Headlines analysis
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Headline Analysis for EN481
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Ppt pres.continuous vs simple
The document provides information on the present simple and present continuous tenses in English. It discusses when to use each tense, including using the present simple for habits and permanent states, and the present continuous for temporary situations happening now. It also covers pronunciation of the third person -s ending, the formation and spelling of the present continuous, and the distinction between action and non-action verbs. Examples are provided throughout to illustrate the different uses of these tenses.
Frozzen Pizza
The document discusses different types of texts including narratives, dramas, lyrics, epics, and others. It provides definitions and examples of each type. It encourages browsing a photocopied chapter from Harry Potter and the Chamber of Secrets and answering questions about identifying text types, characters, point of view, themes and other elements. Links are included for further reference on analyzing stories.
Frozzen pizza and
The document contains a short excerpt from Harry Potter and the Chamber of Secrets by J.K. Rowling. It describes Harry returning to the Gryffindor common room soaking wet after a rainy Quidditch practice. On his way, he encounters Nearly Headless Nick, the Gryffindor house ghost, who is muttering to himself about not fulfilling some requirements. They exchange a greeting but no other details are provided about their interaction.
Writing strategies writing paragraphs
The document discusses strategies for writing well-organized paragraphs. It explains that a paragraph should have a single controlling topic sentence that introduces the main idea. The rest of the paragraph provides supporting details to explain or develop that main idea. These details can include facts, examples, reasons, or other information depending on the purpose of the paragraph. Finally, the paragraph should conclude by restating the main point.
Anticipatory it b2
This document provides an overview of using anticipatory "it" in English grammar. It explains that anticipatory "it" allows the subject of a sentence to be placed at the end for emphasis, after introductory "it". Several sentence structures using anticipatory "it" are described, including "it" plus verb plus subject/clause, "it" plus adjective/noun plus clause, and "it" plus verb plus adjective/noun plus object plus infinitive. Examples are given for each structure. The document also discusses joining sentences using introductory "it" and provides additional resources for further practice.
Meaning of modals exercises
This document discusses the different meanings of modal verbs in English. It provides examples of modal verbs used in different contexts and has students classify the examples into categories of meaning. The categories are: 1) Prediction in the present/future, 2) Logical necessity, 3) Conditional sentences expressing universal truths, 4) Present habits, 5) Criticizing typical behavior, 6) Past habits and actions, 7) Willingness, and 8) Insistence. The document aims to help upper-intermediate English learners better understand the nuanced meanings of common modal verbs.
Cleft sentences
Cleft sentences are used to emphasize or focus attention on part of a sentence. There are several types of cleft sentences:
1) Beginning with "what" or "all" to emphasize a thing or only thing
2) Beginning with "what happens is" or "what happened was" to emphasize an event
3) Beginning with "the person who", "the place where", "the first/last time", or "the reason why"
4) Beginning with "it is/was" followed by a relative clause
The document provides examples of each type and exercises rewriting sentences using cleft structures to shift emphasis.
Ppt pres.continuous vs simple
The document provides information on the present simple and present continuous tenses in English. It discusses when to use each tense, including habits/routines for the present simple and ongoing actions for the present continuous. It also covers formation of the present continuous, pronunciation of the -s ending in the third person singular, and the distinction between action and non-action verbs. Examples are provided throughout to illustrate the different uses of these tenses.
Recommended
Ppt pres.continuous vs simple
The document provides information on the present simple and present continuous tenses in English. It discusses when to use each tense, including using the present simple for habits and permanent states, and the present continuous for temporary situations happening now. It also covers pronunciation of the third person -s ending, the formation and spelling of the present continuous, and the distinction between action and non-action verbs. Examples are provided throughout to illustrate the different uses of these tenses.
Frozzen Pizza
The document discusses different types of texts including narratives, dramas, lyrics, epics, and others. It provides definitions and examples of each type. It encourages browsing a photocopied chapter from Harry Potter and the Chamber of Secrets and answering questions about identifying text types, characters, point of view, themes and other elements. Links are included for further reference on analyzing stories.
