...Functions of phrases – Улогата на фразите Зборовите се комбинираат едни со други, за да се формира фраза, а фразите се една од основните шеми по која се гради реченицата. Фразата претставува група од зборови која што функционира како една единица, и не вклучува глагол во неа. Фразите можат да имаат различни улоги во една реченица. Тие може да функционираат како предмет, подмет, додаток, надополнувач, и прилошка фраза. Фразата претставува продолжение на на еден од зборовите во неа, којшто се нарекува глава на реченицата. На пример, зборот “creatures” (суштества) е главен збор во фразата “the strange green creatures with huge heads” (чудните зелени суштества со огромни глави). Секоја фраза се состои од најмалце два збора. (big dog големо куче) Фразите можат да се формираат и со многу повеќе зборови (that lovley old pub by the bridge over the river прекрасната стара кафеана до мостот преку реката). Некаде дури може да се забележат фрази од само еден збор. Фраза во рамките на друга фраза Подолгите фрази се составени од помали фрази. На пример: -That lovely old pub (by (the bridge (over (the river). river the river over the river the bridge over the river…итн. Фразите можат да имаат повеќе различни функции, и тоа: глаголски фрази, придавски фрази, предлошки фрази, прилошки фрази. Не постојат некои правила кои укажуваат што ја и што не ја сочинува фразата. Поимот не е толку конкретно дефиниран како на пример, дел-реченицата. За разлика од реченицата и дел-реченицата, фразата...
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...Phrase Bank for Literature Reviews Phrases for citing The research in this area has focused on… The literature largely supports… Specifically, there is evidence that… Thus the literature suggests that… Smith reports that… Smith postulates…; further, he suggests… Smith focuses on… In his discussion of x, Smith states… Investigating the relationship between x and y, Smith proposes… These ideas are first clearly conceptualized in Smith’s paper… Smith purports… According to Smith… The basis of Smith’s argument is… Similarly, Smith finds… Smith uses the example of… Smith’s and Brown’s work investigates… More recent investigations have concluded… Importantly, they argue that… Some commentators, such as Buttinski and Fyshwyfe, cite the importance of… Earlier work in this area concluded that … In discussing topic x they suggest… Many commentators (see Buttinski & Fyshwyfe) view this model as... However they note that… Phrases for comparing & contrasting This phenomena is recognized by a number of sources… There appears to be a reasonable consensus on… Several studies in this area have found…However other studies… Whereas earlier commentators support x, more recent commentators… An understanding of Smith’s theory is useful when exploring Brown’s concept of… Like Smith, Brown views topic x as… Smith’s approach is problem-centred, whereas Brown… This concept is strongly linked to Smith’s...
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...THE APPOSITIVE PHRASE An appositive is a word placed after another word to explain or identify it. The appositive always appears after the word it explains or identifies. It is always a noun or a pronoun, and the word it explains is also a noun or pronoun. ex. My uncle, a lawyer, is visiting us. My teacher, Miss Marshall, is very strict. An appositive phrase consists of the appositive and its modifiers which may themselves be phrases. ex. My radio, an old portable, is in the repair shop. The boys climbed the mountain, one of the highest in the West. Identifying Appositive Phrases. Underline the appositive phrase in each of the following sentences. Example: Our house, a brick bungalow, is on Oak Street. 1. Queen Victoria, one of England's greatest monarchs, ruled for sixty-three years. 2. Jane made the salad, a tossed one with French dressing. 3. Harvey Jensen, the pro at the country club, is giving me golf lessons. 4. James Hilton's book, Lost Horizon, has been filmed twice. 5. Chemistry, Sue's favorite subject, is easy for her. 6. Jerry is visiting in Peoria, his old home town. 7. Mr. and Mrs. Miller, our neighbors for the past eight years, are moving to Dallas. 8. Have you ever read The Red Pony, a novel by John Steinbeck? 9. Groucho Marx, the star of many film comedies, also had his own television show. 10. The boys repaired our television set, an eighteen-year-old portable. 11. The poem, one of Robert Frost's best, is called "The Death of the Hired Man." 12. I can't find...
