Sunday, June 22, 2008
teaching clours
Colour in the classroom
Tags: Classroom Teacher Dyslexia Inclusion Learning Environment Learning Mentor SEN - Special Educational Needs SENCO Teaching & Learning Coordinator Teaching and Learning
More and more schools throughout the country are realising that children with specific reading difficulties can be helped by the use of colour, either in the form of coloured overlays or as individually prescribed coloured spectacle lenses. By Tim Noakes.
The children who are most likely to benefit from colour will often show visual discomfort while reading by exhibiting one or more of the following symptoms:
complains of headaches during or after reading;
complains of sore eyes while reading (eye-strain);
rubbing eyes;
watering or red eyes;
a marked dislike of bright light (photophobia);
a tendency to constantly shift or alter the position of text while reading;
complains of fatigue after short periods of close-work, i.e. one or two pages;
print appearing blurred, to be moving, flickering, fading, appearance of patterns in the print, colours appearing around the letters and doubling of words and letters.
Care needs to be taken with children when asking about the clarity of print, because they will often assume that the way they see the print is 'normal' and that although they may have difficulty deciphering words, the words must appear the same way to others. For example, if the child sees the words and letters jumping, he or she may assume that everyone sees the words and letters jumping, but that the others can still read them. When questioning a child regarding the appearance of print, leading questions should be avoided as far as possible, and reports of distortions may only be given once the child has appreciated what clear text is.
Most of the symptoms listed above may also be associated with several of the types of visual problems that have been treated for many years by optometrists, who are often referred to as ophthalmic opticians. Ideally, all children should undergo a full eye examination with a qualified person, but this is particularly important for those with specific learning difficulties.
Very often, the child's teacher can successfully carry out the initial investigation of potential from colour in the school situation. Coloured overlay assessment sets are relatively inexpensive, with step-by-step instructions to enable anyone experienced in working with children to successfully determine whether colour will be helpful.
"Children who use overlay(s) for a period of a few weeks or longer are felt to do so due to a true benefit from colour, as motivations caused only by placebo effect would rapidly diminish"
A coloured overlay is a transparent sheet of plastic tinted to a specific colour. You also need a sample of random text (letters laid out to resemble words, but not making known words). The reason for the use of random text, is to ensure that the subject's concentration is on the clarity and comfort of the text, rather than attempting to comprehend it. If desired, the assessor can replace the provided text with print from a book that is of a suitable reading age for the subject, provided the print consists of black text on a white background.
Children who use overlay(s) for a period of a few weeks or longer are felt to do so due to a true benefit from colour, as motivations caused only by placebo effect would rapidly diminish. For the children who persist in using overlays or show a significant improvement in reading speed from tests using the Wilkins Rate of Reading Test, the possibility of coloured spectacle lenses, individually and precisely prescribed, is recommended.
Glasses have the advantage that they can be used for blackboard work and writing, as well as reading. In addition, for many children the definition of the optimum tint is very precise and, with over 100,000 colours available, the optimum colour is more easily matched.
Following extensive research trials, this system is considered evidence based. There are reports of outstanding benefits for many children, including cases where pupils who were expected to leave school after GCSE have stayed on to obtain A'levels, with plans to go on to university. Others report reduction of eye strain and reading for pleasure for the first time in their lives. Most of those with the lenses are continuing to use them happily, although in a few cases, the lenses will act as a stepping stone to better reading and many no longer be needed after six months or a year. Some optical practitioners report over 90% success rate when measuring success in terms of continued use and patient satisfaction.
Research is still in progress to determine deeper knowledge of the effects of colour. However, we feel that given the present awareness of this subject, every child should be offered the opportunity to find out whether learning can be made easier by the use of colour. Assessment with overlays is straightforward and relatively inexpensive. With the teacher's knowledge of how to communicate with children and their unique position to watch reading and writing strategies, they are ideally placed to carry out this initial screening of the children. Optometrists make the ideal multidisciplinary team for this aspect of helping those with specific learning difficulties, but it can make it possible for the child to see the work clearly and comfortably, so enabling longer periods of concentration coupled with increased comprehension.
Further reading:
1.Wilkins AJ, Evans BJW, Brown J, Busby A et al. Double masked placebo controlled trial of precision tinted spectral filters in children who used overlays. Opthal. Physiol. Opt. 1994: 14:365-370
2. Evans BJW, Drasdo N, Richards IL. Investigations of accommodative and binocular function in dyslexia. Ophthal Physiol Opt. 1994:14: 5-19
3. *Lightstone A., LightstonT., Wilkins A.J. Both coloured overlays and coloured lenses can improve reading fluency, but their optimal chromaticities may differ. Ophthal.Physiol. Opt. 1999 19:279-285
For further details of the Cerium Overlays and Intuitive Colorimeter, the Wilkins Rate of Reading Test and a list of optometrists able to offer colorimetry, contact:
Cerium Visual Technologies
Cerium Technology Park
Appledore Road, Tenterden, Kent TN30 7DE
This article first appeared in Teaching Expertise, December 2004.
Tags: Classroom Teacher Dyslexia Inclusion Learning Environment Learning Mentor SEN - Special Educational Needs SENCO Teaching & Learning Coordinator Teaching and Learning
More and more schools throughout the country are realising that children with specific reading difficulties can be helped by the use of colour, either in the form of coloured overlays or as individually prescribed coloured spectacle lenses. By Tim Noakes.
The children who are most likely to benefit from colour will often show visual discomfort while reading by exhibiting one or more of the following symptoms:
complains of headaches during or after reading;
complains of sore eyes while reading (eye-strain);
rubbing eyes;
watering or red eyes;
a marked dislike of bright light (photophobia);
a tendency to constantly shift or alter the position of text while reading;
complains of fatigue after short periods of close-work, i.e. one or two pages;
print appearing blurred, to be moving, flickering, fading, appearance of patterns in the print, colours appearing around the letters and doubling of words and letters.
Care needs to be taken with children when asking about the clarity of print, because they will often assume that the way they see the print is 'normal' and that although they may have difficulty deciphering words, the words must appear the same way to others. For example, if the child sees the words and letters jumping, he or she may assume that everyone sees the words and letters jumping, but that the others can still read them. When questioning a child regarding the appearance of print, leading questions should be avoided as far as possible, and reports of distortions may only be given once the child has appreciated what clear text is.
Most of the symptoms listed above may also be associated with several of the types of visual problems that have been treated for many years by optometrists, who are often referred to as ophthalmic opticians. Ideally, all children should undergo a full eye examination with a qualified person, but this is particularly important for those with specific learning difficulties.
