...Taeyeon – Love, That One Word Lyrics English Translation: Without anyone knowing, without even me knowing I don’t know when but you came into my heart Tears fell yesterday and tears are falling again today With my head down low, I’m looking at you Love has come without you knowing Without any reason, you’re in my heart All alone, I repeat these words as I cry Do you know? The one word that you draw inside of me The one word that is always hidden inside of me I’m looking at you, I’m always by your side But I can’t say the words I love you Always be by my side, only you be by my side Those words are still inside of me All alone, I repeat these words as I cry Do you know? The one word that you draw inside of me The one word that is always hidden inside of me I’m looking at you, I’m always by your side But I can’t say the words I love you Words that my heart says I love you more than myself I want to love you The one word that you draw inside of me The one word that is always hidden inside of me I’m looking at you, I’m always by your side But I can’t say the words I love you Romanized: Amudo moreuge najocha moreuge Eonjebuteoinji geudaega nae mame Eojedo nunmuri oneuldo nunmuri heulleo Gogaereul sugin chaero nan geudael bonae Sarangeun geureoke geudaega moreuge Amu iyu eobsi geudaereul nae mame Hollo ireoke imal doenoeimyeo uneun Nareul geudaeneun aneunji Neon nae ane geuryeonoheun hanmadi Neul naeane sumgyeowatdeon hanmadi Geudaereul barabogo...
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...The Power of One Word I walked through the street of my country, my people, and my culture up to the doors of the charitable hospital I came to work at. As soon as I entered the building, I was bombarded with all the signs that tie me back to my heritage. Religious symbols, images of India plastered on the walls, and quotes of the famous figures from Indian history; my parents had etched these symbols into my memory since I was little. I went to the elevator, nervous in my anticipation to meet the esteemed doctors with whom I would be working and wondering what they would think of me as the eyes of strangers followed my every step. There was a sense of unfamiliarity that I could not escape; the stares of the people around me seemed to set me apart from the crowd. Somehow, I did not belong here, and I did not know why....
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...Vatican City Vatican City is a country of religion. A mere .44 square kilometers in total, the city-state is the central hub for the governing body of the Catholic faith; thousands of followers worldwide come annually to view the numerous artistic masterpieces and visit the center of their beliefs. Religion is found in virtually all aspects of Vatican City and can be seen in its culture, politics, and economy. The culture of Vatican City is dominated by religious aspects and traditions. For one, the identity of the city-state in itself is religious and not national; it presents itself transnationally and universally to represent all members of the Church. Virtually 100% of residents are Roman Catholic, whether they be priests, nuns, or lay workers, enforcing the idea of a religious identity as a whole. Also, in Vatican City, there are no secular, or non-religious, holidays--all celebrations follow the Liturgical Year of Catholicism, with massive celebrations for the most important holidays such as Easter and Christmas ,attracting thousands of tourists annually. Finally, Vatican City is well-known for its many artistic masterpieces housed within its walls, some dating back to the 12th century, which depict various biblical scenes, such as The Last Judgement, a fresco painted by Michelangelo on the altar wall of the Sistine Chapel, depicting the Second Coming of Christ, illustrating its rich religious background even in its art. Altogether, religion is the predominant influence...
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...Complete each word to rhyme with Hint: Use the picture clues to help. ran , then say the word. 2. 1. ran 3. 4. an an Comments welcome at www.starfall.com/feedback an 1 Name Write the missing short vowel in each word, then say the word. short a cat 1. v n m p c t Comments welcome at www.starfall.com/feedback 2. 4. 6. b g h t r t 3. 5. Circle the words that rhyme. 2 Name Write these words in the correct shapes, then say the words. to 1. the 2. a and 3. is look a 4. 5. 6. Comments welcome at www.starfall.com/feedback Teacher Note: Practice with high-frequency words. 3 Word Bank man 1. hand bat ants 2. 4. 6. pants ham Read the words in the Word Bank. Write the missing letter in each word, then say the word. ham and at Comments welcome at www.starfall.com/feedback an nts ants 3. 5. 4 Name Circle the word that best completes the sentence, then write the word in the blank. 1. The rat is 2. Zac sat on a 3. The 4. The . . naps had sat sad mat pat fat can cat hat . . ran to the jam ants an pants 5 Comments welcome at www.starfall.com/feedback Name short a Circle the things that have the short a sound, then write about the picture. Use the Word Bank to help you. cat Word Bank bat jam rat hat bag ants 6 Teacher Note: Ask emergent writers to simply write their favorite short-a words from the...
