Search results for 'tag:Vocabulary tag:Dates' matching tags 'Vocabulary' and 'Dates'

Re: How to pronounce often?

Anonymous — Tue, 10 Jun 2008 07:46:01 GMT

Dear Howard Leigh Ph.D., If we are going to get into silly mudslinging battles over the word "often" and claiming illigitimacy of posts due to lack of name, qualifications, and misspellings then I suggest that you start with the very word misspelling which contains two of the letter "s". That is, of course, unless you intended to say that the previous poster pelled something incorrectly, but unfortunately I am not the beholder of a Ph.D. and therefore pell as a verb is not in my vocabulary, nor is it in my trusty old Webster's. Again if we follow your rules that misspellings invalidate a post let us return again to your second sentence where you used the contraction for "You are" when I believe you meant to use the posessive form "your", unless you intended to write "yore" and refer to some other ancient post that you believe to be unreliable. Also I should further point out to you that when you spelled "hat" at the beginning of your last paragraph, your word choice does probably contain a "w" at the beginning to make the word "what." But alas, you have a Ph.D. (in some field that you did not mention - grounds for an unreliable post perhaps?) so you were surely aware of these slight misspellings before criticizing those of others. As for me, I happen to pronounce "often" without the "t" because that is how I learned it, but also to keep with pronunciation schemes words like soft - soften, haste - hasten, chaste - chasten, and also hustle, bustle etc. It does make me cringe a little inside when I hear "often" pronounced with the "t," but if, as several have suggested, this pronunciation has resurged as a result of better and broader education and literacy throughout the world, then I believe that coping with the occasional pronunciation with a "t" is something I dearsay I would be happy to accept as a consequence. I apologize for the somewhat pomptuous (yes, with a silent t - props to that comment by the way) nature of this post, but we all should know that advice we receive from the internet on forum websites should be taken with a grain of salt and misspellings and typos are a reality of the high speed electronic age. Cheers, Peter Broch (sans Ph.D.)

Re: Which is better & why?

Clive — Sun, 06 Apr 2008 15:58:05 GMT

Hi,

Where did you find these? They all sound pretty archaic in terms of syntax and vocabulary. Do you want us to update them?

Why bother?

Clive

Re: Occupational English Exam ( OET )

Ruth McEwan — Wed, 02 Apr 2008 10:16:11 GMT

Dear all

I've just put a whole heap of info on the OET on my previous post, but I also wanted to add this important information for nurses:-

Here in Queensland, Australia, there are 3 choices for NESB-

1. OET

2. IELTS - you need a score of 7.5, which seems unattainable for some - I had a German student who had already nursed in a paedeatric ward in London for 2 years and whose spoken English was fluent, and whose health and nursing vocabulary was that of British nurses obviously, but who took a long time to prepare for her IELTS test.

3. ISLPR - International second Language Proficiency Rating - this test is becoming more popular as it tests only on authentic texts and gives the candidates an opportunity to give most responses verbally - so a lot more natural and real, but of course more open to interpretation. It's used for teachers and police extensively now in Queensland, and for nurses in New South Wales - Sydney capital. http://www.islpr.org/

I hope this helps some of you.

As stated in my last post, email me directly if you need more personalised info/help

Kind regards

Ruth

Re: it's ten of 5.00

Yankee — Thu, 20 Mar 2008 14:04:08 GMT

Hi Openmind

Have you ever considered changing your moniker to "DoubtingThomas"? (Just teasing you a little!)

To put it in the simplest possible terms, using 'of' instead of 'to' when telling time is basically simply a matter of replacing the word 'to' with the word 'of'.