Very often, the child's teacher can successfully carry out the initial investigation of potential from colour in the school situation. Coloured overlay assessment sets are relatively inexpensive, with step-by-step instructions to enable anyone experienced in working with children to successfully determine whether colour will be helpful.
"Children who use overlay(s) for a period of a few weeks or longer are felt to do so due to a true benefit from colour, as motivations caused only by placebo effect would rapidly diminish"
A coloured overlay is a transparent sheet of plastic tinted to a specific colour. You also need a sample of random text (letters laid out to resemble words, but not making known words). The reason for the use of random text, is to ensure that the subject's concentration is on the clarity and comfort of the text, rather than attempting to comprehend it. If desired, the assessor can replace the provided text with print from a book that is of a suitable reading age for the subject, provided the print consists of black text on a white background.
Children who use overlay(s) for a period of a few weeks or longer are felt to do so due to a true benefit from colour, as motivations caused only by placebo effect would rapidly diminish. For the children who persist in using overlays or show a significant improvement in reading speed from tests using the Wilkins Rate of Reading Test, the possibility of coloured spectacle lenses, individually and precisely prescribed, is recommended.
Glasses have the advantage that they can be used for blackboard work and writing, as well as reading. In addition, for many children the definition of the optimum tint is very precise and, with over 100,000 colours available, the optimum colour is more easily matched.
Following extensive research trials, this system is considered evidence based. There are reports of outstanding benefits for many children, including cases where pupils who were expected to leave school after GCSE have stayed on to obtain A'levels, with plans to go on to university. Others report reduction of eye strain and reading for pleasure for the first time in their lives. Most of those with the lenses are continuing to use them happily, although in a few cases, the lenses will act as a stepping stone to better reading and many no longer be needed after six months or a year. Some optical practitioners report over 90% success rate when measuring success in terms of continued use and patient satisfaction.
Research is still in progress to determine deeper knowledge of the effects of colour. However, we feel that given the present awareness of this subject, every child should be offered the opportunity to find out whether learning can be made easier by the use of colour. Assessment with overlays is straightforward and relatively inexpensive. With the teacher's knowledge of how to communicate with children and their unique position to watch reading and writing strategies, they are ideally placed to carry out this initial screening of the children. Optometrists make the ideal multidisciplinary team for this aspect of helping those with specific learning difficulties, but it can make it possible for the child to see the work clearly and comfortably, so enabling longer periods of concentration coupled with increased comprehension.
Further reading:
1.Wilkins AJ, Evans BJW, Brown J, Busby A et al. Double masked placebo controlled trial of precision tinted spectral filters in children who used overlays. Opthal. Physiol. Opt. 1994: 14:365-370
2. Evans BJW, Drasdo N, Richards IL. Investigations of accommodative and binocular function in dyslexia. Ophthal Physiol Opt. 1994:14: 5-19
3. *Lightstone A., LightstonT., Wilkins A.J. Both coloured overlays and coloured lenses can improve reading fluency, but their optimal chromaticities may differ. Ophthal.Physiol. Opt. 1999 19:279-285
For further details of the Cerium Overlays and Intuitive Colorimeter, the Wilkins Rate of Reading Test and a list of optometrists able to offer colorimetry, contact:
Cerium Visual Technologies
Cerium Technology Park
Appledore Road, Tenterden, Kent TN30 7DE
This article first appeared in Teaching Expertise, December 2004.
Thursday, May 8, 2008
دلیل ناکامی در زبان
دلایل اصلی ناکامی در یادگیری زبان
بشر در هيچ دوره اي اين چنين با حجم انبوهي از داده ها و اطلاعات مواجه نبوده است. سرگرداني انسان امروز، انتخابي مناسب از بين هزاران امكاني است كه عمر كوتاهش را بر نمي تابد و اين سرگرداني، در انتخاب روشي مناسب براي يادگيري يك زبان بين المللي با گستره توليد جهاني، صد چندان شده است. كتابها، فيلمهاي صوتي - تصويري، كلاسهاي آموزشي رسمي و غير رسمي، نرم افزارها و پهنه گسترده اينترنت در كارند تا امر فراگيري يك زبان خارجي تحقق يابد آيا اشكال در بهره هوشي ما دانش آموزان و دانشجويان ايراني است كه با گذراندن بيش از ده سال از دوران راهنمائي تا دانشگاه هنوزنتوانسته ايم در حد قابل قبولي زبان بياموزيم؟ چرا ما دانش آموزان و دانشجويان ايراني با گذراندن بيش از ده سال، از دوران دبيرستان تا دانشگاه، هنوزنتوانسته ايم در حد قابل قبولي زبان بياموزيم. بدون شك اشكال در بهره هوشي و توانائي هاي ما نيست بلكه مشكل در روشها و تكنولوژيي هاي است كه ما با استفاده از آنها زمان بزرگي از زندگي خويش را از دست داده ايم. عمده ترين دلايل نا كامي در فراگيري زبان در كشور ما بقرار زير است:ترس ما هميشه زبان را درس مشكلي تصور مي كرديم كه بايد آنرا امتحان دهيم و بدين دليل هرگز فرصت استفاه از آنرا بصورتي نيافتيم كه از آن لذت ببريم. تكيه بر محيط مبتني بر متندنياي واقعي زبان، يك دنياي صوتي است. در حـالي كه سيستم آموزشي ما، دنيايي مبتني بر متن بوده است و اين باعث مي شد كه مشكل تلفظ نيز بر مشكلات بيشمار ما افزوده شود. بدليل عدم زيستن در يك محيط واقعي صوتي با آن احساس بيگانگي مي كنيم. نتيجه اين سيستم آموزشي در آرماني ترين شرايط تربيت مترجم بود، نه كسي كه با زبان بتواند ارتباط برقرار كند. تكيه بر گرامركاش ما زبان را با روش كودكان ياد مي گرفتيم كه كمترين اهميتي براي دستورات پيچيده زبان نمي دهند. راستي، خود چقدر با گرامر زبان مادري خود آشنا هستيم دستوات گرامري در تمامي زبانها يك موضوع كاملا تخصصي و انتزاعي از زبان است و اگر اینطور نیست پس اينهمه رشته هاي دانشگاهي سطح بالا در رابطه با دستور زبان چه معني ميدهند؟ حرف زدن با رعايت دستورات گرامري زباني پر از استثناء مانند انگليسي و یا فرانسه ، تقريبا غير ممكن است. تاكيد بر يادگيري لغات آموزش ما، حفظ كردن فرهنگهاي لغت بود، هر معلمي براي خود ديكشنري كوچكي مي ساخت كه مجبور به حفظ آن بوديم. و متاسفانه هنوز هم كار به همين منوال است. در يك فرهنگ انگليسي نگـاهي به لغت GET يا TAKE بيندازيد. دو صفحه معني مختلف و گاه متضاد براي يك لغت سردرگمي آدمي را در آموزش صد چندان مي كند. فرق عمده زبان انگليسي با زبان فارسي در اين است كه لغات در زبان انگليسي عمدتا وقتي معنا واقعي دارند كه در كنار ساير لغات قرار مي گيرند. مثلا لغت Take معني واضحي ندارد در حالي كه معني عبارت Take off كاملا مشخص است. عدم توجه به اين الگوهاي ساختاري روش طبيعي آموزش زبانبه برخي ازاين تفاوتها در همینجا اشاره شده است.اهميت دادن به امر خواندندر هر زباني چهار عنصر عمده خواندن، نوشتن، صحبت كردن و گوش دادن وجود دارد. آنچه در سيستم آموزش رسمي ما بيش از همه به آن پرداخته شده است امر خواندن مي باشد. در برخي از كلاسهاي غير رسمي نيز صحبت از هم زماني چهار عنصر رفته است. اما وقتي ما در محيط واقعي زبان قرار مي گيريم در مي يابيم كه اگر هدف فراگيري زبان باشد عنصر خواندن و نوشتن اهميت درجه چندم دارند به اين دليل ساده كه در تمامي زبانها افراد بي سواد آن جامعه نيز قادر با تكلم زبان مادري خود هستند.
