EFFECT OF DEVELOPMENTAL SPEECH AND LANGUAGE TRAINING THROUGH MUSIC ON SPEECH

Tìm thấy 10,000 tài liệu liên quan tới từ khóa "EFFECT OF DEVELOPMENTAL SPEECH AND LANGUAGE TRAINING THROUGH MUSIC ON SPEECH":

PHONETICS FOR DUMMIES

PHONETICS FOR DUMMIES

Phonetics is the scientific study of the sounds of language. Phonetics includes how speech sounds are produced (articulatory phonetics), the physical nature of the sounds themselves (acoustic phonetics), and how speech is heard by listeners (perceptuallinguistic phonetics). The information you can gain in an introductory college course on phonetics is essential if you’re interested in language learning or teaching. Understanding phonetic transcription (that special code language) is critical to anyone pursuing a career in speech language pathology or audiology.

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Động từ sử dụng trong giao tiếp tiếng Nga

Động từ sử dụng trong giao tiếp tiếng Nga

СОДЕРЖАНИЕ Р а з д е л I . ГЛАГОЛЫ ЭЛЕМЕНТАРНОГО УРОВНЯ Краткий список глаголов элементарного уровня (100 глаголов) с переводом на английский, французский, испанский языки………… 9 Алфавитный указатель глаголов элементарного уровня ……………… 14 Блоки форм глаголов и употребление их в микротекстах…………….. 15 Р а з д е л I I . БАЗОВОГО УРОВНЯ Краткий список глаголов базового уровня (183 глагола) с переводом на английский, французский, испанский языки………… 81 Алфавитный указатель глаголов базового уровня …………………….. 89 Блоки форм глаголов и употребление их в микротекстах…………….. 90 П Р И Л О Ж Е Н И Я Приложение 1. Полный список глаголов элементарного уровня (100 глаголов) с управлением и распространением…………………….. 199 Приложение 2. Полный список глаголов базового уровня (183 глагола) с управлением и распространением……………………… 208 4 ДОРОГОЙ ДРУГ В данном пособии представлены 283 русских глагола. На элементарном уровне (ЭУ) владения языком Ты должен знать, понимать и употреблять в речи 100 глаголов; на базовом уровне (БУ) – немного более 180 глаголов. Это количество соответствует Про грамме и Стандарту по РКИ, но оно может быть и больше в твоей речи. Пособие состоит из 2х разделов. В первом разделе представлены глаголы элементарного уровня, во втором разделе – глаголы базового уровня. Каждый раздел содержит «краткий список» глаголов и глагольные «информационные блоки». «Краткие списки» первого и второго разделов соответственно имеют 100 глаголов и 183 глагола в форме инфинитива несовершенного и совершенного видов (НСВ и СВ) с переводом на английский, французский и испанский языки. Порядковый номер в списке соответствует номеру в ин формационных блоках. Методическое назначение «кратких списков» – ориентировка в учебном пособии. В «информационные блоки» входят сокращенная презентации видовой пары глаголов (НСВ и СВ) и иллюстративные микротексты. Глаголы НСВ представлены формами инфинитива, императива, настоящего и прошедшего време ни. Будущее время глагола (я буду читать, ты будешь читать, он будет читать) не дано в связи с просто той его образования. Глаголы СВ имеют формы инфинитива, императива, прошедшего времени и буду щего простого. Последнее дано в оппозиции к настоящему времени глаголов НСВ, что дает возможность показать и сравнить принадлежность глаголов НСВ и СВ к различным моделям. Иллюстративные микротексты позволяют увидеть глагол во всем многообразии форм и значе ний в связи с употреблением в различных речевых ситуациях. Кроме того, в микротекстах сделана по пытка использовать юмор, шутку и интригу. Тексты могут показаться реальными и нереальными, смеш ными или спорными. Но в этом состоит суть жизненных ситуаций, отраженных в микротекстах. По ана логии с данными микротекстами студент может «повернуть» речевую ситуацию «на себя», используя различные глагольные формы. В этом и заключается их методическая значимость. Приложения пособия содержат два «полных списка» глаголов элементарного и базового уровней. В отличие от «кратких списков» глаголы в них представлены с управлением: вопросами и распространи телями. Методическая функция «полных списков» глаголов – быть материалом для контроля со стороны преподавателя и опорой для самоконтроля. Методическое назначение пособия императивно может быть выражено так: • Запоминай и употребляй глаголы, опираясь на микротексты • Учи формы глаголов по блокам НСВ и СВ • Занимайся самоконтролем и контролем по «кратким» и «полным» спискам Желаю успехов И.И. Гадалина DEAR FRIEND, This textbook contains 283 Russian verbs. The Elementary Language Level (“Elementary”) supposes that you know 100 verbs and you are able to comprehend and use them in your speech. At the Basic level (“Basic”) the number of the verbs exceeds 180. This number corresponds to the Program and RFL Standard (Russian as a Foreign Language), but it should not limit you. The textbook consists of 2 parts. The 1st part contains the verbs which refer to the Elementary level, the 2d part deals with the verbs of the Basic level. Each part is supplied with short list of the verbs and the related verbal commentaries. The short lists of the 1st and 2d parts contain 100 and 183 verbs accordingly, represented in the Infinitive form of imperfective and perfective aspects, translated into English, French and Spanish. The verb number in the list corresponds to its number in the verbal commentary. The purpose of the short lists is to help guide the reader through the textbook. The verbal commentary consists of the imperfective and perfective forms of the verb and gives practical examples of their usage. The verbs in imperfective aspect are represented by infinitive form, imperative form, as well as by the Present and Past Tense forms. The Future tense form, which is simple, is not given. The verbs in perfective as
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Asking for Permission in English and Vietnamese

