title: Презентация на тему: AELA Aptech-КИнЭУ

text:
Aptech English Learning Academy designed by Middlesex University. Product note							сентябрь 2014
.
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Почему Английский?Английский “де-факто” язык коммуникаций во Всем Мире.
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"Английский язык «де-факто» стал языком общения  не только в области международного бизнеса, но в любом ситуации, где два человека не говорят на одном языке«.
* Согласно опросу 26000 неместных англоговорящих работников в международных корпорациях.
   Источник: Education First  English Proficiency Index. Отчет  2013
Почему Английский?Английский является важным критерием при трудоустройстве.
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В опросе Economist Intelligence Unit 2012, почти 70% руководителей заявили, что их работникам понадобится освоить английский язык для реализации планов корпоративного развития  и  25% заявили, что более 50% от общей численности работников знание английского будет необходимо в работе.

					Источник: Education First  English . Отчет 2013
Прорыв в сотрудничестве
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Aptech - мировой провайдер в области обучения
  3 десятилетия активного развития
  Представлен более, чем в 40 странах Мира
  Более 1300 обучающих международных Центров
  6,8 млн. обученных студентов
Middlesex University, London знаменитый Центр знаний
  Основан в 1974г.
  Кампусы Университета  в Лондоне, Дубаи, Мальта, Маврикий
  Обучение более 40 000 студентов ежегодно    по всему Миру
  Материалы по курсу высокого качества
Выигрышная
		Комбинация
Aptech имеет продолжительные деловые отношения с  Middlesex University (London). Университет является нашим предпочитаемым партнером в сфере образования.

Следовательно, является закономерным объединение усилий с престижным Университетом Middlesex в работе по направлению Aptech English Learning Academy (AELA).
Уважаемое подразделение по английскому языку Университета Middlesex (Лондон) разработало структуру и содержание  курса  для AELA.
С нашим курсом студентам будет предоставлен лучший Британский Английский.
Разговорный английский: повседневная необходимость
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Культурные контексты | Приветствия | Этикет | Поведение на бизнес – встречах | Взаимоотношения

Курс разговорного Английского языка
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Курсы разговорного Английского языка от Aptech позволяют учащимся использовать английский язык в повседневных ситуациях и ситуациях, связанных с социальной жизнью, работой и отдыхом.
Также эти курсы позволяют учащимся использовать свои собственные опыт и знания для выражения своих идеи и мнения в ходе занятий в классе.
Курсы разговорного Английского языка «Spoken English» - «корзина» курсов
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Сертификация и СтандартыСоответствие с системой CEFR, Cambridge
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Карта соответствия курсов и сертификатов
The Common European Framework of Reference [CEFR]
Business English
Pre-intermediate
Beginner
Aptech English Learning Academy
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Intermediate

Upper-intermediate,
30 day English

Курс для Начинающих (Beginners)Учебный план
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Курс по Английскому языку для Начинающих (Beginners)
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Условия Поступления и Окончания курса для Начинающих
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Условия Поступления для кандидата на курс для Начинающих включают следующее:
Может иногда понять основную тему разговора на общие темы, но испытывают трудности в понимании их.
Может ответить на простые вопросы со значительной помощью.
Может написать несколько простых связных предложений с грамматическими ошибками.

По Окончании курса для Начинающих предполагается наличие следующих навыков у слушателя:
Спрашивать, а также отвечать на вопросы, связанные с личными данными.
Участие в общих разговорах, когда другие говорят медленно, четко и оказывают помощь.
Может написать правильно согласованные пункты/параграфы текста, используя простые грамматические структуры.
Результаты обучения
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Курс «Английский язык для Начинающих» предназначен для:
  Использования английский язык в повседневных ситуациях
  Использование своих знаний и личного опыта для выражения своих идей и мнения в ходе занятий в классе
  Улучшение владения письменным, а также устным языком
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Курс «Английский за 30 дней»
Курс «Английский язык за 30 дней» специально разработан для студентов, которые имеют проблемы в общения на языке.

Курс предназначен для трех типов учащихся, кто:
  Может разговаривать, но испытывает трудности в свободном разговоре.
  Может ответить на простые вопросы с значительной помощью .
  Может написать несколько связанных предложений с грамматическими ошибками

Курс предназначен для лиц, которые знают язык, но нуждаются в помощи, во время использования языка.

Курс также помогает подтянуть грамматику и позволяет человеку разговаривать без ошибок.
Результаты обучения
Курс Английского за 30 дней разработан специально для тех
студентов, кто имеет проблему использования языка в:
Обсуждениях тем, связанных с личной информацией
Улучшение коммуникации по повседневным темам
Во время участие в официальных мероприятиях/коммуникациях
Понимании и написании грамматически правильных текстов

Курс помогает учащемуся использовать его / ее знания и личный
опыт для выражения своих идей и мнений в ходе занятий в
классе .

Улучшение знаний слушателя.
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Условия Поступления и Окончания курса «Разговорный Английский - Pre-Intermediate»
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Данный курс предназначен для тех студентов, которые:
Испытывают трудности в разговоре на английском языке - как устные, так и письменные
Которые испытывают сложности (артикуляционные) в понимании английской речи и в правильном произношении

По окончании курса слушатели смогут:
Бегло общаться (развитие навыков – чтение, письмо, аудирование и орфографические навыки)
Результаты обучения
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Курс Разговорный Английский Pre-Intermediate
предназначен для:

использования английского язык в различных ситуациях, таких как профессиональная жизнь, для повседневного и профессионального взаимодействия с людьми, досуга и во время путешествия
использования в коммуникации имеющихся знаний и опыта
взаимодействия с людьми в офисе или дома, и для улучшения своих навыков общения
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Условия Поступления и Окончания курса «Разговорный Английский - Intermediate»
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Данный курс предназначен для тех студентов, которые:
Используют английский язык в своей повседневной жизни, но хотят улучшить владение им и уверенность в использовании

По окончании курса слушатели смогут:
Развитие коммуникационных способностей как в «реальной жизни»
Развитие навыков в произношении
Результаты обучения
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Курс Разговорный Английский Intermediate
предназначен для:

использования английского языка при посещении новых мест, разговоре о вашей организации)/работе, посещении ресторана и т.д.
использования знаний и опыта при описании должностных обязанностей, составлении электронной почты,  консультировании и рекомендациях
повышения навыков управления людьми и развития коммуникативных навыков
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Условия Поступления и Окончания курса «Разговорный Английский Upper – Intermediate»
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Данный курс предназначен для тех студентов, которые:
имеют хороший словарный запас и хорошее знание  грамматики
владеют английским языком, а также уверенно взаимодействуют со своими клиентами

По окончании курса слушатели смогут:
В организованной и эффективной манере общаться в с клиентами и другими деловыми партнерами
Результаты обучения
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Курс Разговорный Английский Upper – Intermediate
предназначен для:

использования  английского языка в таких ситуациях, как обсуждение вопросов управления, принятия финансовых решений и проведение собеседований с кандидатами
использования знаний и опыта при обращении клиентов, наставничестве членов команды и разговорах о текущих делах
свободного/комфортного общения между людьми и обмена информацией, используя свои навыки общения
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Условия Поступления и Окончания курса «Деловое Общение (Business Communication)»
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Данный курс предназначен для тех студентов, которые:
Ищут возможность для повышения своих навыков владения английским языком и использования его более точно в контексте работы
Хорошо владеют английским языком и ищут возможности для повышения эффективности коммуникации

По окончании курса слушатели смогут:
Эффективно общаться с коллегами и начальством в ситуациях, связанных с работой в организации

Результаты обучения
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Курс «Деловое общение» (Business Communication)
предназначен для:

использования английского языка для деловых целей
использования своих знаний и личного опыта и для выражения своих идей и мнений

Использование коммуникативных навыков возможно при  общении с коллегами и начальством в рабочих ситуациях, связанных с определенными процессами в организации.

Основные пункты курсов Aptech English
Курс включает в себя:
Материалы для студентов
Квалификационная таблица по  Aptech English
Квалификационная база Aptech English разработана в соответствии с Общеевропейской системой (CEFR) для языков. Квалификация  Aptech English делит учащихся на три основные уровня – начинающий, независимый и профессиональный.
Сертификаты по окончании курсов
Лингвистическая лаборатория
Aptech в сотрудничестве с корпорацией SANS Inc., Software and Network Solutions использует для данного курса уникальную технологию Sony Virtuoso™ Digital для Лингвистической Лаборатории для того, чтобы дать студентам  практический опыт обучения. Это позволяет студентам на практике освоить язык с помощью инновационных инструментов. Технология сочетает в себе 4 базовых принципа изучения любого языка – Слушание, Говорение, Чтение и Написание.