Since of basically follows the same "rules"/pattern as to, I'd say an Ameican ESL teacher is likely to treat this usage of of a bit like an idiom since it is usually covered only after the basic mechanics of time-telling with 'to' have been mastered, and also because this usage is a special characteristic of American English. (By the way, the words til and before are also sometimes used instead of to). As I mentioned, I would not expect this usage to be covered in a beginner level lesson on telling the time. Therefore, by the time an American teacher presents the usage, there is no need to rehash all of the basics of how to tell time in English. If I went into all of the basic details of telling time with students who had already mastered the basics, they'd not only be bored silly, but would probably think I was nuts to boot. On the other hand, if I had a beginner-level group and attempted to teach them 'to', 'of', 'til' and 'before' all at once, they'd only end up totally confused -- and they'd probably think I was nuts, too.

This usage of 'of' does tend to be a spoken one since people normally use numbers rather than words when writing the time. In other words, in written English you're likely to see 5:45 instead of 'five forty-five' and '(a) quarter to/of/till/before six', or 2:55 instead of 'two fifty-five' and 'five of/to/till/before three'. However, if you read novels (by authors such as Steven King, for example) or spend time talking with lots of Americans, you will be able to see/hear this usage of the word 'of' in action.

Here is a German ESL site that mentions the use of 'of' instead of 'to':

http://www.ego4u.com/en/cram-up/vocabulary/time

And here are some more sites to look at:

http://separatedbyacommonlanguage.blogspot.com/2006/08/telling-time-and-dates.html

http://downloads.bbc.co.uk/worldservice/learningenglish/ask_about_english/pdfs/aae_ag_uk_us_070424.pdf

Re: multilingual Europeans

Cool Breeze — Wed, 12 Mar 2008 21:57:11 GMT

Koto
Why are European people so fluent in English?
People say it's becasue their languages are all derived from the same root as English but is this the only reason?
Was it easy to master English for you?

Hi Koto

I realise you may never read this but I'll post it just the same. Not all European languages are related. My native language, Finnish, isn't even an Indo-European language. It is related to Estonian and Hungarian but not to such Germanic languages as English, German, Danish, Swedish, Dutch and so on.

One reason many Finns have at least a working knowledge of English probably results from teachers of foreign languages having a very good education in the languages they teach and the teaching methods. The methods are extremely important. All language teachers are university graduates with 4 to 7 years of university studies behind them. As for English, everybody has studied it at school before entering a university, which is also an advantage. Also, the universities select the very best candidates from English-speaking countries to do the teaching. The professors are Finnish, though, and there are some Finnish lecturers as well.

I am mentioning this because I have noticed on my travels that quite a few people who tell me they are teachers of English have a rather fragmentary command of the language themselves. If a teacher doesn't know the language, he can't teach it. In many cases the student isn't at fault at all. There are amazingly incompetent teachers of languages in many countries. Some of the posters who claim to be teachers of English on these forums wouldn't pass the qualifying exams for would-be teachers at Finnish universities.

I have never mastered English. I have a fairly good knowledge of the grammar but my vocabulary could be much larger. Learning languages has always been easy for me; that is, learning the languages I have attempted to learn. I am not so sure how quickly I would learn Japanese or Thai, for instance. English spelling causes me the most problems. And of course any words and idioms I am not familiar with.

Cheers

Message from John Cleese

Anonymous — Thu, 21 Feb 2008 15:25:54 GMT

> *Britain is Repossessing the U.S.A.!*

> A Message from John Cleese (British comedian)

> To: The citizens of the United States of America:

> In light of your failure to nominate competent candidates for President

> of the USA and thus to govern yourselves, we hereby give notice of the

> revocation of your independence, effective immediately.

> Her Sovereign Majesty Queen Elizabeth II will resume monarchical duties

> over all states, commonwealths, and territories (except Kansas, which

> she does not fancy).

> Your new prime minister, Gordon Brown, will appoint a governor for

> America without the need for further elections.

> Congress and the Senate will be disbanded.

> A questionnaire may be circulated next year to determine whether any of

> you noticed.

> To aid in the transition to a British Crown Dependency, the following

> rules are introduced with immediate effect:

> You should look up 'revocation' in the Oxford English Dictionary.

> 1. Then look up aluminium, and check the pronunciation guide. You will

> be amazed at just how wrongly you have been pronouncing it.