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...Transition words and phrases are vital to the success of any essay. They are the bread and butter of writing. They are the glue that holds all essays together. Think of bricks building a house without mortar. Lack of mortar would cause the house to fall apart without it. Transitions hold the same importance. We need these words and phrases to join sentences and thoughts together in a coherent fashion. The function and importance of transitions In both academic writing and professional writing, your goal is to convey information clearly and concisely, if not to convert the reader to your way of thinking. Transitions help you to achieve these goals by establishing logical connections between sentences, paragraphs, and sections of your papers. In other words, transitions tell readers what to do with the information you present them. Whether single words, quick phrases or full sentences, they function as signs for readers that tell them how to think about, organize, and react to old and new ideas as they read through what you have written. Transitions provide the reader with directions for how to piece together your ideas into a logically coherent argument. Transitions are not just embellishments to make your paper sound or read better. They are words with particular meanings that tell the reader to think and react in a particular way to your ideas. In providing the reader with these important cues, transitions help readers understand the logic of how your ideas fit together...
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...clause describes. 1. He doesn't like anything that has olives in it. 2. They will call someone who can help them. 3. That's something that I find hard to believe. 4. It's hard to believe anything that she says. 5. You should ask someone who knows how to do it. 6. There is nothing that you can do. 7. Nothing that I did worked. 8. Everyone who attended the party liked the cake. 9. There's something that I need to tell you. 10. I'll talk to anyone who is interested about the business B.Underline the adverbial phrase. 1. We expect our grandparents to arrive in about an hour. 2. My cousin watches television almost as much as you do. 3. The weatherman says it will rain all day. 4. Your brother plays soccer better than my brother does. 5. Our friend drives on Mondays. 6. Stacy and Nancy will walk on the sidewalk. 7. The snake slithers through the tall grass. 8. Mom combs my hair more gently than Dad does. C.Pick out the adjective phrase or adverb phrase from the following: 1.The magician with his rabbit entertained the crowd. 2.With the rabbit, the magician entertained the crowd. 3.During the storm we were quite frightened. 4._ The noise during the storm frightened us. 5.Some information in this book helped me with my report. 6.Sean left his pencil in this book. 7. We found the missing coins on the track. 8.The shoes on the track are Roberta's. 9.The news program at five o'clock features local stories. 10.We ate dinner at five o'clock. D. Underline the adverb...
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...Philippine Normal University The National Center for Teacher Education College of Languages, Linguistics & Literature DEPARTMENT OF ENGLISH CONCEPT PAPER For Seminar Paper By JUVELLE S. CRISTOBAL MAT – ELA June 16, 2012 1st Semester, 2012-2013 A. Title B. Introduction * Rationale * Research Questions C. Review of Related Literature * Foreign References and Related Studies * Local Context and Related Studies D. Methodology * Respondents * Data Gathering Procedure * Research Design * Data Analysis E. Timetable for Research F. References TITLE A Syntactic and Comparative Analysis of Phrase Structure Rules Used in the Written Diagnostic and Term Composition of Freshmen Computer Secretarial Students in Bulacan Polytechnic College (Obando Campus) INTRODUCTION Rationale It is said that language learning is the product of formal instruction and it comprises a conscious process which results in conscious knowledge ‘about’ the language, for example knowledge of grammar rules. Although ‘language learning’ is considered less important than language acquisition, most of what is learned has been coming from the formal teaching in school. It is also said that the acquisition of grammatical structures follows a ‘natural order’ which is predictable. For a given language, some grammatical structures tend to be acquired early while others late. It can be derived that language learning could also be predictable and that grammatical structures...