Преимущества языковой лаборатории:
Слушатели могут записать  и сравнить свои акцент и произношение слов
Слушатели могут повторить записывание несколько раз
Исправления могут быть внесены учителем в рабочем файле студента
Гибкий график для студента и преподавателя
Эффективно отслеживается время, потраченное
	студентом на занятие
Модуляция голоса используется как модель обучения
	студента
Этот курс будет реализован на Onlinevarsity, новом замечательном портале Aptech для обучения, с уровнем доступа для студентов 24 x 7.
Это Платформа (содержащая Контент и для Сотрудничества/Совместной работы) для студентов Aptech, которая помогает им осваивать новые программы и технологии.
Студенты Центра Aptech также получат книги через Onlinevarsity.
Они иметь доступ к книгам в любое время, в любом месте, на любом устройстве и в любой операционной системе (Windows, IOS, Android, Apple, с открытым исходным кодом)
Также студенты получают выгоду, имея доступ в чат репетира  и экспертному чату через Onlinevarsity.
Системные требования к лингвистической лаборатории
37


title: Презентация на тему: Awful animals of Australia

text:
Awful animals of Australia
Petrova Valeria
Jellyfish
Taipan
 Saltwater crocodile
 Blue-ringed octopus.
Stone fish
 The red striped spider
 Brown snake
 Tiger snake
 White shark
Funnel Web Spider
One of the most deadly animals in the world and Australia are the jellyfish. Jellyfish, lives on the coast near the Great coral reefs, have an extremely potent poison. Touching their legs are very painful and often leads to death.
Taipan is a large, fast and very venomous snake, is found throughout Australia. Taipan has most toxic venom of all species of snakes in the world, has a dark brown color and often occurs in sugar cane, where it hunts for rats. This snake usually lives in the far north of Australia in Queensland, the northern and western Australia, where winter is mild. Taipan usually stays away from people, but risk can and attack.
 Saltwater crocodile can grow to 18 feet (5.45 meters) in length and often live in Thailand, Vietnam and northern Australia. There are cases when they attacked the adult buffalo, and often attacked people.
Another serious threat to those who study water Australian blue-ringed octopus - one of the most toxic of marine creatures in the world found near the coast of Australia, New Guinea, Indonesia and the Philippines. Even an octopus the size of a golf ball has a poison which has no antidote. Its venom causes paralysis, eventually leading to cardiac arrest.
Known as the most venomous fish in the world, stone fish lives at the bottom of the reef, hid under the rocks. Venom at 13 spikes are on her back cause shock, paralysis and then death. They say the pain is so excruciating that it will lead to amputation of affected limbs.
This species is found throughout the continent of Australia and is best known deadly spider. The red striped spider has a neurotic poison, which causes severe pain, deaths are rare. Thousands of people bitten, but only 20% of the victims required medical treatment.
There are several species of snakes in the world,which have a brown color, but this kind of Pseudonaja, commonly found in Australia. It is Known as one of the deadliest inhabitants of Australia. The brown snake has venom, after entering into the body which kill him, if you do not apply treatment. Even young snake bite is fatal to humans.
Tiger snake is one of many poisonous snakes inhabiting Australia, particularly in southern regions. Although anti-venom resistance with value is readily available, the mortality from the bite of about 45%. In most states, is a protected species and any damage caused by this snake leads to a fine of up to $ 4000.
This is a very large shark known as white death, is the world's largest predatory fish. They live on the southern coast of Australia. Many of the attacks, is a test out of curiosity.
It is dark colored, and having similar to tarantulas and chelicerae broad venom glands that can pierce even the nails and shoes. They can be found on the east coast of Australia, New South Wales, Victoria and Queensland.


Презентация на тему: афганістан


title: Презентация на тему: Афоризмы и пословицы с компонентом "day"- день

text:
«day» - noun  countable
 Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday


title: Презентация на тему: AFRICA IN YOUR MIND

text:
AFRICA IN YOUR MIND
Discover Serengeti
It was 1913 and great stretches of Africa were still unknown to the white man when Stewart Edward White, an American hunter, set out from Nairobi. Pushing south, he recorded: "We walked for miles over burnt out country... Then I saw the green trees of the river, walked two miles more and found myself in paradise."
He had found Serengeti. In the years since White's excursion under "the high noble arc of the cloudless African sky," Serengeti has come to symbolize paradise to many of us. The Maasai, who had grazed their cattle on the vast grassy plains for millennia had always thought so.
   Two World Heritage Sites and two Biosphere Reserves have been established within the 30,000 km² region.
The Serengeti ecosystem is one of the oldest on earth. The essential features of climate, vegetation and fauna have barely changed in the past million years.
   Early man himself made an appearance in Olduvai Gorge about two million years ago. Some patterns of life, death, adaptation and migration are as old as the hills themselves.
   Over a million wildebeest and about 200,000 zebras flow south from the northern hills to the southern plains for the short rains every October and November, and then swirl west and north after the long rains in April, May and June.
   So strong is the ancient instinct to move that no drought, gorge or crocodile infested river can hold them back. The Wildebeest travel through a variety of parks, reserves and protected areas and through a variety of habitat.

Victoria Falls
   The Victoria Falls or Mosi-oa-Tunya (the Smoke that Thunders) is a waterfall situated in southern Africa on the Zambezi River between the countries of Zambia and Zimbabwe. The falls are some of the largest in the world.
   Victoria Falls is based on a width of 1.7 kilometers (1 mi) and height of 108 meters (360 ft), forming the largest sheet of falling water in the world.
Mount Kilimanjaro
   Kilimanjaro with its three volcanic cones, Kibo, Mawenzi, and Shira, is an inactive stratovolcano in north-eastern Tanzania rising 4,600 m (15,100 ft) from its base (and approximately 5,100 m (16,700 ft) from the plains near Moshi).
   It is additionally the highest peak in Africa at 5,891.8 metres (19,330 ft), providing a dramatic view of the surrounding plains.
WILDLIFE


title: Презентация на тему: Agatha Christie

text:
The Queen of Great Britain and Agatha Cristie
Agatha Christie and her work
Agatha Christie with Puaro and Miss Marpel
Tower
Click to edit Master title style
Click to edit Master text styles
Second level
Third level
Fourth level
Fifth level
Click to edit Master title style
Click to edit Master subtitle style

The Queen of Great Britain and Agatha Cristie
Agatha Christie and her work
Agatha Christie with Puaro and Miss Marpel
Tower
The Queen of Great Britain and Agatha Cristie
Agatha Christie and her work
Agatha Christie with Puaro and Miss Marpel
Tower
The Queen of Great Britain and Agatha Cristie
Agatha Christie and her work
Agatha Christie with Puaro and Miss Marpel
Tower
The Queen of Great Britain and Agatha Cristie
Agatha Christie and her work
Agatha Christie with Puaro and Miss Marpel
Tower
The Queen of Great Britain and Agatha Cristie
Agatha Christie and her work
Agatha Christie with Puaro and Miss Marpel
Tower
The Queen of Great Britain and Agatha Cristie
Agatha Christie and her work
Agatha Christie with Puaro and Miss Marpel
Tower
The Queen of Great Britain and Agatha Cristie
Agatha Christie writes the novels
Agatha Christie with Puaro and Miss Marpel
Tower
The Queen of Great Britain and Agatha Cristie
Agatha Christie writes the novels
Agatha Christie with Puaro and Miss Marpel
Tower
The Queen of Great Britain and Agatha Cristie
Agatha Christie writes the novels
Agatha Christie with Puaro and Miss Marpel
Tower
The Queen of Great Britain and Agatha Cristie
Agatha Christie writes the novels
Agatha Christie with Puaro and Miss Marpel
Tower
The Queen of Great Britain and Agatha Cristie
Agatha Christie writes the novels
Agatha Christie with Puaro and Miss Marpel
Tower
The Queen of Great Britain and Agatha Cristie
Agatha Christie writes the novels
Agatha Christie with Puaro and Miss Marpel
Tower


title: Презентация на тему: Африка


title: Презентация на тему: Africa (Африка)

text:
Click to edit Master title style
Click to edit Master text styles
Second level
Third level
Fourth level
Fifth level
Africa
More About Africa
Africa: Africa is the second-largest of the seven continents on Earth (Asia is the largest continent). Africa is bounded by the Atlantic Ocean on the west, the Indian Ocean on the east, the Mediterranean Sea on the north, and the Red Sea on the northeast.
Africa covers 11,700,000 square miles (30,300,000 square kilometers).
Countries: There are about 53 countries in Africa (some countries are disputed). The biggest country in Africa is Sudan, which covers 967,500 square miles (2,505,816 square kilometers). The countries with the largest populations in Africa are Nigeria (107,000,000 people), Egypt (64,800,000 people), and Ethiopia (58,700,000 people).
Highest and Lowest Points: The tallest point in Africa is Mt. Kilimanjaro, in Tanzania (eastern Africa). Mt. Kilimanjaro is 19,340 feet (5895 meters) tall. Africa has no long mountain chains.
The lowest point in Africa is Lake Assal, in Djibouti (in eastern Africa near the Horn of Africa); it is 512 feet (156 meters) below sea level.
Lakes: Africa's largest lake is Lake Victoria; it covers 26,836 square miles (69,500 square kilometers). Other large lakes in Africa are Lake Tanganyika, Lake Malawi, and Lake Chad.
Rivers: The longest river in Africa is the Nile River; it is 4,241 miles (6825 kilometers) long. Other long rivers in Africa include the Congo River, the Niger River and the Zambezi River.
Deserts: Africa has many vast deserts, including the largest hot desert in the world, the Sahara. The Sahara Desert is located in northern Africa and covers 3,500,000 square miles (9,065,000 square kilometers). The Kalahari, in southern Africa, is another large desert.
Islands: The biggest island off Africa is Madagascar, which is near the coast of southeast Africa. Madagascar covers 226,658 square miles (587,000 square kilometers). Other islands include the Seychelles (a chain of islands north of Madagascar), the Comoros (another chain of islands north of Madagascar), the Canary Islands (a chain of islands off the northwest coast), the Madeira Islands (another chain of islands off the northwest coast), the Cape Verde Islands (off the coast of western Africa), Equatorial Guinea (off the coast of Cameroon), and Sao Tome (southwest of Equatorial Guinea).
The Sahara
The boundaries of the Sahara are the Atlantic Ocean on the west, the Atlas Mountains and the Mediterranean Sea on the north, the Red Sea and Egypt on the east, and the Sudan and the valley of the Niger River on the south. Sahara is divided into western Sahara, the central Ahaggar Mountains, the Tibesti massif (a region of desert mountains and high plateaus), and the Libyan desert (the most arid region).
Egypt
Location: Northern Africa, bordering the Mediterranean Sea
Area - slightly more than three times the size of New Mexico (US)
Rivers include: Nile
Deserts: Egypt includes parts of the Sahara Desert and of the  Libyan Desert
Coastline: 2,450 km
Climate: desert; hot, dry summers with moderate winters
Natural hazards: periodic droughts; frequent earthquakes, flash floods, landslides, volcanic activity; hot, driving windstorm called khamsin occurs in spring; dust storms, sandstorms
Egypt
The Serengeti - Tanzania
The Animals
Tanzania
Location: Eastern Africa, bordering the Indian Ocean, between Kenya and Mozambique
Area - comparative: slightly larger than twice the size of California
Climate: varies from tropical along coast to temperate in highlands
Geography - Kilimanjaro is highest point in Africa; bordered by three of the largest lakes on the continent: Lake Victoria (the world's second-largest freshwater lake) in the north, Lake Tanganyika (the world's second deepest) in the west, and Lake Nyasa in the southwest
Languages: Swahili (official)