Frozzen pizza and
The document contains a short excerpt from Harry Potter and the Chamber of Secrets by J.K. Rowling. It describes Harry returning to the Gryffindor common room soaking wet after a rainy Quidditch practice. On his way, he encounters Nearly Headless Nick, the Gryffindor house ghost, who is muttering to himself about not fulfilling some requirements. They exchange a greeting but no other details are provided about their interaction.
Writing strategies writing paragraphs
The document discusses strategies for writing well-organized paragraphs. It explains that a paragraph should have a single controlling topic sentence that introduces the main idea. The rest of the paragraph provides supporting details to explain or develop that main idea. These details can include facts, examples, reasons, or other information depending on the purpose of the paragraph. Finally, the paragraph should conclude by restating the main point.
Anticipatory it b2
This document provides an overview of using anticipatory "it" in English grammar. It explains that anticipatory "it" allows the subject of a sentence to be placed at the end for emphasis, after introductory "it". Several sentence structures using anticipatory "it" are described, including "it" plus verb plus subject/clause, "it" plus adjective/noun plus clause, and "it" plus verb plus adjective/noun plus object plus infinitive. Examples are given for each structure. The document also discusses joining sentences using introductory "it" and provides additional resources for further practice.
Meaning of modals exercises
This document discusses the different meanings of modal verbs in English. It provides examples of modal verbs used in different contexts and has students classify the examples into categories of meaning. The categories are: 1) Prediction in the present/future, 2) Logical necessity, 3) Conditional sentences expressing universal truths, 4) Present habits, 5) Criticizing typical behavior, 6) Past habits and actions, 7) Willingness, and 8) Insistence. The document aims to help upper-intermediate English learners better understand the nuanced meanings of common modal verbs.
Cleft sentences
Cleft sentences are used to emphasize or focus attention on part of a sentence. There are several types of cleft sentences:
1) Beginning with "what" or "all" to emphasize a thing or only thing
2) Beginning with "what happens is" or "what happened was" to emphasize an event
3) Beginning with "the person who", "the place where", "the first/last time", or "the reason why"
4) Beginning with "it is/was" followed by a relative clause
The document provides examples of each type and exercises rewriting sentences using cleft structures to shift emphasis.
Ppt pres.continuous vs simple
The document provides information on the present simple and present continuous tenses in English. It discusses when to use each tense, including habits/routines for the present simple and ongoing actions for the present continuous. It also covers formation of the present continuous, pronunciation of the -s ending in the third person singular, and the distinction between action and non-action verbs. Examples are provided throughout to illustrate the different uses of these tenses.
Headline writing
This document provides guidelines for writing effective headlines. It lists 10 rules for headline writing, such as being accurate, capturing the essence of the story, and avoiding bias. It then analyzes example headlines that are problematic and provides tips to avoid issues like unintended meanings, cliches, jargon, and sensationalism. The document stresses that headlines should be clear, concise, and informative. It also notes some additional considerations for online headlines, such as using keywords and being more literal.
Present perfect vs present perfect continuous
Explanation, practice and links to understand the main difference betweeen present perfect simple and continuous.
Understanding phrasal verbs
This document discusses phrasal verbs in English. It begins by defining phrasal verbs as verbs combined with particles, which are prepositions or adverbs. It lists the most common particles. It explains that phrasal verbs usually have an idiomatic meaning rather than just the literal meanings of the individual words. It discusses how to determine a phrasal verb's grammatical pattern and provides examples of common verbs used in phrasal verbs. The document also covers how phrasal verbs can be used to form nouns and adjectives, and how the same phrasal verb can have multiple related meanings.
Headline Writing
The document discusses different types of headlines used in journalism, including the hammer, kicker, tripod, and wicket styles. It explains that headlines have two parts, a primary and secondary headline, and provides examples of each style. Guidelines are also given for writing effective headlines, such as using fact-filled secondary heads and eye-opening primary heads.
headline writing
The document provides guidelines for writing effective headlines, including:
- Use fact-filled secondary headlines and eye-catching primary headlines. Contrast type styles between levels.