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...|题目： |宁波大梁山啤酒营销策划书 | | | |学生姓名 |方超 | |学 号 |201020190404 | |专业班级 |国贸1004 | | 分院（系） |经贸管理分院 | 2012年 6 月 目录 第一章 前言 3 1、1概论 3 1.2 本案策划目的 5 第二章 网络营销环境分析 5 2、1产品市场分析 6 2、1、1现实市场 6 2、1、2潜在市场 7 2、2产品市场影响因素分析 9 第三章 产品介绍与市场分析 10 3、1产品规划 10 3、2市场需求状况 13 3、3目标消费者分析 14 3、4分销渠道分析 15 第四章 网络营销战略制定 15 4、1营销模式 15 4、2大梁山啤酒的网络营销方法结合 17 4、3大梁山集团的营销优势 18 第五章 实施计划 18 5.1准备阶段 18 5.2实施阶段 19 5.3测试阶段 19 结束语： 19 第一章 前言 1、1概论 宁波大梁山有限公司位于浙江省宁海县科技园区。其前身为宁海啤酒厂，始创于1980年，从 年产3000吨啤酒规模起步，80年代稳步发展。1992年兼并倒闭的原国营天明啤酒厂，开启了大梁山快速发展的二次创业。1994年组建集团公司，以规模经营增强了抗市场风险能力。2002年与中国啤酒行业前五名的上市公司重庆啤酒合作，引进资金，组建了今日的重庆啤酒集团宁波大梁山有限公司。 公司注册资金1亿元，总资产2.8亿元。公司员工730人，专业技术人员160名，其中高级职称11人，中级职称27人。占地面积25万平方米，建筑面积9万多平方米。主要从事啤酒的生产经营，产能规模达25万千升，是浙江重点啤酒酿造企业。公司按现代化企业管理制度，建立了规范高效的治理结构，实行董事会领导下的总经理负责制。 公司地处宁海科技园区，浙江省东部沿海，是国务院批准的第一批沿海对外开放地区之一，宁海县境内山川秀丽，风光旖旎，是国家级生态建设示范区，跻身全国县域经济基本竞争力百强县，位列第82位。 公司自创立以来，历经了三个阶段的发展： （一）、大梁山始创于1980年，从年产3000吨啤酒规模起步，80年代稳步发展至1991年产销啤酒1万千升； （二）、1992年兼并濒临倒闭的原国营天明啤酒厂，开启了大梁山快速发展的二次创业；1994年组建集团公司，以规模经营增强了抗市场风险能力；1996年改...
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...I. Introduction: As we know there are four basics English conditionals that we use to express possible or imaginary situations: Zero, First, Second, and Third. Conditional sentences contain two clauses: the “if” (condition) clause, and the “result “clause. All conditionals have two easy, possible structures and either structure can be used without changing the meaning. We can put the “if” clause first, or the “result” first. Note that we only use a comma when the “if” clause come first. II. Hero Conditional: Form: In hero conditional sentences, the tense in both parts of the sentences is the simple present. |If clause (condition) |Main clause (result) | |If + simple present |Simple present | |If this thing happens |That thing happens | As in all conditional sentences, the order of the clauses is not fixed. You may have to rearrange the pronouns and adjust punctuation when you change the order of the clauses, but the meaning is identical. In zero conditional sentences, you can replace "if" with "when", because both express general truths. The meaning will be unchanged. For examples: 1. If you heat ice, it melts. 2. Ice melts if you heat it. 3. When you heat ice...