__________________'The Seeing see little'
بشر در هيچ دوره اي اين چنين با حجم انبوهي از داده ها و اطلاعات مواجه نبوده است. سرگرداني انسان امروز، انتخابي مناسب از بين هزاران امكاني است كه عمر كوتاهش را بر نمي تابد و اين سرگرداني، در انتخاب روشي مناسب براي يادگيري يك زبان بين المللي با گستره توليد جهاني، صد چندان شده است. كتابها، فيلمهاي صوتي - تصويري، كلاسهاي آموزشي رسمي و غير رسمي، نرم افزارها و پهنه گسترده اينترنت در كارند تا امر فراگيري يك زبان خارجي تحقق يابد آيا اشكال در بهره هوشي ما دانش آموزان و دانشجويان ايراني است كه با گذراندن بيش از ده سال از دوران راهنمائي تا دانشگاه هنوزنتوانسته ايم در حد قابل قبولي زبان بياموزيم؟ چرا ما دانش آموزان و دانشجويان ايراني با گذراندن بيش از ده سال، از دوران دبيرستان تا دانشگاه، هنوزنتوانسته ايم در حد قابل قبولي زبان بياموزيم. بدون شك اشكال در بهره هوشي و توانائي هاي ما نيست بلكه مشكل در روشها و تكنولوژيي هاي است كه ما با استفاده از آنها زمان بزرگي از زندگي خويش را از دست داده ايم. عمده ترين دلايل نا كامي در فراگيري زبان در كشور ما بقرار زير است:ترس ما هميشه زبان را درس مشكلي تصور مي كرديم كه بايد آنرا امتحان دهيم و بدين دليل هرگز فرصت استفاه از آنرا بصورتي نيافتيم كه از آن لذت ببريم. تكيه بر محيط مبتني بر متندنياي واقعي زبان، يك دنياي صوتي است. در حـالي كه سيستم آموزشي ما، دنيايي مبتني بر متن بوده است و اين باعث مي شد كه مشكل تلفظ نيز بر مشكلات بيشمار ما افزوده شود. بدليل عدم زيستن در يك محيط واقعي صوتي با آن احساس بيگانگي مي كنيم. نتيجه اين سيستم آموزشي در آرماني ترين شرايط تربيت مترجم بود، نه كسي كه با زبان بتواند ارتباط برقرار كند. تكيه بر گرامركاش ما زبان را با روش كودكان ياد مي گرفتيم كه كمترين اهميتي براي دستورات پيچيده زبان نمي دهند. راستي، خود چقدر با گرامر زبان مادري خود آشنا هستيم دستوات گرامري در تمامي زبانها يك موضوع كاملا تخصصي و انتزاعي از زبان است و اگر اینطور نیست پس اينهمه رشته هاي دانشگاهي سطح بالا در رابطه با دستور زبان چه معني ميدهند؟ حرف زدن با رعايت دستورات گرامري زباني پر از استثناء مانند انگليسي و یا فرانسه ، تقريبا غير ممكن است. تاكيد بر يادگيري لغات آموزش ما، حفظ كردن فرهنگهاي لغت بود، هر معلمي براي خود ديكشنري كوچكي مي ساخت كه مجبور به حفظ آن بوديم. و متاسفانه هنوز هم كار به همين منوال است. در يك فرهنگ انگليسي نگـاهي به لغت GET يا TAKE بيندازيد. دو صفحه معني مختلف و گاه متضاد براي يك لغت سردرگمي آدمي را در آموزش صد چندان مي كند. فرق عمده زبان انگليسي با زبان فارسي در اين است كه لغات در زبان انگليسي عمدتا وقتي معنا واقعي دارند كه در كنار ساير لغات قرار مي گيرند. مثلا لغت Take معني واضحي ندارد در حالي كه معني عبارت Take off كاملا مشخص است. عدم توجه به اين الگوهاي ساختاري روش طبيعي آموزش زبانبه برخي ازاين تفاوتها در همینجا اشاره شده است.اهميت دادن به امر خواندندر هر زباني چهار عنصر عمده خواندن، نوشتن، صحبت كردن و گوش دادن وجود دارد. آنچه در سيستم آموزش رسمي ما بيش از همه به آن پرداخته شده است امر خواندن مي باشد. در برخي از كلاسهاي غير رسمي نيز صحبت از هم زماني چهار عنصر رفته است. اما وقتي ما در محيط واقعي زبان قرار مي گيريم در مي يابيم كه اگر هدف فراگيري زبان باشد عنصر خواندن و نوشتن اهميت درجه چندم دارند به اين دليل ساده كه در تمامي زبانها افراد بي سواد آن جامعه نيز قادر با تكلم زبان مادري خود هستند.
