...1. I see．我明白了2. I quit! 我不干了!3. Let go! 放手!4. Me too．我也是。5. My god! 天哪!6. No way! 不行!7. Come on．來吧(趕快)8. Hold on．等一等。9. I agree。我同意。10. Not bad．還不錯。11. Not yet．還沒。12. See you．再見。13. Shut up! 閉嘴!14. So long．再見。15. Why not? 好呀! (為什麼不呢?)16. Allow me．讓我來。17. Be quiet! 安靜點!18. Cheer up! 振作起來!19. Good job! 做得好!20. Have fun! 玩得開心!21. How much? 多少錢?22. I'm full．我飽了。23. I'm home．我回來了。24. I'm lost．我迷路了。25. My treat．我請客。26. So do I．我也一樣。27. This way。這邊請。28. After you．您先。29. Bless you! 祝福你!30. Follow me．跟我來。31. Forget it! 休想! (算了!)32. Good luck! 祝好運!33. I decline! 我拒絕!34. I promise．我保證。35. Of course! 當然了!36. Slow down! 慢點!37. Take care! 保重!38. They hurt． (傷口)疼。39. Try again．再試試。40. Watch out! 當心。41. What's up? 有什麼事嗎?42. Be careful! 注意!43. Bottoms up! 乾杯(見底)!44. Don't move! 不許動!45. Guess what? 猜猜看?46. I doubt it 我懷疑。47. I think so．我也這麼想。48. I'm single．我是單身貴族。49. Keep it up! 堅持下去!50. Let me see．讓我想想。51. Never mind．不要緊。52. No problem! 沒問題!53. That's all! 就這樣!54. Time is up．時間快到了。55. What's new? 有什麼新鮮事嗎?56. Count me on 算上我。57. Don't worry．別擔心。58. Feel better? 好點了嗎?59. I love you! 我愛你!60. I'm his fan。我是他的影迷。61. Is it yours? 這是你的嗎?62. That's neat．這很好。63. Are you sure? 你肯定嗎?64. Do l have to 非做不可嗎?65. He is my age．他和我同歲。66. Here you are．給你。67. No one knows . 沒有人知道。68. Take it easy．別緊張。69. What a pity! 太遺憾了!70. Any thing else? 還要別的嗎?71. To be careful! 一定要小心!72. Do me a favor? 幫個忙，好嗎?73. Help yourself．別客氣。74. I'm on a diet．我在節食。75. Keep in Touch．保持聯絡。76. Time is money．時間就是金錢。77. Who's calling? 是哪一位...
Words: 2879 - Pages: 12
...7/29/13 USEFUL KOREAN WORDS UEU KRA WRS SFL OEN OD Kra poucainEgihmaig oen rnnito nls enn Gnrlsnecs eea etne Oh isy di seo weei i? hr t s Ohyy dieo Weei i? hr t s ohhnoeo ttogyy Wihi ti? hc s hs OhhnBsy tto u o WihBs hc u? Bsncr uu a? Wihcr hc a? Wy eo Wy h? Ohky taeo Wa salId nw ht hl o o? Adeo nhy Icn /n at o Mrgsoo uuesy Ifro ogt Chkm haaa Js ammn ut oet Chkm kdaieo haaa ihrsy, P.wi frammn. l at o oet isy seo Ihv i /istee ae t t hr sioo hry Idn¦ lk i / dntwn \n wy o¡t ie t I o' at o a mlao oly Idntko o' nw Close Ad ofoo fsy Idnthv o' ae Cica hnh Ral?/I i s? ely s t o Ai n n o Mcces o Mciehh ihhso r ihgtta Om gd/si /fo y o ht ol kg teyd cuh ksoo oi hroa hsi esy wl yutk m tee il o ae e hr Wttaahh ahhgtta Cmn &Gig[rvln t &fo oig on Taeig o r] Cacas hlhso AeyuO r o K Cieisyncuao hb smo hvy I yuhv hueisgo. f o ae os t od Cohmhsy hsi aeo Wthot! ac u!! Ynohsy og aeo cnyutl Egih a o ak nls Tr Oeo uo sy Pes cm i lae oe n Coomd hsoia Vr go ey od Dw cueo ua hsy Ine hl /Hl M ed ep ep e Oa ri alrgt l ih Drgsy ooaeo yuhn u frt o ag p is Kcaamd ehnsia n takyu o hn o Yjmjlngy ou a aao Aeugigsrn teedy? r on tog hs as Jlngn a aae hyaeyudigwl? e r o on el Ggph blocueo ueca uy hsy Cl ablne al muac Goghlblocueo ynca uy hsy Cl plc al oie I aKra rsarn n oen etuat B sr o tlign t ma,i yuaeaVgtra Pro.I Alms alie,Krasue t ptma,S cnimi bfr etn. e ue f eln o o et f o r eeain esn n l ot l tm oen sd o u et o ofr t eoe aig Bbma iibp Rc wt vgtbe ie ih eeals Kmh cie ici hg Rc +vgtbe +htsu ie eeals o op Kma...