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...李阳 超级短句 1,Absolutely. 绝对不是。 2,Are you coming with me? 你跟我一起去吗？ 3,Are you sure? 你能肯定吗？ 4,As soon as possible. 尽快。 5,Believe me. 相信我。 6,Buy it. 买下来。 7,Call me tomorrow. 明天打电话给我。 8,Can you speak slowly? 请你所得慢些好吗？ 9,Come with me? 跟我来？ 10,Congratulations! 恭喜恭喜。 11,Do it right。 把它做对 12,Do you mean it? 你是当真的吗？ 13,Do you see him often? 你经常见到他吗？ 14,Do you see it?=Do you understand? 你明白吗？ 15,Do you want it? 你要吗？ 16,Do you want something? 你想要些什么？ 17,Don't do it. 不要做。 18,Don't exaggerate. 不要夸张。 19,Don't tell me that. 不要告诉我。 20,Give me a hand. 帮我一下。 21,Go right ahead. 一直往前走。 22,Have a good trip. 祝旅途愉快。 23,Have a nice day. 祝你一天过得愉快。 24,Have you finished? 你做完了吗？ 25,He dosen't have time. 他没空。 26,He is on his way. 他现在已经在路上了。 27,How are you doing? 你好吗？ 28,How long are you staying? 你要呆多久？ 29,I am crazy about her. 你对她着迷了。 30,I am wasting my time. 我在浪费时间。 李阳356(1) 1.Absolutely. (用于答话）是这样;当然是;正是如此;绝对如此。 2.Absolutely impossible! 绝对不可能的！ 3.All I have to do is learn English. 我所要做的就是学英语。 4.Are you free tomorrow? 你明天有空吗? 5.Are you married? 你结婚了吗？ 6.Are you used to the food here? 你习惯吃这儿的饭菜吗？ 7.Be careful. 小心／注意。 8.Be my guest. 请便／别客气。 9.Better late than never. 迟到总比不到好。 10.Better luck next time. 祝你下一次好运。 11.Better safe than sorry. 小心不出大错。 12.Can I have a day off? 我能请一天假吗？ 13.Can I help? 要我帮忙吗？ 14.Can I take a message? 要我传话吗？ 15.Can I take a rain check? 你能改天再请我吗？ 16.Can I take your order? 您要点菜吗？ 17.Can you give me a wake-up call? 你能打电话叫醒我吗？ 18.Can you give me some feedback? 你能给我一些建议吗？ 19.Can you make it？...
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...Useful Debating Phrases (in not quite as small print) (1) 1st Proposition opening, definition, teamline, own arguments (3) 2nd Proposition rebuttal of 1st Opp., rebuild own case, own arguments (5) 3rd Proposition general rebuttal, rebuild own case (8) Proposition Reply (1st or 2nd speaker) biased summary (2) 1st Opposition accepting definition / redefinition, teamline, rebuttal of 1st Proposition, own arguments (4) 2nd Opposition rebuttal of 2nd Prop., rebuild own case, own arguments (6) 3rd Opposition general rebuttal, rebuild own case (7) Opposition Reply (1st or 2nd speaker) biased summary opening the debate: ● [some nice opening, e.g. quote] on the fact that ... ● Ladies and Gentlemen, welcome to ● And our third speaker, ..., will do the this debate. rebuttal. ● Welcome from this side of the rebutting arguments, rebuilding your case: house... ● But before I come to my own ● The motion for debate today is: ... arguments, let us first have a look at defining the motion: what ... has said. ● Now we as today's ● I will continue our case in a minute, proposition/opposition strongly but before that there are some things believe that this is true/not true, but about the ... speech that need to be before we come to our actual addressed. argumentation, let us first define ● The first prop/opposition speaker has some important terms in this debate. told us ...; on the contrary ... ● We believe that what is meant by ... is ● He/She also said that ...; but in fact...
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...------------------------------------------------- Начало формы NEWSPAPER TOPICAL VOCABULARY The article is headlined… The headline of the article is… The title of the article is... The author of the article is… It was published in… The newspaper carries an article on... The central idea of the article is... (The main idea of the article is... the article is devoted to... the article deals with... the article touches upon... the purpose of the article is to give the reader some information on... the aim of the article is to provide a reader with some material on...) The article is concerned with … The article deals with… The subject of the article is… At the beginning of the article the author describes… The article touches upon the problems of... To depict to dwell on to explain to introduce to mention/ By mentioning… to recall to characterize to analyze to comment on to enumerate to point out to emphasize to stress to underline to generalize about to criticize to make a few critical remarks on to reveal to expose to accuse to blame to condemn to mock smth to ridicule to praise to address smb… to give figures… to give a summary of to give one’s account of to take a decision… to make a statement… to go into details… to appeal to a wide readership to to single out the key points on which the article is based on quote smb… to have one's fingers on the pulse of current events, public opinion The article (the author) begins...