__________________'The Seeing see little'
Teaching phonetics
Teaching Phonetics:
Discover the "Majesty and Grandeur"
of the English Speech
In the brilliant Broadway Show My Fair Lady, Professor Higgins addresses Eliza with an inspirational speech after hearing her vain attempts to say where exactly the rains fall. One can almost hear Bernard Shaw speaking here, “Just think what you’re dealing with. The majesty and grandeur of the English language is the greatest possession we have. The noblest thoughts that ever flowed through the hearts of men are contained in its extraordinary, imaginative and musical mixture of sounds. And that’s what you’ve set yourself out to conquer, Eliza. And conquer it you will!” [italics added]
What exactly is the “grandeur and majesty” of the English language? So often have we attempted to “split” the studies of the language into some artificial fields that have undoubtedly helped us learn more about the language but are apparently making it more difficult to learn the language as it is. Thus, the students come to the point where they have successfully managed holding the boxes labeled as “Grammar” or “Writing” or “Listening,” but are reluctant to put together the content of each box for fear of “forgetting the language.” Where does this rigidity come from and how can we learn to overcome it in our minds, and more so in the minds of our students?
Let us unwrap the boxes for awhile, or maybe ignore the labels and let us manage to conduct each part to blossom into a beautiful music of something complete, whole and harmonious. Let us hear the polyphony of this orchestra and teach the language “out of the box” so our students may truly enjoy it.
Olena Osypchuk,
EFL Instructor
Useful links for planning lessons
Reading
news
Phonetics
common mistakes
Grammar
Rules & more
Testing
NonStop
Teaching Phonetics
Structure of the course
Use of Media
Use of songs
Use of movies
Using Media in Teaching Pronunciation
A workshop presented at 42nd Annual TESOL (2008) convention in New York
The Outline
What is TESOL?
Contact me
Olena Osypchuk has been teaching English Phonetics at Commonwealth International University in Simferopol, Ukraine since 2003
Click here to see my resume
Thanks for visiting my website!
Discover the "Majesty and Grandeur"
of the English Speech
In the brilliant Broadway Show My Fair Lady, Professor Higgins addresses Eliza with an inspirational speech after hearing her vain attempts to say where exactly the rains fall. One can almost hear Bernard Shaw speaking here, “Just think what you’re dealing with. The majesty and grandeur of the English language is the greatest possession we have. The noblest thoughts that ever flowed through the hearts of men are contained in its extraordinary, imaginative and musical mixture of sounds. And that’s what you’ve set yourself out to conquer, Eliza. And conquer it you will!” [italics added]
What exactly is the “grandeur and majesty” of the English language? So often have we attempted to “split” the studies of the language into some artificial fields that have undoubtedly helped us learn more about the language but are apparently making it more difficult to learn the language as it is. Thus, the students come to the point where they have successfully managed holding the boxes labeled as “Grammar” or “Writing” or “Listening,” but are reluctant to put together the content of each box for fear of “forgetting the language.” Where does this rigidity come from and how can we learn to overcome it in our minds, and more so in the minds of our students?
Let us unwrap the boxes for awhile, or maybe ignore the labels and let us manage to conduct each part to blossom into a beautiful music of something complete, whole and harmonious. Let us hear the polyphony of this orchestra and teach the language “out of the box” so our students may truly enjoy it.
Olena Osypchuk,
EFL Instructor
Useful links for planning lessons
Reading
news
Phonetics
common mistakes
Grammar
Rules & more
Testing
NonStop
Teaching Phonetics
Structure of the course
Use of Media
Use of songs
Use of movies
Using Media in Teaching Pronunciation
A workshop presented at 42nd Annual TESOL (2008) convention in New York
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Olena Osypchuk has been teaching English Phonetics at Commonwealth International University in Simferopol, Ukraine since 2003
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Phonetics Teaching and Learning Conference
PDF Proceedings
Listed in alphabetical order of the first author's surname.
Michael Ashby, Martha Figueroa-Clark, Esther Seo, Kayoko Yanagisawa, UCLInnovations in practical phonetics teaching and learningPatricia Ashby, Alison Manamperi, Matt Youens. University of WestminsterDISCOVERING PHONETICS: LEARNING THROUGH FIELDWORKPatricia Ashby, Samantha Valentine, University of WestminsterLena Olausson, Pronunciation Unit, British Broadcasting CorporationWorking with phoneticsOle Stig Andersen, CopenhagenA Typology of Pronunciation CorrectionsSilvia C. Barreiro, Eva Estebas-Vilaplana, Isabel Soto, UNEDTeaching Phonetics through Singing and RecitingDavid Brett, University of SassariCreating Interactive Material for Teaching Phonetics Using Macromedia Flash MXMercedes Cabrera Abreu, Francisco Vizcaíno Ortega, University of Las Palmas de Gran CanariaAcoustic phonetics and EFL teachingRichard Cauldwell, SPEECHINACTIONBricking up and Streaming down: two approaches to naturalness in pronunciation materialsRaimunda Česonienė, Kaunas University of TechnologyEnglish Phonetics and Phonology: Course for Future InterpretersKaren Steffen Chung, National Taiwan UniversityTen core themes in pronunciation teachingSophie de Abreu, Catherine Mathon, Université Paris 7Can you hear I’m angry? Perception of anger in a spontaneous French corpus by Portuguese learners of French as a foreign language.Katarzyna Dziubalska-Kołaczyk, Adam Mickiewicz UniversityNative or non-native? This is the question: Which English to teach in the globalizing world?Francisco Gallardo del Puerto, María Luisa García Lecumberri, Jasone Cenoz Iragui, University of the Basque CountryDegree of foreign accent and age of onset in formal school instructionEsther Gómez Lacabex, Mª Luisa García Lecumberri, University of the Basque Country& Martin Cooke, University of SheffieldEnglish Vowel Reduction by Untrained Spanish Learners: Perception and ProductionUlrike Gut, Albert-Ludwigs-University FreiburgCorpus-based pronunciation trainingTakeshi Ishihara University of Edinburgh / Mejiro UniversityUnderstanding Programming for Phoneticians through Semi-automatic Data ExtractionChristian