...the 'Harry Potter' books, the questions that were asked were planned, open and friendly. They seemed planned because when the kids were asking the questions, one of them seemed like they were trying to remember her question word for word. The questions were pretty open because JK Rowling had the freedom to answer the questions with any answer rather than a simple yes or no. Since it was young children, mainly girls, who were asking the questions and because the kids were fans of her books, the questions were friendly. The structure of the interview was so that the kids or interviewers were sitting around the interviewee, JK Rowling. She was sat on a throne-like chair in the middle of the room with all the interviewers around her. There were also a few adults in the room with the kids to help with them. The reason children were used to interview JK Rowling was because they were all fans of the series and were different ages, although they were mainly girls, there were one or two boys there and this was creating a variety of questions within the room. During the interview, when she was asked a question, she gave a mix of long and short answers and she kept eye contact with the child who asked the question. She also made faces when explaining something and used formal Standard English but it a slightly simpler way so the kids can understand. JK Rowling also used a range of short answers and long answers just like the children used some questions that were shorter than others...
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...meeting starts I need to bring to your attention the following: WHS regulations firstly, toilets these are located at the end of that passage on the right,secondly if we need to evacuate for any reason please walk in an orderly fashion out those emergency doors and the muster point is the top left hand side of the car park,and lastly the first aid kit is located on the back wall over there.Thank You. Chairman: Good Morning and Welcome we have no apologies as all that were invited are present so thank you all for attending I am also sure that there is no need for introductions as we have all worked together on numerous previous occasions The purpose of this meeting is to discuss the process for the site establishment, WHS regulations and a program for the scope of works for construction of a 2 story house in Two Rocks We have quite a bit to get through, each item on the agenda has a time allocated if there is time left after the specific agenda item your questions will be welcome but please make a note of them as we do have time allocated near the end of the meeting ITEM 1 - Date of Site establishment Bob Builder: Good Morning date of site handover ??/??/???? Erection of temp. Fencing Site clearing etc..,Temporary ablution facilities and office cabins , etc.. (completed in allocated time) ITEM 2 - WHS Safety Officer Samantha Otter: Good Morning.Attached to your agenda...
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... Friends 1.3.1 Listen to and understand keywords in stories heard. 2) World of 1.3.3 Listen and match the meaning of words to pictures and the spoken word. Knowledge 1.6.1 Listen to and enjoy children’s songs and rhymes. TOPIC: 2.1.1 Pronounce words with the follow ing sounds: Home Sweet a) short and long vowels, b) diphthongs, c) initial blends, Home d) final blends, e) initial digraphs, f) final digraphs, g) silent letters 2.2.4, 2.6.6, 4.3.3 2.1.2 Pronounce 2-syllable words correctly. 2.1.3 Repeat exclamations with the correct intonation and stress. 2.2.2 Ask questions pertaining to numbers. 2.3.1 Responding to ‘Wh’ questions. 2.6.1 Give non-verbal response to the story heard or read. 2.7.1 Thank people. 2.7.3 Take leave. 2.7.4 Express good wishes 3.1.1 Look at letters and say aloud the following sounds: a) short and long vowels, b) diphthongs, c) initial blends, d) final blends, e) initial digraphs, f) final digraphs, g) silent letters 3.1.2 Read aloud words w ith the letters listed in 3.1.1 above. 3.2.1 Recognise and read out whole words. 3.2.2 Read and learn the meaning of key words for each topic taught. 3.3.1 Read and understand phrases. 3.3.2 Read and understand simple sentences. 3.3.3 Read and understand simple paragraphs. 3.4.1...
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...wholly or in part, been submitted for any degrees to another universities or institutions Signature:…………………………… Date : August, 2007 Abstract This paper focuses on English and Vietnamese negative questions in term of structures and word using. The author wishes only to concentrate on four types of negative questions: negative Yes/ No question, negative Tag- question, negative Wh- question, negative alternative question. The thesis is divided into three parts, the main content is presented in part two. The similarities and differences between English and Vietnamese negative questions have been analysed and pointed out. With an ambition to help teachers and learners have a clear understanding about the English and Vietnamese negative questions, the author also drawn out a survey questionnaire to find out the common mistakes made by Vietnamese students. And then the author has managed to suggest some ways to correct common those mistakes. Suggested exercises are also offered to help learners to practice and avoid committing mistakes. The thesis mainly focuses on the structures of four types of negative questions in English and Vietnamese, the negative words that are used in negative questions are also considered. However, the pragmatic and semantic features have been initially investigated; a deeper approach to the pragmatic and semantic feature is suggested for further study. Acknowledgements Writing...
