unknown words will often hinder listening‚ and certainly lower confidence. Select some vocabulary for the students to study before listening‚ perhaps matching words to definitions‚ followed by a simple practice activity such as filling the gaps in sentences. 8. Checking / understanding the listening tasks By giving your students plenty of time to read and understand the main listening comprehension tasks‚ you allow them to get some idea of the content of the listening. They may even try to predict
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Estonian Business School Institute of Foreign Languages GRAMMAR OF SPOKEN ENGLISH Term Paper By Maria Esko BBL-2 Supervisor: Ludmilla Podolski Tallinn 2012 Table of Contents Introduction 3 Common Features of Spoken English 4 Grammar Characteristics 7 Clause Combination 7 Position of items 8 Pausing‚ Repeating and Recasting 8 Organising the discourse 9 Ellipsis 9 Response Tokens 10 Vague Expressions 11 Headers and Tails 11 Conclusion 12 References 13 Introduction
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and feel as though he is a part of the essay. The whole essay gives the reader a positive outlook on writing. Clutter is all the unnecessary words that are added to a sentence. When a sentence becomes cluttered it tends to bore and confuse the reader. Zinsser points out that the secret of good writing is to strip the sentence of all unnecessary words. When Zinsser is proving this point in his essay he uses the example of the president of a major university writing a very unclear letter to state
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Dela Pena Abegail Mrs. Perera ENG 4U1 Friday‚ Jan. 30th‚ 2015 Excerpt from “Reminiscences of Childhood” Questions 1. Based on the imagery presented within the first two sentences of the excerpt‚ a competitive‚ playful and imaginative childhood is perceived. It is expressed that they “fought on sand hills with rough boys” and “dared each other to climb up the scaffolding of half-built houses”‚ evoking a sense of adventurous competition between the children. The “afternoon cinema matinees …the crowds
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to me that we had previously seen. 2. Help children to become confident speakers and good listeners: I try to always go down to the child’s physical level so that we are at eye level. I allow the child to finish their sentence before replying and will try to use a short sentence to allow the child to have finished listening to me before they start talking again. When they tell me their stories‚ I will often ask them to elaborate on their story‚ e.g. a child was telling me about the visit to the
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the suitable completions of the sentence: The more formal the language is‚ 1. the more it will use inanimate nouns as subjects of a sentence. 2. the more it will use verb structures (where choice is possible) 3. the less it will use passive structures 4. the more it is likely to use passive structures 5. the more words of Latin origin it will use 6. the more words of Germanic origin it will use (phrasal verbs) 7. the more it will use humans as subjects of sentences. 8. the more verbal nouns it will
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Conclusion………………………………………………………………………………………….21 10. The article…………………………………………………………………………………………22 1. Introduction Sentences are either SIMPLE or MULTIPLE. A simple sentence consists of a single independent clause. A multiple sentence contains one or more clauses as its immediate constituents. Multiple sentences are either COMPOUND or COMPLEX. In a compound sentence the immediate constituents are two or more COORDINATE clauses. In a complex sentence one or more of its elements‚ such as direct object or adverbial‚ are realized by
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assumed that what applies to the parallel situation also applies to the original circumstance. In other words‚ it is the comparison between two different items. 6. Anaphora: repetition of a word‚ phrase‚ or clause at the beginning of two or more sentences in a row. This is a deliberate form of repetition and helps make the writer’s point more coherent. 7. Anecdote: A story or brief episode told by the writer or a character to illustrate a point. 8. Annotation: explanatory notes added to a text to
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Melbourne people. Komninos is working in another city and he has expressed his heavy nostalgia towards his home Melbourne in the poem. The poem start with “my week has been a blast into the past a fast drive past”‚ in the actual poem structure‚ this sentence is divided into three lines but without punchuations. The internal rhyme of “ast” sound creates a hurried tone‚ indicated the persona have a strong desire of going back to home. The effect of rhyme also mirrors the panic of the persona of losing
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simple tense using the words ‘does’‚ ‘what’‚ ‘where’ and ‘why’. Describing actions that happen in the present and are always true. Some ss may be unfamiliar with tenses. Solution: Not to overemphasize the tense but to allow them to learn the sentence structures in asking and answering questions in the 3rd person singular present simple tense form. Form To ask: ‘Does + he/she + VERB + … ‘. To answer: ‘Yes‚ he/she + VERB-(e)s + … ’ or ‘Yes‚ he/she does.’ To ask: ‘What does he/she + VERB + …
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