The Republic of Ghana
Location:  Western Africa, bordering the Gulf of Guinea, between Cote d'Ivoire and Togo
Area - comparative:  slightly smaller than Oregon
Land boundaries:  border countries: Burkina Faso 549 km, Cote d'Ivoire 668 km, Togo 877 km
Climate: tropical; warm and comparatively dry along southeast coast; hot and humid in southwest; hot and dry in north
Terrain: mostly low plains with dissected plateau in south-central area
Natural resources:    gold, timber, industrial diamonds, bauxite, manganese, fish, rubber, hydropower
Natural hazards:  dry, dusty, northeastern harmattan winds occur from January to March; droughts
Languages:  English
The Dogon of  Mali
Mali
Location: Western Africa, southwest of Algeria
Area - comparative: slightly less than twice the size of Texas
Land boundaries: border countries: Algeria 1,376 km, Burkina Faso 1,000 km, Guinea 858 km, Cote d'Ivoire 532 km, Mauritania 2,237 km, Niger 821 km, Senegal 419 km Coastline: landlocked
Climate: subtropical to arid; hot and dry February to June; rainy, humid, and mild June to November; cool and dry November to February
Terrain: mostly flat to rolling northern plains covered by sand; savanna in south, rugged hills in northeast
Languages: French
South AfricaNelson Mandela, diamonds

Former President, African National Congress
Former President of South Africa
South Africa
Location: Southern Africa, at the southern tip of the continent of Africa
Area: includes Prince Edward Islands (Marion Island and Prince Edward Island)
Area - comparative: slightly less than twice the size of Texas
Land boundaries: border countries: Botswana 1,840 km, Lesotho 909 km, Mozambique 491 km, Namibia 967 km, Swaziland 430 km, Zimbabwe 225 km
Climate: mostly semiarid; subtropical along east coast; sunny days, cool nights
Terrain:vast interior plateau rimmed by rugged hills and narrow coastal plain
Natural resources:gold, chromium, antimony, coal, iron ore, manganese, nickel, phosphates, tin, uranium, gem diamonds, platinum, copper, vanadium, salt, natural gas
Religions: Christian 68%
Languages: 11 official languages
Niger
Western Africa, southeast of Algeria
Area - comparative:  lightly less than twice the size of Texas
Land boundaries: border countries: Algeria 956 km, Benin 266 km, Burkina Faso 628 km, Chad 1,175 km, Libya 354 km, Mali 821 km, Nigeria 1,497 km
Coastline:  landlocked
Climate: desert; mostly hot, dry, dusty; tropical in extreme south
Terrain:  predominately desert plains and sand dunes; flat to rolling plains in south; hills in north
Elevation extremes:    lowest point: Niger River 200 m highest point: Mont Bagzane 2,022 m
Natural resources:    uranium, coal, iron ore, tin, phosphates, gold, petroleum
Natural hazards: recurring droughts
Languages:  French
Nigeria
Western Africa, bordering the Gulf of Guinea
Area - comparative:  lightly more than twice the size of California
Land boundaries: border countries: Benin 773 km, Cameroon 1,690 km, Chad 87 km, Niger 1,497 km
Coastline:  53 km
Climate:  varies; equatorial in south, tropical in center, arid in north
Terrain:  southern lowlands merge into central hills and plateaus; mountains in southeast, plains in north
Elevation extremes:    lowest point: Atlantic Ocean 0 m highest point: Chappal Waddi 2,419 m
Natural resources:  natural gas, petroleum, tin, columbite, iron ore, coal, limestone, lead, zinc, arable land
Natural hazards:  periodic droughts; flooding
Geography - note:    the Niger enters the country in the northwest and flows southward through tropical rain forests and swamps to its delta in the Gulf of Guinea
Languages: English
Dem Rep of Congo
Location:Central Africa, northeast of Angola
Area - comparative: slightly less than one-fourth the size of the US
Land boundaries: border countries: Angola 2,511 km (of which 225 km is the boundary of Angola's discontiguous Cabinda Province), Burundi 233 km, Central African Republic 1,577 km, Republic of the Congo 2,410 km, Rwanda 217 km, Sudan 628 km, Tanzania 459 km, Uganda 765 km, Zambia 1,930 km
Climate:tropical; hot and humid in equatorial river basin; cooler and drier in southern highlands; cooler and wetter in eastern highlands; north of Equator - wet season April to October, dry season December to February; south of Equator - wet season November to March, dry season April to October
Terrain:vast central basin is a low-lying plateau; mountains in east
Natural resources:cobalt, copper, cadmium, petroleum, industrial and gem diamonds, gold, silver, zinc, manganese, tin, germanium, uranium, radium, bauxite, iron ore, coal, hydropower, timber
Languages:French
Congo River
Africa


title: Презентация на тему: Abandoned theatres of the USA

text:
Abandoned Theatres of the USA
Modern conveniences are constantly making our lives easier, however it may come at a cost; losing some beautiful structures to history as they become abandoned places.
Paramount Theater
Opened on October 11, 1886 as H.C. Miner’s Newark Theater. It was originally a vaudeville house managed by Hyde & Behman Amusement Co., a Brooklyn based theater management company. After H.C. Miner’s death in 1900, his surviving relatives retained ownership of the theater for several years until its sale in 1916 to Edward Speigel, the owner of the nearby Strand Theater. Speigel also purchased the building next to the theater with intent to use the space to expand the theater. To accomplish this he hired famed theater architect Thomas W. Lamb to do the alterations. In 1917, Thomas Lamb remodeled the theatre in an Adam style.
The former Paramount Theater still boasts the vertical ‘Paramount’ sign, as well as the ‘Newark’ marquee. The Paramount Theater was closed on April 1, 1986.
Although a retail store operated out of the former lobby until around April 2011, a store employee confirmed that behind the drop ceilings and walls remains much of the old theater, complete with stage area and balcony seating intact.

A vintage postcard view of the Newark Theatre in the 1890’s/1900’s, prior to its 1917 remodeling.
Sweet past
How it’s nowadays
Victory Theatre, Holyoke, Massachusetts
The stunning Victory Theatre opened in 1920 and began its days as a “combination house”, providing both live and film entertainment.  It was a thriving venue for vaudeville (variety shows) and silent motion pictures until 1931 when it switched to an all-movie format, consistent with other old theatres that were adapted for cinema audiences.
Despite suffering fire damage in 1942, the single-screen Victory Theatre thrilled moviegoers for almost 60 years before the curtain fell in 1979.  The stunning 1,680 seat Baroque theatre has remained empty ever since, but is set to reopen in 2012 following a major renovation, 33 years after its final closure.

Leow’s Kings Theatre, Brooklyn, New York
The magnificent Leow’s Kings Theatre in Brooklyn opened in 1929 and introduced several youngsters to film, including Sylvester Stallone and Henry Winkler who worked there as ushers.  A $70 million renovation plan is currently underway, which will make Leow’s Kings the third largest theatre in New York City when it reopens.
Loew’s Majestic Theatre
The Loew’s Majestic Theatre opened on November 4, 1922 in Bridgeport, Connecticut. It was designed by architect Thomas W. Lamb in the Neo-Renaissance style, with frescoes of Italian formal gardens in the auditorium. The Majestic celebrated its opening with a special event. Eddie Cantor, a Broadway actor turned movie star headlined the show with a Parisian review titled “Make It Snappy.” Like most theaters of its day the Majestic used gimmicks to generate buzz about its films. During a 1935 screening of “Mark of the Vampire,” a woman was hired to scream and faint during the screening.  She was then taken to a waiting ambulance (all part of the act).
The Majestic was sold, along with the Palace, to Loew’s Theatres Incorporated in 1934. Loew’s Theatre Inc. closed the Majestic theater in 1967, eventually selling the building in the early 1970s. Both theaters in the complex were reopened and closed several times before closing permanently in 1975. Today, the Majestic theater auditorium is used as a storage space for a local cabaret theater company.
Other lost-in-time theatres
Detroit, Michigan