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...Participants One hundred-fifty four current undergraduate students at California State University Northridge were recruited. Each signed up for the experiment through the SONA system for class credit. They were randomly assigned to one of the two different conditions; one being a pizza odor filled room and the other an odorless room. Materials The materials used in our experiment were a cheese pizza from the supermarket Fresh and Easy, the pizza was used in one of the two conditions to fill the room with its overpowering stench. A consent form which was given to the participants before the experiment was conducted. They were given a pen and a standard sized piece of paper (8.5" x 11") to write on. We used an Apple brand iPad to run a PowerPoint slide show of the words to be memorized and a timer on an Apple brand iPhone to time the participants after the slide show to see how many words they were able to recall from the word list shown on the slide show. Stimuli The stimuli used for our experiment was a word list generated from the Vancouver Word List. We used a number generator to randomly select number and then matched the corresponding number from the word list and used the word that went with that number in our word list. We also made a separate word list by using Google and searching some other odor related words, and since one of the conditions used would be a pizza odor we constructed a third word list through Google search consisting of Italian food related words. From the...
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...CHAPTER 1 HISTORY OF LANGUAGE Language is a set of symbols of communication and the elements used to manipulate them. It is one of the most important innovations of men. Language can be used in different ways for different purposes. But mostly, its primary use is for communication. Language was considered to have a “life cycle” and to develop according to evolutionary laws. In addition, it was believed that language, like the human animal, has a “genealogical tree” –that is, that each language can be traced back to a common ancestor.” Ethnologue organization, the most extensive catalog of the world’s languages, presented a detailed classified list which currently includes 6,809 distinct languages. Although there are many languages, these are not uniformly distributed around the world. Some places are more diverse in terms of distribution of languages. According to Stephen Anderson (YEAR) of the Linguistic Society of America (LSA), out of Ethnologue’s 6,809, for instance, only 230 are spoken in Europe, while 2,197 are spoken in Asia. Among these 2,197 languages in Asia, 171 are spoken in the Philippines. Associated with language are the different systems of writing in the past. Hieroglyphics and cuneiform are some of them. But here in our country, alibata is the primitive form of writing. It is also known as baybayin which literally means “to spell.” It is used even before the Spaniards conquered our country. There are many languages which influenced our official...
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... often including related and contrasting words and antonyms GA thesaurus helps you avoid repetition in your writing and helps you find a word for an idea you have in mind. You can use it to increase your vocabulary as the typical thesaurus has synonyms for more than 100,000 words. Steps et to know the features of your thesaurus. By understanding the parts of the entries and any changes in typography, you will grasp the nuances of the reference book's text. Thesauri may also contain antonyms, wordlists, and other interesting features. Choose synonyms carefully. You will soon recognize that few words are exactly interchangeable. Use the thesaurus in conjunction with a good dictionary whenever selecting a word or phrase unfamiliar to you. Each headword in the A-to-Z listing of Thesaurus.com is offered with its part of speech. Concise definitions accompany the headwords, supplying users with a basic reference point and helping them to evaluate synonym choices. The Thesaurus.com thesaurus has separate entries for different parts of speech and for different "meaning cores" for a word. Therefore, an entry word represents one meaning and a group of words considered synonymous with it in that sense. The synonyms may have other meanings as well, but they have at least one meaning in common with the entry word and the other synonyms in the list. The definition that comes before the synonym list tells you what meaning is shared by the words in the list. The numbers that appear in...
