in transmission: correct choice of medium or channel ? Semantic problem: simple words and accurate understanding of intension ? Over/under communication: quantum
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constructions is poorly understood due to the complexity of the data. In particular‚ the comparative frequently occurs with independent mechanisms of syntax such as coordination and forms of ellipsis (gapping‚ pseudogaping‚ null complement anaphora‚ stripping‚ verb phrase ellipsis). The interaction of the various mechanisms complicates the analysis. Most if not all languages have some means of forming the comparative‚ although these means can vary significantly from one language to the next.(http://en.wikipedia
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