Latham, New York

Norwich, Connecticut

Boston, Massachusetts


title: Презентация на тему: African youth

text:
African  youth

Young people in the Africa have their problems and hobbies. I tell about some of them.
Africa's biggest problem is hunger. Every year thousands of people die.
Most scientists think the birthplace of AIDS Africa.
Education young people in Africa are not up to the mark.
Sports in Africa is presented different kinds of sports.
The most popular sport is football.
Despite the poverty, hunger and illness Africans are cheerful and friendly.
The end


title: Презентация на тему: Wage Determination Appendix

text:
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Second level
Third level
Fourth level
Fifth level
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Second level
Third level
Fourth level
Fifth level
13A
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Second level
Third level
Fourth level
Fifth level
McGraw-Hill/Irwin
        Copyright © 2009 by The McGraw-Hill Companies, Inc. All rights reserved.
Click to edit Master title style
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Second level
Third level
Fourth level
Fifth level
Click to edit Master text styles
Second level
Third level
Fourth level
Fifth level
Wage Determination
Appendix
        Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved.
McGraw-Hill/Irwin
Union Membership
15.3 million workers in 2009
8 million in AFL-CIO (The American Federation of Labor and Congress of Industrial Organizations )
6 million in Change to Win The Change to Win Federation (CtW) is a coalition of American labor unions
Remaining in other independent unions
LO7
Unionization rate highest among:
Government
Telecommunication
Transportation
Construction
Manufacturing
Lowest among:
Finance
Agriculture
Retail Trade
LO7
Union Membership
Distribution of union membership
13% men versus 11% women
14% African American versus 12% white
11% Asians
10% Hispanics
LO7
Union Membership
LO7
Union Membership
Decline of Unionism
22 million workers in 1980
15.3 million workers in 2009
Structural changes in economy
Increased management opposition to unions
Substitution of machinery for workers
Improved wages, fringe benefits, and working conditions
LO7
Collective Bargaining
Union status
Closed shop
Union shop
Agency shop
Open shop
(A closed shop is a form of union security agreement under which the employer agrees to hire unionmembers only, and employees must remain members of the union at all times in order to remain employed)
LO7
Collective Bargaining
Managerial prerogatives
Wages and hours
Seniority and job protection
Grievance procedures
LO7
The Bargaining Process
Begins 60 days before contract expires
Possibility of strike
Compromise
National Labor Relations Board
LO7
Economic Effects of Unions
Featherbedding and work rules
Output losses from strikes
Efficiency losses from labor misallocation
Offsetting factors

Featherbedding is the practice of hiring more workers than are needed to perform a given job, or to adopt work procedures which appear pointless, complex and time-consuming merely to employ additional workers.
The term "make-work" is sometimes used as a synonym for featherbedding.
LO7
Wn
Wage Rate
Sector 1: Union
Employment
Wage Rate
Sector 2: Nonunion
Employment
N1
0
0
Du=MRP
B
A
C
N2
Wu
Wn
D
E
Ws
Dn=MRP
N1
N3
Economics Effects of Unions
LO7
Manifestation in the Netherlands for the eight-hour day, 1924
Distribution of union membership
13% men versus 11% women
14% African American versus 12% white
11% Asians
10% Hispanics
A trade union (British English, where also amalgamation is used), labour union (Canadian English) or labor union (American English)
LO7
Union Membership


title: Презентация на тему: Age limits

text:
What age young people can…?

Young people in Britain can…

Young people in Russia  can…

Young people can…

Put   to   into the gaps where it is necessary
I want him …    help me.

She was not permitted …   attend any school activities.

Some people let their kids …    do whatever they like.

I can’t make him …    learn the rules by heart.

to
to
-
-
5. The rain made us …   come home.

6. My parents wouldn’t allow me …    go to the party.

7. He was forbidden …    leave the house.

8. Let Marat  …    have go on the computer.

Put   to   into the gaps where it is necessary
-
-
to
to


title: Презентация на тему: A FOREST FIRE

text:
A FOREST FIRE
The cause of forest fire are:
90 % from people;
natural and climatic conditions;

Fire is a death

A fire Service
largest fire, Israel


title: Презентация на тему: Aggregate Demand and Aggregate Supply

text:
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Click to edit Master text styles
Second level
Third level
Fourth level
Fifth level
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Second level
Third level
Fourth level
Fifth level
Aggregate Demand and Aggregate Supply
29
McGraw-Hill/Irwin
        Copyright © 2012 by The McGraw-Hill Companies, Inc. All rights reserved.
Aggregate Demand
Real GDP desired at each price level
Inverse relationship
Real balances effect
Interest effect
Foreign purchases effect
LO1
Aggregate Demand
Real domestic output, GDP
Price level
AD
LO1
0
Changes in Aggregate Demand
Real domestic output, GDP
Price level
AD1
AD3
AD2
LO1
0
Consumer Spending
Consumer wealth
Household borrowing
Consumer expectations
Personal taxes
LO1
Investment Spending
Real interest rates
Expected returns
Expectations about future business conditions
Technology
Degree of excess capacity
Business taxes
LO1
Government Spending
Government spending increases
Aggregate demand increases (as long as interest rates and tax rates do not change)
More transportation projects
Government spending decreases
Aggregate demand decreases
Less military spending
LO1
Net Export Spending
National income abroad
Exchange rates
Dollar depreciation
Dollar appreciation
LO1
Aggregate Supply
Total real output produced at each price level
Relationship depends on time horizon
Immediate short run
Short run
Long run
LO2
AS: Immediate Short Run
Real domestic output, GDP
Price level
ASISR
Qf
Immediate-short-run
aggregate supply
P1
0
LO2
Aggregate Supply: Short Run
Real domestic output, GDP
Price level
0
Qf
AS
Aggregate supply
(short run)
LO2
Aggregate Supply: Long Run
Real domestic output, GDP
Price level
ASLR
Qf
0
Long-run
aggregate
supply
LO2
Changes in Aggregate Supply
Determinants of aggregate supply
Shift factors
Collectively position the AS curve
Changes raise or lower per-unit production costs
LO2
Changes in Aggregate Supply
Real domestic output, GDP
Price level
AS1
AS3
AS2
0
LO2
Input Prices
Domestic resource prices
Labor
Capital
Land
Prices of imported resources
Imported oil
Exchange rates
LO2
Productivity
Real output per unit of input
Increases in productivity reduce costs
Decreases in productivity increase costs
LO2
Per-unit production cost
=
total input cost
total output
Productivity
=
total output
total inputs
Legal-Institutional Environment
Legal changes alter per-unit costs of output
Taxes and subsidies
Extent of government regulation
LO2
Equilibrium
Real domestic output, GDP
(billions of dollars)
Price level (index numbers)
100
92
502
510
514
a
b
AD
AS
Real Output Demanded
(Billions)
Price Level
(Index Number)
Real Output
Supplied
(Billions)
$506
108
$513
  508
104
  512
  510
100
  510
  512
96
  507
  514
92
  502
0
LO3
Increases in AD: Demand-Pull Inflation
Real domestic output, GDP
Price level
AD1
AS
P1
P2
Q2
Q1
Qf
AD2
0
LO4
Decreases in AD: Recession
Real domestic output, GDP
Price level
AD1
AS
P1
P2
Q1
 Q2
Qf
AD2
c
a
b
0
LO4
Decreases in AS: Cost-Push Inflation
Real domestic output, GDP
Price level
AD
AS1
P1
P2
Q1
Qf
AS2
a
b
0
LO4
Increases in AS: Full-Employment
Real domestic output, GDP
Price level
AD1
AS2
P1
P2
 Q2
Q1
AS1
b
AD2
c
P3
Q3
a
0
LO4


title: Презентация на тему: Agreement in cognition, discourse, and syntax

text:
Agreement in cognition,discourse, and syntax
Bamberg,February 1, 2013
Strangeness of agreement
Agreement as formal control
Origin of the dominant linguistic usage
Formal control agreement is derivative from parallel agreement
Formal control agreement terminology in Paul 1880
Formal control-style understanding of agreement
Agreement and reference
Terminology (person agreement)
Terminology (person agreement)
Reduced reference and agreement
Reference: the process of mentioning mental entities (referents) in discourse by means of referential expressions
Referential choice
Syntactic anaphora?
Reference and referential choice are fundamentally discourse-based, cognitively-driven processes
Is there something like syntactic anaphora?
A mother and her child
I gave John his ticket
I promised John to give him his ticket
Tight syntactic contexts: inside a noun phrase, inside a clause, between closely connected clauses
To account for such syntactic usages, one can still employ a full-scale cognitively based explanation
But it may be sometimes more economical to account for syntactic usages with the help of simple and automatic rules
Including in terms of formal control from the antecedent
Antecedent functions as a placeholder, formal representative of the usual cognitive controller
Syntactic anaphora is grammaticalization or routinization of the more general process of discourse-based reduced reference

Discourse use of broader agreement (bound pronouns)
Polypersonal broader agreement (Navajo)
Broader agreement
Cooccurrence does not mean cause-effect or control relationship
		Controller-target relationship?
Narrow agreement
Formal control view of agreement
CONTROLLER			TARGET
art	 				nouveau
sie					kommen
??			    ???	rogabat
Discourse-based, parallel agreement

art	 				nouveau
sie					kommen
quaerebat			rogabat
Grammaticalization of discourse-based agreement
CONTROLLER			TARGET
art	 				nouveau
sie					kommen
					rogabat
Disagreement
Inconsistency
Absence of explicit controller
Pulaar-Fulfulde
Detailed gender system allows easy substantivization of adjectives and participles into nouns (Koval 2006)
First and second person problem
Multiple agreement marking
Conclusions
In terms of the extent of relevant evidence, broadly understood agreement is close to broadly understood  reduced reference
The broad understanding of agreement makes us lift the formal control view
Manifestation of referential features  in discourse is controlled by the cognitive structure: mapping
Observed identity of features on constituents is a result of this cognitive mapping: parallel agreement

