...Unlock your verbal edge for success Dr. J. Michael Bennett with Paul R. Scheele Million Dollar Vocabulary Million Dollar Vocabulary Playbook The course manual is for your personal use only and is to be used with the six audio recordings from the Million Dollar Vocabulary Personal Learning Course. All worldwide rights are reserved and exclusively owned by Learning Strategies Corporation. No part of this publication may be reproduced or distributed in part or in whole in any form or by any means, or stored in a database or retrieval system, without the prior written permission of Learning Strategies Corporation. Copyright 1999 by Learning Strategies Corporation “Paraliminal,” “Natural Brilliance,” “PhotoReading,” “EasyLearn,” “Personal Celebration,” and “Accelements” are exclusive trademarks of Learning Strategies Corporation worldwide. “Spring Forest Qigong” is a registered trademark of Chunyi Lin. “Diamond Feng Shui” and the Diamond Feng Shui Diamond are trademarks of Marie Vyncke-Diamond. ISBN 13: 978-0-925480-64-4 ISBN 10: 0-925480-64-9 FIRST EDITION June 1999 Printed in the United States of America For coaching and additional support, visit our online Discussion Forum at www.LearningStrategies.com Learning Strategies Corporation Innovating ways for you to experience your potential 2000 Plymouth Road Minnetonka, Minnesota 55305-2335 USA Toll-Free 1-888-800-2688 • 1-952-767-9800 Fax 1-952-475-2373 Mail@LearningStrategies.com www.LearningStrategies.com v042507 ...
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...VOCABULARY WORDS 1. Extemporaneous - composed, performed, or uttered on the spur of the moment; provided, made, or put to use as an expedient. 2. Camouflage - concealment by means of disguise. 3. Fidget - uneasiness or restlessness as shown by nervous movements. 4. Remorse - a gnawing distress arising from a sense of guilt for past wrongs. 5. Blunder - to make a mistake through stupidity, ignorance, or carelessness. 6. Demeanor - behavior toward others. 7. Visible - capable of being seen. 8. Preoccupied - already occupied. 9. Bewilder - to cause to lose one's bearings. 10. Oppressive - overwhelming or depressing to the spirit or senses. 11. Cowed - It means that you can see that this person is overloaded in some manner. 12. Mimicked – to copy or exaggerate in order to make fun of. 13. Stealthy - given to acting in secret and to concealing one's intentions. 14. Sentiment - a subjective response to a person, thing, or situation. 15. Stern - given to exacting standards of discipline and self-restraint. 16. Faith - belief and trust in and loyalty to God. 17. Clutter - an unorganized collection or mixture of various things. 18. Stake - a legal right to participation in the advantages, profits...
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...Lesson Plan |NAME |LEVEL of Students |DATE/LESSON | Teaching topic: | | | | | | | | | |I can give personal information | | |A2 |21.9.2015 | | Aim(s)/objective(s): • To be able to understand and complete a variety of basic personal information forms • To be able to respond to questions in order to provide basic personal information (including spelling) • To be able to ask questions in order to obtain basic personal information from others LESSON PROCEDURE | | | | | | |Activity |Time |Inter- |Procedure (steps) | | | | |action | | | | | | | | ...
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...safely), rule of the road, license (a card with student’s name and self-drawn picture), ticket (mark placed on license by the police officer when the student moves in an unsafe fashion), license suspended (result of receiving 3 tickets). After handing out the licenses, the students spread out and begin to move according to the cue called out by the police officer. Cues = speed limit 30 mph (walk), bumpy road ahead (skip), narrow road ahead (gallop), school crossing (walk in slow motion), road construction (leap over the potholes or hoops on the floor), flat tire (hop), interstate drive (run). Driving area can be reduced to increase bad driving conditions. Knowledge & Skill Student Expectations (K.8) Reading/vocabulary development. The student develops an extensive vocabulary. (C) identify words that name persons, places, or things and words that name actions (K-1). (K.9) Reading/comprehension. The students uses a variety of strategies to comprehend selections read aloud. (A) use prior knowledge to anticipate meaning and make sense of text (K-3). (K.12) Reading/inquiry/research. The student generates questions and conducts research about topics introduced through selections read aloud and from a variety of other sources. (B) establish purposes for reading or...
