Ezekiel Amarh Celta Assignment 2: Focus on the Learner For this assignment‚ I interviewed Ibrahim A Rabie‚ a 46-year-old Sudanese student from my intermediate class. Ibrahim works night shifts as a security guard in west London and spends most of the day recovering from the long twelve hour shifts. Ibrahim’s first language is Arabic which he speaks at home with his wife. He came to England to live with her in 2007 and has been studying English on and off for the last year and a half. Ibrahim
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Music from all over the world presents a range of musical theories. Some of these are documented in writing whilst others are transmitted orally. Discuss and give examples with reference to both Western and non-Western music. Music Theory can be understood as chiefly the study of the structure of music. With the idea of both written and oral notation‚ it may be understood through recognized systems of indication‚ and used as systems of memorizing and transmitting the theories themselves. Western
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Comparing spoken and written communication Spoken language and web based communication are different from each other: they both have different features and aspects. Spoken language takes place in person‚ is transitory and relies on sounds. Whereas web based communication takes place online where speakers can be many miles apart during a conversation. So the features in web based communication are not present in spoken communication. A common factor which is required for a spoken conversation
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Class 1 Topic – 2 Articles Introduction An article‚ sometimes called an article adjective is a little word used before a noun to point to something The words a‚ an‚ and the are special adjectives called articles. Types of Articles Definite Article Indefinite Article Definite Article The article “the” points to a definite (particular) person‚ place‚ or thing Articles in English are invariable. That is‚ they do not change according to the gender or number of the noun they refer to Example
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past tense ending of regular verbs. Many of them insert a vowel and create an extra syllable in the word. Therefore‚ my question is the following : Is there any influence of orthography on the production of –ed endings by students of English ? Problem: Study the possible interference of the written form of regular past tense verbs in the process of speaking. The study will investigate the influence of orthography on the production of vowel epenthesis. 2.Exploration stage: What I want to investigate
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where they had their colors‚ scissors‚ pencils or any work that the teacher will have to check for that day. Some of the subjects that the teach taugh during my observation were the alphabet‚ the sounds of the letters‚ the difference between the vowels and consonants and the seasons‚ techer was doing a review for all those students who had a hard a time during kinder garden and answering all the questions that the students had or missunderstandings. One unusual circumstance that I observed was that
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suspicion‚ let both sides join in creating a new endeavor -- not a new balance of power‚ but a new world of law -- where the strong are just‚ and the weak secure‚ and the peace preserved. Assonance: repetition of vowel sounds in non-rhyming words: “Hear the mellow wedding bells.: (short e vowel sound) Examples: Consonance: repetition of consonant sounds within words or ending words: first & last‚ odds & ends‚ short & sweet Examples: Metaphor: implied comparison through a figurative‚ not literal
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parents voice. When a baby hears a sound‚ for example a rattle sound near their head‚ the baby will become quiet and turn their head towards the sound. 6 to 9 months. At 6 months a baby can laugh‚ chuckle and squeal aloud in play. They will make vowel sounds‚ for example ‘aah-aah’‚ ‘goo’. They respond differently to different tones of voice and will start to respond to noises out of sight by looking around to see where the noise is coming from. A baby will babble loudly and tunefully using dual
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familiar with the concept of syllables. In part C‚ I gave Landyn a word and asked him to represent each sound or phoneme with a Lego piece. He got a 2/10 correct‚ placing him at the top of the Intensive category. He had a pattern of not counting the vowel sounds or separating blends. We practiced segmenting
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I would listen to how the teacher would pronounce a word and try to copy the teacher. Practice made perfect in pronouncing the word. Nasal vowels were challenging and I would push air though the nose and mouth and it sounded like I had a stuffy nose! The trickiest were the silent letters for e.g. letters m and n are usually silent however‚ they cause the vowel preceding them to be nasal. French is not a phonetic language and so they have letters that can be pronounced in different ways and sometimes
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