The document contains a series of short dialogues and questions testing understanding of implied or unstated meanings. It examines topics like presuppositions, implicatures, and inferences that can be drawn from statements even if not explicitly stated. For each short exchange, the question asks whether a certain conclusion can be drawn about what was directly said or implied, but not stated, by the speaker.
Durante la cuarentena, la clase de semántica y pragmática se detuvo solo semana y media (porque yo estaba muy preocupada por las materias xD) y mediante un acuerdo con la maestra Blanca Estela Flores decidimos tener 2 clases virtuales por semana y muchos ejercicios como este.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Durante la cuarentena, la clase de semántica y pragmática se detuvo solo semana y media (porque yo estaba muy preocupada por las materias xD) y mediante un acuerdo con la maestra Blanca Estela Flores decidimos tener 2 clases virtuales por semana y muchos ejercicios como este.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
ESC Beyond Borders _From EU to You_ InfoPack general.pdf
Exercise 5
1. Exercise 5.1
a) Carmen: Did you get the milk and the eggs?
Dave: I got the milk
Did Dave buy the eggs?
No, he only bought the eggs, because he only mentioned the eggs.
b) Carmen: did you manage to fix that leak?
Dave: I tried to
Did Dave fix the leak?
No, but he tried, he clarifies it.
c) Faye: I hear you’ve invited Mat and Chris
Ed: I didn’t invite Mat.
Did Ed invite Chris?
Yes, he only invited Chris, he clearly says he didn’t invite Mat.
d) Steve: what happened to your flowers?
Jane: a dog got into the garden
Did the dog belong to Jane?
No, because she said “a dog” not “my dog”.
Exercise 5.2
a) Jane: who used all the printer paper?
Steve: I used some of it.
Steve used some paper but he may not have finished it.
b) Jane: I hear you’re Always late with the rent
Steve: well, sometimes I am
Steve sometimesgets laid with rent bills.
c) Jane: Mike and Annie should be here by now. Was their plane late?
Steve: possibly
It’s a possibility that Mike and Annie’s plane was late, but Steve doesn’tknow.
d) Jane: this cheese looks funny. The label said to store it in a cool place
Steve: yeah I did
Steve may not freeze the cheese.
Exercise 5.3
a) Steve has in fact used all the printer paper
Steve lies as he run out the paper.
b) Steve has been late with the rent every month since he moved in
Steve lies with being late sometimes.
c) Steve knows for a fact that the plane was late because Mike and Annie called him from the
airport
He knewthey were late but said it as a possibility anyways.
d) Steve had absentmindedly put the cheese in the freezer and thawed it out before dinner
hoping that Jane wouldn’t notice.
Steve didn’t do what he had to with the cheese.
Exercise 5.4
a) Tom: are you going to Mark’s party tonight?
2. Annie: my parents are in town. (‘no’)
Tom knows that if Annie’s parents are not in town she is not allowed to go to a party.
b) Tom: where’s the salad dressing?
Gabriela: we’ve run out of olive oil. (there isn’t any salad dressing)
Tom knows that Gabriela cannot make salad dressing without olive oil.
c) Steve: what’s with your mother?
Jane: let’s go into the garden. (‘I can’t talk about it in here’)
Steve knows that they can’t talk about her mother’s mood in her presence (assuming
that whether she or other family member is close and they cannot talk about the
mother there).
d) Mat: want some fudge brownie?
Chris: there must be 20,000 calories there. (‘no’)
Mat knowthat Chris takes care ofhis body.
Exercise 5.5
a) Cancelling an existential presupposition:
Mike: what happened?
Annie: Steve’s dog wrecked the garden- and in fact,Steve doesn’t have a dog.
Who wrecked the garden then?
b) Cancelling a ‘lexical’ presupposition:
Mike: what’s up?
Annie: I’ve stopped smoking- although I’ve never smoked.
Annie never smoked
c) Cancelling a generalized implicature:
Mike: what’s happened to the shampoo?
Annie: I used most of it –actually I used all of it
Annie says a lie
d) Cancelling a particularized implicature:
Mike: are you coming to the party?
Annie: my parents are in town-but I am coming
Contradictory statement
Exercise 5.6
a) Linda: what’s with Jean?
Jen: she discovered that her centralheating’s broken. (‘her central heating is broken’)
Presupposition
b) Terry: : how do you like your bath?
Phil: warm. (‘I don’t like it hot’)
Implicature
c) Annie: what do you think of this necklace and bracelet?
Mike: the bracelet is beautiful. (‘the necklace is not beautiful´)
Implicature
d) Lois: has the kitchen been painted?
Gabriela: tom’s away. (‘no)
Implicature
e) Jane: have you seen my sweater?
Steve: there’s a sweater on the sofa. (it’s not Steve’s sweater’)
3. Presupposition
f) Mike: how come Mary’s all dressed up?
Annie: we’re going to the D-E-N-T-I-S-T. (‘Mary hates the dentist’)
Presupposition
g) Austin: It works now
Barbara:when did Eric fix it? (‘Eric fixed it’)
Presupposition