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...development and origins to give the answers to this or that language point. Due to the semantic features of language the meanings of words, their ability to combine with other words, their usage, the “place” they hold in the lexical system of a language do not concur for the most part. All the same “ideas” expressed by words coincide in most cases, though the means of expression differ. The principal types of lexical correspondences between two languages are as follows: 1) Complete correspondences; 2) Partial correspondences; 3) The absence of correspondences Let’s deal with them more exactly. 1) Complete lexical correspondences. Complete correspondence of lexical units of two languages can rarely be found. As a rule they belong to the following lexical groups: - proper names and geographical denominations: - the months and days of the week, numerals. - scientific and technical terms (with the exception of terminological polysemy). 2) Partial lexical correspondences. While translating the lexical units partial correspondences mostly occur. That happens when a word in the language of the original conforms to several equivalents in the language it is translated into. The reasons of these facts are the following 1. Most words in a language are polysemantic. That’s why the selection of a word in the process of translating is determined by the context. 2. The specification of synonymous order. However, it is necessary...
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...the students keep a record of reading. Ⅳ.Conclusion: Improvement on fast reading with good habits, skills and teaching methods. On English Fast Reading of Senior Middle School Li Shengwen Fast reading is a kind of basic and important skill in learning English. It is the most efficient way of improving the readers’ comprehension ability and enlarging the vocabulary. It is also a way of obtaining different kinds of information and knowledge, such as history, geography, literature, philosophy and science, etc. So fast reading ability is considered as a standard to measure the readers or learner’s English level. In China, the senior middle school students are required to practice English fast reading as one of the fundamental skills the same as listening, speaking, and intensive reading and writing. Then what is fast reading? It is a kind of extensive reading that...
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...subconscious decisions each writer makes in matters like word choice, word order, sentence length, and active and passive voice. These decisions are different from the “right and wrong” matters of wrong grammar and mechanics. Instead, they comprise writers make in deciding how to transmit ideas to others. Different styles in technical writing: a.a. Writing in clear sentences: Guideline 1: Place the Main Point near the Beginning One way to satisfy this criterion for good style is to avoid excessive use of the passive voice. Another way is to avoid lengthy introduction phrases or clauses at the beginning of sentences. Guideline 2: Focus on One Main Clause in Each Sentences When you sting together too many clauses with “and” or “but,” you dilute the meaning of your text. However, an occasional compound or compound-complex sentences is acceptable, just for variety. Guideline 3: Vary Sentences Length but Seek an Average Length of 15-20 Words Of course, do not think your writing process by counting words while you write. Instead, analyze one of your previous reports to see how you fare. If your sentences are too long, make an effort to shorten them, such as by making two sentences out of one compound sentences connected by “and” or a “but.” a.b. Being Concise: Guideline 1: Replace Abstract Nouns with Verbs Concise writing depends more on verbs that it does on nouns. Sentences that contain abstract nouns, specially ones with more than two syllables, can be shortened by focusing...
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...C is the number of correctly recognized words, I is the number of incorrect recognitions and N is the number of total words. A simulation of 200 runs is performed. To this end, a two small but well-known databases are used. The simulations are performed in two phases: the training phase and the testing phase. During the training phase, different words are estimated by GMM models and stored in the codebook to be used later during the testing phase. During the testing phase, unknown words are presented by GMMs and compared with the Gaussian mixture configurations available in the codebook. Then, the most similar one is considered the recognised word. The first database used is 16-bit, mono at a sampling rate of 44 KHz. Word level labelling at millisecond accuracy is done manually, this database contains 05 different speakers and 5 words chosen randomly and similar in terms of...