Words: 2409 - Pages: 10
... Allegory. Symbolic expression of meaning in story. Alliteration. Use of similar consonants. Hyperbole. Exaggerated statements. Imagery. Use of figurative language especially metaphors and similies. Oxymoron. Expression with contradictory words like wise fool. Paradox. Something absurd or contradictory. Satire. Use of wit especially irony or ridicule to criticize behavior Tone. Way of speaking Irony. Something said or written that uses humor based on words. Satire. Symbolism. Artistic use of symbols to express something. Hamartia. A flaw in the character of protagonist that brings about his downfall. Personification. Perfect example of something. Embodiment. Ambiguity. Doubt about the meaning or statement with multiple meaning. Building-Roman. Walled roofed structure. Climax. Most exciting part of the story. Conflict. Differences of opinions. Opposition between characters that shapes or motivates the action of the plot. Crisis. Dangerous, worrying or critical time. Denouement. Final stage or climax of a story, movie etc. Dialogue. Words spoken by character in story movie etc. formal discussion. Diction. The clarity with which someone pronounces words. Epilogue. A Concluding speech. Epiphany. A sudden realization of something. Fable. Story that teaches a lesson. Myths and legends collectively. Fiction. Literary work of imagination. Figurative Language....
Words: 347 - Pages: 2
...------------------------------------------------- Words I can use: ------------------------------------------------- Transition Words and Phrases This structured list of commonly used English transition words — approximately 200, can be considered as quasi complete. It can be used (by students and teachers alike) to find the right expression. English transition words are essential, since they not only connect ideas, but also can introduce a certain shift, contrast or opposition, emphasis or agreement, purpose, result or conclusion, etc. in the line of argument. The transition words and phrases have been assigned only once to somewhat artificial categories, although some words belong to more than one category. There is some overlapping with preposition and postposition, but for the purpose of clarity and completeness of this concise guide, I did not differentiate. Agreement / Addition / Similarity Avtale / / flere Likhet The transition words like also, in addition, and, likewise, add information, reinforce ideas, and express agreement with preceding material. in the first place not only ... but also as a matter of fact in like manner in addition coupled with in the same fashion / way first, second, third in the light of not to mention to say nothing of equally important by the same token again to and also then equally identically uniquely like as too moreover as well as together with of course likewise comparatively correspondingly similarly ...
Words: 1065 - Pages: 5
...Fifteen Thousand Useful Phrases 1 Fifteen Thousand Useful Phrases Fifteen Thousand Useful Phrases Project Gutenberg's Fifteen Thousand Useful Phrases, by Greenville Kleiser This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.org Title: Fifteen Thousand Useful Phrases A Practical Handbook Of Pertinent Expressions, Striking Similes, Literary, Commercial, Conversational, And Oratorical Terms, For The Embellishment Of Speech And Literature, And The Improvement Of The Vocabulary Of Those Persons Who Read, Write, And Speak English Author: Greenville Kleiser Release Date: May 10, 2006 [EBook #18362] Language: English Character set encoding: ASCII *** START OF THIS PROJECT GUTENBERG EBOOK FIFTEEN THOUSAND USEFUL PHRASES *** Produced by Don Kostuch [Transcriber's Notes] Original "misspellings" such as "fulness" are unchanged. Fifteen Thousand Useful Phrases Unfamiliar (to me) words are defined on the right side of the page in square brackets. For example: abstemious diet [abstemious = Eating and drinking in moderation.] The blandness of contemporary (2006) speech would be relieved by the injection of some of these gems: "phraseological quagmire" "Windy speech which hits all around the mark like a drunken carpenter." [End Transcriber's Notes] BY GRENVILLE KLEISER HOW TO BUILD MENTAL POWER...