Conclusions
Syntactic (narrow) agreement, compatible with the formal control view, is grammaticalization of the more general discourse-cognitive process
The tighter the constituent, the more likely is such grammaticalization, and this explains the Agreement Hierarchy
Frequent mismatches can be explained by independent mapping onto different constituents
These mismatches and difficulties betray the derivative character of agreement
Agreement phenomena are a periphery of the underlying process of discourse reference
Acknowledgements
Mira Bergelson
Olga Fedorova
Diana Forker
Geoffrey Haig
Antonina Koval
Hermann Paul
References
Barlow 1992
Biber et al. 1999
Bock and Middleton 2011
Bosch 1983
Corbett 2006
Dowty and Jacobson 1989
Eberhard et al. 2006
Kibrik 2011
Koval 2006
Paul 1880/1891
Pollard and Sag 1994
Siewierska 2004
Vigliocco et al. 1996
Vigliocco and Hartsuiker 2005
Thank you for your attention
Andrej A. Kibrik (Institute of Linguistics RAN
and Lomonosov Moscow State University)aakibrik@gmail.com
German
Latin
Lyélé (Gur)
Example
+
Necessary local antecedent
sie komm-en
Narrow agreement marker
veni-unt
Bound pronoun
bè yi
+
Free pronoun
Free word
broader agreement
broadest agreement
German
Latin
Lyélé (Gur)
Example
+
Necessary local antecedent
sie komm-en
Narrow agreement marker
veni-unt
Bound pronoun
bè yi
+
Free pronoun
Free word
reduced reference
extended reduced reference
The Victorian house that Ms. Johnson is inspecting has been deemed unsafe by town officials. But she asks a workman toting the bricks from the lawn to give her a boost through an open first-floor window. Once inside, she spends nearly four hours Ø measuring and diagramming each room in the 80-year-old house, Ø gathering enough information to Ø estimate what it would cost to rebuild it. She snaps photos of the buckled floors and the plaster that has fallen away from the walls.
Bound tenacious pronouns
R
R
bull newborn
ngaar-i mbaddi-ri
NDI
newborn calf
mbaddi-ri
newborn
nagg-e yoor-nge
nagg-e saaj-e
nyal-e wadd-e
suka badd-o
source phrase
cow dry
NGE
milkless cow
yoor-nge
be dry
cow white-bellied
NGE
white-bellied cow
saaj-e
white-bellied
heifer newborn
NGE
newborn heifer
wadd-e
newborn
child newborn
O
infant
badd-o
newborn
gloss
class
gloss
subst. adj./part.
root gloss
agreement suffix
gender suffix
on noun
Each pronominal element is produced independently
Hermann Paul, 1880
§214
In den flektierenden Sprachen besteht die Tendenz Wörter, die in einer Beziehung zueinander stehen, für die es kein besonderes Ausdrucksmittel gibt, möglichst in formelle Übereinstimmung miteinander zu setzen. Hierher gehört die Kongruenz in Genus, Numerus, Kasus, Person, wie sie zwischen einem Subst. und einem dazu gehörigen Präd. oder Attribut oder einem dasselbe vertretenden Pron. oder Adj. besteht; als verwandte Erscheinungen können wir auch die Übereinstimmung in Tempus und Modus innerhalb einer Periode anreihen. Diese Kongruenz ist keineswegs durchgängig als etwas anzusehen, was sich selbstverständlich aus der Natur des logischen Verhältnisses ergibt. Es ist z.B. gar kein logischer Grund vorhanden, warum das Adj. an dem Geschlechte, Numerus und Kasus des Substantivums partizipieren müsste. Wir haben uns vielmehr die Sache so zu denken. Den Ausgangspunkt für die Entstehung der Kongruenz haben solche Fälle gebildet, in denen die formelle Übereinstimmung eines Wortes mit einem andern nicht durch Rücksichtnahme auf dasselbe herbeigeführt, sondern nur durch die Gleichheit der Beziehung bedingt ist. Nachdem aber die Kongruenz als solche empfunden ist, hat sie ihr Gebiet durch analogische Übertragung auf andere Fälle weiter ausgebreitet. Dass dies der Entwickelungsgang gewesen ist, werden wir am besten erkennen, wenn wir zunächst solche Fälle betrachten, an denen sich die Ausbreitung der Kongruenz noch geschichtlich verfolgen lässt.
http://gutenberg.spiegel.de/buch/2742/20

English:
Principles of the history of language. Translated by H.A. Strong. London: Longmans, Green, and Co. 1891.
http://archive.org/stream/cu31924026442586#page/n388/mode/1up

On concord, p. 339, section 510
Mention symmetric, reciprocal, and parallel
Agreement in cognition,discourse, and syntax
Bamberg,February 1, 2013
Strangeness of agreement
Agreement as formal control
Origin of the dominant linguistic usage
Formal control agreement is derivative from parallel agreement
Formal control agreement terminology in Paul 1880
Formal control-style understanding of agreement
Agreement and reference
Terminology (person agreement)
Terminology (person agreement)
Reduced reference and agreement
Reference: the process of mentioning mental entities (referents) in discourse by means of referential expressions
Referential choice
Syntactic anaphora?
Reference and referential choice are fundamentally discourse-based, cognitively-driven processes
Is there something like syntactic anaphora?
A mother and her child
I gave John his ticket
I promised John to give him his ticket
Tight syntactic contexts: inside a noun phrase, inside a clause, between closely connected clauses
To account for such syntactic usages, one can still employ a full-scale cognitively based explanation
But it may be sometimes more economical to account for syntactic usages with the help of simple and automatic rules
Including in terms of formal control from the antecedent
Antecedent functions as a placeholder, formal representative of the usual cognitive controller
Syntactic anaphora is grammaticalization or routinization of the more general process of discourse-based reduced reference

Discourse use of broader agreement (bound pronouns)
Polypersonal broader agreement (Navajo)
Broader agreement
Cooccurrence does not mean cause-effect or control relationship
		Controller-target relationship?
Narrow agreement
Formal control view of agreement
CONTROLLER			TARGET
art	 				nouveau
sie					kommen
??			    ???	rogabat
Discourse-based, parallel agreement

art	 				nouveau
sie					kommen
quaerebat			rogabat
Grammaticalization of discourse-based agreement
CONTROLLER			TARGET
art	 				nouveau
sie					kommen
					rogabat
Disagreement
Inconsistency
Absence of explicit controller
Pulaar-Fulfulde
Detailed gender system allows easy substantivization of adjectives and participles into nouns (Koval 2006)
First and second person problem
Multiple agreement marking
Conclusions
In terms of the extent of relevant evidence, broadly understood agreement is close to broadly understood  reduced reference
The broad understanding of agreement makes us lift the formal control view
Manifestation of referential features  in discourse is controlled by the cognitive structure: mapping
Observed identity of features on constituents is a result of this cognitive mapping: parallel agreement

Conclusions
Syntactic (narrow) agreement, compatible with the formal control view, is grammaticalization of the more general discourse-cognitive process
The tighter the constituent, the more likely is such grammaticalization, and this explains the Agreement Hierarchy
Frequent mismatches can be explained by independent mapping onto different constituents
These mismatches and difficulties betray the derivative character of agreement
Agreement phenomena are a periphery of the underlying process of discourse reference
Acknowledgements
Mira Bergelson
Olga Fedorova
Diana Forker
Geoffrey Haig
Antonina Koval
Hermann Paul
Thank you for your attention
References
Barlow 1992
Biber et al. 1999
Bock and Middleton 2011
Bosch 1983
Corbett 2006
Dowty and Jacobson 1989
Eberhard et al. 2006
Kibrik 2011
Koval 2006
Paul 1880/1891
Pollard and Sag 1994
Siewierska 2004
Vigliocco et al. 1996
Vigliocco and Hartsuiker 2005
Agreement in cognition,discourse, and syntax
Bamberg,February 1, 2013
Strangeness of agreement
Agreement as formal control
Origin of the dominant linguistic usage
Formal control agreement is derivative from parallel agreement
Formal control agreement terminology in Paul 1880
Formal control-style understanding of agreement
Agreement and reference
Terminology (person agreement)
Terminology (person agreement)
Reduced reference and agreement
Reference: the process of mentioning mental entities (referents) in discourse by means of referential expressions
Referential choice
Syntactic anaphora?
Reference and referential choice are fundamentally discourse-based, cognitively-driven processes
Is there something like syntactic anaphora?
A mother and her child
I gave John his ticket
I promised John to give him his ticket
Tight syntactic contexts: inside a noun phrase, inside a clause, between closely connected clauses
To account for such syntactic usages, one can still employ a full-scale cognitively based explanation
But it may be sometimes more economical to account for syntactic usages with the help of simple and automatic rules
Including in terms of formal control from the antecedent
Antecedent functions as a placeholder, formal representative of the usual cognitive controller
Syntactic anaphora is grammaticalization or routinization of the more general process of discourse-based reduced reference

