To learn English effectively for work with foreigners, set clear goals and engage in immersion by surrounding yourself with English through movies, TV shows, and podcasts. Practice speaking with language exchange partners, utilize online resources, take English courses, work on pronunciation, expand vocabulary, seek feedback, role-play scenarios, and remain consistent and persistent in your learning journey.
1. Set Clear Goals: Determine what specific English language skills you need to improve for your work, such as speaking, listening, or vocabulary.
2. Engage in Immersion: Surround yourself with English as much as possible. Watch movies, TV shows, or listen to podcasts in English. This exposure will help you become more familiar with the language.
3. Practice Speaking: Find language exchange partners or join conversation groups where you can practice speaking English. Practice regularly to build your confidence and fluency.
4. Use Online Resources: Utilize online platforms and language learning apps that offer interactive exercises, pronunciation guides, and conversation practice with native English speakers.
5. Take English Courses: Enroll in English courses tailored to your needs. Look for courses that focus on conversational skills, such as spoken English or English for business communication.
6. Improve Pronunciation: Work on improving your pronunciation by listening to native English speakers, practicing individual sounds, and mimicking their speech patterns.
7. Expand Vocabulary: Learn new words and phrases relevant to your work. Use flashcards or vocabulary apps to reinforce your learning.
8. Seek Feedback: Request feedback from native English speakers or language instructors to identify areas for improvement and correct any mistakes.
9. Role-play Scenarios: Practice common work-related scenarios, such as meetings, presentations, or negotiations, to enhance your ability to communicate effectively in professional settings.
10. Be Consistent and Persistent: Learning a language takes time and effort. Stay committed to your learning journey, practice regularly, and stay motivated.
Remember, learning a language is an ongoing process, so be patient with yourself and celebrate your progress along the way.
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Drag each word to the correct category.
Match each pronoun to the correct point of view.
you
me
your
we
First Person
yours
our
US mine
Second Person
What words best describe Mr. Loisel
Mr. Loisel can be described as content, diligent, and ambitious.
1. Content: Mr. Loisel is content with his modest lifestyle and does not desire wealth or material possessions. He finds happiness in his current circumstances and appreciates what he has.
2. Diligent: Mr. Loisel is hardworking and diligent in his responsibilities. He takes his job seriously and fulfills his duties with dedication and perseverance. He strives to do his best and is committed to his work.
3. Ambitious: Despite his contentment, Mr. Loisel is also ambitious. He has dreams and aspirations for a better life. He desires to improve his social status and longs for a more luxurious lifestyle. This ambition drives him to work hard and seek opportunities for advancement.
4. Supportive: Mr. Loisel is a supportive husband. When his wife, Mathilde, expresses her desire to attend a high-society event and lack of appropriate attire becomes a hindrance, he selflessly sacrifices his savings to help her purchase a beautiful dress. He shows understanding and encourages her dreams.
5. Responsible: Mr. Loisel is responsible and reliable. He takes care of his family and fulfills his duties as a husband and provider. He demonstrates a sense of responsibility in managing their household and ensuring their well-being.
6. Patient: Mr. Loisel exhibits patience in dealing with the ups and downs of life. Despite facing setbacks and challenges, he remains composed and resilient. He supports Mathilde emotionally during her moments of distress and patiently waits for her to find contentment.
7. Sacrificial: Mr. Loisel is willing to make sacrifices for the happiness of his wife. When Mathilde loses a valuable necklace borrowed for the high-society event, he takes on the financial burden of replacing it, even though it means acquiring debt. He puts Mathilde's well-being above his own.
8. Practical: Mr. Loisel is a practical person who is grounded in reality. He understands the limitations of their financial situation and encourages Mathilde to appreciate what they have rather than constantly yearning for more. He offers practical advice and perspective to balance her desires.
In conclusion, Mr. Loisel can be described as content, diligent, ambitious, supportive, responsible, patient, sacrificial, and practical.