> 2. The letter 'U' will be reinstated in words such as 'favour' and

> 'neighbour.' Likewise, you will learn to spell 'doughnut' without

> skipping half the letters, and the suffix -ize will be replaced by the

> suffix -ise.

> Generally, you will be expected to raise your vocabulary to acceptable

> levels. (look up 'vocabulary').

> 3. Using the same twenty-seven words interspersed with filler noises

> such as 'like' and 'you know' is an unacceptable and inefficient form

> of

> communication.

> There is no such thing as US English. We will let Microsoft know on

> your

> behalf. The Microsoft spell- checker will be adjusted to take account

> of

> the reinstated letter 'u' and the elimination of -ize. You will relearn

> your original national anthem, God Save The Queen.

> 4. July 4th will no longer be celebrated as a holiday.

> 5. You will learn to resolve personal issues without using guns,

> lawyers, or therapists. The fact that you need so many lawyers and

> therapists shows that you're not adult enough to be independent.

> Guns should only be handled by adults. If you're not adult enough to

> sort things out without suing someone or speaking to a therapist then

> you're not grown up enough to handle a gun.

> 6. Therefore, you will no longer be allowed to own or carry anything

> more dangerous than a vegetable peeler. A permit will be required if

> you

> wish to carry a vegetable peeler in public.

> 7. All American cars are hereby banned. They are crap and this is for

> your own good. When we show you German cars, you will understand what

> we

> mean.

> 8. All intersections will be replaced with roundabouts, and you will

> start driving on the left with immediate effect. At the same time, you

> will go metric with immediate effect and without the benefit of

> conversion tables.

> Both roundabouts and metrication will help you understand the British

> sense of humour.

> 9. The Former USA will adopt UK prices on petrol (which you have been

> calling gasoline)-roughly $6/US gallon. Get used to it.

> 10. You will learn to make real chips. Those things you call French

> fries are not real chips, and those things you insist on calling potato

> chips are properly called crisps. Real chips are thick cut, fried in

> animal fat, and dressed not with catsup but with vinegar.

> 11. The cold tasteless stuff you insist on calling beer is not actually

> beer at all. Henceforth, only proper British Bitter will be referred to

> as beer, and European brews of known and accepted provenance will be

> referred to as Lager.

> South African beer is also acceptable as they are pound for pound the

> greatest sporting Nation on earth and it can only be due to the beer.

> They are also part of British Commonwealth - see what it did for them.

> American brands will be referred to as Near-Frozen Gnat's Urine, so

> that

> all can be sold without risk of further confusion.

> 12. Hollywood will be required occasionally to cast English actors as

> good guys. Hollywood will also be required to cast English actors to

> play English characters.

> 13. You will cease playing American football. There is only one kind of

> proper football; you call it soccer. Those of you brave enough will, in

> time, be allowed to play rugby (which has some similarities to American

> football, but does not involve stopping for a rest every twenty seconds

> or wearing full kevlar body armour like a bunch of nancies). Don't try

> Rugby - the South Africans and Kiwis will thrash you, like they

> regularly thrash us.

> 14. Further, you will stop playing baseball. It is not reasonable to

> host an event called the World Series for a game which is not played

> outside of America or Japan. Since only 2.1% of you are aware that

> there

> is a world beyond your borders, your error is understandable. You will

> learn cricket, and we will let you face the South Africans first to

> take

> the sting out of their deliveries.

> 15. You must tell us who killed JFK. It's been driving us mad.

> 16. An internal revenue agent (i.e. tax collector) from Her Majesty's

> Government will be with you shortly to ensure the acquisition of all

> monies due (backdated to 1776).

> 17. Daily Tea Time begins promptly at 4 pm with proper cups, never

> mugs,

> with high quality biscuits (cookies) and cakes; strawberries in season.

> God save the Queen.

> Only He can.

> John Cleese

(If at first you don't succeed skydiving is not for you. T.T.)

