AMERICAN AND BRITISH ENGLISH Lexical and grammatical differences LEXICAL DIFFERENCES • Vocab – most noticeable differences • Differ in: – total meaning OR – in one particular sense of usage OR – totally unknown in some varieties REASONS FOR VOCABULARY DIFFERENCES i) New objects & experiences encountered in N. America - new names – adapt or neulogism (i.e. create new word‚ expression or usage) e.g. corn (US); maize (UK) robin small red-breasted (Eng.) large red-breasted (US)
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function of subject‚ object and predicative. [e.g. They say smoking leads to meditation. (Collins) (SUBJECT) I like making people happy. (Shaw) (OBJECT) The duty of all progressive mankind is fighting for peace.(PREDICATIVE)] | 1. *of transitive verbs can take a direct object.[e.g. I had now made a good progress in understanding and speaking their language. (Swift)] | 2.*can be preceded by a preposition. [e.g. I am very‚ very tired of rowing. (Hemingway)] | 2.* can be modified by an adverb. [e
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don’t have enough money saved up to pay for it. Students may put off doing their homework until it’s almost too late. Form Put off (verb+ adverb) is a transitive phrasal verb. Put off is normally followed by an object. In the example above the object is sleeping (verb+ing form‚ acting as a noun) Put off is also separable‚ i.e. you can separate the verb part from the adverb. However‚ if you change the direct object to a pronoun‚ i.e.‚ it‚ it then becomes inseparable (see examples below)
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2.06 Exploraciones - Práctica | C. Write a short paragraph in Spanish describing your typical day. In your paragraph‚ use 5 of the verbs included in the chart listed below. Make sure that you put these verbs in the yo form‚ as you will be talking about yourself. Remember there are 2 parts to this verb: the pronoun (me) and the verb in the yo form. Included in your paragraph should also be your responses to 3 of the questions listed below. Be sure that your responses are in complete Spanish
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1 TYPE 2 DIABETES Andrea Jimenez Sullivan University Pathophysiology with Pharmacology I-07 November 15‚ 2013 Type 2 Diabetes 2 Type 2 diabetes is a metabolic disorder resulting from the body ’s inability to properly use insulin. This is called insulin resistance. Insulin resistance means the body does not respond when insulin is present. This is the most
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ENGLISH LESSON PLAN GRADE V I. Use simple present forms of verbs for general truth. II. A. Using Simple Present Forms of Verbs for General Truth B. RBEC – Speaking 8.8.1 C. English Concept: Verbs that tell general truth are in the simple present tense/form. D. Fun in English 5 – Language pp 96- 97 ELSA T2T Lesson Plan in English 5 pp. 181-184 English Expressway – Language 5 pp. 120-123 E. Value Focus: Truthfulness F. English Skills :Reading‚ Speaking and Writing
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Criteria Scientific prose style Oratorical sub-style Publicistic styles Pragmatic aim to prove a hypothesis‚ to create new concepts‚ to disclose the internal laws of existence‚ development‚ relations between different phenomena. is to exert influence on public opinion‚ to convince the listener that the interpretation given by the speaker is the only correct one and to cause him to accept the point of view expressed in the speech not merely by logical argumentation‚ but by emotional appeal as well
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Syntax: Manchu phrases are all head-last. This means that the head-word of a phrase (e.g. the noun of a noun phrase‚ or the verb of a verb phrase) always falls at the end of the phrase. Thus‚ adjectives and adjectival phrases always precede the noun they modify‚ and the arguments to the verb always precede the verb. As a result‚ Manchu sentence structure is subject–object–verb (SOV). The grammars of Japanese and Korean bear resemblance[specify] to that of Manchu‚ which would‚ according to the Altaic
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word Translation 1. sealde [ea]-breaking of [a] before l consonant‚[e] – palatal mutation of [a]‚ ll- doubling due to loss of [j] sell sold 2. cwæð [æ] – from Common Germanic‚ ð –[ θ] according to Verner’s law the 3d and 4th form of this verb became voiced [θ]-> [ ð] – “consonant gradation” с –[k] obs. quoth quote 3. swā [ā] – from Comm.Germ. [ai] so so 4. eart [ea] - breaking of [æ] before r consonant. are are 5. hwæt [æ] – from PG [a] a->>æ v->w what what 6. hlāf
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QUANTITATIVE ANALYSIS OF ACTION AND MENTAL VERBS Quantitative Analysis of Action and Mental verbs in Instructive and Argumentative texts: a Comparative Review Fanny Casanova Vanessa Garrido Javiera Muñoz Nicole Muñoz Pontificia Universidad Católica de Chile Grammar And Text November 3th‚ 2014 1 QUANTITATIVE ANALYSIS OF ACTION AND MENTAL VERBS Abstract Our research consisted first on identifying mainly the mental and action verbs‚ basing the classification on Halliday‟s (2004) theory‚ in two
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