Jensen, Copenhagen Business SchoolOnline Training and Testing in PhoneticsTakeki Kamiyama, Laboratoire de Phonétique et Phonologie (UMR 7018) CNRS / Sorbonne NouvelleDoes explicit knowledge of prosody help L2 comprehension? The case of determiners "du" and "deux" in French learned by Japanese-speaking learners. Joe Eun Kim, UCLKorean Accented English: Cross Linguistic Phoneme MappingDudley Knight, University of California, IrvineNew Techniques in IPA Training for Actors in the United StatesSmiljana Komar, University of LjubljanaThe Impact of Tones and Pitch Range on the Expressionof Attitudes in Slovene Speakers of EnglishMariko Kondo, Waseda UniversityStrategies for Acquiring Japanese Prosody by English SpeakersBozena Lechowska, Universidad Industrial de SantanderTeaching English Phonetics and Phonology in ColombiaPekka Lintunen, University of Turku, FinlandPhonemic Transcription and its Effect on LearningRick Lipton, Matthew Reeve, Mountview Academy of Theatre ArtsPhonetics at MountviewWander Lowie, Dicky Gilbers Jenny Bos, University of GroningenA close examination of L2 pronunciation: English secondary stress by advanced Dutch learnersTakehiko Makino, Chuo University, TokyoA New Approach to the Teaching of English Prosodyto Japanese Speakers, Based on the First Significant Contrastive AnalysisBeth McGuire, Pamela Prather, Yale School of DramaKinesPhonetics®: Experiential Anatomy of Phonemes for the ActorGrit Mehlhorn, University of StuttgartLearner Autonomy and Pronunciation CoachingJose A. Mompean, University of MurciaTaking Advantage of Phonetic Symbols in the Foreign Language ClassroomN. Minematsu, S. Asakawa, K. Hirose, The University of Tokyo and T. Makino, Chuo UniversityStructural representation of pronunciation and its use in pronunciation trainingMitsuhiro Nakamura, Nihon UniversityParametric Phonetics: an exercise in the dynamic characterisation of sound patternsRandall O. Pennington, Kyushu UniversityRaising Student Consciousness of Pronunciation Differences of English /r/, /l/ and /w/ and the Alveolar flaps in JapaneseTsutomu Sato, Meiji Gakuin UniversityThe Characteristics of Placing Prominences by Japanese Learners of English and Pedagogical SuggestionsGladys E. Saunders, University of VirginiaOn the Teaching and Learning of French Semivowels: Principles, Practices and unpredictable problemsGeoffrey Schwartz Adam Mickiewicz UniversityThe phonetics-phonology interface – implications for teaching L2 pronunciationMari Shimizu, Masaki Taniguchi, University of KochiReaffirming the effect of interactive visual feedback on teaching English intonation to Japanese learnersJoanna Smith, Basheba Beckmann, Unitec New ZealandImproving Pronunciation through Noticing-Reformulation TasksRastislav Šuštaršiè, University of LjubljanaDictionary Transcriptions Representing Standard British and American Pronunciations and their Application in Teaching English PhoneticsJolanta Szpyra-Kozlowska, Justyna Frankiewicz, Marta Nowacka, Lidia Stadnicka, Maria Curie-Sklodowska University, LublinAssessing assessment methods – on the reliability of pronunciation tests in EFLMasaki Taniguchi, Shizuya Tara, University of KochiRelation between direct tests and indirect tests on English intonation for Japanese learners: nucleus placementYishai Tobin, Ben-Gurion University of the NegevTeaching Phonetics to Speech Clinicians and Audiologists According to the Theory of Phonology as Human BehaviorJuhani Toivanen MediaTeam, University of Oulu and Academy of FinlandToBI or not ToBI? Testing two models in teaching English intonation to FinnsJuhani Toivanen, Academy of Finland and MediaTeam, University of OuluStylized intonation in Finnish English second language speech: a semantic and acoustic studySteven H. Weinberger, George Mason UniversityWeb AccentsMagdalena Wrembel, Adam Mickiewicz UniversityMetacompetence-oriented model of phonological acquisition: implications for the teaching and learning of second language pronunciation
PDF Proceedings
Listed in alphabetical order of the first author's surname.
Michael Ashby, Martha Figueroa-Clark, Esther Seo, Kayoko Yanagisawa, UCLInnovations in practical phonetics teaching and learningPatricia Ashby, Alison Manamperi, Matt Youens. University of WestminsterDISCOVERING PHONETICS: LEARNING THROUGH FIELDWORKPatricia Ashby, Samantha Valentine, University of WestminsterLena Olausson, Pronunciation Unit, British Broadcasting CorporationWorking with phoneticsOle Stig Andersen, CopenhagenA Typology of Pronunciation CorrectionsSilvia C. Barreiro, Eva Estebas-Vilaplana, Isabel Soto, UNEDTeaching Phonetics through Singing and RecitingDavid Brett, University of SassariCreating Interactive Material for Teaching Phonetics Using Macromedia Flash MXMercedes Cabrera Abreu, Francisco Vizcaíno Ortega, University of Las Palmas de Gran CanariaAcoustic phonetics and EFL teachingRichard Cauldwell, SPEECHINACTIONBricking up and Streaming down: two approaches to naturalness in pronunciation materialsRaimunda Česonienė, Kaunas University of TechnologyEnglish Phonetics and Phonology: Course for Future InterpretersKaren Steffen Chung, National Taiwan UniversityTen core themes in pronunciation teachingSophie de Abreu, Catherine Mathon, Université Paris 7Can you hear I’m angry? Perception of anger in a spontaneous French corpus by Portuguese learners of French as a foreign language.Katarzyna Dziubalska-Kołaczyk, Adam Mickiewicz UniversityNative or non-native? This is the question: Which English to teach in the globalizing world?Francisco Gallardo del Puerto, María Luisa García Lecumberri, Jasone Cenoz Iragui, University of the Basque CountryDegree of foreign accent and age of onset in formal school instructionEsther Gómez Lacabex, Mª Luisa García Lecumberri, University of the Basque Country& Martin Cooke, University of SheffieldEnglish Vowel Reduction by Untrained Spanish Learners: Perception and ProductionUlrike Gut, Albert-Ludwigs-University FreiburgCorpus-based pronunciation trainingTakeshi Ishihara University of Edinburgh / Mejiro UniversityUnderstanding Programming for Phoneticians through Semi-automatic Data ExtractionChristian Jensen, Copenhagen Business SchoolOnline Training and Testing in PhoneticsTakeki Kamiyama, Laboratoire de Phonétique et Phonologie (UMR 7018) CNRS / Sorbonne NouvelleDoes explicit knowledge of prosody help L2 comprehension? The case of determiners "du" and "deux" in French learned by Japanese-speaking learners. Joe Eun Kim, UCLKorean Accented English: Cross Linguistic Phoneme MappingDudley Knight, University of California, IrvineNew Techniques in IPA Training for Actors in the United StatesSmiljana Komar, University