Bibliography: Benitez‚ Conrado. History of the Philippines. Boston. 1929. Brooks‚ Cleanth and Robert Penn Warren. Understanding Poetry. New York: Holt‚ Rinehard and Winston‚ 1996. Christopher‚ Milbourne. Search for the Soul‚ Thomas Y. Crowell Publishers‚ 1979 Fernando‚ Francisco Demetrio S.J.‚ Gilda and Fernando Zialcita. The Soul Book. GCF Books. Panay Avenue‚ Quezon City‚ 1991
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Question 1 (Worth 3 points) Read the following sentence. Some speakers decide to omit details that do not support their claims. Using the context‚ the word "omit" means elaborate on touch on leave out simplify Points earned on this question: 3 Question 2 (Worth 3 points) Select the word that best completes the sentence: Poe’s stories are often read on Halloween because they _______________ a scary mood. evoke forsake elicit invoke Points earned on this question: 3 Question 3 (Worth
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Grammar describes the native speaker’s competence in his/her language. Grammars can be descriptive or prescriptive. Is the former more useful than the latter? Explain your answer by discussing the merits of the two approaches in your capacity as a speaker or teacher of English. To me as a speaker of the English language‚ both descriptive and prescriptive grammars are useful. Descriptive grammar generally advises us not to be overly concerned with matters of correctness; language they say‚ is
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Poetry analysis of ‘Introduction to Poetry’ The Poem “Introduction to Poetry” is by Billy Collins‚ an English poet‚ and it is about how teachers often force students to over-analyze poetry and to try decipher every possible meaning portrayed throughout the poem rather than allowing the students to form their own interpretation of the poem based on their own experiences. Throughout the poem‚ a number of literary devices are used. For example: “or press an ear against its hive”. Using this metaphor
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Part 1: INTRODUCTION TO GRAMMAR 1. Introduction: what is grammar? phonology lexicology(lexicology + lexicography (voc)) phonetics syntax morphology pragmatics 2. Levels of Grammatical Analysis 390080512128525863551212850 2.1 Discourse(text level) consists ofimmediate constituent of shows cohesion cohesion can take form of ellipsis 2.2 Sentence(zin) 2.3 Clause(deelzin) main clause (can be textually dependent) subclause = subordinate clause (structurally dependent) with subordinating
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Saturday‚ June 23‚ 2012 Time: 9.00 am -9.30am Level: Advanced level. Theme: Chapter 13 [Waste Not‚ Want Not] Topic: Teach sentence construction using teaching material Language skills: For Informational Use – Construct sentence in Simple Future Tense General Objective: Students will be able to use both active and passive voices of Simple Future Tense. Learning Outcomes: At the end of the lesson
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TARGET SENTENCE 1I’m meeting Dave for lunch on Sunday – Elementary Level / Grammar ANALYSIS | D ANTICPATED PROBLEMS | A MEANING You have plans to eat with Dave on Sunday So it is…. A planned future event This is an event that will happen in the future. | SS think because is present tense of [to be]‚ that this event is now / in the present. SS may not think it is a definite arrangement‚ more of a plan. Confusion with “meat”? Unlikely in this case | B PRONUNCIATION
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Types of grammar test 1. Paraphrase These require the students to write a sentence equivalent in meaning to one that is given. It is helpful to give part of the paraphrase in order to restrict the students to the grammatical structure being tested. Paraphrasing ________________________________________ After choosing the best paraphrase‚ click on the button to check your answer. 1. Fatma worried about passing the very difficult test. a. Receiving a passing grade on the difficult exam concerned
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TP Preparation GRAMMAR LESSONS The lesson should be structured as follows: 30 minutes: T sets context by using a visual/realia/drawing/demonstration and elicits information about the situation of the context‚ the lexis that students will need in order to talk about the situation and to practise the target language. Getting students to brainstorm more ideas in pairs after initial elicitation will help to make the context setting less teacher centred. T needs to exploit the context fully in order
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Descriptive Grammar of English WSJO 2010/2011 – Year 2 Vowels – general characteristics (8) 1. 2. Definition of a vowel – the type of sound‚ depending largely on very slight variations of tongue position‚ which is most easily described in terms of auditory relationships‚ since there is no constriction which we can feel with any precision. Characteristic features: • generally voiced • produced with unimpeded airflow • no noise component but a characteristic patterning of formants • made with
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