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...are important to an appropriate audience. Concepts/Skills/Ideas Explain the details and facts about stories and support their information with evidence from text. Identify clues while making adjustments and corrections. Incorporate their ideas with brainstorming. Describe similarities and differences about characters or text. Distinguish between persuasive and influence of actions using academic language. Also practice use of language in writing and while speaking. Assessment Students will choose a book weekly and draw predictions, facts and details about the story. Students will be given assignments where they identify the plot, setting and description of main characters. Identify fiction or non fiction. Vocabulary words will be reviewed every week using different constance, vowel and spelling. Spelling Quizzes will be given on those group of words. Class groups will share ideas together and plan a first draft on an important topic. Create a paper called “Hamburger” where you don’t leave the reader hungry. Before publishing, students will revise and edit their papers. Individually report in their journal daily regarding a topic of interest to them or short...
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...Oxford Advanced Learner's Dictionary ... CrackStation's Password Cracking Dictionary (Pay what you want!) https://crackstation.net/buy-crackstation-wordlist-password-cracking-dictionary.htm The list contains every wordlist, dictionary, and password database leak that I could find on the internet (and I spent a LOT of time looking). It also contains every ... WPA / WPA2 Word List Dictionaries | WirelessHack www.wirelesshack.org/wpa-wpa2-word-list-dictionaries.html Oct 8, 2014 - Here are some dictionaries that can be used with Backtrack or Kali Linux. They are plain Wordlist dictionaries used to brute force WPA/WPA2 ... Words Starting With E - English Vocabulary Word List | Learner's ... learnersdictionary.com/3000-words/alpha/e Learner's Dictionary Logo · Learner's Dictionary ... Learner's Dictionary. 3,000 Core Vocabulary ... Other Merriam-Webster Dictionaries. Webster's Unabridged ... Word List Downloads - Hashcat hashcat.net › hashcat Forum › Misc › User Contributions Jun 4, 2012 - I have seen occasional requests on the forums for word lists so I thought I would post the best ones in one place. If you know of a better site ... SCOWL (And Friends) wordlist.aspell.net/ Premade dictionaries are available for Hunspell, Aspell, and as plain wordlists. If none of those dictionaries are suitable for your needs a simple web app is ... Dictionaries + Wordlists - G0tmi1k https://blog.g0tmi1k.com/2011/06/dictionaries-wordlists/ Jun 3, 2011 - In general, it's said that using...
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...the Passive Vocabulary of students. Students may understand meaning, especially in the specific context where they see a new word used but as yet cannot use the word independently themselves. To ensure words enter the students' Active Vocabulary, regular revision in meaningful situations is essential. It is estimated that a student needs to encounter a word 10-12 times before it fully enters their Active Vocabulary. Vocabulary, in the same way as Grammar, is learned through use. It is therefore very important to give students opportunities within the classroom to use the new vocabulary themselves. Students remembrance of words is relative to the degree which they have used the word, thus the more we get students to use words in a task of some sort - finding opposites, transformation etc - the better they will remember them. Similarly, if we involve students in presenting new words the better they will remember them. Hence, acting out definitions in a dramatic way - trip, stagger etc - should lead to deeper learning of the words. Sense memory becomes involved, taste, smell, touch etc, which further enhances recall. Discovery techniques where students have to find out the meanings of words themselves will be more effective than standard teacher presentation of new vocabulary. There may be many words that students will not need to use actively themselves at a particular stage in their learning career and therefore they can remain in the students' Passive Vocabulary. For example...