of LjubljanaThe Impact of Tones and Pitch Range on the Expressionof Attitudes in Slovene Speakers of EnglishMariko Kondo, Waseda UniversityStrategies for Acquiring Japanese Prosody by English SpeakersBozena Lechowska, Universidad Industrial de SantanderTeaching English Phonetics and Phonology in ColombiaPekka Lintunen, University of Turku, FinlandPhonemic Transcription and its Effect on LearningRick Lipton, Matthew Reeve, Mountview Academy of Theatre ArtsPhonetics at MountviewWander Lowie, Dicky Gilbers Jenny Bos, University of GroningenA close examination of L2 pronunciation: English secondary stress by advanced Dutch learnersTakehiko Makino, Chuo University, TokyoA New Approach to the Teaching of English Prosodyto Japanese Speakers, Based on the First Significant Contrastive AnalysisBeth McGuire, Pamela Prather, Yale School of DramaKinesPhonetics®: Experiential Anatomy of Phonemes for the ActorGrit Mehlhorn, University of StuttgartLearner Autonomy and Pronunciation CoachingJose A. Mompean, University of MurciaTaking Advantage of Phonetic Symbols in the Foreign Language ClassroomN. Minematsu, S. Asakawa, K. Hirose, The University of Tokyo and T. Makino, Chuo UniversityStructural representation of pronunciation and its use in pronunciation trainingMitsuhiro Nakamura, Nihon UniversityParametric Phonetics: an exercise in the dynamic characterisation of sound patternsRandall O. Pennington, Kyushu UniversityRaising Student Consciousness of Pronunciation Differences of English /r/, /l/ and /w/ and the Alveolar flaps in JapaneseTsutomu Sato, Meiji Gakuin UniversityThe Characteristics of Placing Prominences by Japanese Learners of English and Pedagogical SuggestionsGladys E. Saunders, University of VirginiaOn the Teaching and Learning of French Semivowels: Principles, Practices and unpredictable problemsGeoffrey Schwartz Adam Mickiewicz UniversityThe phonetics-phonology interface – implications for teaching L2 pronunciationMari Shimizu, Masaki Taniguchi, University of KochiReaffirming the effect of interactive visual feedback on teaching English intonation to Japanese learnersJoanna Smith, Basheba Beckmann, Unitec New ZealandImproving Pronunciation through Noticing-Reformulation TasksRastislav Šuštaršiè, University of LjubljanaDictionary Transcriptions Representing Standard British and American Pronunciations and their Application in Teaching English PhoneticsJolanta Szpyra-Kozlowska, Justyna Frankiewicz, Marta Nowacka, Lidia Stadnicka, Maria Curie-Sklodowska University, LublinAssessing assessment methods – on the reliability of pronunciation tests in EFLMasaki Taniguchi, Shizuya Tara, University of KochiRelation between direct tests and indirect tests on English intonation for Japanese learners: nucleus placementYishai Tobin, Ben-Gurion University of the NegevTeaching Phonetics to Speech Clinicians and Audiologists According to the Theory of Phonology as Human BehaviorJuhani Toivanen MediaTeam, University of Oulu and Academy of FinlandToBI or not ToBI? Testing two models in teaching English intonation to FinnsJuhani Toivanen, Academy of Finland and MediaTeam, University of OuluStylized intonation in Finnish English second language speech: a semantic and acoustic studySteven H. Weinberger, George Mason UniversityWeb AccentsMagdalena Wrembel, Adam Mickiewicz UniversityMetacompetence-oriented model of phonological acquisition: implications for the teaching and learning of second language pronunciation
Wednesday, May 7, 2008
Attention: PERFECT LINKS
• Eric clearinghouse• www.Asian EFL journal.com• the language teacher on line• Forum online• www.PARE online.com
www.tc.columbia.edu
http://www.greatwritings.com/
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www.ceps.georgiasouthern.edu
http://en.wikipedia.org
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http://cndls.georgetown.edu
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www.poetrymagic.co.uk
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www.novitasroyal.org
www.owl.english.purdue.edu
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www.a4esl.org
http://accurapid.com/journal/
www.learningandteaching.info
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(free journal download)
http://writing-world.com/
http://wordsmith.com/
http://poetry.com/
http://custompapers.com/
http://www.absolutewrite.com/
http://dmcwriter.tripod.com/
http://writing.com/
http://writers.com/
http://www.writesparks.com/
http://www.asian-efl-journal.com
http://www.eslcafe.com/
http://www.english-4u.com/topsites/
http://www.eslteachertalk.com/
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http://www.mes-english.com/
http://www.iteslj.org.
http://www.englishclub.com/
http://www.free-english.com/Assessment.aspx
http://semumf.tripod.com/
http://elsevier.com
/TESOLEJ:
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center for applied linguistics
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The language teacher journal:
http://www.jalt-publications.org
The electronic journal of foreign language teaching
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http://www.matsda.org.uk
http://www.tesol.org
http://tesolarabia.org
www.sceincedirect.com
www.onestopenglish.com
www.ihes.com
www.who2.com
www.teachingenglish.org.uk
www.linguistic-funland.com
www.dmoz.org
www.diploma.or.jp
www.eurydice.org
www.cilt.org.uk
www.lib.byu.edu/spc/tesl
www.esllearning.com
www.langoworld.com
www.slbase.com
www.tc.columbia.edu
http://www.greatwritings.com/
www.thinkexist.com
www.acu.edu
www.btinternet.com
www.elearnaid.com
www.conferencealerts.com
www.ceps.georgiasouthern.edu
http://en.wikipedia.org
www.linguistlist.org
http://cndls.georgetown.edu
www.wsu.edu
www.complete-review.com
www.poetrymagic.co.uk
www.hku.hk
www.novitasroyal.org
www.owl.english.purdue.edu
www.writing.com
www.talewins.com
www.denza.fhda.edu
www.vocabtest.com
www.a4esl.org
http://accurapid.com/journal/
www.learningandteaching.info
www.findarticles.com
www.imdb.com
www.rhymezoone.com
www.wordsmith.com
www.poetry.com
www.vocabularya-z.com
www.onlinejournalism.com
www.lingulangu.org
www.englishforums.com2
www.laklak.ir
www.adinebook.com
www.asiatefl.org/journal
www.sagepub.com
(free journal download)
http://writing-world.com/
http://wordsmith.com/
http://poetry.com/
http://custompapers.com/
http://www.absolutewrite.com/
http://dmcwriter.tripod.com/
http://writing.com/
http://writers.com/
http://www.writesparks.com/
http://www.asian-efl-journal.com
http://www.eslcafe.com/
http://www.english-4u.com/topsites/
http://www.eslteachertalk.com/
http://www.eslteachertalk.com/
http://www.mes-english.com/
http://www.iteslj.org.