ASKING FOR PERMISSION IN ENGLISH AND VIETNAMESE

1. Rationale for the research We are now living in the time of unstoppable development of the world in which international cooperation in general and cultural, educational exchanges in particular are vigorously promoted. In fact, learning foreign languages, especially English, has played an increasingly important role. The international language of English has been described as an effective tool to supportably proceed those activities much more easily. Traditional language learning, however, is becoming outdated in modern times because only vocabulary and grammar are focused on. In fact, today English is learnt for communicative goal, so only vocabulary and grammar is not enough. Another important aspect is culture. The communicative goal may definitely fail to achieve if this aspect is ignored. It is believed that each country has its own distinctive features which learners should be paid much attention to. If they do not eagerly get themselves prepared for knowledge about one culture in which they are newly involved, lots of misunderstandings and embarrassments will follow when there are communications and interaction as well. Good preparation for cultural knowledge will be useful to help the speakers or anyone involved to avoid them. Maybe a good basis of culture is an advantage over others in social interactions. Therefore, language and culture havea mutual relationship. In communicative contexts, their engagement as well as involvement is easily spotted off. When communication among people who come from different cultures or even from the same one occurs, misinterpretations possibly lead to misunderstandings because each represents his or her own culture including customs, rituals and etiquettes. In cross culture communication, a person usually imposes his individual judgments on others’ actions just based on what he has known earlier. As a result, the communicative target is impossible to obtain. Obviously cultural understandings benefit the interlocutors to become successful in communication, perceive certain ways of speaking more deeply so that they can have suitable reactions. Asking for permissions which are observed in English and Vietnamese is a good example. It is common and important in daily interaction. Asking for permissions shows the fact that a language is not just a simple utterance at all. Many problems will certainly follow if culture and politeness factors are neglected. The two cultures have their own politeness standards, so an utterance in general and asking for permissions as well in particular may be acceptable in Vietnamese, but unacceptable in English and viceversa or the ways people ask are different. In some cases, people make direct requests while others make indirect requests. Obviously, it is very important to get ourselves well prepared for those matters. No matter how different they are, politeness strategy is always a desirous goal to reach. On a small scale of crossculture communication, the study tries to make clear the contrast between the two speech acts of asking for permissions in English and Vietnamese. Asking for permissions in English and Vietnamese shares some certain similarities, but has differences, too. Vietnamese and English speakers do not have the same conceptions of what makes a polite way of asking for permissions based on their habits and cultures. For those reasons, the study of speech act of asking for permission in Englishand Vietnamese ismade.Itwillprovidegoodreferenceandsuggestionto well asking for permission and avoiding unwanted misinterpretations so that people have more opportunitiestobecomesuccessfulcommunicators
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UNIT 1 TUTOR’S HANDOUT