Please review my Recommendation Letter

Aquilotto — Tue, 05 Feb 2008 11:07:40 GMT

Hi All,

I wrote the attached recommendation letter and I need someone to review it, since I am italian and I'm not english mother tongue.

The letter is preatty long, but I hope it is quite well written.

Thank you very much for your help.

Best Regards

Lorenzo
________________________________________________

Question N.1 - How long and in what capacity have you known the candidate?

I met Lorenzo at the University in 1998 and since then we cultivated a strong friendship culminated in 2006 when we structured a mutual agreement in order to manage some business related projects. From that year our professional relation has emerged reinforced by the fact that his knowledge of corporate finance is more advanced and systematic than mine, while I am more used to deal with fiscal matters. I collaborated with Lorenzo in two different projects: during the first project, that lasted for six months, in January 2006 we performed a merger of two companies operating in the field of industrial plant design creating a new company with an asset of 150 million â¬ and 1200 employers; with the second project, that lasted for four months, we created a Trust with an asset of 85 million â¬ in real estate, stocks, bonds and cash.

Question N.2 - If this is a work related reference, in what position is/was the candidate employed and for how long?

While being involved in these projects, we worked closely together for ten months, five days a week, twelve hours a day. In both projects Lorenzo was the manager and I was in charge of optimizing the fiscal impact on the corporate structure in the first project and in the second I was in charge of studying and designing the Trust's fiscal structure.

Question N.3 - Please elaborate below or in a separate letter on the evaluation you have given above and provide any additional clarification about the applicant, which you consider would be helpful to the Admissions Committee.

Intellectual or Academic Ability

Lorenzo has an extreme flexible and vivid intellectual ability. I realized his attitude to study, research and in-depth examination when we were at the University and now, I found the really same approach in the projects we structured, characterized by very specific technical issues where intellectual and academic ability background sits on the first place. His intellectual ability relates to match a rigorous training with managerial skills and ability to adapt to different conditions.

Competence in current position

Lorenzo's competence as project leader and manager clearly demonstrates to be live up in every situation. I had the clear perception that our clients entrusted all the actions proposed by Lorenzo. When our clients asked Lorenzo specific questions related to our work, he always managed to demonstrate confidence and precision thanks to the competencies he has.

Oral Communication Skills

Lorenzo has a very clear and concise way to express his point of view. He is able to do that thanks to an innate ability to enter into dialogue with others. His approach does not change whether he speaks with a colleague or with the CEO of the company. Lorenzo always personalized his style knowing how to put his counterpart in confidence and at ease. Particularly, I remember as during one Board of Directors he was asked too many questions about every single detail of the merger that was planned and he answered all the questions in a flawless and confident way that everybody felt more secure in conducting the operation in the direction Lorenzo prospected.

Written Communication Skills

Lorenzo has excellent writing skills, as he manages to synthesize and explain very difficult concepts simply producing clear and easy-to-read documents. The very technical vocabulary of our work tends to be difficult to understand; therefore, it is very important to make sure that all the documents delivered to our clients are easy to understand. I remember that once, while we were monitoring the merger of companies, Lorenzo was the person that prepared informally the minutes of the Board of Directors that were used later as formal documents presented to the notary.

Analytical Skills

Lorenzoâs analytical skills are very important and effective in our field of work. Particularly, he is very skilful in conducting economic-financial analyses. Having said that, I would like to acknowledge that thanks to his excel file we were able to develop a model, and using this model we simulated the effects of the merger of two companies in terms of accounting, and with this model we also were able to analyze the first yearâs net circulating capital of the new company resulting from the merger. Evidently, such a task requires mastering and modelizing of the different aspects of balance sheets of the two companies.