http://www.englishclub.com/
http://www.free-english.com/Assessment.aspx
http://semumf.tripod.com/
http://elsevier.com
/TESOLEJ:
http://iteslj.org/CAL
center for applied linguistics
www.cal.org
The language teacher journal:
http://www.jalt-publications.org
The electronic journal of foreign language teaching
http://e-flt.nus.edu.sg
http://www.matsda.org.uk
http://www.tesol.org
http://tesolarabia.org
www.sceincedirect.com
www.onestopenglish.com
www.ihes.com
www.who2.com
www.teachingenglish.org.uk
www.linguistic-funland.com
www.dmoz.org
www.diploma.or.jp
www.eurydice.org
www.cilt.org.uk
www.lib.byu.edu/spc/tesl
www.esllearning.com
www.langoworld.com
www.slbase.com
Monday, May 5, 2008
Friday, January 18, 2008
تجربي و انساني روزانه 81_82
| كلمه هاي ناقص در جمله هاي زير را كامل كنيد. |
| 1/2. John does str-ng-things.He can walk on a r-pe. |
از گروه كلمه هاي داده شده زير كلمه مناسب را انتخاب كنيد و در جملات به كار ببريد. |
| Aware/steep/nervous/costly/qualified/consume/in return/career/translators/ignorance |
از ستون B كلمه مناسب با تعريف هاي ستون Aرا انتخاب كنيد. |
| A |
پاسخ مناسب را انتخاب كنيد. |
| 25.Producers cannot succeed unless they pay close attention to the needs of their…………. |
پاسخ مناسب را انتخاب كنيد. |
| 33. That picture is ………..heavy to hang ……on the wall. |
با كلمه ها و عبارات داده شده جمله ها را كامل كنيد. |
| 43.Mary didn’t take her children with her and her sister didn’t either.(so) |
با توجه به توضيحات داده شده جملات ناقص را كامل كنيد. |
| 48. Did your father buy that home? No, he didn’t |
مكالمه هاي ستون A,B را مرتب كنيد. |
|
|
كدام جمله از نظر تن صدا (intonation) با بقيه فرق مي كند. |
| 56. does your father come here? |
در گروه كلمه هاي داده شده يك كلمه از نظر تكيه (فشار صوت) با بقيه متفاوت است آن را مشخص كنيد. |
| 57. 1. resource |
با توجه به مفهوم جمله هاي داده شده پاسخ صحيح را انتخاب كنيد. |
| 58. Leonardo was the student of a painter, and he become one of the most famous painters who have ever lived. |
متن زير را بخوانيد و با گزينه هاي مناسب آن را كامل كنيد. |
| Some countries , like the USA , have tried to reach the moon. A sohort 61 …. Ago, three Americans went up in a 62 ….. named Apollo. Two of them 63 ….safely on the moon. They 64 ….. safely to the earth. There are many problems in traveling into 65….. scientists could not 66 … men to the moon 67 … they solved the 68 …..for example, there is no oxygen for men to breathe. |
متن زير را بخوانيد و به سؤالات آن پاسخ دهيد . و يا پاسخهاي مناسب را انتخاب كنيد. |
| For the human baby, the period of complete dependence on his mother is longer than it is for the young of any other animal. Even when the child is able to feed himself, he must still depend on the guidance and protection of his elders for many years to come. One might ask why this function could not be left to some kind of organization so that parents might be free to do other duties. The answer, of course lies in the fact that children need more than physical attention. They must have love as well, and this is what only the family can provide. An unloved child will be unable to love people as he grows up. |
رياضي شبانه
ديكته :درهر جمله يك كلمه ناقص وجود دارد، آن كلمه را بطور كامل در پاسخنامه بنويسيد. |
| Spelling: |
براي خاي خالي هر جمله يك كلمه را متناسب با معني انتخاب كنيد و در پاسخنامه بنويسيد: |
|
|
فرم صحيح كلمات را انتخاب كنيد. |
| 11. He has a good …….of painting which is very costly. |
براي هر تعريف از ستون A يك كلمه از ستون B انتخاب كنيد و در پاسخ نامه بنويسيد. |
| Word Defintions |
جملات ستون A را با جملات ستون B كامل كنيد و جواب قسمت B را در پاسخنامه بنويسيد : |
| Language function : مكالمه |
سؤالات تستي چهارجوابي : |
| Multiple choice Questions : |
گرامر : با توجه به مفاهيم هر جمله : جاي خالي هر سؤال را كامل كنيد و پاسخ را در پاسخ نامه بنويسيد .(جواب را بطور كامل بنويسيد) |
| Structure |
در متن زير هشت جاي خالي وجود دارد. جاي خالي را با يكي از گزينه ها كامل كنيد و آن كلمه را در پاسخنامه بنويسيد: |
| (cloze passage) |
درك مطلب : |
| Comperhersion (توجه كنيد! جاي سؤال درك مطلب در پاسخنامه بعد از متن كوتاه قرار دارد)
|
سؤالهاي(درست True) يا ( غلط false) :جملات شماره 66 و 67 را بخوانيد و در مقايسه با متن درك مطلب، اگر درست است در پاسخنامه T و اگر غلط است حرف F بگذاريد. |
| 66. people are not free to behave in a way offends against the moral sense of the society. |
متن كوتاه :جمله هاي زير را به دقت بخوانيد و با توجه به معني هر جمله، يكي از جوابها را كه داراي معني مشابه است short passage انتخاب نمائيد و حرف مقابل جواب را در پاسخنامه بنويسيد(فقط حرف را بنويسيد و از نوشتن جمله خودداري كنيد) |
| 60 . Leonard invented many interesting machines, but a lof of his nachines did not work very well. |
جبراني كليه رشته ها
| ديكته : در هر جمله يك كلمه ناقص وجود دارد. آن كلمه را بطور كامل در پاسخنامه بنويسيد. |
| 1. You have to be conc-rned about the pollution. |
Vocaburary: براي هر جمله يك كلمه را متناسب با معني جمله انتخاب كنيد ودر پاسخنامه بنويسيد. |
| Social – victims – assistance – mental – closely – will – fine – overactive – discover- resue |
يكي از كلمات ستون B را متناسب با هر يك از جملات ستون Aانتخاب كنيد و در پاسخنامه بنويسيد . |
| A ستون |
متن زير را به دقت بخوانيد و جاي خالي را با يكي از گزينه ها پر كنيد و فقط گزينه صحيح را در پاسخنامه بنويسيد. |
| Charles Dickens, The English …….(25), was one of the most famous writer Of all time. He was a good ….(26) of life , and had a great understanding ...................(27) and needy people.Many of the events and people in his boods are base on events and people in his life.at the age of 12, charles ………(28)in a London factory . He held the job only a short time,but the unpleasant ……..(29) of that factory had a lasting effect on his………(30). He never spoke of it to his wife or his children in later years. |
سؤالات تستي چهار جوابي : فقط علامت حرف مقابل هر گزينه را در پاسخنامه بنويسيد. |
| 31. If we ………the map,we coul not have found the way. |
قواعد دستوري : جواب هر سؤال را بطور كامل در پاسخنامه بنويسيد. |