UNIT 1 TUTOR’S HANDOUT

PART 1. VOCABULARY AND PRONUNCIATION ●● ●●● ●●● bagbæɡ spellspel live lɪv jobdʒɒb learn lɜːn married ˈmærid studentˈstjuːdnt teacherˈtiːtʃə(r) language ˈlæŋɡwɪdʒ letterˈletə(r) orangeˈɒrɪndʒ cameraˈkæmərə ticketˈtɪkɪt dictionaryˈdɪkʃənri newspaper ˈnjuːzpeɪpə(r) cinemaˈsɪnəmə magazine ˌmæɡəˈziːn EX1. Where is the stress? orange newspaper magazine camera dictionary married cinema cinema student teacher ticket language EX2. Complete the words in column A with the definition given in column B. Column A Column B 1. S_ _ _ _ _ _ 2. T_ _ _ _ _ _ 3. N_ _ _ _ _ _ _ _ 4. C_ _ _ _ _ 5. D_ _ _ _ _ _ _ _ _ _ 6. M_ _ _ _ _ _ 7. L_ _ _ _ _ _ _ _ 8. M_ _ _ _ _ _ _ 9. S_ _ _ _ 10. L_ _ _ _ _ a. a person who is studying at a university or college b. a person whose job is teaching, especially in a school c. a large printed sheets of paper containing news, articles, advertisements d. a building in which filmsmovies are shown e. a book that gives a list of the words of a language in alphabetical order and explains what they mean f. having a husband or wife g. the system of communication in speech and writing that is used by people of a country h. a type of large thin book with a paper cover that you can buy every week or month, containing articles, photographs... i. to say or write the letters of a word in the correct order j. a message that is written down or printed on paper and usually put in an envelope and sent to somebody
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TECHNIQUES OF USING TRIGGER ON THE MS POWERPOINT 2003 IN DESIGNING GAMES TO TEACH EFFECTIVELY GRADE 11 ENGLISH LESSONS

TECHNIQUES OF USING TRIGGER ON THE MS POWERPOINT 2003 IN DESIGNING GAMES TO TEACH EFFECTIVELY GRADE 11 ENGLISH LESSONS

(* Note: Q: Quantity)As shown from the table of statistics above, we can see that the qualities ofthe subject have changed dramatically in all skills. They are much higher andbetter than those at the beginning of the school year 2016-2017. Especially, therewere the 6 best students in the exam for the Best Students in this early May. Up tonow, there’s been enough evidence to affirm that some games on The MSPowerPoint 3003 have resulted in much effect in teaching Grade 11 Englishlessons. From my point of view, if we use these Games on Power Point widely inother classes or grades, I have strong belief that we will also be successful.C- RELEVANT LESSONSTo have good results in teaching English, teachers should be responsible andenthusiastic; enjoy teaching; love students; prepare lessons carefully; define exactfocuses, aims and objectives of lessons; know how to use suitable methods incertain lessons flexibly in accordance with students’ abilities. Besides, teachersshould usually use new techniques instead of out-of-date ones in order for studentsnot to feel bored. On the other hand, teachers should know how to use and takeadvantages of the teaching aids such as projectors, pictures, cards, hand-outs, realthings…to motivate students to learn and help them to practice their listening,Page19Lª §×nh X«_The Teacher of English at Le Viet Tao High SchoolMethodology: “Techniques of using Trigger on the MS PowerPoint 2003 in designing Games to teach effectively Grade 11 English lessons”speaking, reading and writing skills. In addition, teachers should look for and pickup information related to the lesson about culture, country…to introduce tostudents so that they can understand more easily and remember longer.
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VIETNAMESE SPEECH SYNTHESIS FOR SOME ASSISTANT SERVICES ON MOBILE DEVICES

VIETNAMESE SPEECH SYNTHESIS FOR SOME ASSISTANT SERVICES ON MOBILE DEVICES

wave as shown in Figure 1-1Figure 1-1 Representation of sound.(Huang et al. 2001)In this representation, crests of the sine curve correspond to moments ofmaximal compression and troughs to moments of maximal rarefaction. There aretwo important parameters, amplitude and wavelength, to describe a sine wave.Frequency (calculated by cycles/second) measured in Hertz (Hz) is also used tomeasure of the waveformNguyễn Tiến Thành - Vietnamese speech synthesis for assistant services on mobile devicesPage 4Master of science thesis 20161.1.2. Human vocal mechanismA schematic diagram of the human vocal mechanism is shown in Figure 1-2.The gross components of the speech production apparatus are the lungs, trachea,larynx (organ of voice production), pharyngeal cavity (throat), oral and nasal cavity.The pharyngeal and oral cavities are typically referred to as the vocal tract, and thenasal cavity as the illustrated in Figure 1-2, the human speech production apparatusconsists of:- Lungs: source of air during speech.- Vocal cords (larynx): when the vocal folds are held close together andoscillate against one another during a speech sound, the sound is said to be voiced.When the folds are too slack or tense to vibrate periodically, the sound is said to beunvoiced. The place where the vocal folds come together is called the glottis.- Velum (Soft Palate): operates as a valve, opening to allow passage of air (andthus resonance) through the nasal cavity. Sounds produced with the flap open
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ATOMIC NUMBER DEPENDENCE OF SPIN HALL EFFECT