Discourse use of broader agreement (bound pronouns)
Polypersonal broader agreement (Navajo)
Broader agreement
Cooccurrence does not mean cause-effect or control relationship
		Controller-target relationship?
Narrow agreement
Formal control view of agreement
CONTROLLER			TARGET
art	 				nouveau
sie					kommen
??			    ???	rogabat
Discourse-based, parallel agreement

art	 				nouveau
sie					kommen
quaerebat			rogabat
Grammaticalization of discourse-based agreement
CONTROLLER			TARGET
art	 				nouveau
sie					kommen
					rogabat
Disagreement
Inconsistency
Absence of explicit controller
Pulaar-Fulfulde
Detailed gender system allows easy substantivization of adjectives and participles into nouns (Koval 2006)
First and second person problem
Multiple agreement marking
Conclusions
In terms of the extent of relevant evidence, broadly understood agreement is close to broadly understood  reduced reference
The broad understanding of agreement makes us lift the formal control view
Manifestation of referential features  in discourse is controlled by the cognitive structure: mapping
Observed identity of features on constituents is a result of this cognitive mapping: parallel agreement

Conclusions
Syntactic (narrow) agreement, compatible with the formal control view, is grammaticalization of the more general discourse-cognitive process
The tighter the constituent, the more likely is such grammaticalization, and this explains the Agreement Hierarchy
Frequent mismatches can be explained by independent mapping onto different constituents
These mismatches and difficulties betray the derivative character of agreement
Agreement phenomena are a periphery of the underlying process of discourse reference
Acknowledgements
Mira Bergelson
Olga Fedorova
Diana Forker
Geoffrey Haig
Antonina Koval
Hermann Paul
Thank you for your attention
References
Barlow 1992
Biber et al. 1999
Bock and Middleton 2011
Bosch 1983
Corbett 2006
Dowty and Jacobson 1989
Eberhard et al. 2006
Kibrik 2011
Koval 2006
Paul 1880/1891
Pollard and Sag 1994
Siewierska 2004
Vigliocco et al. 1996
Vigliocco and Hartsuiker 2005
Agreement in cognition,discourse, and syntax
Bamberg,February 1, 2013
Strangeness of agreement
Agreement as formal control
Origin of the dominant linguistic usage
Formal control agreement is derivative from parallel agreement
Formal control agreement terminology in Paul 1880
Formal control-style understanding of agreement
Agreement and reference
Terminology (person agreement)
Terminology (person agreement)
Reduced reference and agreement
Reference: the process of mentioning mental entities (referents) in discourse by means of referential expressions
Referential choice
Syntactic anaphora?
Reference and referential choice are fundamentally discourse-based, cognitively-driven processes
Is there something like syntactic anaphora?
A mother and her child			NP
I gave John his ticket			Clause
I promised John to give him his ticket	Closely connected clauses
To account for such syntactic usages, one can still employ a full-scale cognitively based explanation
But it may be sometimes more economical to account for syntactic usages with the help of simple and automatic rules
Including in terms of formal control from the antecedent
Antecedent functions as a placeholder, formal representative of the usual cognitive controller
Syntactic anaphora is grammaticalization or routinization of the more general process of discourse-based reduced reference

Discourse use of broader agreement (bound pronouns)
Polypersonal broader agreement (Navajo)
Broader agreement
Cooccurrence does not mean cause-effect or control relationship
		Controller-target relationship?
Narrow agreement
Formal control view of agreement
CONTROLLER			TARGET
art	 				nouveau
sie					kommen
??			    ???	rogabat
Discourse-based, parallel agreement

art	 				nouveau
sie					kommen
quaerebat			rogabat
Grammaticalization of discourse-based agreement
CONTROLLER			TARGET
art	 				nouveau
sie					kommen
					rogabat
Disagreement
Inconsistency
Absence of explicit controller
Pulaar-Fulfulde
Detailed gender system allows easy substantivization of adjectives and participles into nouns (Koval 2006)
First and second person problem
Multiple agreement marking
Conclusions
In terms of the extent of relevant evidence, broadly understood agreement is close to broadly understood  reduced reference
The broad understanding of agreement makes us lift the formal control view
Manifestation of referential features  in discourse is controlled by the cognitive structure: mapping
Observed identity of features on constituents is a result of this cognitive mapping: parallel agreement

Conclusions
Syntactic (narrow) agreement, compatible with the formal control view, is grammaticalization of the more general discourse-cognitive process
The tighter the constituent, the more likely is such grammaticalization, and this explains the Agreement Hierarchy
Frequent mismatches can be explained by independent mapping onto different constituents
These mismatches and difficulties betray the derivative character of agreement
Agreement phenomena are a periphery of the underlying process of discourse reference
Acknowledgements
Mira Bergelson
Olga Fedorova
Diana Forker
Geoffrey Haig
Antonina Koval
Hermann Paul
Thank you for your attention
References
Barlow 1992
Biber et al. 1999
Bock and Middleton 2011
Bosch 1983
Corbett 2006
Dowty and Jacobson 1989
Eberhard et al. 2006
Kibrik 2011
Koval 2006
Paul 1880/1891
Pollard and Sag 1994
Siewierska 2004
Vigliocco et al. 1996
Vigliocco and Hartsuiker 2005
Agreement in cognition,discourse, and syntax
Bamberg,February 1, 2013
Strangeness of agreement
Agreement as formal control
Origin of the dominant linguistic usage
Formal control agreement is derivative from parallel agreement
Formal control agreement terminology in Paul 1880
Formal control-style understanding of agreement
Agreement and reference
Terminology (person agreement)
Terminology (person agreement)
Reduced reference and agreement
Reference: the process of mentioning mental entities (referents) in discourse by means of referential expressions
Referential choice
Syntactic anaphora?
Reference and referential choice are fundamentally discourse-based, cognitively-driven processes
Is there something like syntactic anaphora?
A mother and her child			NP
I gave John his ticket			Clause
I promised John to give him his ticket	Closely connected clauses
To account for such syntactic usages, one can still employ a full-scale cognitively based explanation
But it may be sometimes more economical to account for syntactic usages with the help of simple and automatic rules
Including in terms of formal control from the antecedent
Antecedent functions as a placeholder, formal representative of the usual cognitive controller
Syntactic anaphora is grammaticalization or routinization of the more general process of discourse-based reduced reference

Discourse use of broader agreement (bound pronouns)
Polypersonal broader agreement (Navajo)
Broader agreement
Cooccurrence does not mean cause-effect or control relationship
		Controller-target relationship?
Narrow agreement
Formal control view of agreement
CONTROLLER			TARGET
art	 				nouveau
sie					kommen
??			    ???	rogabat
Discourse-based, parallel agreement

art	 				nouveau
sie					kommen
quaerebat			rogabat
Grammaticalization of discourse-based agreement
CONTROLLER			TARGET
art	 				nouveau
sie					kommen
					rogabat
Disagreement
Inconsistency
Absence of explicit controller
Pulaar-Fulfulde
Detailed gender system allows easy substantivization of adjectives and participles into nouns (Koval 2006)
First and second person problem
Multiple agreement marking
Conclusions
In terms of the extent of relevant evidence, broadly understood agreement is close to broadly understood  reduced reference
The broad understanding of agreement makes us lift the formal control view
Manifestation of referential features  in discourse is controlled by the cognitive structure: mapping
Observed identity of features on constituents is a result of this cognitive mapping: parallel agreement

Conclusions
Syntactic (narrow) agreement, compatible with the formal control view, is grammaticalization of the more general discourse-cognitive process
The tighter the constituent, the more likely is such grammaticalization, and this explains the Agreement Hierarchy
Frequent mismatches can be explained by independent mapping onto different constituents
These mismatches and difficulties betray the derivative character of agreement
Agreement phenomena are a periphery of the underlying process of discourse reference
Acknowledgements
Mira Bergelson
Olga Fedorova
Diana Forker
Geoffrey Haig
Antonina Koval
Hermann Paul
Thank you for your attention
References
Barlow 1992
Biber et al. 1999
Bock and Middleton 2011
Bosch 1983
Corbett 2006
Dowty and Jacobson 1989
Eberhard et al. 2006
Kibrik 2011
Koval 2006
Paul 1880/1891
Pollard and Sag 1994
Siewierska 2004
Vigliocco et al. 1996
Vigliocco and Hartsuiker 2005
Each pronominal element is produced independently
Agreement in cognition,discourse, and syntax
Bamberg,February 1, 2013
Strangeness of agreement
Agreement as formal control
Origin of the dominant linguistic usage
Formal control agreement is derivative from parallel agreement
Formal control agreement terminology in Paul 1880
Formal control-style understanding of agreement
Agreement and reference
Terminology (person agreement)
Terminology (person agreement)
Reduced reference and agreement
Reference: the process of mentioning mental entities (referents) in discourse by means of referential expressions
Referential choice
Syntactic anaphora?
Reference and referential choice are fundamentally discourse-based, cognitively-driven processes
Is there something like syntactic anaphora?
A mother and her child			NP
I gave John his ticket			Clause
I promised John to give him his ticket	Closely connected clauses
To account for such syntactic usages, one can still employ a full-scale cognitively based explanation
But it may be sometimes more economical to account for syntactic usages with the help of simple and automatic rules
Including in terms of formal control from the antecedent
Antecedent functions as a placeholder, formal representative of the usual cognitive controller
Syntactic anaphora is grammaticalization or routinization of the more general process of discourse-based reduced reference

Discourse use of broader agreement (bound pronouns)
Polypersonal broader agreement (Navajo)
Broader agreement
Cooccurrence does not mean cause-effect or control relationship
		Controller-target relationship?
Narrow agreement
Formal control view of agreement
CONTROLLER			TARGET
art	 				nouveau
sie					kommen
??			    ???	rogabat
Discourse-based, parallel agreement

art	 				nouveau
sie					kommen
quaerebat			rogabat
Grammaticalization of discourse-based agreement
CONTROLLER			TARGET
art	 				nouveau
sie					kommen
					rogabat
Disagreement
Inconsistency
Absence of explicit controller
Pulaar-Fulfulde
Detailed gender system allows easy substantivization of adjectives and participles into nouns (Koval 2006)
First and second person problem
Multiple agreement marking
Conclusions
In terms of the extent of relevant evidence, broadly understood agreement is close to broadly understood  reduced reference
The broad understanding of agreement makes us lift the formal control view
Manifestation of referential features  in discourse is controlled by the cognitive structure: mapping
Observed identity of features on constituents is a result of this cognitive mapping: parallel agreement