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...What is new year? Is there any change? Is it an on e day affair that we put our "the" best foot forwa rd? This thought was haunting me since morning, wh at is so NEW in another day that we usher so much and get excited. Certainly this is the day which g ets the centre of attraction as we have many new y ears as per our calendar. My fertile mind is incessantly trying to answer fo r these questions. We are at the same old house, s ame old fiends ( some might have got a few new), s ame old job, same old frustrations, same old vehic le that we have, same old partner, same old habits , same old anger, same old discussion, the same ol d crib for salary hike, same old search for better perks, same old fake people...uff the list goes e ndless!!! Also the same old Mr. Modi ji's visits, same old K ejriwal's ideas, same old scams, the same old unen ding salman's case, the same old corruptions, elec tions and the silly promises, the same old talks w ith Pakistan for peace! Everything seems to be soo ooooooooo old, and we say that it is a new year! A nd we insist on the word "Happy" attached to it wh en wishing. And now i got the answer, nothing is new...except our hopes and beliefs! We are hoping to change and ready to welcome the changes with a receptive moo d. Thus it will reflect in our deeds or words, We like to have a motivator to mend or amend our ways . Therefore we use this day as a catalyst for our benefits for our future. Let us grow the HOPES in us...
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...2C2IA Approach) I. Level: Grade 1 II. Objectives a. Identify the new words through its meanings b. Answer wh questions from the story listened to. c. Use the comparative and superlative degrees of objectives. d. Write examples of comparative and superlative degrees of adjectives. e. Sustain interest in giving examples of the degrees of adjectives. f. Respond to the story through the following activities: Group 1: Acting out the ways does Mariang Makiling in showing her kindness to the hunters. Group 2: Tell the revenge of Mariang Makiling. Group 3: Describe Mariang Makiling. g. Get information from the three parts of a paragraph. III. Topic: Using the comparative degrees of objectives. References: English Expressways 5, Language, Evelyn Angeles et.al, pp. 184-199 English 5, Alexes Anne F. Cruz, pp. 184-197 IV. Skill: Listening V. Materials: Flashcards, pictures, laptop, projector VI. Procedure: Pre 1. Present a puzzle and the students are going to arrange the puzzle to form picture. 2. Ask the students on “What did you see in this picture that you have formed?” 3. Ask the students on “What if you have a chance to meet a fairy, what is the thing that you would wish for?” 4. Ask the students if they know the story of Mariang Makiling. 5. Start reading the story. Post Reading The teacher ask question. 1. Who do you think is Mariang Makiling? 2. What do you think happened to her? 3. Divide you into three groups...
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...englishbanana.com’s Talk a Lot Spoken English Course by Matt Purland A Great New Way to Learn Spoken English Elementary Book 1 Complete 12-week spoken English course All materials, instructions and answers are included Brand new and unique learning method Learn and recall questions, answers and negatives using 8 common verb forms • Learn 400+ essential vocabulary words • 100% photocopiable • • • • englishbanana.com’s Talk a Lot Spoken English Course Elementary Book 1 This book is dedicated to Anna and Julia, with love and thanks xx and also: ………………………………………………………………. (Insert the name of the teacher who has most inspired you to learn.) English Banana.com info@englishbanana.com ISBN-13: 978-0955701511 English Banana.com Copying Licence: You may freely print, copy and distribute this book, subject to our Copying Licence (visit our website at www.englishbanana.com for full details) First published in the UK by English Banana.com 2008 © Copyright Matt Purland 2008 Talk a Lot Introduction Welcome to a new kind of English course! Talk a Lot is a great new way to learn spoken English, and quite a departure from the standard ELT course book. Instead of spending hours reading and writing, students have the opportunity to engage in challenging and fun speaking and listening activities with their friends. On this course students learn how to think in English as well as Talk a Lot! The Talk a Lot course objectives are very simple: • • • •...
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...Unit 1: Unit 1: Scientific Questions: Inquiry and Methods - Discussion What’s in the can? One afternoon, while finishing up your shift as the stock manager at Circus Supermarket, the store manager tells you that he desperately needs some help with an inventory problem. In the back of the store, he shows you an unmarked, unopened tin can and explains that the owners of the store are threatening to fire him and all his staff if they cannot keep track of the items that they sell. There are no inventory records to trace the origin of the can, so he asks you, the stock manager, to help him figure out what is inside. Unit 1: Unit 1: Scientific Questions: Inquiry and Methods - Discussion What’s in the can? My First question would be what type of warehouse was it, in what isle of the warehouse was the can found, what other cans surrounded the can if any. Were any of the cans in the isle similar looking to the one in question, if not what objects or labeling, or postings were found on the shelf surrounding the can in question. What is the shape of the can, is it in the shape of a cylinder, round, or square etc. etc. Even though there are no shipping documents of the origin of the can in question I would ask the manager for whatever shipping documents he has to see if something was missed and maybe trace what records there are and maybe see if this can came through with another shipment. I would ask my staff if they might remember anything though minute that might...