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...ENGLISH ( ) 2nd semester Unit ( 7) ‘’ ‘’ | Class : | Date : | | Lesson | Learning Objectives: by the end of this lesson each student is expected to attain the following on his own pace: | Higher - attaining | Average - attaining | Lower - attaining | - Students are expected to: | - Students are expected to : | - students are expected to: | | | Writing a letter of application | Key idea of the lesson | Ss' books – laptop –data show –handouts. | Resources | Resume – cv- letter of application | Key vocabulary | - reacting to questions all over the session.Ppt. activities. | Assessment tools. | | | | Engaging starter :word game | ( 7) M. | Objective : Familiarize Ss with the topic of the lesson. Activity :sscircle the odd word out then form sentences out of the words.. | | Main activities: | ( 5) M. | -T elicits objectives of the lesson. | 20 ) M. | Powerpoint presentation of the content language. | ( 23) M. | - Ss do their own writings. | | -T does around to provide help and support. | | Final Plenary : | ( 5 ) M. | Ss summarize what they have learned | Homework:Ss | Lesson planning scheme Mrs. alya Date Unit ‘’ ‘’ Lesson ‘ ‘ p. Learning objectives (not more than 3) New language: Vocab. Structures: Language functions: Teaching Aids: Engaging starter: (may not be related to the topic of your lesson. e.g. puzzle) Warm up: (content should be related to your lesson) Exercise...
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...Learn English Vocabulary Top of Form [pic] Bottom of Form [pic]Clothes Vocabulary [pic][pic][pic]Useful Vocabulary Men's Clothes | Women's Clothes | Uni-Sex | Baby Clothes Holiday/Leisure Clothes | Nightwear | Underwear | Shoes Men's Clothes |[pic] |[pic] |[pic] | |suit(s) |shirt(s) |tie(s) | Women's Clothes |[pic] |[pic] |[pic] | |dress(es) |blouse(s) |skirt(s) | | |[pic] | | | |tanktop(s) | | Uni-Sex |[pic] |[pic] |[pic] | |coat(s) |jacket(s) |t-shirt(s) | |[pic] |[pic] |[pic] | |trouser(s) |jean(s) |short(s) | |[pic] |[pic] |[pic] | |jumper(s) pullover(s) |cardigan(s) |sweatshirt(s) | |[pic] ...
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...My dog just stole my cookie. I made a giant sugar cookie and frosted it and turned around to get milk and I turn around and his front feet are on the counter and he’s running away with my delicious cookie (with a glut of sugar in it. I guess it was good I didn’t get to eat it?) Anyways, I’ve had a productive day. Yesterday (Saturday), after sitting on my floor using my iPod and texting, going on social media, and playing mobile-phone games all day, I realized that - even though I could succumb to sitting on my floor doing nothing (which is a lot easier than doing something way more interesting) – actually doing something productive with my life makes me feel a lot better about myself. Now I like to switch back and forth from different times as I write. Like right now I can hear people playing softball at the school, each one of them vying for their team to win. And the fact that my dog stole my cookie has left me discombobulated and not being able to focus on a single sentence, as I long for that cookie, with its not-so-subtle sugary flavor. I even put blue food coloring on the dough so I could have a blue cookie and nope my dog ate it. Thanks jasper. He steals everything though. We’ve tried everything, but he still steals. He even sole one of those metal sponges! And not only does he steal everything (and I’m not lying, he steals everything), he eats it too! HE ATE A METAL, WIRE SPONGE. HOW DID THAT FEEL GOING DOWN HIS ESOPHOGAS. I BET NOT THAT GOOD. ANYWAYS, I FORGOT...
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...A report or account is any informational work (usually of writing, speech, television, or film) made with the specific intention of relaying information or recounting certain events in a widely presentable form.[1] Written reports are documents which present focused, salient content to a specific audience. Reports are often used to display the result of an experiment, investigation, or inquiry. The audience may be public or private, an individual or the public in general. Reports are used in government, business, education, science, and other fields. Reports use features such as graphics, images, voice, or specialized vocabulary in order to persuade that specific audience to undertake an action. One of the most common formats for presenting reports is IMRAD: Introduction, Methods, Results and Discussion. This structure is standard for the genre because it mirrors the traditional publication of scientific research and summons the ethos and credibility of that discipline. Reports are not required to follow this pattern, and may use alternative patterns like the problem-solution format. Additional elements often used to persuade readers include: headings to indicate topics, to more complex formats including charts, tables, figures, pictures, tables of contents, abstracts,and nouns summaries, appendices, footnotes, hyperlinks, and references. Some examples of reports are: scientific reports,[2] recommendation reports, white papers, annual reports, auditor's reports, workplace...