- Avoid splitting words, phrases, or names across lines. Only include essential information that is in the underlying story.
- Omit articles and use numerals. Abbreviate only if readers will understand. Favor active voice and simple subject-verb-object construction.
- Follow principles of clarity, brevity and visual alignment when writing multi-line headlines.
Phrasal verbs and idiomatic expressions.
This document discusses phrasal verbs and idiomatic expressions in English. It begins by classifying phrasal and prepositional verbs into four categories: 1) phrasal verbs consisting of a verb and adverb, 2) prepositional verbs consisting of a verb and preposition, 3) phrasal prepositional verbs with a verb, adverb and preposition, and 4) other prepositional combinations. The document then examines differences between phrasal verbs and verb+preposition combinations, provides examples of idiomatic versus literal uses, and tips for learning idioms.
Verbs+ preposition patterns.practice
Here are some follow up questions you could ask:
- What store(s) did you apply for a card with? Were you approved?
- Do you split the bill evenly or take turns paying?
- What aspects of exams/deadlines worry you most?
- What was the situation/reason for apologizing? How did the other person react?
- How long have you relied on that person? In what ways do they support you?
- What coping strategies have you found most effective?
- Any recent big purchases you've made or plan to make?
- What issue did you complain about and to whom (family, friend, employee)?
- Who shouted at
Verbs+ preposition patterns.practice
Here are some follow up questions you could ask:
- What store(s) did you apply for a card with? Were you approved?
- Do you split the bill evenly or take turns paying?
- What aspects of exams/deadlines worry you most?
- What was the situation/reason for apologizing? How did the other person react?
- How long have you relied on that person? In what ways do they support you?
- What coping strategies have you found most effective?
- Do you budget for fun purchases or spend spontaneously?
- What issue did you complain about and to whom (family, friend, employee)?
- Who shouted at you and
USING BLOGS IN THE CLASSROOM---
This document discusses a teacher's blog for her students. It provides an overview of what a blog is and answers common questions about using the blog for educational purposes. The teacher explains that the blog contains various language learning materials organized by level and skill. It is intended to supplement in-class lessons and allow students to access materials anywhere. While time-consuming to create and maintain, the teacher believes the blog is worthwhile for improving students' learning.
The Language Of Headlines
The document discusses different types of newspapers, including broadsheets and tabloids. Broadsheets target a more educated audience with in-depth reporting and analysis, while tabloids aim for mass appeal with shorter stories and more images. Headline language is also examined, noting techniques like noun phrases, verb changes, and dropped articles to save space.
Newspaper headlines and leads
This document provides guidance on writing effective newspaper articles by focusing on headlines, subheadings, and lead paragraphs. It discusses techniques for headlines like using exclamations, alliteration, or puns to grab attention. Subheadings should further explain the story. The lead paragraph should briefly summarize the key details of who, what, when, where, and why to entice readers to learn more. Students are instructed to practice these elements in a writing activity.
Newspaper headlines and leads
The document provides guidance on writing effective newspaper articles by focusing on headlines, subheadings, and lead paragraphs. It discusses key features of newspaper articles and techniques for crafting interesting headlines using exclamations, alliteration, or puns. The document also explains how subheadings provide additional context for headlines and how lead paragraphs summarize the key details of who, what, when, where, and why in a story in a concise one or two sentences.
Strategic Analysis: Headlines for the South West - RIG Meeting January 2011
This document provides an overview and analysis of several publicly available data sources on employment, education, and demographics in the South West region of England. It summarizes trends in employment by industry from the Annual Business Inquiry, unemployment rates from the Job Seeker's Allowance Claimant Count, participation of 16-18 year olds in education from the Department for Education, skills needs from the National Employer Skills Survey, and population projections for youth from the ONS. Regional trends and comparisons are presented for each data source.