Words: 88663 - Pages: 355
...course may be a bit difficult for you, however please don't worry as I am always here to help you. This week we are putting our focuses on the "Word Power" conference. This conference has been set up for students to participate in a fun new way of introducing new words and phrases. These words and phrases are English culture specific and may be difficult to learn, however with my help I am hoping you will understand the definition of the word as well as understand the phrases that this word provokes. In this conference we are discussing the word "Joe". Joe is a simple word, yet is used in so many ways to refer to so much. The word "Joe" in its simplest form is a noun and refers to a person, place or thing. Its most common reference is to a person; "Joe" is a name or nickname. It has become an easy way to refer to other phrases that mean more than just a name. The word is very informal and is used in a casual context. The military community has also adopted the word "Joe" and it used to refer to a cup of coffee, "May I have a cup of Joe to go with my breakfast?" In addition the Armed Forces use the word to refer to a United States soldier anywhere in the world (G.I. Joe), again this is a very informal way of addressing a military personnel. The abbreviation to "G.I." stands for Government Issued. While these are the most common use of the word there are many more....
Words: 1192 - Pages: 5
...| TEFL 4- Active with words | Home assignments | | | | Nelsi van Cleef | 2012/2013 | | Home assignment I: ICT Using ICT to teach/practice/test vocabulary http://mike.digischool.nl/ This website offers a broad range of subjects for pupils, from History, Turkish and Math, to English. The pupils can click on “Engels” and then on “oefenen”, where they can practice everything that has to do with the English language, for example reading,listening and speaking. Since this is about vocabulary they can click on “woordenschat”. In the vocabulary section they get 4 choices : woordengroepen, spreekwoorden en gezegden, schoolboeken and WRTS-lijsten. In each of these sections they can practice their vocabulary. The “spreekwoorden en gezegden” section especially appealed to me. This section gives a lot of English proverbs with the Dutch translation, by alphabet. Since there are a lot of sayings in Dutch, and the pupils probably know them, they can also learn them in English. As a teacher the teacher can write down a new proverb every day on the board and start the lesson with elaborating on this, for example: “A man’s home is is castle”. The way the teacher can elaborate on this is by putting this proverb in context, asking the pupils what this proverb may be in Dutch (Eigen haard is goud waard), and asking pupils to give an example by using it. www.freerice.com This website is a non-profit website that supports the United Nations World Food Programme...
Words: 1785 - Pages: 8
...convey ideas and feelings. There are two ways that we use language: we use language literally, and we use language figuratively. When we use language literally, we actually “say” what we want the sender to hear. What actually comes from the speaker’s mouth can be comprehended and no add-ons are needed. Sometimes being literal is not enough to convey meanings or thoughts. At these times, we use figurative language, or figures of speech. Often, people will use figurative language to enliven ordinary conservations; thus, turning a dull conversation into an interesting conversation. There are several types of figures of speech that we sometimes employ in conversation: idioms, analogies, metaphors, similes, clichés, amphibolies, “flame words”, hyperboles, euphemisms, and colloquialisms. Below I will define each term of speech and how they are sometimes used in communication. According to The American Heritage Dictionary (1991), an idiom is “a speech or expression of a given language that is peculiar to itself grammatically or that cannot be understood from the individual meanings of its elements”. A common idiom that we may recognize is that “friends come a dime a dozen”. This does not mean that twelve (12) friends can be purchased for a dime; but what it does suggest, is that friends can be made anywhere. Depending on the context of the sentence the use of an idiom can help the receiver to understand the speaker’s feelings and emotions. An analogy is...