Leadership Potential

Lorenzo definitely possesses great leadership qualities. He freely shares his skills and experience with the team, making them look to him even more as a leader. Lorenzo exhibits the courage of hard decisions and stand by them, thanks to his solid theoretical and practical preparation. Lorenzo is not intimidated by much, but he has also good judgment. When he has considered the facts of a situation and is certain he is on solid ground, he will not hesitate to take a strong stand. Lorenzo realizes that in any group everything is ultimately about persuasion, negotiation, and compromise. He is such a good leader, looked up by others, because they know he will accept a decision that does not go his way if he feels he has had a fair hearing. Lorenzo leads by listening to others and building consensus.

Teamwork

Lorenzo knows how to lead and orientate a group of people in the day after day life in order to obtain the desired results. At the same time Lorenzo is able to adapt to the different characters of the team members because he has an outstanding attitude of hearing, of motivating, of respecting and of communicating with all the colleagues. It's not easy to develop a project from the design phase till implementation but Lorenzo is able to give the right attention and the right amount of responsibility to all team members in order to drive the team to reach the final result.

Problem Solving

In managing problems Lorenzo always proved to be very proactive and ready to anticipate aspects that could impact on our projects. His ability to manage both complex situations and supply solutions is driven by his attitude to do analogies with similar cases already solved and also by break up a complex problem in a series of multiple small themes more easy to be solved.

Maturity

Lorenzoâs maturity is exceptional in our field. I am sure that his maturity comes from the fact that he graduated very early and, consequently, had an opportunity to get involved in many different kinds of situations from which he learned a lot. His maturity is proven by his communication skills, his motivation and his ability to take a deep and careful approach to everything he does. Particularly, I refer to his ability to put all his interlocutors at ease, as, for instance, once I saw him negotiating with the banks very favourable terms for our clientâs company, which was possible only because during these years of hard work he has distinguished himself as a trustful and professional person.

Management Potential

Based on my experience the most important factor that I can observe in Lorenzo is that he gets things done. He is able to get the most from different situations by controlling all the critical aspects that a good manager must have: organization, charisma, leadership, teamwork, vision, integrity. All these are part of his character and are evident in his personality, given that have always been recognized also by our clients. To deliver concrete results to companies is our mission and the only was to reach this goal is to be good managers serving our clients.

Question N.4 - What do you consider to be the candidateâs principal strengths/talents?

I consider Lorenzo's principal talents his attitude to create a collaborative working environment, his competence in analyzing and solving problems, his extremely oriented to teamwork personality and his willing not to be satisfied by the results achieved and always looking for new ventures and new opportunities.

Question N.5 - What do you consider to be the candidateâs weaknesses or areas that need improvement?

A weakness that Lorenzo might have compared to other team members that I regularly work with is related to his high moral standards. Lorenzo tends to trust the people with whom he works, and this is why he expects to be treated the same way. If a person disappoints him, Lorenzo tends to distance himself and does not treat this person in the same way.

Question N.6 - What is your opinion of the candidateâs motivation towards, and suitability for a career in management?

I think that Lorenzo is the right person for a career in management and I can say that because I saw him in action. Lorenzo already has a very successful future ahead of him. I believe that this is the right time for him to get his dream of doing an MBA in a prestigious university like Manchester. I'm sure that his knowledge and competencies would benefit from the MBA and together with his actual level of management practice he will gain an absolute level of respect in the management field. We spoke a lot about his willing to gain the MBA and even if against my own interest, that is to hold him in Italy to continue to collaborate to new projects, I believe that for his ambitions the right thing is to go in a place where both theory and practical experience can allow him to fully develop his enormous potentialities.

Re: Expand your vocabulary and feed the world!

Jingtian — Sat, 29 Dec 2007 08:32:14 GMT

Interesting.
I donated 700 grains of rice (Level 50) by using a dictionary until I don't have time.

I have a question. Do you use such words like tenebrous, caudate, crepitate?

Here's that lesson plan.

DWillard — Tue, 18 Dec 2007 03:14:09 GMT

Hello everybody. I'm new here, so take it easy on me.