ATOMIC NUMBER DEPENDENCE OF SPIN HALL EFFECT

... precession in spin transport 24 1.3 Objective and scope of this thesis 25 1.3.1 Atomic number dependence on spin Hall effect 25 Experimental techniques 27 2.1... relaxation length with coherent spin transport up to hundreds of micron [2][3] In this thesis, we study the possibility of manipulating electron spins in graphene via spin Hall effect (SHE) through metallic... non-local spin Hall signal than silver nanoparticles Spin Hall coefficient and spin orbit coupling strength are also extracted and compared Our results shows that the extracted spin Hall coefficient

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Grammar usage and mechanics language skills practice (Answer Key)

Grammar usage and mechanics language skills practice (Answer Key)

Grammar, Usage, and Mechanics Language Skills Practice for Chapters 1–16 Language Skills Practice USING THISWORKBOOK................................................viii Chapter 1 PARTS OF SPEECH OVERVIEW: IDENTIFICATION AND FUNCTION Chapter 2 THE PARTS OF A SENTENCE: SUBJECTS,PREDICATES,COMPLEMENTS Chapter 3 KINDS OF PHRASES AND THEIR FUNCTIONS Chapter 4 THE CLAUSE: INDEPENDENT AND SUBORDINATE CLAUSES Clauses ........................................................................85 Chapter 5 AGREEMENT: SUBJECT AND VERB,PRONOUN AND ANTECEDENT Chapter 6 USING PRONOUNS CORRECTLY: CASE FORMS OF PRONOUNS Chapter 7 CLEAR REFERENCE: PRONOUNS AND ANTECEDENTS Chapter 8 USING VERBS CORRECTLY: PRINCIPAL PARTS,TENSE,VOICE,MOOD Chapter 9 USING MODIFIERS CORRECTLY: FORMS AND USES OF ADJECTIVES AND ADVERBS; COMPARISON Chapter 10 PLACEMENT OF MODIFIERS: MISPLACED AND DANGLING MODIFIERS Chapter 11 A GLOSSARY OF USAGE: COMMON USAGE PROBLEMS Chapter 12 CAPITALIZATION: RULES OF STANDARD USAGE Chapter 13 PUNCTUATION: END MARKS AND COMMAS Chapter 14 PUNCTUATION: OTHER MARKS OF PUNCTUATION Chapter 15 SPELLING: IMPROVING YOUR SPELLING Contents Chapter 16 CORRECTING COMMON ERRORS
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Sports and activities

Sports and activities

english with games and activitiesgames and activitiesonline english grammar games and activitiesspeech language and communication play and activities4 3 play and activities to support speech language and communicationplay and activities used to support speech language and communicationplay and activities that can support speech language and communicationideas for play and activities to support speech language and communicationexplain how play and activities are used to support speech and languagesports recreational activities and hobbies

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FIFTEEN THOUSAND USEFUL PHRASES

FIFTEEN THOUSAND USEFUL PHRASES

always has the word."All the great writers and orators have been diligent students of words. Demosthenes and Cicero wereindefatigable in their study of language. Shakespeare, "infinite in faculty," took infinite pains to embody histhought in words of crystal clearness. Coleridge once said of him that one might as well try to dislodge a brickfrom a building with one's forefinger as to omit a single word from one of his finest passages.Milton, master of majestic prose, under whose touch words became as living things; Flaubert, who believedthere was one and one only best word with which to express a given thought; De Quincey, who exercised aweird-like power over words; Ruskin, whose rhythmic prose enchanted the ear; Keats, who brooded overphrases like a lover; Newman, of pure and melodious style; Stevenson, forever in quest of the scrupulouslyprecise word; Tennyson, graceful and exquisite as the limpid stream; Emerson, of trenchant and epigrammaticstyle; Webster, whose virile words sometimes weighed a pound; and Lincoln, of simple, Saxon speech,--allthese illustrious men were assiduous in their study of words.Many persons of good education unconsciously circumscribe themselves within a small vocabulary. Theyhave a knowledge of hundreds of desirable words which they do not put into practical use in their speech orwriting. Many, too, are conscious of a poverty of language, which engenders in them a sense of timidity andself-depreciation. The method used for building a large vocabulary has usually been confined to the study ofsingle words. This has produced good results, but it is believed that eminently better results can be obtainedFifteen Thousand Useful Phrasesfrom a careful study of words and expressions, as furnished in this book, where words can be examined intheir context.It is intended and suggested that this study should be pursued in connection with, and as a supplement to, agood standard dictionary. Fifteen minutes a day devoted to this subject, in the manner outlined, will do moreto improve and enlarge the vocabulary than an hour spent in desultory reading.There is no better way in which to develop the mental qualities of clearness, accuracy, and precision, and toimprove and enlarge the intellectual powers generally, than by regular and painstaking study of judiciouslyselected phrases and literary expressions.PLAN OF STUDYFirst examine the book in a general way to grasp its character, scope, and purpose. Carefully note the
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Sách giáo viên tiếng anh 10 thí điểm tập 1