Words: 1426 - Pages: 6
...following words or phrases describe these people? In the blank beside each word or phrase below, write Think of your job in general. All in all, what is it like most of the time? In the blank beside each word or phrase below, write N ? for “Yes” if it describes the people with whom you work for “No” if it does not describe them for “?” if you cannot decide Y N ? for “Yes” if it describes your job for “No” if it does not describe it for “?” if you cannot decide __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ Stimulating Boring Slow Helpful Stupid Responsible Likeable Intelligent Easy to make enemies Rude Smart Lazy Unpleasant Supportive Active Narrow interests Frustrating Stubborn __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ __ Pleasant Bad Great Waste of time Good Undesirable Worthwhile Worse than most Acceptable Superior Better than most Disagreeable Makes me content Inadequate Excellent Rotten Enjoyable Poor THE JOB DESCRIPTIVE INDEX Y The Job Descriptive Index Bowling Green State University 1975-2009 The Job In General Scale Bowling Green State University 1982-2009 2009 Revision including The Job in General Scale Work on Present Job Pay Opportunities for Promotion Supervision Think of the work you do at present. How well does each of the following words or phrases describe your work? In the blank beside each word or phrase...
Words: 647 - Pages: 3
...A Preface of Quotations Whoever desires for his writings or himself, what none can reasonably condemn,the favor of mankind, must add grace to strength, and make his thoughts agreeable as well as useful. Many complain of neglect who never tried to attract regard. It cannot be expected that the patrons of science or virtue should be solicitous to discover excellencies which they who possess them shade and disguise. Few have abilities so much needed by the rest of the world as to be caressed on their own terms; and he that will not condescend to recommend himself by external embellishments must submit to the fate of just sentiments meanly expressed, and be ridiculed and forgotten before he is understood. --Samuel Johnson Men must be taught as if you taught them not; And things unknown propos'd as things forgot. --Alexander Pope Style in painting is the same as in writing, a power over materials, whether words or colors, by which conceptions or sentiments are conveyed. --Sir Joshua Reynolds Whereas, if after some preparatory grounds of speech by their certain forms got into memory, they were led to the praxis thereof in some chosen short book lessoned thoroughly to them, they might then forthwith proceed to learn the substance of good things, and arts in due order, which would bring the whole language quickly into their power. --John Milton Introduction Good writing depends upon more than making a collection of statements worthy of belief, because writing is intended to...
Words: 21397 - Pages: 86
...Journal of Organizational Behavior J. Organiz. Behav. 22, 43—58 (2001) Big-B versus Big-O: What is organizational about organizational behavior? CHIP HEATH* AND SIM B. SITKLN Fuqua School of Business, Duke University, Durham, NC 27708, U.S.A. Summary This paper is an empirically grounded essay about the current stare of organizational behavior (GB) research and productive future directions. We report the results of a survey of GB scholars about the current importance of various research topics and their importance in an ideal world. We compare the survey responses with an archival analysis of papers published in leading GB journals over a 10-year period. We suggest that many of the topics that our respondents perceive to be ‘under researched’ can be summarized with one particular definition of GB that emphasizes organizing behavior. Considering all three definitions together, we highlight the limitations of the traditional (Big-B and Contextualized-B) definitions and discuss the benefits of a more organizational (Big-O) approach. Copyright ~ 2001 John Wiley & Sons, Ltd. Introduction The purpose of this empirical essay is to be provocative. This paper is empirical in that it surveys leading organizational hehavior (GB) scholars to identify which topics they believed are currently important in the field and which should be important in an ‘ideal’ world and we compared their responses to an archival analysis of papers published in leading GB journals over a 10 year...