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The battle, sir, is not to the strong alone; it is to the vigilant, the active, the brave. Besides, sir, we have no election. If we were base enough to desire it, it is now too late to retire from the contest. There is no retreat but in submission and slavery! Our chains are forged! Their clanking may be heard on the plains of Boston! The war is inevitable—and let it come! I repeat it, sir, let it come.
What does Henry’s use of exclamatory remarks and repetition reveal about the speaker?
A. They emphasize that he is willing to compromise on a solution.
B. They explain why he feels that war against the British is necessary.
C. They reveal that he has gathered a number of facts to support his argument.
D. They show his strong emotional support for going to war against the British.
The speaker's use of exclamatory remarks and repetition in the passage reveals his strong emotional support for going to war against the British (option D).
The exclamation marks convey a sense of passion, urgency, and conviction in his words, suggesting that he is deeply invested in the cause. The repetition of phrases like "let it come" and "the war is inevitable" serves to reinforce his unwavering stance on the matter, emphasizing his determination and refusal to back down.
These rhetorical devices highlight the speaker's fervent belief in the necessity of war and his readiness to face the consequences. It is evident that the speaker's exclamatory remarks and repetitive statements are meant to rally support, evoke a strong emotional response, and galvanize others to join the fight for independence. Thus, option D is the correct choice.
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main idea in the poem grand mamas funeral
The main idea of the poem "Grandmama's Funeral" by James Weldon Johnson is the celebration of the life of the speaker's grandmother who has passed away.What is the poem Grandmama's Funeral about?The poem "Grandmama's Funeral" by James Weldon Johnson is about the speaker's grandmother who has passed away.
The poem starts with the speaker talking about the grandmother's body lying in a casket with her hands folded across her chest. It then moves on to describe how the family and friends have gathered to celebrate the life of the grandmother.
The speaker describes how the grandmother was a strong woman who always stood up for what she believed in. She had faced many hardships in her life but had always come out stronger. The speaker also describes how the grandmother had always been a beacon of hope for the family, and how her passing had left a void in their lives.
However, despite the sadness of the occasion, the speaker also talks about how the family and friends have gathered to celebrate the life of the grandmother. They sing songs and tell stories about her life.
The speaker describes how even in death, the grandmother has brought the family together and reminded them of the love and strength that she had always embodied.
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Before Reading Superman and Me
LITERARY ANALYSIS: Analyze Text Structure:
Cause and Effect
Authors use cause and effect to explain how one event (the cause) leads to
another event (the effect).
A. Read the passage below. In the Cause-and-Effect Chart, list examples of
cause and effect relationships in the text.
Look Into the Text
In a fit of unemployment-inspired creative energy, my father
built a set of bookshelves and soon filled them with a random
assortment of books about the Kennedy assassination, Watergate,
the Vietnam War, and the entire twenty-three-book series of the
Apache westerns. My father loved books, and since I loved my
father with an aching devotion, I decided to love books as well.
Cause-and-Effect Chart
Cause
My father was unemployed.
B. Complete the sentences.
The narrator developed a love for books because
He built a set of bookshelves.
The narrator's father built a set of bookshelves because
160 Unit 4: Opening Doors
Cause-and-Effect Chart:
Cause:
- My father was unemployed.
Effect:
- He built a set of bookshelves.
- The narrator developed a love for books.
Completion of sentences:
The narrator developed a love for books because his father built a set of bookshelves.
The narrator's father built a set of bookshelves because he was unemployed.
Cause-and-Effect Chart:
Cause:
- My father was unemployed.
Effect:
- He built a set of bookshelves.
- The narrator developed a love for books.
Completion of sentences:
The narrator developed a love for books because his father built a set of bookshelves. The presence of the bookshelves made books accessible to the narrator and sparked his interest in reading. The act of building the bookshelves created an environment that encouraged the narrator's engagement with books, leading to the effect of developing a love for them.