Conclusions
Syntactic (narrow) agreement, compatible with the formal control view, is grammaticalization of the more general discourse-cognitive process
The tighter the constituent, the more likely is such grammaticalization, and this explains the Agreement Hierarchy
Frequent mismatches can be explained by independent mapping onto different constituents
These mismatches and difficulties betray the derivative character of agreement
Agreement phenomena are a periphery of the underlying process of discourse reference
Acknowledgements
Mira Bergelson
Olga Fedorova
Diana Forker
Geoffrey Haig
Antonina Koval
Hermann Paul
Thank you for your attention
References
Barlow 1992
Biber et al. 1999
Bock and Middleton 2011
Bosch 1983
Corbett 2006
Dowty and Jacobson 1989
Eberhard et al. 2006
Kibrik 2011
Koval 2006
Paul 1880/1891
Pollard and Sag 1994
Siewierska 2004
Vigliocco et al. 1996
Vigliocco and Hartsuiker 2005
Agreement in cognition,discourse, and syntax
Bamberg,February 1, 2013
Strangeness of agreement
Agreement as formal control
Origin of the dominant linguistic usage
Formal control agreement is derivative from parallel agreement
Formal control agreement terminology in Paul 1880
Formal control-style understanding of agreement
Agreement and reference
Terminology (person agreement)
Terminology (person agreement)
Reduced reference and agreement
Reference: the process of mentioning mental entities (referents) in discourse by means of referential expressions
Referential choice
Syntactic anaphora?
Reference and referential choice are fundamentally discourse-based, cognitively-driven processes
Is there something like syntactic anaphora?
A mother and her child			NP
I gave John his ticket			Clause
I promised John to give him his ticket	Closely connected clauses
To account for such syntactic usages, one can still employ a full-scale cognitively based explanation
But it may be sometimes more economical to account for syntactic usages with the help of simple and automatic rules
Including in terms of formal control from the antecedent
Antecedent functions as a placeholder, formal representative of the usual cognitive controller
Syntactic anaphora is grammaticalization or routinization of the more general process of discourse-based reduced reference

Discourse use of broader agreement (bound pronouns)
Polypersonal broader agreement (Navajo)
Broader agreement
Cooccurrence does not mean cause-effect or control relationship
		Controller-target relationship?
Narrow agreement
Formal control view of agreement
CONTROLLER			TARGET
art	 				nouveau
sie					kommen
??			    ???	rogabat
Discourse-based, parallel agreement

art	 				nouveau
sie					kommen
quaerebat			rogabat
Grammaticalization of discourse-based agreement
CONTROLLER			TARGET
art	 				nouveau
sie					kommen
					rogabat
Disagreement
Inconsistency
Absence of explicit controller
Pulaar-Fulfulde
Detailed gender system allows easy substantivization of adjectives and participles into nouns (Koval 2006)
First and second person problem
Multiple agreement marking
Conclusions
In terms of the extent of relevant evidence, broadly understood agreement is close to broadly understood  reduced reference
The broad understanding of agreement makes us lift the formal control view
Manifestation of referential features  in discourse is controlled by the cognitive structure: mapping
Observed identity of features on constituents is a result of this cognitive mapping: parallel agreement

Conclusions
Syntactic (narrow) agreement, compatible with the formal control view, is grammaticalization of the more general discourse-cognitive process
The tighter the constituent, the more likely is such grammaticalization, and this explains the Agreement Hierarchy
Frequent mismatches can be explained by independent mapping onto different constituents
These mismatches and difficulties betray the derivative character of agreement
Agreement phenomena are a periphery of the underlying process of discourse reference
Acknowledgements
Mira Bergelson
Olga Fedorova
Diana Forker
Geoffrey Haig
Antonina Koval
Hermann Paul
Thank you for your attention
References
Barlow 1992
Biber et al. 1999
Bock and Middleton 2011
Bosch 1983
Corbett 1979
Corbett 2006
Dowty and Jacobson 1989
Eberhard et al. 2006
Kibrik 2011
Koval 2006
Paul 1880/1891
Pollard and Sag 1994
Siewierska 2004
Vigliocco et al. 1996
Vigliocco and Hartsuiker 2005
Agreement in cognition,discourse, and syntax
Bamberg,February 1, 2013
Strangeness of agreement
Agreement as formal control
Origin of the dominant linguistic usage
Formal control agreement is derivative from parallel agreement
Formal control agreement terminology in Paul 1880
Formal control-style understanding of agreement
Agreement and reference
Terminology (person agreement)
Terminology (person agreement)
Reduced reference and agreement
Reference: the process of mentioning mental entities (referents) in discourse by means of referential expressions
Referential choice
Syntactic anaphora?
Reference and referential choice are fundamentally discourse-based, cognitively-driven processes
Is there something like syntactic anaphora?
A mother and her child			NP
I gave John his ticket			Clause
I promised John to give him his ticket	Closely connected clauses
To account for such syntactic usages, one can still employ a full-scale cognitively based explanation
But it may be sometimes more economical to account for syntactic usages with the help of simple and automatic rules
Including in terms of formal control from the antecedent
Antecedent functions as a placeholder, formal representative of the usual cognitive controller
Syntactic anaphora is grammaticalization or routinization of the more general process of discourse-based reduced reference

Discourse use of broader agreement (bound pronouns)
Polypersonal broader agreement (Navajo)
Broader agreement
Cooccurrence does not mean cause-effect or control relationship
		Controller-target relationship?
Narrow agreement
Formal control view of agreement
CONTROLLER			TARGET
art	 				nouveau
sie					kommen
??			    ???	rogabat
Discourse-based, parallel agreement

art	 				nouveau
sie					kommen
quaerebat			rogabat
Grammaticalization of discourse-based agreement
CONTROLLER			TARGET
art	 				nouveau
sie					kommen
					rogabat
Disagreement
Inconsistency
Absence of explicit controller
Pulaar-Fulfulde
Detailed gender system allows easy substantivization of adjectives and participles into nouns (Koval 2006)
First and second person problem
Multiple agreement marking
Conclusions
In terms of the extent of relevant evidence, broadly understood agreement is close to broadly understood  reduced reference
The broad understanding of agreement makes us lift the formal control view
Manifestation of referential features  in discourse is controlled by the cognitive structure: mapping
Observed identity of features on constituents is a result of this cognitive mapping: parallel agreement

Conclusions
Syntactic (narrow) agreement, compatible with the formal control view, is grammaticalization of the more general discourse-cognitive process
The tighter the constituent, the more likely is such grammaticalization, and this explains the Agreement Hierarchy
Frequent mismatches can be explained by independent mapping onto different constituents
These mismatches and difficulties betray the derivative character of agreement
Agreement phenomena are a periphery of the underlying process of discourse reference
Acknowledgements
Mira Bergelson
Olga Fedorova
Diana Forker
Geoffrey Haig
Antonina Koval
Hermann Paul
Thank you for your attention
References
Barlow 1992
Biber et al. 1999
Bock and Middleton 2011
Bosch 1983
Corbett 1979
Corbett 2006
Dowty and Jacobson 1989
Eberhard et al. 2006
Kibrik 2011
Koval 2006
Paul 1880/1891
Pollard and Sag 1994
Siewierska 2004
Vigliocco et al. 1996
Vigliocco and Hartsuiker 2005
The Victorian house that Ms. Johnson is inspecting has been deemed unsafe by town officials. But she asks a workman toting the bricks from the lawn to give her a boost through an open first-floor window. Once inside, she spends nearly four hours Ø measuring and diagramming each room in the 80-year-old house, Ø gathering enough information to Ø estimate what it would cost to rebuild it. She snaps photos of the buckled floors and the plaster that has fallen away from the walls.
R
R
bull newborn
ngaar-i mbaddi-ri
NDI
newborn calf
mbaddi-ri
newborn
nagg-e yoor-nge
nagg-e saaj-e
nyal-e wadd-e
suka badd-o
source phrase
cow dry
NGE
milkless cow
yoor-nge
be dry
cow white-bellied
NGE
white-bellied cow
saaj-e
white-bellied
heifer newborn
NGE
newborn heifer
wadd-e
newborn
child newborn
O
infant
badd-o
newborn
gloss
class
gloss
subst. adj./part.
root gloss
agreement suffix
gender suffix
on noun
Each pronominal element is produced independently


title: Презентация на тему: Agency “Around the World”

text:
New York City
New York City
Washington DC
Washington DC
Chicago
Chicago
Las Vegas
Las Vegas
San Francisco
San Francisco
Departure dates and prices
Accommodation
You are welcome to our company!
You can see the Statue of  Liberty.
The tour begins with three days in New York, the largest and busiest city in the USA.
The city has a rich and varied culture, so there is plenty to see and do.
In Washington DC, capital of the USA, you will tour the White House, the most famous building in the city and home to the President.
You will also visit Georgetown, the oldest neighbourhood in Washington DC.
For history lovers there are several museums in the Federal Triangle, which is the largest complex of public buildings in the city.
Our next stop is beautiful Chicago, which is the third largest US city.
Its skyline contains one of the tallest buildings in the world, the Sears Tower.
The shore of Lake Michigan offers beautiful scenery, with open parks and beaches.
There is a collection of luxury hotels and casinos for fantastic entertainment.
You will also eat out in colourful Chinatown, the largest Chinese community outside Asia.
Tel: 0975 362897
E-mail: ATW@netscape.com