Words: 3380 - Pages: 14
...Content Area Classroom My content area text book that I chose was an Algebra 1 textbook. Algebra 1 is usually taken in either the 8th or 9th grade. To get estimated grade level I used Fry's Readability Formula. To get this estimation, I randomly selected three passages from the textbook of one hundred words each. For each section of one hundred words, I counted the number of sentences and the number of syllables. For the first one hundred word sample, the number of sentences was roughly 4.9 with 180 syllables, the second sample was roughly 3 sentences with 131 syllables, and the last sample was roughly 5.3 sentences with 156 syllables. This averages out to roughly 4.4 sentences with 155.67 syllables. According to the Fry's Readability Formula, this textbook was estimated to be between the 10th and 11th grade reading level, which is a little bit higher than it should be. After determining the reading level of the Algebra 1 textbook, I then took another passage, from the same textbook, and performed a cloze procedure. To do this, I took another random one hundred word sample and deleted a random word from the second sentence and from there after deleted every five words. The test was then given to two different students. Here is the cloze test I created: Cloze Test: The process of designing an experiment begins with determining what type of data is needed and how it should be obtained. The best way to test a _______ would be to collect _____ on the entire population...
Words: 486 - Pages: 2
...effectively. | Explores ideas vigorously, supports points fully using a balance of subjectivity and objective evidence, reasons effectively making useful distinctions. | Employs words with fluency, develops concise standard English sentences, balances a variety of sentence structures effectively. | B | Addresses purpose effectively, uses assignment to explore topic’s intrinsic interest, shows full understanding of issues, engages audience, establishes credibility, uses headings, format and citation in APA style (where relevant) effectively. | Central idea is clear, paragraph structure is adequate, some problems with consistency, logic or transitions. | Supports most ideas with effective examples and details, finds suitable balance between references to personal and external evidence, makes key distinctions. | Word forms are correct, sentence structure is effective, applies standard English grammar and mechanics. | C | Waivers in purpose, incompletely addresses assigned topics or directions, shows more need to examine issues, style varies, and visual presentation is ragged | Loose focus on central idea, contains some repetition and digression, structure needs work | Presents ideas in general terms, support for ideas is inconsistent or unsuitably personal or distant, some distinctions need clarifications, reasoning unclear. | Word forms and sentence structures are adequate to convey basic...
Words: 370 - Pages: 2
...process It gives you a definite sense of direction Organized list of the information you will use for the main part with support It is the “master plan” for your paper It is a useful tool to organize facts is a specific and timely manner so your reader can gain a quick view of your topic’s focus Guidelines for writing a good/successful outline State only the facts you will cover in the paper If a fact is expressed in your paper, it must be stated in your outline or vice-versa The paper should be written in the order of you outline – general to specific Stick to your topic at all times Avoid statements in your opening (introduction/exposition) as well as the closing ( conclusion/resolution) Principles of outlining All parts are systematically indented and labeled: Roman numeral (I,II) as primary divisions/headings come from your thesis statement (i.e. I. Introduction) Indented capital letters (A,B) for secondary divisions/subheadings (actually your supports) Further indented Arabic numerals/letters (1,2) for supporting example If you have a I (one), you must have at least a II (two) If you have an A, you must have a B and so on… Must state all ideas/supports in phrases (2 or more words per line) Use capital letters at the beginning of each word and for proper nouns No periods at the end of each phrase Double-spaced throughout (no extra spaces) Title is centered (do not bold, use CAPS, underline, or italicize)...
Words: 257 - Pages: 2
...Louie. They will order, recall, retell and recreate this story to form their own comprehensive perspectives. K What I Know | W What I Want To Learn | L What I Have Learned | Name ____________ Word Bank Word | Definition | Picture | Connections | Word | Definition | Picture | Connections | Word | Definition | Picture | Connections | Word | Definition | Picture | Connections | Date _________________________ | Subject: Reading Questioning/Answering | | Reading Comprehension As students read the story then I will ask them to draw attention to a few vocabulary words by inserting short definitions. I would also ask open-ended questions in which children must provide explanations rather than one-or two-word responses. After reading, we will discuss vocabulary words in the context of the story and in other contexts. Facts: | Brown Bear, Brown Bear What Do You See by: Bill Martin | | Brown Bear is going on an adventure. He will be exploring the jungle and viewing it through his own eyes. As you read this story you will be focusing on the events that happen as Brown Bear travels. There will be pages that may not have any words on them. You will need to study the pictures and add your own comprehension of the story. | | Question: | Questions to process thinking: | | What did brown bear see on his first adventure?_...
Words: 1259 - Pages: 6