The narrator's father built a set of bookshelves because he was unemployed. The cause of his unemployment, which is not explicitly mentioned in the given passage, is likely unrelated to his love for books. However, his unemployment provided him with the time and motivation to engage in a creative project. Building the bookshelves allowed him to organize and display his collection of books, reflecting his own love for reading. Ultimately, this action had a profound impact on the narrator's life as it introduced him to the world of books and shaped his own passion for reading.
In summary, the cause-and-effect relationship in the text revolves around the narrator's father being unemployed, which leads to him building bookshelves. This, in turn, leads to the effect of the narrator developing a love for books.
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write the details from the phone calling to the message form
Answer:
Phone messages contain information for personal or business use, communicating to the recipient through a pre-existing message through a messaging system.
Does it dry up
like a raisin in the sun?
Or fester like a sore—
And then run?
Does it stink like rotten meat?
Or crust and sugar over—
like a syrupy sweet?
Maybe it just sags
like a heavy load.
Or does it explode?
1.What images strike you when reading this Poem, either that are explicitly described or that come to mind based on what you read?
2. What central question is Hughes asking?
1. When reading this poem, several vivid and sensory images come to mind. The first stanza evokes the image of something drying up like a raisin in the sun. This implies withering, shriveling, and loss of vitality. The second stanza introduces imagery of something festering like a sore, suggesting decay, infection, and unpleasantness. The mention of stinking rotten meat adds to the disgusted sensory experience. The idea of something crusty and sugary, like a syrupy sweet, creates a contrasting image of a hardened and superficially pleasant exterior. The final stanza depicts something sagging like a heavy load, conveying a sense of burden, weariness, and exhaustion. The underlying question of whether it explodes introduces the image of a sudden and violent release of built-up pressure and energy.
2. Hughes asks in this poem about the fate and consequences of deferred dreams or aspirations. He questions what happens when dreams are put on hold, ignored, or suppressed. Through a series of vivid images, Hughes explores the potential outcomes of deferred dreams. He raises the question of whether they simply fade away or lead to more explosive and destructive consequences.
Read the excerpt from Hidden Figures.
As the work intensified, something that had been hibernating in her mind awakened, and once roused it would not go away. She considered the issue and checked its logic, just as she did with her analytical work. At first she asked it only of herself, but eventually she came to the engineers with the question.
"Why can't I go to the editorial meetings?" she asked the engineers. A postgame recap of the analysis wasn't nearly as thrilling as being there for the main event. How could she not want to be a part of the discussion? They were her numbers, after all.
"Girls don't go to the meetings," Katherine's male colleagues told her.
Which statements best summarize the excerpt?
• Katherine Goble became more dedicated to her job as the work intensified. She asked to go to the editorial meetings so she could better understand what happened in them, but she was told that girls were not allowed to attend the meetings.
• Katherine Goble became more determined to ask for a larger role as the scope of the work grew.
Unsatisfied with summaries of the analysis that took place in the meetings, she asked why she could not go to the editorial meetings and was told that girls could not attend.
• Katherine Goble became upset that she was not allowed to attend editorial meetings as her work became more involved. When she asked why she could not attend the meetings, she was given an unfair answer that upset her.
• Katherine Goble confronted an issue that had been hibernating in her mind and that would not go away.
She approached the situation logically, as she did with all of her work. When she asked why she could not attend the meetings, she was told that girls could not go.
The best summary of the excerpt from Hidden Figures is that Katherine Goble, as the work intensified, wanted to go to editorial meetings to be a part of the main event, but was told that girls could not attend the meetings.
In the given excerpt from Hidden Figures, Katherine Goble's colleagues told her that girls could not attend the editorial meetings. This angered Katherine because she believed that it was unfair for her not to be allowed to attend the meetings.
She wanted to be a part of the discussion because they were her numbers, and just a postgame recap of the analysis was not enough for her. She believed that if she attended the meetings, she would have a better understanding of what happened in them.
Katherine approached the issue logically as she did with all of her work and asked why she could not attend the meetings. Katherine Goble's colleagues told her that girls could not attend editorial meetings.The other options are not the best summaries of the excerpt because they do not reflect the content of the excerpt.
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