Sách giáo viên tiếng anh 10 thí điểm tập 1

Sách giáo viên tiếng anh 10 thí điểm tập 1. TIENG ANH 10 is the frst of a threelevel English language set of textbooks for the Vietnamese upper secondary school. It follows the systematic, cyclical and themebased curriculum approved by the Minister of Education and Training on 23rd November 2012. The aim of this set of textbooks is to develop students’ communicative competence in listening, speaking, reading and writing so that when fnishing upper secondary school, students will achieve level three of the Vietnamese Foreign Language Competence Framework (equivalent to B1 in the Common European Framework of Reference for Languages). Minh Pham Blog
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CONTEMPORARY BUSINESS AND ONLINE COMMERCE LAW 7TH EDITION CHEESEMAN TEST BANK

CONTEMPORARY BUSINESS AND ONLINE COMMERCE LAW 7TH EDITION CHEESEMAN TEST BANK

Objective: LO 4Difficulty: Easy21Copyright © 2012 Pearson Education, Inc. Publishing as Prentice Hall103) Which of the following was not a consideration when deciding that the do-not-call registryis consistent with First Amendment rights?A) Only commercial speech may be restricted.B) It targets speech which invades the privacy of the home, which is considered a personalsanctuary.C) Consumers have the right to opt out or stay in, so the option is in their hands.D) The callers are often rude and discourteous, so such speech can be interpreted to be a form ofobscene speech.E) The do-not-call registry materially furthers the government's interests in combating the dangerof abusive telemarketing and preventing the invasion of consumer privacy.Answer: DTopic: Freedom of SpeechObjective: LO 4Difficulty: Moderate104) Which of the following is part of the United States Supreme Court's test for obscene speech,as established in Miller v. California?A) The average person, applying contemporary community standards, would find that the work,taken as a whole, appeals to the prurient interest.B) The work depicts or describes, in an implicit way, sexual conduct generally defined byapplicable international law.C) The work, taken in part, lacks any literary, artistic, political, or scientific value.D) A reasonable person, applying traditional community standards, would find that the work, inwhole or in part, appeals to the salient interest.
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A REVIEW OF THEORIES AND RESEARCH INTO SECOND LANGUAGE WRITING ASSESSMENT CRITERIA

A REVIEW OF THEORIES AND RESEARCH INTO SECOND LANGUAGE WRITING ASSESSMENT CRITERIA

the internal representation: generating ideas,organizing ideas and most importantly, goalsetting). Flower and Hayes strongly emphasizegoal setting as a continuous phase runningthrough the writing process and as a crucialfeature of a creative writer. After planning,the writers move into translating or puttingtheir abstract representations into visibleletters. This stage requires them to integrateunderstanding of all linguistic demands fromfunctional to syntactic. Later, in revising, thewriters evaluate what they have written andconsider keeping or revising it, which maytrigger another cycle of planning, translating107and reviewing. It is important to note that inthis model, the three main stages of writingare no longer represented as a linear process.By this, and by stressing that writers differ intheir composing strategies, Flower and Hayeshave made great contributions to the processoriented approach in the field of writing. In alater revision of the model (Hayes & Flower,1987), their argument of the differences inwriters’ composing processes is even furtherclarified, when their study found that expertwriters composed differently from novicewriters in some aspects:• they take more aspects of the rhetorical
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DEGREES OF COMPARISON OF ADJECTIVES AND ADVERDS

DEGREES OF COMPARISON OF ADJECTIVES AND ADVERDS

- .....................................................................................................................................................V. Prepositions:1. She always agrees ………. everything he says.2. I am not good ……. tennis.3. She is very angry ………………… me.4. Does this flower belong ………….. all ?5. She always borrows money …………… me .6. My cats is very fond …………… fish.7. I am very grateful ……. her …… her help. 8. I’m quite different ………………her.9. Tat fashion mgazine is full ……advertising for women’s clothes..10. I should like to be independent …... everyone. 11.May I introduce you …. Miss Brown ?12.I’m afraid …………… this dog.13.Are you interested……….. literature .14.Clean air provides us …………… a healthy supply of oxygen.15. I am very sorry ………… what I have done.16.I am tired …… ….waiting … …. her.17.I am so worried ………. my sister who is ill. 18.It is very bad ………. you to eat so quickly.19.Were your friends successful …………. getting a loan from the bank ?20.I’m sure the explanation of the book will be quite clear …… you.21.Miss White was very upset …………….. the news of her father’s death.22.Mr Green is responsible ………… hiring employees.23.That type of music is quite popular …………. teenage boys and girls.24.My daily expenses are just about equal ………….. my income.25.We are still hopeful ……………… hearing from our friend before Saturday.26.These gloves aren’t very suitable ………… that kind of work.27.They were happy ………………..the results of the examination.28.It was certainly kind .... you to help me. 29.Her parents are very pleased …..…..her English.30.She was sad because he was rude …...… her. 31. Hurry or you ‘ll be late ….....….. school32.Traveling by air is preferable ....….. traveling by train.
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ADOLESCENTS MEDIA AND THE LAW WHAT DEVELOPMENTAL SCIENCE REVEALS AND FREE SPEECH REQUIRES AMERICAN PSYCHOLOGY LAW SOCIETY SERIES

