Clue Words
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Clue words help identify opinions in sentences. Common clue words include think, feel, believe, worst, best, never, and always. Clue words signal that a sentence contains a subjective element like a personal view rather than an objective fact. Identifying clue words can help determine whether a sentence is stating an opinion or a fact.
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PEOPLE NEED TO KNOW WHETHER OR NOT IT IS TRUE. THEY USE FACTS TO REACH CONCLUSIONS ABOUT THINGS, TO MAKE THEIR OWN OPINIONS.
THE RUSTIC NEEDS TO KNOW THE FACTS ABOUT THE DIFFERENT MATERIALS HE CAN USE FOR HIS TOILET AND WHERE TO PLACE IT.
OF COURSE, HE ALSO NEEDS TO KNOW HOW RELIABLE THE INFORMATION IS.
IN ORDER TO DO SOMETHING WITH INFORMATION
RECORDING PEOPLE'S OPINIONS IS USEFUL TO YOUR READERS OR LISTENERS.
HEARING AN OPINION ON AN ISSUE MIGHT STIMULATE THEM TO THINK ABOUT THE ISSUE THEMSELVES.
IF THEY HEAR A VARIETY OF DIFFERENT OPINIONS, THEY CAN USE THIS INFORMATION TO BUILD UP THEIR OWN IDEAS.
THEY CAN ALSO USE OTHER PEOPLE'S OPINIONS AS MODELS FOR THEIR OWN. IF THEY READ OF SOMEONE EXPRESSING AN OPINION THEY AGREE WITH, THEY MIGHT ADOPT THAT OPINION FOR THEMSELVES.
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This document discusses the structure of questions in English. It explains that questions are sentences that ask for information and identifies three basic types of questions: yes/no questions, question word questions, and choice questions. Examples of each type of question are provided along with sample answers. The basic question structure of auxiliary verb + subject + main verb is also explained.
Auxiliaries Details
The document discusses auxiliary verbs and their uses in English grammar. It defines auxiliary verbs as "helper verbs" used to form tenses, moods, and voices of other verbs. The main auxiliary verbs are be, have, and do. Be is used to form continuous and passive tenses. Have is used with the past participle to form perfect tenses. Do is used to form questions and negatives, except when another auxiliary like a modal is present. Modal auxiliary verbs like can, may, will are also discussed as coming before other auxiliaries but not taking inflections or functioning as main verbs.
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Linking words are used to connect sentences and indicate the relationship between ideas. They can be used to link the flow of ideas, guide the reader through an argument, and connect paragraphs. Some common linking words are "and", "also", "in addition", "as well as", "but", "however", "although", "so", "because", "like", "besides", "due to", and "thanks to". Using linking words correctly is important to avoid changing the meaning or causing confusion.
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PEOPLE NEED TO KNOW WHETHER OR NOT IT IS TRUE. THEY USE FACTS TO REACH CONCLUSIONS ABOUT THINGS, TO MAKE THEIR OWN OPINIONS.
THE RUSTIC NEEDS TO KNOW THE FACTS ABOUT THE DIFFERENT MATERIALS HE CAN USE FOR HIS TOILET AND WHERE TO PLACE IT.
OF COURSE, HE ALSO NEEDS TO KNOW HOW RELIABLE THE INFORMATION IS.
IN ORDER TO DO SOMETHING WITH INFORMATION
RECORDING PEOPLE'S OPINIONS IS USEFUL TO YOUR READERS OR LISTENERS.
HEARING AN OPINION ON AN ISSUE MIGHT STIMULATE THEM TO THINK ABOUT THE ISSUE THEMSELVES.
IF THEY HEAR A VARIETY OF DIFFERENT OPINIONS, THEY CAN USE THIS INFORMATION TO BUILD UP THEIR OWN IDEAS.
THEY CAN ALSO USE OTHER PEOPLE'S OPINIONS AS MODELS FOR THEIR OWN. IF THEY READ OF SOMEONE EXPRESSING AN OPINION THEY AGREE WITH, THEY MIGHT ADOPT THAT OPINION FOR THEMSELVES.
Philosophy: “If there is no truth, there can be no knowledge. Defining what truth is and what is belief can be problematic, and the boundaries between them are a subject of philosophical debate. If it is accepted that there are objective facts which not all philosophers agree on then it can be argued that knowledge is an attempt to match beliefs with reality to develop "true beliefs. This branch of philosophy is called epistemology, which is the study of the nature of knowledge, as well as the limits of what human beings can know.
OPINION: Share someone thoughs feelings or emotions.
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The document summarizes Tamara Jones' presentation on bringing pragmatics and pronunciation into conversation classrooms. It discusses raising students' awareness of intonation and sentence stress through videos, recordings and activities. It also covers giving students explicit instruction on communicating listening, disagreeing politely and asking favors. Various classroom techniques and supplemental materials are presented to help students improve their pragmatic and pronunciation skills.
Writing assistance easttle2013
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Teach Profunciation 2011 Fatih University ELT Conference
Abstract
We are language teachers and should be teaching language, not
wasting time watching our learners struggle with pronunciation
which we all know they find boring. Living and working here, we
become inured to and sometimes over-tolerant of substandard
pronunciation, which doesn't necessarily mean sounding like a native
speaker. But how many times have we accepted walk for woke, cut
for cat and berry for very? It's not always easy to diagnose the cause
of our students' pronunciation problems, much less propose an
adequate solution. In this session, for teachers of teens and adults,
we won't be doing any choral drilling but we'll take a look at a range
of non-threatening classroom strategies and techniques that can
help students identify and overcome their pronunciation difficulties.