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...Helpful Hints for ACADEMIC MODULE BY GARRY ADAMS & TERRY PECK Practice Tests and Hints for IELTS Listening • Reading • Writing • Speaking fully updated for new IELTS Speaking Test format 101 Helpful Hints for IELTS PUBLISHER'S ACKNOWLEDGEMENTS The publishers are grateful for permission to use copyright material. We would like to acknowledge the original sources of text material listed below. Permission has been sought to reproduce all material whose source could be identified. Information that will enable the publishers to rectify any error or omission in subsequent editions will be welcome. The nine Band Score descriptions on page 12 are reproduced from The IELTS Handbook, a joint publication of the University of Cambridge Local Examinations Syndicate, The British Council, and IDP Education Australia: IELTS Australia. The reading passage "Regional Student Survey" on page 97, is adapted from The ELICOS Student Contextualised - Facts & Figures by Ms. CM. Bundesen, with permission of the author. AUTHORS' ACKNOWLEDGEMENTS We would like to acknowledge the support of the following people: Bruce Bell, HelenkaPiotrowski, Laurent Seibert, Andrew Thomas (Sydney English Language Centre), and Soon-Young Yoon. ABOUT THE AUTHORS Terry Peck and Garry Adams have extensive IELTS coaching experience, both having been involved in implementing and designing IELTS coaching programmes. Terry Peck was an IELTS examiner for a number of years in Sydney, Australia. AVAILABLE...
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...Helpful Hints for ACADEMIC MODULE BY GARRY ADAMS & TERRY PECK Practice Tests and Hints for IELTS Listening • Reading • Writing • Speaking fully updated for new IELTS Speaking Test format 101 Helpful Hints for IELTS PUBLISHER'S ACKNOWLEDGEMENTS AUTHORS' ACKNOWLEDGEMENTS The publishers are grateful for permission to use copyright material. We would like to acknowledge the original sources of text material listed below. Permission has been sought to reproduce all material whose source could be identified. Information that will enable the publishers to rectify any error or omission in subsequent editions will be welcome. We would like to acknowledge the support of the following people: The nine Band Score descriptions on page 12 are reproduced from The IELTS Handbook, a joint publication of the University of Cambridge Local Examinations Syndicate, The British Council, and IDP Education Australia: IELTS Australia. The reading passage "Regional Student Survey" on page 97, is adapted from The ELICOS Student Contextualised - Facts & Figures by Ms. CM. Bundesen, with permission of the author. Bruce Bell, HelenkaPiotrowski, Laurent Seibert, Andrew Thomas (Sydney English Language Centre), and Soon-Young Yoon. ABOUT THE AUTHORS Terry Peck and Garry Adams have extensive IELTS coaching experience, both having been involved in implementing and designing IELTS coaching programmes. Terry Peck was an IELTS examiner for a number of years in...
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...Fatima B. Niog Introduction to Research BSEd-English 3A Dr. Pedro D. Abanador Problem : Factors Affecting Reading Comprehension of Students Solutions: A. Interactive 1. Story Retelling 2. Story Grammar Training 3. Question-Answer 4. Reading Tutorial 5. Recitation B. Self-Enrichment 1. Inferring 2. Synthesizing 3. Summarization 4. Paraphrasing Strategy 5. Repeated Readings C. Assessment 1. Giving exam 2. Giving assignments 3. Book report 4. Impromptu Speech 5. Story Mapping INTERACTIVE Story Retelling Retelling is a reading skill that demonstrates comprehension. Retelling is the ability to read or listen to a story, then summarize it in paraphrased form. Children begin learning the basics of retelling in kindergarten where teachers start to informally assess the students' overall understanding of a story. Retelling is a useful assessment tool throughout school because it can measure simple to advanced comprehension, as well as help the students improve their listening and speaking skills. Instructions 1. Review retelling strategy. Model it again for those who may struggle. Read a short story aloud to the class, then summarize the important details in the correct sequence. Write each summarizing statement on chart paper. Number the statements so students understand how to retell in the order that events happened. 2. Choose an instructional level text, like a short story from...