ADOLESCENTS MEDIA AND THE LAW WHAT DEVELOPMENTAL SCIENCE REVEALS AND FREE SPEECH REQUIRES AMERICAN PSYCHOLOGY LAW SOCIETY SERIES

of factual mediation, which provides children with facts about a violent program’s production techniques, and evaluative mediation, which provides negative evaluations of the programs’ characters. The findings revealed that evaluativemediation was the most effective strategy for promoting positive outcomes, particularly for younger children (5- to 7-year olds, as opposed to 10- to 12-yearolds). Importantly, factual mediation had either no effect or actually increasedsome children’s vulnerability to media violence (Nathanson, 2004). During adolescence, however, parental efforts to mediate the effects of televised violenceand sex may well backfire. A survey of both parents and students indicated thatrestrictive mediation, a mode dominating the adolescent period, related to lesspositive attitudes toward parents, more positive attitudes toward the content,and more viewing of the content with friends (Nathanson, 2002). Perhaps evenmore distressing given popular pleas to have parents spend more time with theirchildren’s media, coviewing relates to both more positive attitudes toward andviewing of television violence and sex (Nathanson, 2002). Encouraging parentsto take part in their adolescents’ media, including attempts to control it, remainsfar from an optimal solution.Other important lines of research also reveal the limitations of relying onparents’ censorship. Studies show that parents may have rules in place that restrict certain television programs and media, but it is unclear whether parentsprovide the socially acceptable answer, whether adolescents acknowledge therules, and whether parents consistently enforce them. In addition, parents clearlyhave tools at their disposal that can limit their children’s access to media, suchas the V-Chip to block out television programs and filters to block unwantedInternet access. Yet, only a very small percentage of parents install or activatethe new devices, with even fewer using blocking devices for television (Jordan,2004) than the Internet (Mitchell, Finkelhor, & Wolak, 2005b). These findingsare not surprising. Parents’ technological skills tend to lag behind those of adolescents, and adolescents’ media savviness actually increases their role and powerin family decision-making processes (Belch, Krentler, & Willis-Flurry, 2005).Even greater use of new blocking devices, though, would not necessarily lead todramatic reductions in adolescents’ access to targeted materials. For example,the use of filtering and blocking software only leads to a modest reduction inunwanted exposure to what parents are most concerned about—sexual materials—and various other forms of parental supervision actually do not associatewith any reduction in exposure (Mitchell, Finkelhor, & Wolak, 2003). Further,
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Đề thi thử tốt nghiệp THPT môn Anh có đáp án năm 2014 - THPT Việt Đức