This workshop looks at a number of accessible ways we can work on
in and out of class to help improve our learners' pronunciation by
providing them activities which we can use in our language classes.
You will find practical in class activities and enjoyable online digital
games to integrate pronunciation teaching to your lessons.
Biographical Details
Ayşegül Liman holds BA (2009) in ELT from Marmara University. She
has been working at Marmara University, English Preparatory School
as an instructor of English. Her interest areas are educational
technology and teacher education.
Fatma Kübra Köşker holds BA (2008) in ELT from Boğaziçi University.
She worked at Aydın University one year and now she has been
working at Marmara University, English Preparatory School as an
instructor of English. Her interest areas are educational technology
and teacher education.
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2015 powerpoint latest workshop power point
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3) Personal pronouns including subject, object, possessive, and reflexive pronouns.
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1. Intonation refers to the rises and falls in pitch when speaking and is important for conveying meaning and feelings.
2. Teaching intonation aids communication and prevents misunderstandings that can occur from using the wrong intonation.
3. Examples of intonation patterns include rising intonation for yes/no questions and falling intonation for statements. Teachers should highlight predictable intonation patterns associated with grammar.
Interpersonal & Small Group Communication Lecture #2 .docx
This document provides a summary of chapters 5-7 from an interpersonal and small group communication lecture. It discusses key concepts around listening, verbal communication, and nonverbal communication.
The main points are: 1) Listening requires actively applying meaning to what is heard, while hearing is a physiological process. Common barriers to listening are discussed. 2) Verbal communication uses symbols like words that may not have consistent meanings across contexts and cultures. Examples are given around describing an unfamiliar fruit. 3) Nonverbal communication includes tone of voice, facial expressions, posture, and other cues that often work together with verbal communication and can also stand alone.
For middle school
This document provides tips and techniques for learning English effectively from the Jinning Education Center. It recommends writing a daily journal, reading books, rewriting class notes, watching TV and listening to the radio, keeping a vocabulary notebook, speaking English with friends, and thinking positively. It emphasizes that learning should be an active process involving different parts of the brain through various activities like guessing meanings from context and checking definitions.
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Fluency, rhythm and_intonation
The document discusses fluency, rhythm, and intonation in English pronunciation from a top-down perspective. It argues that these larger structures should be the initial focus in teaching pronunciation rather than individual sounds. Rhythm, intonation, and fluency can be present from the very beginning through songs, rhymes, and meaningful texts. The document provides guidance on teaching stress, rhythm, and intonation patterns through techniques like nursery rhymes, growing sentences, and forward/backward chaining. It emphasizes keeping pitch high and even between stressed syllables and having a clear focus or pitch change at the end of meaning units.
Yes, i can
This document provides techniques for effectively learning English, including keeping a journal, reading books, rewriting class notes, watching TV/movies, keeping a vocabulary notebook, and speaking English with friends. It emphasizes taking an active approach to learning, such as guessing meanings from context while reading instead of looking up every word. A positive mindset is also important, saying "my English is improving" rather than focusing on current limitations. The goal is to make English learning fun and enjoyable.
Supra segmental pronunciation carroll 2018
Some ways of teaching intonation and stress (supra-segmental pronunciation) using Carolyn Graham's Jazz chants and other methods.
Intonation Rules
This document discusses intonation patterns in English: falling intonation, rising intonation, rise-fall intonation, and fall-rise intonation. Falling intonation, where the voice falls at the end of a sentence, is used for statements, commands, WH-questions, and exclamations. Rising intonation, where the voice rises at the end, is used for yes/no questions and question tags that require an answer. Rise-fall intonation has a rising then falling pattern and is used for choices, lists, unfinished thoughts, and conditional sentences. Fall-rise intonation is used to show hesitation or reluctance in responses.
Adverbs and questions
This document discusses adverbs of frequency and provides examples of their use. It defines adverbs of frequency as words that indicate how often an action occurs. The most common adverbs of frequency are always, usually, often, sometimes, seldom, rarely, and never. The document also shows where adverbs of frequency are placed in sentences and provides examples of their use in affirmative, negative, interrogative, and imperative sentences.
Adverbs and questions
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Ingles ultimo año resumen
The document provides instructions for using different grammar structures to talk about personality, behavior, experiences, and family life. It discusses using adverbs and adjectives to describe people, the present perfect and simple past tenses, superlatives, and verbs like "let" and "make" when discussing rules. The goal is to learn how to concisely summarize multi-paragraph documents while retaining the key topics and purpose.
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Clue Words
- 2. What’s a clue word? • Clue words help “clue you in” to when a sentence is an opinion.
- 3. Words like… THINK FEEL BELIEVE WORST BEST NEVER ALWAYS UGLY CUTE EASY …to name a few.
- 4. Can you spot the clue word in each sentence? •I think Phineas and Ferb is a great show. Hint: There can be more than one clue word in a sentence!
- 5. •That cat is •I think he’s ugly! cute!
- 6. Fill in the blank with a clue word… • Math is the ____________ subject in school. • Recess is the _____________ time of day. • The students are ____________ loud in the hallways. -easiest -best -always -hardest -worst -never
- 7. • I ____________ that I am the best singer in the whole school! -best -always -think -believe -worst -never
- 8. So, what are clue words?