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...constitutes a "word" involves determining where one word ends and another word begins—in other words, identifying word boundaries. There are several ways to determine where the word boundaries of spoken language should be placed: Potential pause: A speaker is told to repeat a given sentence slowly, allowing for pauses. The speaker will tend to insert pauses at the word boundaries. However, this method is not foolproof: the speaker could easily break up polysyllabic words, or fail to separate two or more closely related words. Indivisibility: A speaker is told to say a sentence out loud, and then is told to say the sentence again with extra words added to it. Thus, I have lived in this village for ten years might become My family and I have lived in this little village for about ten or so years. These extra words will tend to be added in the word boundaries of the original sentence. However, some languages have infixes, which are put inside a word. Similarly, some have separable affixes; in the German sentence "Ich komme gut zu Hause an", the verb ankommen is separated. Phonetic boundaries: Some languages have particular rules of pronunciation that make it easy to spot where a word boundary should be. For example, in a language that regularly stresses the last syllable of a word, a word boundary is likely to fall after each stressed syllable. Another example can be seen in a language that has vowel harmony (like Turkish):[5] the vowels within a given word share the...
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...learners have very much fewer productive vocabulary than receptive vocabulary, they often encounter difficulties in language production (Zhong, 2011). As an EFL learner myself, I have experienced such problems as well. Oftentimes, my vocabulary limitations interfere with my communication in L2. Therefore, it kindles my personal interest in studies of L2 vocabulary development. Because vocabulary has become one of the key elements in ELT and ELL, through decades, many research have been conducted to identify how vocabulary is learned and developed, and what factors that impede or boost learners’ lexical competence. Hence, this study attempts to respond to the research questions as follow: 1. What are existing vocabulary learning strategies that EFL learners use? 2. What are factors that affect vocabulary development in EFL learners? 3. What are effective vocabulary learning strategies for EFL learners? The findings suggested that EFL learners learn L2 vocabulary through multifarious strategies such as making a personal word list, guessing from contexts, and using word cards. From the results, these different strategies, however, vary in learning effectiveness. The studies also revealed that more than single factors impact on learners’ lexical competence. For...
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...Strategy | Description | Informal Assessment | Differentiation/ Extension | Provide examples and non-examples | Use the word in an example relevant to students. Providing non-examples requires students to evaluate a word's attributes. | Students provide their own examples and explain why something is not an example. | This can be done orally or in writing, so to differentiate, some students may do the opposite of what the task requires if it helps them. | Writing in context | 1. Students construct sentences of their own making, confirming their understanding of a new word. | Students write their own sentences on the board in a relay fashion after consulting in small groups. | Students may use more than one new word in each sentence to show connections between words. | Word Sorting | Students use a list of words from in class reading and sort them into categories such as parts of speech, titles, or animals. | The teacher can ask students to orally list all the words within one or more of the categories. | Students draw a picture to represent each category of words. | List- Group- Label | Students list all the words related to a specific concept. Then the words are grouped by commonalities. Then each group is labeled. | Students share their lists with the class and add unfamiliar words from other groups. | Create a visual Semantic Map of the words on butcher paper and post on the wall for reference. | Analogies | Students identify similarities and differences between...
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...placemat to use on their Thanksgiving table. Materials Pencil Paper Construction paper with leaves Construction paper with lines Large construction paper in various colors Glue Scissors Butcher paper Procedure: Beginning Teacher will instruct students to write a list of things they are thankful for. Once the list is written, the students will be handed a sheet of construction paper with the outlines of four different shapes of leaves on it. The students will cut out the leaves, and choose four things they are thankful for to copy down onto the leaves. Middle Once the leaves are finished, the students will be given three more sheets of construction paper; one large sheet, and two with lines on it to cut into strips. Students will be instructed to fold the long sheet in half, and cut from the fold to one inch away from the edge. The teacher will model this so there are few errors. Students will cut the other sheets of paper into strips along the drawn lines. Students will weave the strips of paper into the large sheet of paper, creating a placemat Once all strips are woven in, the students will glue the four leaves with what they are thankful for on them. End The students will place their placemats on a sheet of butcher paper in the back of the room to dry Once all students have finished, teacher will lead a discussion with the students to talk about what they are thankful for Teacher will have placemats laminated so the students may use them on their Thanksgiving...
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