ĐỀ THI THỬ TỐT NGHIỆP THPT MÔN ANH CÓ ĐÁP ÁN NĂM 2014 - THPT VIỆT ĐỨC

PART I: MULTIPLE CHOICE QUESTIONS (7,5p) ( Students mark the letter A,B,C or D on the answer sheet)  Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate the correct word(s) for each of the blanks.   Stress is our body’s reaction to events or conditions that we cannot easily manage or control. When we are troubled by something, we usually experience some types of  (1)___  . There are thousand conditions that cause us to become tense. These may be major and horrible fighting for our lives in a war, being imprisoned or facing death. On the other hand, minor  (2)___  in our daily lives cause stress as well: waiting in lines, taking a quiz, or asking for or accepting a date. Although we usually think of stress as something caused by  (3)___  events, pleasant happenings also bring stress.               As a new  (4)___  is done on the effects of stress, new techniques are developed to help cope with anxiety. One aid is to plan for situations that we know will be stressful.  Some imagine the event before it happens, thus preparing their minds and bodies for the tension. Others pretend they are on a pleasant beach  (5)___  in the sunshine; soon their bodies relax and tension melts away. Other people believe strenuous exercise  (6)___  the body handle the problems of daily life. It matters very little which method we use to relax; what does matter is finding the time to temporarily  (7)___  the effects of modern life on our brain and body.  1. A. pressure         B. strain          C. stress             D. anxiety    2. A. conditions       B. occasions     C. events             D. things  3. A. unnecessary   B. unimportant  C. unpleasant      D. stressful  4. A. questionnaire  B. research        C. work                D. experiment         5. A. to lie             B. lie                C. which lies         D. lying  6. A. helps             B. uses                 C. does               D. makes       7. A. increases       B. reduces         C. spreads           D. betters                Mark the letter A, B, C, or D on your answer sheet to show the underlined part that needs correction.  8. We are working, (A) that means(B) that we are (C) contributing goods and (D) services to our society.  9. (A) The Statue of Liberty was the first (B) American sight (C) was seen by many people (D)who went to theUSA for a better life.  10. There (A) are many researches (B) show that various species (C) of animals (D) have been extinct.  11. Her (A) absent from(B)  work without any (C) permission made the boss so (D) angry that he threatened to sack her.  12. (A) Have you ever (B) read (C) any novels (D) writing by Jack London?  Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part is pronounced differently from that of the rest in each of the following questions.  13.   A. averaged       B. influenced       C. accompanied      D. terrified               14.   A. thunder         B. theatre                C. throughout         D. therefore  Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the following questions.  15. Mary was _______ of the two sisters. A. the cleverest        B. the cleverer       C. as clever as       D. the clever           16. Many tribes_______ extinct when they came into contact with Western illnesses. A. made                B. let                     C. went                  D. became   17. Susan: “ What an attractive hair style you have got, Mary!”   -Mary: “________ ” A. Thank you very much. I am afraid.           B. You are telling a lie. C. Thank you for your compliment!               D. I don't like your saying.  18. No one can avoid______ by advertisements.  A. being influenced                                    B. having influenced            C. influencing                                            D. to be influenced          19. A _____is a book or a movie with an exciting story about crime or spying. A. comic        B. romance           C. thriller          D. biography  Read the following passage and mark the letter A, B, C or D on your answer sheet to indicate the correct answer to each of the questions                                                   Ever since humans have inhabited the earth, they have made use of various forms of communication. Generally, this expression of thoughts and feelings has been in the form of oral speech. When there is a language barrier, communication is accomplished through sign language in which motions stand for letters, words, and ideas. Tourists, the deaf, and the mute have had to resort to this form of expression. Many of these symbols of whole words are very picturesque and exact and can be used internationally, spelling, however, cannot.               Body language transmits ideas or thoughts by certain actions, either intentionally or unintentionally. A wink can be a way of flirting or indicating that the party is only joking. A nod signifies approval, while shaking the head indicates a negative reaction.           Other forms of nonlinguistic language can be found in Braille (a system of raised dots read with the fingertips), signal flags, Morse code, and smoke signals. Road maps and picture signs also guide, warm, and instruct people.           While verbalization is most common form of language, other systems and techniques also express human thoughts and feelings.  20. Which form other than oral speech would be the most commonly used among blind people?  A. Picture signs       B. Braille      C. Signal flags      D. Body language       21. The word “these” I the first paragraph refers to ________.   A. thoughts and feelings                     B. tourists                                              C. the deaf and the mute                    D. sign language motions  22. Sign language is said to be very picturesque and exact and can be used internationally EXCEPT for _______.   A. spelling          B. ideas         C. whole words           D. expressions  23. The word “wink” in the second paragraph means most nearly the same as______.   A. close one eye briefly                              B. close two eyes briefly   C. shake the head from side to side            D. bob the head up and down             24. Which of the following best summarizes this passage?    A. Nonlinguistic language is invaluable to foreigners     B. Although other forms of communication exist, verbalization is the fastest     C. When language is a barrier, people will find other forms of communication.     D. Everybody uses only one form of communication  25. What is the best title for the passage?    A. The importance of Sign Language.    B. Ways of Expressing Feelings.    C. The Forms of Communication.    D. Picturesque Symbols of Communication.              26. People need to communicate in order to _______.     A. keep from reading with their fingertips     B. be picturesque and exact     C. create language barriers                   D. express thoughts and feelings  27. All of the following statements are true EXCEPT ________.     A. Ideas and thoughts can be transmitted by body language.     B. There are many forms of communication in existence today     C. The deaf and mute can use an oral form of communication     D. Verbalization is the most common form of communication Mark the letter A, B, C, or D on your answer sheet to indicate the word or phrase that is the CLOSEST in meaning to the underlined part in each of the following questions.  28. Being listed as an endangered species can have negative effect since it could make a species more desirable for collectors and poachers. A. impact        B. preservation        C. awareness         D. support                29. After her mother died, she was raised by her grandparents. A. brought up   B. come into           C. grown up          D. put up  Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the rest in the position of the main stress in the following question. 30. A. injure        B. species        C. provide               D. nature PART II: WRITING ( Students write the answer on the provided sheet)    Rewrite the sentences so that they have similar meaning to the original one.( 1p) 31. He has never played a computer game before. →This is the first_________________________________________________ 32. Jack cycles to work because he doesn’t have a car. →  If Jack ______________________________________________________ 33. My father said I could use his car. → My father allowed _____________________________________________ 34. I found it a bit difficult to get into work this morning. →  Getting _____________________________________________________ Within about 80 to 100 words , write about the job that you want to work as in the future .Write your answers on the provided answer sheet.(1,5p) You may write : -Name of your job that you would like to choose -The reasons to choose this job -The influences ( the benefits) of this job -..... ĐÁP ÁN ĐỀ THI THỬ TỐT NGHIỆP THPT MÔN ANH NĂM 2014 - THPT VIỆT ĐỨC 1 C.   2 D.   3 C.   4 B.   5 D.   6 A.   7 B.   8 A.   9 C.   10 B.           11 A. 12 D.  13 B. 14 D. 15 B.  16 D. 17 C.  18 A. 19 C. 20 B.           21 D. 22 A.  23 A.  24 C. 25 C. 26 D. 27 C. 28 A. 29 A.  30 C 31. This is the first time he has play a game computer. 32. If Jack had a car, he wouldn't have to cycle to work. 33. My father allow me to use his car. 34. Detting into word this morning is difficult. Các em chú ý theo dõi các đề thi thử tốt nghiệp THPT môn Anh năm 2014 tiếp theo trên Tuyensinh247.com nhé! Theo Nguyễn Bích Ngọc - Dethi.Viloet
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Help candidates get high marks in listening skill. The Listening test is 30 minutes long (plus 10 minutes transfer time) and covers four separate recordings. The Listening test is the same for both Academic and General Training tests. There are four sections: Section 1 is a conversation between two people set in an everyday context (e.g. a conversation in an accommodation agency). Section 2 is a monologue set in an everyday social context (e.g. a speech about local families). Section 3 is a conversation between up to four people set in an educational or training context (e.g. a university tutor and student discussing an assignment).
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SPEECH THERAPY IN TREATMENT CHILDREN LANGUAGE DISORDERS | WEBSITE BỆNH VIỆN NHI ĐỒNG 2 - WWW.BENHVIENNHI.ORG.VN

