LEL 2E Notes on Vocabulary One of the key facts about the lexicon of any language is that it reflects in various ways the physical and cultural environment in which the language is spoken. A people unfamiliar with, say, horses is unlikely to have a word for `horse'; similarly with ploughs, printing presses, and internet porn sites. For the most part this is trivial it's hard to imagine how it could be otherwise, given the general nature of human language. People tend to make a great deal of the alleged fact (see Pullum 1989) that "the Eskimos have lots of words for snow", but it doesn't take much thought to realise that any language spoken in a given physical and cultural environment is likely to have efficient ways of referring to distinctions that are important in that environment. That doesn't mean that you can read very much into individual words and individual facts about the lexicon of a given language (this topic has already c...
I had run. I had been running. Future Perfect You will have walked You will have been walking. I will have run. I will have been running. The Simple Present Tense Expresses a habit or often repeated action. Adverbs of frequency such as, often, seldom, sometimes, never, etc. are used with this tense. She goes to work everyday. They always eat lunch together. On your handout, write one sentence that reflects SIMPLE PRESENT: something you do often, sometimes, never, seldom The Simple Present Tense This tense also expresses general truths or facts that are timeless. Snow falls in the December in Minnesota. Water boils at 100 degrees Celsius. The Present Continuous This tense is used to describe an action that is occurring right now (at this moment, today, this year, etc.)
Phrasal verbs: Pass & Pull M.P Pass Pass off - Convince something that something is real I managed to PASS OFF the fake money in the market. Pass on - Give a message to someone -Decline an invitation or opportunity I'll PASS the message ON when she gets here. Pass on to - Change topic or subject Let's PASS ON TO the next item on the agenda. (British Eng.) Pass around - Give out to everybody there The teacher PASSED the handout AROUND. Pass away - Die Georgia’s uncle PASSED AWAY yesterday. Pass by - Go past without stopping - Miss an opportunity I was just PASSING BY when I saw the accident. Pass down - Transmit information or give property to younger generations The tales were PASSED DOWN for centuries without changing any of the words. Pass through - Visit a place without stopping or only stopping briefly I didn’t see much as I was only PASSING THROUGH the town Pass to - Become owner of or
11.15) Charpentier, P., Keski-Rahkonen, A., Viljanen, R. 2011. Söömishäired. Juhised lähedastele. Getz, L., 2009. Orthorexia: When Eating Healthy Becomes an Unhealthy Obsession. Today’s Dietitian. Kättesaadav: http://www.todaysdietitian.com/newarchives/060109p40.shtml (12.11.15) Kalbri, I., 2007. Toitumisõpetus. Lk 82-86 Kratina, K., 2006. Orthorexia nervosa. National Eating Disorders Association Kättesaadav: http://www.counseling.iastate.edu/sites/default/files/uploads/handout %20p11%2612%20Orthorexia.pdf (15.11.15) Maser, M., Eesti Terviseedenduse, Eesti Õdede Liit, Ühing, Eesti Haigekassa. 2007. Õpilase kehakaal, selle psühholoogilised aspektid ning toitumis- ja liikumisnõustamine: juhend kooli tervishoiutöötajale. Nordqvist, C., 2014. Anorexia Nervosa: Causes, Symptoms and Treatments Kättesaadav: http://www.medicalnewstoday.com/articles/267432.php (30.10.15) Sheppird, S. F., 2010. 100 question and answers about anorexia nervoa
..) Types of main verbs: Intransitive: ache, cry, faint, smile, walk, etc. Transitive verbs: monotransitive: find, lose, read, etc ditranstive: bring, give, tell, etc. complex transitive: call, drive, leave, make, etc. Linking/copular verbs: be, become, feel, keep, look, seem, smell, turn, etc. Stative (be, exist, love, think) vs. dynamic verbs (do, make, run, walk, sleep) 6. The structure of VPs: finite VPs and non-finite VPs (how these VPs differ, see the handout), simple and complex VPs; categories of the English verb: mood (indicative, imperative, subjunctive), tense (the number of tenses; present, past, constructions for expressing future time), aspect (progressive and perfective), voice (syntactic and semantic valence, grammatical relations, semantic roles, active-passive correspondence, agentless passives, verb constraints, transitivity, characteristics of the personal passive, etc.)
The balkanization of Africa by the six Caucasian nations, Britain, France, Spain, Italy, Portugal and Germany, resulted in the creation of disparate and at best, baseless boundaries, countries without geographical significance. The fight to gain independence was not so much the aggressive pursuit of the goal of independence by African leaders, as the realization by the Europeans that they had looted all they needed to loot from Africa. The leaders of Africa who benefited from the handout of independence to African countries had no concept of the ideals of rulership they were inheriting other than their desire to displace the Europeans in their oppression of masses of the people and their opulent lifestyles with the resources of the people. These leaders’ vision was in stark contrast to that of Nelson Mandela and Kenyatta, the Mau Mau leader, Kwame Nkrumah, Mwalimu Nyerere, and Nnamdi Azikiwe, all of whom were ready to give up
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