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...Secrets to Academic Success was written by Elana Peled, Ed.D. She is the founder of Academic Success for All. She started writing to help people who struggle to achieve academic success. This book reveals the powerful secrets that underlie academic success. The second secret is the learning creativity. It is about that every single person on the planet has the capacity to be creative. Our creativity is involved in how we make sense of the world and is intimately connected with our ability to learn. Based on my analysis in her writing style, she had written this chapter in grammatical correct English. One of the most important factors is that sentences were not formed by words alone but by structural units. The author had conformed her words, phrases, and sentences to specific pattern determined by the syntactic rules of the language. She utilized different types of sentences, passive voice, relative clause, and pronoun to emphasize some facts, attract our attention, and make effective writing. The author used a variety of sentence types at varying lengths to express more strong statements, reasonable ideas, interesting and dynamic energy....
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...PHRASES PHRASES are group of words, without subject and verb, that function in a sentence as one part of speech. Examples: 1. the heavy rain 2. for an interview 1. ADJECTIVE PHRASE - an adjective phrase modifies a noun or pronoun by telling what kind or which one. Different Kinds of Phrases Examples: 1. A dress of great beauty 2. He's an extraordinary looking man. 2. ADVERBIAL PHRASE- an adverb phrase modifies a verb, adjective, or adverb by pointing out where, when, in manner, or to what extent. Different Kinds of Phrases Examples: 1. I'll do it in a minute. 2. I used to work in a fire-hydrant factory. You couldn't park anywhere near the place. (Steven Wright) 3. He sings in a low register. 3. APPOSITIVE PHRASE - an appositive phrase with modifiers is placed next to a noun or pronoun to identify for additional information and details. Different Kinds of Phrases Examples: 1. Pearl, a sparkling stone, is the gem for the Filipina. 2. My radio, an old portable, is in the repair shop. 3. Chemistry, Sue's favourite subject, is easy for her. 4. Mrs. Norbert, the president of the company, will speak at the dinner. 4. PREPOSITIONAL PHRASE- is a group of words containing a preposition, a noun or pronoun object of the preposition, and any modifiers of the object. A preposition sits in front of (is “pre-positioned” before) its object. The following words are the most commonly used...
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...or expression, and many times the idiom better describes the full nuance of meaning. The major function of an idiom is to translate the literal meaning of the words to a different meaning. Many times, the popular use of the term is what makes it easy to understand. An example of an idiom would be “break a leg,” which in translation means to wish someone good luck. An appropriate circumstance for using “break a leg” would be before a performer is going on stage. A misunderstanding could occur if someone were to take the term literal. For example, if a performer were about to go onto stage and someone shouted, “break a leg” and the performer took it literal, he/she could then become angry or upset with the person. An analogy is a phrase used to help compare two things that are similar to one another. This major function of an analogy is to make the words easier to understand by comparing the two. An example of an...
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...1.This is a key phrase from the question you should re-use in your answer to provide focus and clarity for you AND the examiner! 1.This is a key phrase from the question you should re-use in your answer to provide focus and clarity for you AND the examiner! He uses [“quote” – this can be a single word, short phrase, or a simple sentence, punctuation mark etc…”] to suggest/create [Power/ Friendship/ Dreams/Cruelty / Dishonesty etc…] because [say what effects it create for the reader NEVER talk about the character and if you do use the term “the character” or “person”]. For example: Q: In the extract, how is language used to create an impression of Man? (pg4) 2. Note how I introduce my chosen piece of language in the first sentence, but then I BREAK IT DOWN into individual words or shorter phrases to show the examiner I am SPECIFICALLY analysing INDIVIDUAL WORDS and LANGUAGE rather than a huge swathe of quotation. This gives my answer much more focus, meaning it’s easier to mark for the examiner and I’m answering the question! 2. Note how I introduce my chosen piece of language in the first sentence, but then I BREAK IT DOWN into individual words or shorter phrases to show the examiner I am SPECIFICALLY analysing INDIVIDUAL WORDS and LANGUAGE rather than a huge swathe of quotation. This gives my answer much more focus, meaning it’s easier to mark for the examiner and I’m answering the question! A: Orwell uses [the phrase “consumes without producing”] to create...
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