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...(Columna, 2013; Ayles, 2009 and Dela Cruz, 2004). In a study conducted by Columna (2013), results revealed that the students were struggling to comprehended texts in their L2 with majority of them fall under instructional level and a significant of them fall under frustration level. In the same manner, Dela Cruz (2004) found that the students in the secondary level have difficulties in reading materials in the content areas especially in Mathematics and Science. The researcher posits that these comprehension problems have rooted from the questioning pedagogical strategy employed by the teachers. Chin (2002) found that questions, particularly those asked in response to wonderment, stimulate students to generate explanations for things which puzzle them and to propose solutions to problems and trigger the use of deep thinking strategies which may not be invoked if the questions had not been asked, and thus they play an important role in engaging students' minds more actively. In a parallel study, Taboada (2003) found that low and high level...
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...“To Autumn” It has been postulated that John Keats composed his poem, “To Autumn” after a stroll he had on an autumnal evening near the town of Winchester in Hampshire England. This poem is an ode in which Keats adeptly uses formal language, highly vivid and effective images along with the use of personification to describe three different aspects of autumn: its fruitfulness, its labour and its ultimate decline. Undoubtedly, Keats poem, “To Autumn” is a subtle and sophisticated one. Evidently, the title of the poem is different from that of other odes. Normally, an ode’s title begins with, “Ode to…” which provides a hint to certain characteristics of an ode; that is, being dignified and serious. However, the title of Keats, “To Autumn” suggests a less formal form of poetry and hints at intimacy. The level of intimacy is evident especially in the first stanza of the poem in which the sun and autumn is seen conspiring to bring about fruitfulness. Additionally, on the surface the poem seems like a mere description of the main characteristics of autumn’s human and animal activities, but can be interpreted as much more than that. Keats “To Autumn” consists of three stanzas corresponding to the classical divisions of strophe, antistrophe and epode. Each of the stanzas has eleven lines with variable rhyme scheme. The first stanza has a pattern of ABABCDEDCCE, while the second and third stanzas have a pattern of, ABABCDECDDE. However, there is uniformity in the first four lines of...
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...2056 TA S TAT E B A N K O F I N D I A RECRUITMENT OF PROBATIONARY OFFICERS IN STATE BANK OF INDIA (DATE OF WRITTEN EXAM : 28.04.2013) INFORMATION HANDOUT Central Recruitment and Promotion Dept., Corporate Centre, Tulsiani Chambers, 1st Floor, ( West Wing), 212, Free Press Journal Marg, Nariman Point - Mumbai 400 021. INTRODUCTION This Booklet gives you detailed information about the objective type Competitive examination for recruitment of Probationary Officers in State Bank of India. This post was advertised in the Employment News/Rozgar Samachar issue dated 9-15 February, 2013 and on the Bank’s website www.statebankofindia.com and www.sbi.co.in. The terms and conditions, period of probation, emoluments etc. were given in the advertisement. You should ensure that you are eligible in respect of age, educational qualification, nationality as stipulated in the advertisement. Details of tests are given ahead in the booklet. 1. 2. 3. GENERAL INSTRUCTIONS Particulars to be Noted : Please note carefully your Roll Number, Registration Number, date, time and venue for the examination given in the call letter. Punctuality in Attendance : Candidates should be present at the examination hall at the time given in the call letter. Candidates arriving late will not be permitted to enter the Examination Hall. Call letter to be Surrendered : Affix firmly a copy of your recent passport size photograph in the space provided for it in the call letter and bring it with you alongwith...
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...following on social networks and life satisfaction. Two different studies were conducted. The first studied the scale, scope, and nature of envious emotions related to Facebook use. The second study observed the role of envy and how it affects passive following on FB and life satisfaction. 584 Facebook users took online surveys, answering questions regarding emotions experienced while on and after using Facebook. Researchers asked open and closed-ended questions. The first question asked participants how they felt after they used Facebook. Researchers found that 46% of the sample reported positive feelings and the majority of negative emotions (36.9%) were boredom, anger, frustration. Envy was at the bottom of the list with only 1.2% of users admitting to it. The experimenters believed that people were reluctant to admit to being envious as it is socially unacceptable to envy others. The second question was asked as a general question rather than a direct question; what causes others to feel frustration on Facebook? Envy was the most frequent answer as 30% of the sample attributed envy as the cause of other people’s frustration. Question three was also worded as a general inquiry; what causes other people to feel envy on Facebook? Travel and leisure posts were linked to envy on FB (56.3%), social interaction was the second highest at 14.1%. The study found that envy is the mediator between...
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