LESSON 1

Subject: William Shakespeare â History and Plays

Date: Day 1

Objective:

                  ELA.10.LE.3 Use oral, written, and visual texts to research how
                                         individuals have had an impact on people in their
                                         community and their nation.

                  ELA.7.LE.3 Apply new learning by forming questions and
                                       setting learning goals that will aid in self-regulation
                                       and reflection on their developing literacy

                .
                  METS 1.a.6 -Students understand that access to online learning                                                                              increases educational and workplace opportunities.

                  METS 1.b.1 -Students will be provided with the opportunity to learn in a virtual                                                    environment as a strategy to build 21st century learning skills.

Presentation:

             Step 1. Give a PowerPoint Presentation
                             -Give a historical Background on Shakespeareâs life
                                          - First 20 Years
                                          - Life in London
                                          - Later Years
                                          - The Plays
                                                 - Comedies & Histories
                                                 - Tragedies

               Step 2. Introduce students to webquests
                                           - specifically show them the Shakespeare webquest:
                                              http://questgarden.com/10/81/0/070107150712/index.htm
                                           - show the students how to navigate it
                                           - allow them to navigate it themselves

Materials:

             PowerPoint presentation; quizzes; worksheets

Introduction:

                  Read (melodramatically, of course) the famous âTo be, or not to be...â
                  monologue from William Shakespeareâs Hamlet.

Closure:
                Give relevance to Shakespeare and his work. Discuss what times where like in the                          Elizabethan period and how it could have effected his writing. Compare Shakespeare                      to writers of today.

Evaluation:

                Give a five question mini-quiz covering the topics presented in the PowerPoint. (Be                         sure to inform them of the quiz prior to the PowerPoint presentation to encourage                           some note-taking.)

Homework:

                 Have students fill out a purpose question worksheet (10-12 questions) based on                               the Shakespeare webquest:

                 http://questgarden.com/10/81/0/070107150712/index.htm


LESSON 2

Subject: William Shakespeare â Othello: plot

Date: Day 2

Objective:

                     ELA.3.LE.1 Integrate listening, speaking, viewing, reading, and
                                          writing skills for multiple purposes and in varied contexts.

                     ELA.3.LE.6 Determine the meaning of unfamiliar words and
                                           concepts in oral, written, and visual texts by using
                                           a variety of resources, such as prior knowledge,
                                           context, glossaries, and electronic sources.

                      METS 1.b.5 Students identify common graphic, audio, and video
                                           file formats (e.g., jpeg, gif, bmp, mpeg, wav).

Presentation:

                Guided Reading Lesson
                           1. Create background of the story
                                            -Moors in Europe
                                            - Spanish history
                                            - Othello and Shakespeare

                           2. Provide students with vocabulary words from the story. Use posters: at least 3                                 posters per word or use a PowerPoint slide show (at least 3 slides per word).                                    Present 6-8 words.
                                             - define the word
                                             - give proper usage
                                             - Concretize the word through a mini-quiz

                           3. Have students answer purpose words that cover main ideas and details. (10-                                    12 questions)

                           4. Have students answer discussion questions that cover inferences and                                                judgments. (12-15 questions)

              Activity
                      1.Put students in groups.

                      2.Have groups make âWhat if...â scene where Othello does not carry out the                                       murder of Desdemona.

                      3. Have students record their scenes on a digital camcorder and upload them                                        onto the computer.

Materials:

                      An Othello (Lawrence Fishburn version) highlight DVD, poster materials                                        (construction paper, markers, magazine clippings, glue, etc.), worksheet,
                      digital camcorder

Introduction:

                      Show highlight clips from the movie Othello form a burned DVD compilation.

Closure:
                       Go around the room and ask each student their favorite part of the story.

Evaluation:

                       Have students complete a matching style worksheet. They must match the                                       character to the specific event in Othelloâs plot that they did.
                       (Ex. -   _A__ 1. Iago        A. Convinced Othello to murder Desdemona.)

Homework:

                       Have students keep a journal (on a word processor is fine for students with mild                              learning and behavioral disorders ). Each entry is a summary of the plot by each                             act. Five acts = five summaries.