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...Effortless English What is the most important English skill? What skill must you have to communicate well? Obviously, number 1 is Fluency. What is fluency? Fluency is the ability to speak (and understand) English quickly and easily... WITHOUT translation. Fluency means you can talk easily with native speakers-- they easily understand you, and you easily understand them. In fact, you speak and understand instantly. Fluency is your most important English goal. The research is clear-- there is only ONE way to get fluency. You do not get fluency by reading textbooks. You do not get fluency by going to English schools. You do not get fluency by studying grammar rules. The Key To Excellent Speaking Listening Is The Key To get English fluency, you must have a lot of understandable repetitive listening. That is the ONLY way. To be a FANTASTIC English speaker, you must learn English with your ears, not with your eyes. In other words, you must listen. Your ears are the key to excellent speaking. What kind of listening is best? Well, it must be understandable and must be repetitive. Both of those words are important-- Understandable and Repetitive. If you don't understand, you learn nothing. You will not improve. That's why listening to English TV does not help you. You don't understand most of it. It is too difficult. It is too fast. Its obvious right? If you do not understand, you will not improve. So, the best listening material is EASY. That’s right, you should listen mostly...
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...Bibliography on Vocabulary Development in EFL Learners Supatranut Singhanuwananon 5506040111 Vocabulary Development in EFL Learners: Optimizing Lexical Competence Vocabulary teaching and learning in English language teaching (ELT) had been long considered unimportant until the light started to gleam gradually on the field in the 1980s to the 1990s (Nation, 2011; Henriksen, 1999). It has become widely known that slow vocabulary development blocks learners’ ability to comprehend L2 content through reading and listening (August, Carlo, Dressler, and Snow, 2005). Studies also show that because EFL 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...
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...Whether learning another language is comparatively easy or difficult for you, your goals and attitude about improving your English have a strong effect. If you are determined to improve your English, and you make a conscious effort to do so, improvement is more likely. There are many approaches to improving your English while you are in the uk The best way to study English is by 3 ways: reading, listening and practice more. Reading newspapers, magazines and books widen your vocabulary. Circle the unfamiliar words you will encounter; then try to look for the meaning when you're done reading and use it by your own. Read this over and over until you familiarize the word. Reading English books will help, and keep a list of difficult vocabulary words that you can review. . Listening is important too when you want to learn English. Active listening Become an active listener by paying attention to what people are saying around you. When someone is speaking, listen carefully and try to remember what he/she says. Another way is to listen to television or radio that provides good English speaking programs. Practice socializing It is not always easy to talk to strangers. You might feel uncomfortable. Speak and write English as often as you can, even with your country mates, as frequent usage of the English language will increase your understanding and confidence. Practice makes perfect. Join a discussion, and don't be afraid to commit a mistakes. There is no short cut to learn...
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...Measuring the English vocabulary size of Greek Students in Swansea University Introduction ● ● Vocabulary of Greek highschool students English tests in Greece {Proficiency(Michigan,Cambridge,Edexcel), IELTS} ● ● ● Behaviour of Greek students in the UK Vocabulary of Greek highschool students Y_Lex vocabulary test and the difference from X_Lex Aim of this study To see if Greek students in Swansea university are learning new words from the time they leave Greece until the time they graduate and if they do, how much has their vocabulary increased. Hypothesis ● Due to the tendency of Greek students socializing with other Greeks, they should not be able to attain a certain amount of words in order to make a significant increase of their vocabulary. ● Maximum new words learned might be less than a thousand until the end of their studies. Methodology ● ● ● ● Selecting participants based on year of study, having IELTS or any other certificate. Handing out the two Y_Lex vocabulary tests to each one. Gathering all the data and analysing them. Checking the readability,difficulty and language level of the IELTS and Cambridge tests and comparing the participants’ scores with the scores of their Y_Lex tests. Participants ● Gathered 20 participants of which 10 were in foundation and 1st year and the other 10 were in their final year or doing their Master’s degree ● Some participants were not included as they used to live in an english speaking country for a couple of...
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