SPEECH THERAPY IN TREATMENT CHILDREN LANGUAGE DISORDERS | WEBSITE BỆNH VIỆN NHI ĐỒNG 2 - WWW.BENHVIENNHI.ORG.VN

motor, process,sensory anddevelopment skillsin daily activities,such as,dressing, bathing,writing and play athome, school, workAdaptive to providefor specialisedequipment.PsychologyPsychology isconcerned with allaspects ofbehaviour and thethoughts, feelingsand motivationsunderlying suchbehaviour.The SocialWorker•Provide ongoingsupport andcounselling asrequired for service

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Should children start learning a foreign language early?Considering the existing educational system, some people debatethat learning a foreign language in the early age is unnecessary andit may give the young children too much burden. However, theymay neglect that learning a foreign language can be an enjoyableexperience and it is necessary to catch up the worldwide trend. Inmy opinion, learning a foreign language, even not English, as soonas they start school has so many advantages now that we cannotdeny the importance of second or third foreign language.My first reason to support my view is that learning a foreignlanguage enlarges the young kids` fields of vision and gives them theidea of global village. In their immature mind, they begin to knowhow large the world is and one day they will get the chance toexplore other countries.Secondly, children`s abilities of imitation and memorization, thekey points of foreign language learning, are better than adults.Hence, they can quickly seize the skill of pronunciation becausetheir mother tongue hasn`t fully formed, and it affects theirfluency of speech so much. As we know, many people probablycan read or write very well, but their speaking abilities are justmediocre, for they begin to learn English too late.Finally, if the children develop their interests in the childhood, theywill learn better because they will not hesitate to open the mouth.Although it also has disadvantages, for instance, the children mayat last risk both their native and foreign language, we adults shouldtake positive attitude to encourage and assist them to learn.The language is a skill of communication that helps to solve theconflicts and strengthen interpersonal relationship, and it is also anelement of leadership. Needless to say, we all wish our children hadexcellent foreign language skills that help them not only learn adifferent culture, but also find more opportunities in this international
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