idea of the text and the specific pieces of it that will support your ideas. Asking yourself two questions can help you locate supporting evidence in the text. Ask yourself Which words‚ phrases‚ and sentences did the author select to make me think or feel this way about the text? Why are those words‚ phrases‚ and sentences effective in making me think or feel the way I do about the text? The first question will help you identify examples‚ details‚ or facts to support your central idea. The second
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we don’t wish to do so. CCQs: Is it something we must do? Yes. Can we avoid it? No. Use of examples: We have to use the safety belt. Children have to attend school by law. Form Have to is a non-modal alternative to the modal verb must to talk about obligation. It is interchangeable with have got to‚ this last form being more common in spoken and informal British English. The structure of the have to form is Subject+ Have+ Infinitive (with to). The negative form expresses
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is a word that takes the place of a noun or a group of nouns. A verb (HV‚ LV‚ AV) - A verb is a word that expresses action‚ link the subject to predicate‚ or helps the main verb make sense in a sentence. An adjective (ADJ) - An adjective is a word that modifies a verb‚ an adjective‚ or another adverb. Adverbs answer which one‚ what kind‚ how many‚ or how many. An adverb (ADV) - An adverb is a word that modifies a verb‚ an adjective‚ or another adverb. Adverbs answer to where‚ when‚ how
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I would like to talk about the culture dictionary‚ more specifically about the Oxford Guide to British and American Culture. The importance of such dictionaries became unquestionable when the culturological approach to the study of languages appeared. This approach means the unity of the language and culture. To acquire a language‚ a person should have the knowledge of special features of communication‚ behavior‚ people’s mind‚ habits‚ values‚ traditions in the country which language he/she learns
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© 2013 University of South Africa All rights reserved Printed and published by the University of South Africa Muckleneuk‚ Pretoria ENG2601/1/2014–2017 70055491 InDesign HSY_Style ii content STUDY UNIT 1: English Language systems: persuasion and narration/rhetorical analysis 1 STUDY UNIT 2: Language and Meaning 22 STUDY UNIT 3: Register and Genre 34 STUDY UNIT 4: Text cohesion 43 STUDY UNIT 5: English language use and variation 58 STUDY UNIT
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present tense হলে পরের অংশ হবে future tense। Structure---- If + subject + verb + object + ‚ + subject + shall / will + verb +object. Example--If I come out in the classroom‚ I shall miss the lesson. If যুক্ত কোন বাক্যের প্রথম অংশ past tense হলে পরের অংশ হবে past conditional। Past Conditional---- subject + should / would + verb +object Structure---- If + subject + verb এর past form + object + ‚ + subject + should / would + verb +object. Example-- If I received the mobile‚ I would know about the matter
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conundrum - a difficult problem (noun) whet - Make keen or more acute (verb) placate - gain the goodwill of (verb) infructuous - not fruitful; not producing the desired results (Adj) rectitude - Righteousness as a consequence of being honourable and honest(noun) Ex. Rectitude of behaviour expediency - the quality of being suited to the end in view (noun) expedient - appropriate to a purpose / serving to promote your interest (Adj) repugnant - extremely distasteful / in conflict
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TIMS Model What are the Lesson Objectives: a. The learner will recognize pennies‚ nickels‚ dimes and quarters and their values. b. The learner will practice counting coins. Standards addressed and expectations of students: Math Standards 0006.1.6 Name and identify coins and their values. 0106.1.4 Count the value of a set of coins up to fifty cents. Anticipatory Set: Ask students to get out their fake coins and see if they can tell which one is which while teacher sets up the song
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In your exam you will be required to create a text according to a specific purpose and audience. You will have to complete a longer writing task and a shorter writing task. You should spend about 25 minutes on question 5 and it is worth 16 marks. You should spend 35 minutes on question 6 and it is worth 24 Marks. We advise you to complete question 6 before question 5 as it is worth the most marks. When you read the question you should identify the PAFL. PAFL stands for purpose‚ audience‚ format
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fast the cars were going when they smashed into each other?” and the rest were not interrogated about the speed of the vehicle. After a week had passed‚ subjects were asked‚ “Did you see and broken glass?” and the correlation was made between which verb was used‚ the speed estimated and the subject knowing if there was any broken glass. (Loftus & Palmer‚ 1974). In Experiment 1 it was hypothesized that when the subject hears the word “hit” instead of the word “smashed” they will think that the collision
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