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2015-06-11
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My languages I love different languages. I mean, I really, really love different languages. I also believe and have been told that I pick them up rather easily. That might be true, although I did not pick any Greek up in Greece but that might have been because they spoke so damn fast that I could not tell if it was a word or an entire sentence. The first foreign language I learned was Russian. Considering I was ten when Estonia became a Republic, it makes sense. We began studying Russian in first grade, though it was simplified – "koška" instead of "kot", "medvešonok" instead of "medved", "saichik" etc. Did not make much sense and we mostly played some games in Russian (Tare-tareke etc). Learned as much playing outside, since we had Estonian-Russian kids around as well. Not that we played with them. It's sad to say but it was not a nice time to be a Russian kid. We were mean to them, and we did not even know why. I think that's the onl
British Cuisine Some people criticize English food. They say it's unimaginable, boring, tasteless, it's chips with everything and totally overcooked vegetables. The basic ingredients, when fresh, are so full of flavour that British haven't had to invent sauces to disguise their natural taste. What can compare with fresh pees or new potatoes just boiled and served with butter? Why drown spring lamb in wine or cream and spices, when with just one or two herbs it is absolutely delicious? If you ask foreigners to name some typically English dishes, they will probably say "Fish and chips" then stop. It is disappointing, but true that, there is no tradition in England of eating in restaurants, because the food doesn't lend itself to such preparation. English cooking is found at home. So it is difficult to a good English restaurant with a reasonable prices. In most cities in Britain you'll find Indian, Chinese, French and Italian restaurants. In London you'll also find Indonesian,
Don’t Make Me Think, Revisited A Common Sense Approach to Web Usability Steve Krug Don’t Make Me Think, Revisited A Common Sense Approach to Web Usability Copyright © 2014 Steve Krug New Riderswww.newriders.com To report errors, please send a note [email protected] New Riders is an imprint of Peachpit, a division of Pearson Education. Editor: Elisabeth Bayle Project Editor: Nancy Davis Production Editor: Lisa Brazieal Copy Editor: Barbara Flanagan Interior Design and Composition: Romney Lange Illustrations by Mark Matcho and Mimi Heft Farnham fonts provided by The Font Bureau, Inc. (www.fontbureau.com) Notice of Rights All rights reserved. No part of this book may be reproduced or transmitted in any form by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher. For information on getting permission for reprints and excerpts, [email protected]. Notice of Liability Th
Freedom of speech Freedom of speech is a wide speared conception. I can understand it in many different ways. For example in my state, Estonia, the freedom is a very important for every human. At least to me it is seemed to be like that. But at school is a little bit sad story with freedom of speech. Some teachers are not used that student expresses her own strong opinion. When another way some teachers are just waitening it. As well as people can not speak along with state public topics and express their opinion. Therefore freedom of speech is debateable. Already from the old times Estonians have been fighting for their own freedom, because they do not like to allow to another country or state, foreign public and foreign language. Estonian public have been fighting with German, Russian and a lot of other states. Estonians has strongly tried to keep alive their own nationality, independent that Eston
according to the genre of the writing and / or the time available. Learners work in pairs or groups as much as possible, to share ideas and knowledge, and because this provides a good opportunity for practising the speaking, listening and reading skills. Generating ideas This is often the first stage of a process approach to writing. 1) Before writing learners think about a situation, and tell a partner. 2) Give learners the essay title and pieces of scrap paper. 3) They have 3 minutes to work alone, writing one idea on each piece of paper, before comparing in groups. 4) Each group can then present their 3 best ideas to the class. It doesn't matter if the ideas aren't used in the final piece of writing, the important thing is to break through the barrier of ' I can't think of anything to write.' Focusing ideas This is another stage taken from a process approach, and it involves thinking
what age. It is fun to watch them with happy faces doing something they like. I want to work in Ireland to get more experience. In the future I could see myself as an arts teacher in a school. Although I have some questions about it, such as could you tell me more about the place where the summer camp is. I would also like to know about time and salary, also what I would have to do there. I look foward to hearing from you again. Yours sincerely, Mari Mets Task 2 ESSAY Write an essay on the topic Books Today and Tomorrow. In your essay, discuss the following aspects: · Do people read less today than in the past? Why? · Will people read less in the future? · Why is it important to read books? You should write about 200 words. Books Today and Tomorrow People read books for knowledge and to pass free time. In the past people read more, because nowadays tehnology has developed so much. Some of this period children do not
college principal, club members, etc. In class, it might be their teacher or fellow classmates. When learners read each other’s work, they get a better understanding of the concept of ‘target reader’ which is Steps: mentioned in the Communicative Achievement subscale. 1. In pairs, learners brainstorm elements of good organisation for a Part 1 essay task e.g. text is well organised, ideas are easy to follow, ideas are linked using cohesive devices, well-developed argument. 3. A t the college where you study English, you recently organised a special day to raise money for charity. The Principal of the college has asked you for a report about the day
High self-esteem homes are characterized by love, laughter, and happiness for every- one who lives there. ■ THE DETERMINANT OF SELF-ESTEEM Your level of self-esteem is largely determined by how closely your self-image—your current performance and behavior—matches your self-ideal—your picture of how you would perform if you were at your very best. You are always comparing your actual performance with your ideal performance at an unconscious level. Whenever you feel that you are living up to your very best, you feel terrific about yourself.Your self-esteem soars.You feel happy and fulfilled. Whenever you do or say something that is not in keeping with your ideals or the best of which you feel you are capable, your self- esteem goes down. Whenever there is a wide separation between the person you are in the moment and the ideal person you want very
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