| 43. They couldn’t go fishing because the sea was stormy.( calm) |
A – در بين كلمات زير كدام كلمه از نظر stress با بقيه كلمات تفاوت دارد. آن كلمه را در پاسخنامه بنويسيد. |
| 47.(forget- police- animal – mechanic) |
B- در بين كلمات زير كدام كلمه از نظر حروف صدادار(vowel sound) با كلمات ديگر متفاوت است آنرا در پاسخنامه بنويسيد. |
| 48.(plain – death – they – great – name) |
متن كوتاه : |
| هر قسمت را بخوانيد و بهترين پاسخ را متناسب با معني آن پيدا كنيد و فقط حرف مقابل آن جمله را در پاسخنامه بنوسيد. Short passage: |
مكالمه : براي هريك از پرسشهاي ستون A يك پاسخ از ستون B انتخاب كنيد.(فقط حروف را بنويسيد). |
| A ستون |
درك مطلب : متن را بخوانيد و به سؤالات آن پاسخ دهيد. |
| Comprehension: (سؤال 55 و 56و57 هر كدام 1 نمره و سؤال 58 و 59 هر كدام نمره دارند) 55. How do people spend their free time? |
جمله هاي 58 و 59 را با True با false پاسخ دهيد. |
| 58. sports are solely for participants…………….. |
علوم رياضي
Note : write and check all the answers on the answer sheet. |
| 1. After a long discu-sion with his parents, he decided to continue his education. |
II – Vocabulary : A: fillin the blands with the appropriate words from the list below. Therd is one extra word. |
| Intimate – zone – assistance – liquid – bring up – disturb – closely – fine – achieve – sysptoms – belong to |
B: word Definitions: Match the definitions in column A with the words in column B There is one extra word in column B |
| A |
C: choose the best choice. |
| 20. The rescue ……..is to start tomorrow morning. |
III- structure: A. Choose the correct answer. |
| 24. She made a big mistake and gave up her job. She wishes that she ………up her job. |
B.Complete the reported sentences. Suppose you are reporting them some time later. |
| 32. Nader said, I am goin away tomorrow, mother. |
C. Rewirte the sentences using – ing verb phrase or having + pp |
| 34. I was short of money. I couldn’t afford to buy the computer. |
D. Complete the sentence based on the situation given. |
| 36. He couldn’t type the letter because he wasn’t table to work with a computer. |
Iv- Language function : |
| A1 |
V – pronunciation: |
| 45 . a. person |
B. In each set fot words one is different from the others according to its vowel sound write different items on the answer sheet. |
| 47. a . box |
VI – Reading comprehension: |
| 50. Mashhad is usually invaded by pilgrims in the summer. The sentence means that …………. |
B. Read the following passage and answer the questions. |
| The first true piece of sports equipment that man invented was a ball. In ancient Egypt, as everywhere, throwing stones was a favorite childrens game. But a badly thrown rock could hurt a child. Lookinig for something less dangerous to throw, the Egyptains made what were probably the first balls. At first , balls were made of grass or leaves held together by pieces of rope. Later they were made of pieces of animal skin which were joined together and were filled with feathers or dry grass. Even though the Egyptins were interested and skilled in fighting wars, they found time for peaceful games. Befor long they had developed a number of ball games, each with its own set of rules. Perhaps they played ball more for instruction than for fun. Ball playing was thought of mainly as a way to teach young men the speed and skill they would need for war. |
Ture / False |
| 60 . Ball playing games were invented in ancient Egypt cloze passage: Fill in the blanks with best options. Water is mans most important natural resource. He ___62 it for drinking and home use, farming,______63 to run his machines. Fishing, relaxation and _____64 for boating. Bt usable water is not as ____65 as the need for it. For centuries men have ____66 each other over the right to ____67the rivers and seas which are so ____68 to life . Becaues the earth water ___69 dosent exixt in equal amount in each area. One area ___70 from flood while another is dry and still another has suitable___71. Mans efforts to control water has not always been____72. Although in some areas great ___73have been made, and desert regions have become green, in other areas the balance of nature has been disturbed. |
روزانه علوم تجربي و انساني
| كلمه هاي ناقص جمله هاي زير را كامل كنيد و در پاسخنامه بنويسيد. 1/2. These collecions of aerosolsr_ flect the suns heat and therefore c_ _ se the Earth to cool. |
از گروه كلمه هاي داده شده زير كلمه مناسب هر جملات را انتخاب كنيد و در پاسخنامه بنويسيد. |
| Attended – zone – referee – victim – employed – located – disturb – mental – overactive – supplier – mobile |
Word definition: از ستون B كلمه مناسب تعريف ستون A را انتخاب كنيد و در پاسخنامه بنويسيد. |
| A |
پاسخ مناسب را انتخاب كنيد و در پاسخنامه بنويسيد. |
| 23.The student wishes he …………so many mistakes in the dictation last week. |
جملات ناقص را كامل كنيد و در پاسخنامه بنويسيد. |
| 33. Jim was playing tennis. He hurt his arm. |
Language fuction: مكالمه هاي ستون هاي A , B را جور كنيد و در پاسخنامه بنويسيد. |
| A |
Pronunciation : |
| 46.a. supervision |
1 Sentence comprehension: |
| 48.He could have gotten a job easily if he had had a university degree. |
Cloze test : |
| Very few of us can use both our hands 51 well. |
Reading comprehension : |
| According to some experts, the younger people are basically different from thd older ones. The old no not underdstand all thd problems of the modern world. On the other hand, the younger people have grown up with these problems and are deeply concerned about them. The older people still control the business organization, government and education. They younger people want to make change in these areas to fit the needs of modem society. In order to put an end to their differences, both the older and younger people realize that the world has changed and that new responses are necessary for many problems of the society. |
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