... use
Give learners a reason for listening
Give learners a reason for listening
Use listening for pleasure too
Use listening for pleasure too
Show learners they don’t have to understand every word
Show ... need to listen too
Teach learners the strategies needed to control they input they get
Teach learners the strategies needed to control they input they get
Consider setting listening tasks for ... well as on form
Give feedback on content as well as on form
Be selective when correcting mistakes
Be selective when correcting mistakes
Agree a key for correction
Agree a key for correction
Look...
... gets up late
D. goes to bed early
22. In the summer, she ______ .
A. travels to different countries
B. goes to the cinema
C. meets students from other countries
D. goes to the seasid
Listen ... Which sentence is correct?
A. How’s about going for a walk?
B. What’s about going for a walk?
C. What you say we go for a walk?
D. Why don’t we go for a walk?
8. Which word contains a different ...
1. Nice ______ you.
A. to meeting B. meet
C. meets D. to meet
5. The children wake _____ early in the
morning.
A. off B. to
C. up D. out
6. _ What’s the date today ?
_ It is _____ June....
... Press.
McArthur, Tom. 1998. e English Languages. Cambridge, UK: Cambridge
University Press.
_____ (ed.) 1992. e Oxford Companion to the English Language. Oxford,
UK: Oxford University Press.
Melchers, ... the grammar of English; the second is
about related topics, including language variation (e.g., dialects), language
learning, English spelling, and the history of the English language.
Generally, ... we have gone to a party together and that we want to co-
ordinate our leaving. So, before we get to the party I say to you, “I’ll pre-
15
Introduction to the Linguistic Study of Language
private...
... source
benefits the performance of Arabic -to -English SMT.
The use of similar techniques for English- to- Arabic
SMT requires recombination of the target side into
valid surface forms, which is not ... average sentence length is 33 for English,
25 for non-segmented Arabic and 36 for segmented
Arabic.
For the spoken language domain, we use the
IWSLT 2007 Arabic -English (Fordyce, 2007) cor-
pus which ... training data to train
the language model and use trigrams for the baseline
system and a 4-grams for segmented Arabic. The av-
erage sentence length is 9 for English, 8 for Arabic,
and 10 for segmented...
... LanguageTranslator (Rayner et al., 2000a)).
At run-time, the system behaves essentially like a
phrasal translator which allows some variation in the
input language. This is close in spirit to ... regard to the transfer component, we have
had two main problems to solve. Firstly, it is well-
known that translation from Englishto Japanese re-
quires major reorganisation of the syntactic form.
Word-order ... Association for Computational
Linguistics (demo track), Philadelphia, PA.
M. Rayner, D. Carter, P. Bouillon, V. Digalakis, and
M. Wir´en, editors. 2000a. The Spoken Language
Translator. Cambridge...
... successfully applied to German -to-
English and Chinese -to -English SMT (Collins et
al., 2005; Wang et al., 2007).
In this paper, we propose the use of a similar
approach for English- to- Arabic SMT. Unlike ... reading. These factors adversely affect
the performance of Arabic -to -English SMT, espe-
cially in the English- to- Arabic direction.
Simple pattern matching is not enough to per-
form morphological ... for English- to- Greek and
English- to- Czech translation. Although Factored
Models are well equipped for handling languages
that differ in terms of morphology, they still use
the same distortion reordering...
... mentoring services (e.g., parent mentors for other parents, community
mentors for parents, parent mentors for students, or community mentors for
students).
Equity and inclusion in programs for ... Working together to support Englishlanguage learners
Supporting EnglishLanguage Learners in Grades 1 to 8
33
Insight
To reduce anxiety for both parents and students, establish a comfortable ... 50
Describing language behaviours – What students can do and are learning to do 51
Making language and content accessible forEnglishlanguage learners 55
Strategies to support beginning English language...
... like to desig-
nate to receive an official score report, ask the test center administra-
tor for a Score Report Request Form. Complete the form and return
it to the test administrator before ... 2005—06 TOEFL CBT and PBT Bulletin
www.ets.org/toefl Forms
\
21
TOEFL
ா
Score ReporOfficial t Request Form
All the information requested must be given or the form will be returned to you.
(Do ... completed form to the Regional
Registration Center (RRC) for the country in which you plan to test (see pages 16-17). Do
not send this form to ETS.
Do not use this form if you plan to test in...