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กำหนดการ “การประชุมวิชาการวิทยาการหลังการเก็บเกี่ยวแห่งชาติ ครั้งที่ 21”
กำหนดการ “การประชุมวิชาการวิทยาการหลังการเก็บเกี่ยวแห่งชาติ ครั้งที่ 21”Postharvest Technology Innovation Center
กำหนดการ “การประชุมวิชาการวิทยาการหลังการเก็บเกี่ยวแห่งชาติ ครั้งที่ 21” ระหว่างวันที่ 4-5 กรกฎาคม 2567Recap JavaScript and TypeScript.pdf Recap JavaScript and TypeScript.pdf
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Headline writing
This document provides guidelines for writing effective headlines. It lists 10 rules for headline writing, such as being accurate, capturing the essence of the story, and avoiding bias. It then analyzes example headlines that are problematic and provides tips to avoid issues like unintended meanings, cliches, jargon, and sensationalism. The document stresses that headlines should be clear, concise, and informative. It also notes some additional considerations for online headlines, such as using keywords and being more literal.
Present perfect vs present perfect continuous
Explanation, practice and links to understand the main difference betweeen present perfect simple and continuous.
Understanding phrasal verbs
This document discusses phrasal verbs in English. It begins by defining phrasal verbs as verbs combined with particles, which are prepositions or adverbs. It lists the most common particles. It explains that phrasal verbs usually have an idiomatic meaning rather than just the literal meanings of the individual words. It discusses how to determine a phrasal verb's grammatical pattern and provides examples of common verbs used in phrasal verbs. The document also covers how phrasal verbs can be used to form nouns and adjectives, and how the same phrasal verb can have multiple related meanings.
Headline Writing
The document discusses different types of headlines used in journalism, including the hammer, kicker, tripod, and wicket styles. It explains that headlines have two parts, a primary and secondary headline, and provides examples of each style. Guidelines are also given for writing effective headlines, such as using fact-filled secondary heads and eye-opening primary heads.
headline writing
The document provides guidelines for writing effective headlines, including:
- Use fact-filled secondary headlines and eye-catching primary headlines. Contrast type styles between levels.
- Avoid splitting words, phrases, or names across lines. Only include essential information that is in the underlying story.
- Omit articles and use numerals. Abbreviate only if readers will understand. Favor active voice and simple subject-verb-object construction.
- Follow principles of clarity, brevity and visual alignment when writing multi-line headlines.
Phrasal verbs and idiomatic expressions.
This document discusses phrasal verbs and idiomatic expressions in English. It begins by classifying phrasal and prepositional verbs into four categories: 1) phrasal verbs consisting of a verb and adverb, 2) prepositional verbs consisting of a verb and preposition, 3) phrasal prepositional verbs with a verb, adverb and preposition, and 4) other prepositional combinations. The document then examines differences between phrasal verbs and verb+preposition combinations, provides examples of idiomatic versus literal uses, and tips for learning idioms.
Verbs+ preposition patterns.practice
Here are some follow up questions you could ask:
- What store(s) did you apply for a card with? Were you approved?
- Do you split the bill evenly or take turns paying?
- What aspects of exams/deadlines worry you most?
- What was the situation/reason for apologizing? How did the other person react?
- How long have you relied on that person? In what ways do they support you?
- What coping strategies have you found most effective?
- Any recent big purchases you've made or plan to make?
- What issue did you complain about and to whom (family, friend, employee)?
- Who shouted at
Verbs+ preposition patterns.practice
Here are some follow up questions you could ask:
- What store(s) did you apply for a card with? Were you approved?
- Do you split the bill evenly or take turns paying?
- What aspects of exams/deadlines worry you most?
- What was the situation/reason for apologizing? How did the other person react?
- How long have you relied on that person? In what ways do they support you?
- What coping strategies have you found most effective?
- Do you budget for fun purchases or spend spontaneously?
- What issue did you complain about and to whom (family, friend, employee)?