LESSON 3

Subject: William Shakespeare â Othello: themes

Date: Day 3

Objective:

                 ELA.3.LE.5 Employ multiple strategies to construct meaning
                                            while reading, listening to, viewing or creating text.

                        ELA.3.LE.8 Express their responses to visual, written, and electronic
                                             texts, and compare their responses to those of others.

                        METS 3.a.3 Students have access to and utilize assistive technology
                                             tools.

                        METS 4.a.4 Students collaborate in content-related projects that integrate a                                                         variety of media (e.g., print, audio, video, graphic, simulations, and                                                  models) with presentation, word processing, publishing, database,                                                    graphics design, or spreadsheet applications.

Presentation:

              Step 1. Have a discussion about theme in stories.
                                   - How theme works under genre
                                   - How theme provokes inferences judgement in the reader
                                   - How to read between the lines to understand theme

              Step 2. Have a discussion about theme in Othello.
                                   - Jealousy
                                   - Deception/truth
                                   - love vs. blind rage

              Step 3. Put students into groups for a quick study session before the quiz. Group them                              together my mixing ability levels.

Materials:

                     Overhead projector, quiz sheets

Introduction:

                       Provide a short summary/discussion on the previous dayâs material.

Closure:

                       Give a short statement on Othello, and how it resonates in real life to help                                        concretize the lesson for students.

Evaluation:
                       Have students complete a small multiple choice test covering the past three daysâ                            material. (12 - 16 questions)

Homework:

                       Have students write a five paragraph essay on one or more of the themes found in                          Othello. Themes to choose from: jealousy, leadership, deception & truth, tragedy,                            guilt & innocence.
                       Have students create their essay outlines with the instructional software application                         Inspiration.

Adaptations For Special Needs Students

             1.) Include optical character recognition (OCR) software covering Othello for students                        with visual impairments. Be sure that it includes the play itself, and that it points out                       issues of plot and theme.

              2.) Provide the opportunity for students with mild learning and behavioral disorders to                         use technologies such as word processors to help strengthen and quicken the                                   communication process when note-taking.

              3.) Caption materials (such as the Othello highlight DVD) whenever possible for                                  students with hearing impairments.

               4.) Let students who have speech and language impairments employ augmentative and                       alternative communication (AAC) devices in the classroom. Doing so would better                        include them in the group work the lesson demands.

Re: grammar questions

Mister Micawber — Wed, 12 Dec 2007 10:39:42 GMT

1) Are my sentences correct but with a different meaning? I didn't quite get the nuance between the 2 prepositions. Would you please explain the difference again?

a) "The plays had been / were performed THROUGHOUT the next ten years"-- many times /every year in that period
b) "He had acted / had been acting / acted/ DURING the next ten years" -- no indication of frequency of performance in that period

2) position of adverbs: which ones are correct English? Which ones are spoken and which ones are written?

(a) He PROBABLY wouldN'T have met him. -- informal
(b) He would PROBABLY NOT have met him.-- both

(d) He would PROBABLY have NEVER met him.-- both

e) He would PROBABLY NEVER have met him. -- both

3) negative past form of "I used do it"
a) I used not to do it -- primarily BrE
b) I did not use to do it -- primarily AmE ('didn't used to' also in use i BrE)

7) singular or plural:
a) the datE of birth and death is registered / inscribed-- avoid this one; it just creates a conundrum.
b) the datES of birth and death are registered -- OK

8) vocabulary + tense: Would you please tell me if these expressions are correct?
a) Tom feared / was afraid / was scared that that his body would be incinerated once he WAS dead. -- OK

b) To act out (= perform ?) a play
Othello was first ACTED OUT at the theatre in... -- OK

c) early in his career / when he justed started working = a ses dÃ©buts ? -- I don't speak Green.

d) does the word "play-performer" exist?-- If it does it should be eschewed. Use 'actor'.