Adverb is a word or phrase that modifies or qualifies an adjective, verb or other adverb or a word group, expressing a relation of place, time, circumstance, manner, cause, degree, etc.
Adverb is a word or phrase that modifies or qualifies an adjective, verb or other adverb or a word group, expressing a relation of place, time, circumstance, manner, cause, degree, etc.
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A lecture given by dr Ayman Galhom, assistant professor neurosurgery, Suez canal university, during Port said fourth neonatology conference, at 24-25 October, 2013. This lecture was a discussion of the pathophysiology & management of hypoxic ischaemic insult to an infant in PICU
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TEN SETS OF COMMONLY MISUSEDCONFUSED TERMS (httpwww.grammaru.docxmattinsonjanel
TEN SETS OF COMMONLY MISUSED/CONFUSED TERMS (http://www.grammaruntied.com/?p=32)
In each pair/set, explain how you understand each word is defined. Be sure to include how each is used differently. Include a short sentence that demonstrates your knowledge of each word. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
1. to, too, two
2. there, their, they’re
3. you’re, your
4. it’s, its
5. accept, except
6. affect, effect
7. than, then
8. allusion, illusion
9. allude, elude
10. elicit, illicit
BASIC ACADEMIC KEYWORDS (S.A.S.E.)
Again, explain how you understand each of the four listed acts of reading/writing. Be sure to include how each is used differently. Include your grasp of what each act involves and does not involve. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
Summarize
Analysis
Synthesize
Evaluate
RHETORICAL APPEALS
Again, explain how you understand each of the four three concepts. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
logos
pathos
ethos
Choose the word that completes each sentence in the most conventional way.
1. I absolutely refuse to (accept except) that my PS4 has been stolen.
2. I don't always like to take my grandmother's (advice advise), but in this case, she is definitely correct about that guy.
3. Do you know whether we will be (aloud allowed) to use our notes during the final exam?
4. The insurance adjuster just showed up to (apprise appraise) the damage to our car.
5. I really need to take some Tylenol; this headache is almost more than I can (bear bare).
6. I realize that it is none of my business, but your new haircut is extremely (bazaar bizarre).
7. After we are done with this activity, I think we will take a 15 minute (brake break).
8. Because it has so many sex scenes in it, that book was (censored censured) in most European countries.
9. The band's new lead guitarist simply couldn't get his fingers to form the correct C minor (cord chord).
10. Of (course coarse), your behavior is the real reason why she is so frustrated.
11. Luckily, Samantha was able to use comedy to (defuse diffuse) the tension of the situation.
12. If you want to sneak in to the concert, your movements must be (discreet discrete).
13.1 expect there to be a huge lightsaber (dual duel) at the end of the upcoming J.J. Abrams’ Star Wars movie.
14. In order to (ensure insure) that you will remember these new vocabulary terms, you need to find some ways to understand them on a personal level.
15. The best thing to do is put your late report in an (envelope envelo ...
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The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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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.
2024.06.01 Introducing a competency framework for languag learning materials ...
Shakespeare insults
1. LO: To explore Shakespeare’s
language and develop our
knowledge of Elizabethan
vocabulary.
2. The audience make a lot of noise during performances – more like
spectators at a modern football match than a visit to see a play –
cheering, hissing, clapping, booing and crying. You can tell if they
do not like the performance as they will heckle and if they enjoy
it they might start to sing along to any songs.
Pedlars, or street sellers, go amongst the crowd selling food and
drink to anyone who is hungry or who simply wants to throw
something at the actors. It’s a very smelly place. You may be able
to detect the smell of sweaty, dirty bodies, food and also the
open buckets that are used as toilets!
3. Think of different ways you could deliver the
insult below:
Think about tone of voice, facial expression,
gestures.
Now let’s have a volunteer to deliver the insult
in different ways.
4. Each of you will be given a piece of paper with
an insult created by Shakespeare.
Even if you don’t know what the words mean,
you should practise saying them a few times.
Next go around the room, meet a student – let
them insult you. Next insult them.
Try to experiment with practising different
ways to deliver the insult.
5. Which insult was the most memorably
insulting?
Whose performance was the most memorable?
6. You will be provided with an Elizabethan Insult
Dictionary. In your groups, try to work out
what each of the insults mean.
Write down each of the insults from your table
group and explain how the language used by
Shakespeare makes it so insulting.
Use the table on the following slide to help you.
7. Insult What this makes me think/feel
You scullian! You ramparian! You
fustilarian! I’ll tickle your
catastrophe!
Shakespeare has used a list of three
insults which emphasises how angry the
speaker is. All of the terms used show
that this is a person of no morals and
of low birth, since ‘fustilarian’ is the
lowest of all servants. The last line
seems to be phrased like a threat .
The word catastrophe means disaster
and perhaps the speaker is going to
bring a disastrous fate upon the
person.
8. Now create your own Elizabethan insults.
You will need at least two adjectives, and a
noun.
Use the following as model;
Thou art a (adjective 1), (adjective 2), (noun).
Extension: Experiment with different sentence
structures by looking at some of the ways the
Shakespearean sentences were created.
E.g. (Thine face is as a..........) could be one variation.
What others can you think of?
9. Decide in your groups which is the most
effective insult.
Have one of your group come to the
front to deliver the insult. You must be
prepared to explain to the class what it
means in today’s English.
Which phrase was the most insulting?
10. Decide in your groups which is the most
effective insult.
Have one of your group come to the
front to deliver the insult. You must be
prepared to explain to the class what it
means in today’s English.
Which phrase was the most insulting?
Editor's Notes
Have a student good at drama come to the front – have another student stand there while the insult is delivered. Have the class direct the student to perform it in different ways, contemptuously – looking the student up and down, angrily, shouting – pointing finger aggressively etc. Threateningly – circling and hissing through teeth etc.