- Who shouted at you and
USING BLOGS IN THE CLASSROOM---
This document discusses a teacher's blog for her students. It provides an overview of what a blog is and answers common questions about using the blog for educational purposes. The teacher explains that the blog contains various language learning materials organized by level and skill. It is intended to supplement in-class lessons and allow students to access materials anywhere. While time-consuming to create and maintain, the teacher believes the blog is worthwhile for improving students' learning.
The Language Of Headlines
The document discusses different types of newspapers, including broadsheets and tabloids. Broadsheets target a more educated audience with in-depth reporting and analysis, while tabloids aim for mass appeal with shorter stories and more images. Headline language is also examined, noting techniques like noun phrases, verb changes, and dropped articles to save space.
Newspaper headlines and leads
This document provides guidance on writing effective newspaper articles by focusing on headlines, subheadings, and lead paragraphs. It discusses techniques for headlines like using exclamations, alliteration, or puns to grab attention. Subheadings should further explain the story. The lead paragraph should briefly summarize the key details of who, what, when, where, and why to entice readers to learn more. Students are instructed to practice these elements in a writing activity.
Newspaper headlines and leads
The document provides guidance on writing effective newspaper articles by focusing on headlines, subheadings, and lead paragraphs. It discusses key features of newspaper articles and techniques for crafting interesting headlines using exclamations, alliteration, or puns. The document also explains how subheadings provide additional context for headlines and how lead paragraphs summarize the key details of who, what, when, where, and why in a story in a concise one or two sentences.
Strategic Analysis: Headlines for the South West - RIG Meeting January 2011
This document provides an overview and analysis of several publicly available data sources on employment, education, and demographics in the South West region of England. It summarizes trends in employment by industry from the Annual Business Inquiry, unemployment rates from the Job Seeker's Allowance Claimant Count, participation of 16-18 year olds in education from the Department for Education, skills needs from the National Employer Skills Survey, and population projections for youth from the ONS. Regional trends and comparisons are presented for each data source.
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Headlines analysis
- 2. ABC News
- 3. ประโยคเต็มคือ Indonesian fires are sending haze across south-east Asia could become the worst on record, NASA warns โดยพาดหัวข่าวนี้ใช้ present continues tense มีการอ้างอิงถึง NASA เพื่อความน่าเชื่อถือของข้อมูล ที่มา http://mobile.abc.net.au/news/2015-10-02/indonesia-forest-fires- could-become-worst-on-record-nasa-warns/6824460
- 4. ABC News
- 5. ประโยคเต็มคือ Whale watching boat carrying 27 people is sink off Canada’s British Columbia, killing 5 people and one missing. โดยพาดหัวข่าวนี้ใช้ present simple tense มีการละคาว่า people ในประโยคเพื่อให้พาดหัวข่าวดูกระชับขึ้น ที่มา http://www.abc.net.au/news/2015-10-26/four-dead-after-whale- watching-boat-sinks-off-canada/6884952
- 7. ประโยคเต็มคือ Broke Nana tourist was busted for robbing bank for ticket home. โดยพาดหัวข่าวนี้เป็นรูปของ passive voice ใช้คาว่า broke ในการขึ้นต้นประโยคเพื่อดึงความสนใจของผู้อ่าน ที่มา http://m.bangkokpost.com/news/735124
- 9. ประโยคเต็มคือ McDonald is deny boycotting Thai fish. โดยพาดหัวข่าวนี้เป็น present simple tense ใช้ชื่อแบรนด์ McDonald ซึ่งเป็นที่รู้จักขึ้นต้นประโยคเพื่อดึงความสนใจของ ผู้อ่าน ที่มาhttp://m.bangkokpost.com/news/743640
- 10. Yahoo.com
- 11. ประโยคเต็มคือ Christ Christie breaks the only rule of Amtrak quite car. โดยพาดหัวข่าวนี้เป็น present simple tense ใช้ชื่อนักการเมืองซึ่งเป็นที่รู้จักขึ้นต้นประโยคเพื่อดึงความสนใจของผู้อ่าน ที่มา https://www.yahoo.com/politics/chris-christie- kicked-out-of-amtraks-quiet-car-180532305.html