title: Презентация на тему: air pollution

text:
Air Pollution:The Dirty Truth
©2009 abcteach.com
Air pollution is the addition of gases, chemicals, and particle matter into the atmosphere. Air pollution primarily comes from burning fossil fuels such as natural gas, petroleum, and coal. A study has listed air pollution as the cause of four percent of the deaths in the United States.
Air Pollution
©2009 abcteach.com
Air Pollution
Humans are the main cause of air pollution. Industry, including factories and power plants, burn large quantities of fuel. Burning coal and petroleum releases sulfur oxides and nitrogen oxide into the air. Airplanes, boats, and cars burn petroleum, releasing carbon monoxide and carbon dioxide.
©2009 abcteach.com
Air Pollution
The waste in landfills releases methane. Sulfur oxides, carbon monoxide and carbon dioxide, and methane all have a very negative effect on air quality. These pollutants can also contribute to the greenhouse effect.
©2009 abcteach.com
Some air pollution is not directly caused by humans: for example, animals emit carbon dioxide when they breathe, and volcanoes release sulfur oxide. However, most air pollution is linked directly or indirectly to human activity. This means that air pollution can be best controlled by modifying human activity to burn a smaller quantity of fossil fuels.
Air Pollution
©2009 abcteach.com
Answer the questions in complete sentences.
What is air pollution?
What causes air pollution?
What is an example of air pollution in the text?
What is at least one negative outcome of air pollution?
How can air pollution be prevented?
What is something you could do to reduce air pollution?
©2009 abcteach.com
Answers to air pollution questions.
1. What is air pollution?
    Air pollution is the addition of gases, chemicals,
    and particle matter into the atmosphere.
2. What causes air pollution?
    Air pollution primarily comes from burning fossil
    fuels such as natural gas, petroleum, and coal.
3. What is an example of air pollution in the
    text?
    Industry, including factories and power plants,
    burn large quantities of fuel.
    Burning coal and petroleum releases sulfur
    oxides and nitrogen oxide into the air.
    Airplanes, boats, and cars burn petroleum,
    releasing carbon monoxide and carbon dioxide.
    The waste in landfills releases methane.
    Animals emit carbon dioxide when they breathe,
    and volcanoes release sulfur oxide.
©2009 abcteach.com
Answers to air pollution questions (cont.)
4. What is at least one negative
    outcome of air pollution?
    A study has listed air pollution as the
    cause of four percent of the deaths in the
    United States
5. How can air pollution be prevented?
    By modifying human activity to burn a
    smaller quantity of fossil fuels.
6. What is something you could do to
    reduce air pollution?
    Answers should vary, but may include:
    using less power (thus putting less
    demand on power plants); using cars
    less frequently; diminishing the amount
    of garbage so there will be less waste in
    the landfill.
©2009 abcteach.com
Related Material
PERMISSON:  This PowerPoint is for home, classroom, or school use only. It cannot be distributed, placed on a website, or duplicated for commercial use.  For additional permission please contact support@abcteach.com.
** Microsoft Office may display a default warning about downloading materials.  The above links are from abcteach.com and are safe.
 Coloring Page: Think Green - Air Pollution
 Comprehension: Air Pollution (upper elem/middle)
 Word Search: Environment
 Experiment: Greenhouse Effect (upper elem/middle)
©2009 abcteach.com


title: Презентация на тему: Агыл

text:
October, 31
Halloween

Halloween is celebrated on the 31 of
October  in the United States,
Canada, Ireland and England.

It has roots in the Celtic
festival of Sambain
and the Christian
holiday All Saint’s Day
The name Sambain comes from Old Irish
and means "summer's end“.
 It celebrates the end of the "lighter half“
 of the year and beginning of the "darker half",
 and is sometimes  regarded as the "Celtic New Year“.
The ancient Celts believed that
 the border between this world and the Other World
became thin on Samhain, allowing spirits
(both harmless and harmful) to pass through.

The word Halloween  comes from
All-Hallows-Even ("evening"),
 that is, the night before All Hallows Day.
And  the phrase All Hallows is found in Old English
 (ealra hālgena mæssedæg, mass-day of all saints).
The main symbol of Halloween
is  a lantern* made of a pumpkin.
In traditional Celtic Halloween festivals,
it was not a pumpkin, but a turnip**.
Large turnips were hollowed out,  carved***
with faces, and placed  in windows to ward off**** evil spirits
*a lantern – фонарь
**a turnip – репа
***to carve – вырезать
**** to ward off – держать на расстоянии
Trick-or-treating is a customary celebration
for children on Halloween.
 Children go in costume from
 house to house,  asking for  treats
such as  candy or sometimes
 money, with the question -
Halloween costumes are traditionally
modeled after monsters such
as ghosts, skeletons, witches,
and devils. Over time, the costume
selection extended to include
popular characters from fiction,
сelebrities.

*
*Nifty – модный, щёгольской; стильный


title: Презентация на тему: айсити

text:
Multilingualism
www.wikipedia.com
is the act of using, or promoting the use of, multiple languages, either by an individual speaker or by a community of speakers.
Multilingualism
Multilingual speakers outnumber monolingual speakers in the world's population. Multilingualism is becoming a social phenomenon governed by the needs of globalization and cultural openness.
Multilingualism
A multilingual person is one who can communicate in more than one language, be it actively (through speaking, writing, or signing) or passively (through listening, reading, or perceiving).
What is a multi-lingual person?
The terms bilingual and trilingual are used to describe comparable situations in which two or three languages are involved. A multilingual person is generally referred to as a polyglot.
What is a multi-lingual person?
Poly (Greek: πολύς) means "many",

glot (Greek: γλώττα) means "language".
What is a multi-lingual person?
Multilingual speakers have acquired and maintained at least one language during childhood, first language (L1).

The first language (the mother tongue) is acquired even without formal education.
What is a multi-lingual person?
Children acquiring two languages are called simultaneous bilinguals.

Take note!
In the case of simultaneous bilinguals, one language usually dominates over the other.
What is a multi-lingual person?
There is a possibility for a child to become naturally trilingual by having a mother and father with separate languages being brought up in a third language environment.
What is a multi-lingual person?
Example
An English-speaking father married to a Mandarin Chinese speaking mother with the family living in Hong Kong, where the community language (and primary language of education) is Cantonese.

If the child goes to a Cantonese medium school from a young age, then trilingualism will be the result.
What is a multi-lingual person?
Dad
English
Son
Mandarin
English
Cantonese
Mom
Mandarin
School
Cantonese
Some group of academics argues for the maximal definition of multilingualism.

Maximal: Speakers are as proficient in one language as they are in others and have as much knowledge of and control over one language as they have of the others.
Varied Perspective of Multilingualism
Another group of academics argues for the minimal definition of multilingualism, based on use.

Minimal: Tourists who can successfully communicate phrases and ideas even if not fluent in the native language of the foreign land can be considered as bilinguals.

Varied Perspective of Multilingualism
Bilingualism as an individual attribute:

a psychological state of an individual who has access to two language codes to serve communication purposes.
Individual vs. Societal Multilingualism
Bilingualism as a societal attribute:

two languages are used in a community and that a number of individuals can use two languages.
Individual vs. Societal Multilingualism
“Even if someone is highly proficient in two or more languages, his or her so-called communicative competence or ability may not be as balanced”
Comparing Two Multilingual Speakers
Linguists have distinguished various types of multilingual competence, which can be put into two categories:

Compound Bilinguals
Coordinate Bilinguals
Comparing Two Multilingual Speakers
Compound Bilinguals
words and phrases in different languages are with the same concepts.

Example: 'chien' and 'dog' are two words for the same concept for a French-English speaker of this type. These speakers are usually fluent in both languages.
Comparing Two Multilingual Speakers
Coordinate Bilinguals
Words and phrases in the speaker's mind are all related to their own unique concepts.

Thus a bilingual speaker of this type has different associations for 'chien' and for 'dog‘.
Comparing Two Multilingual Speakers
In these individuals, one language, usually the first language, is more dominant than the other, and the first language may be used to think through the second language.
Comparing Two Multilingual Speakers
In these individuals, one language, usually the first language, is more dominant than the other, and the first language may be used to think through the second language.
Comparing Two Multilingual Speakers
A sub-group of the latter is the subordinate bilingual, which is typical of beginning second language learners.
Comparing Two Multilingual Speakers
Many theorists are now beginning to view bilingualism as a "spectrum or continuum of bilingualism" that runs from the relatively monolingual language learner to highly proficient bilingual speakers who function at high levels in both languages (Garland, 2007).
Comparing Two Multilingual Speakers
Distractive bilingualism
or
Semilingualism.
Cognitive Ability
When acquisition of the first language is interrupted and insufficient or unstructured language input follows from the second language, as sometimes happen with immigrant children, the speaker can end up with two languages both mastered below the monolingual standard.
Cognitive Ability
Literacy plays an important role in the development of language in these immigrant children.
Those who were literate in their first language before arriving, and who have support to maintain that literacy, are at the very least able to maintain and master their first language.
Cognitive Ability
Receptive bilinguals are those who have the ability to understand a second language, but do not speak it.
Receptive Bilingualism
Receptive bilinguals may rapidly achieve oral fluency when placed in situations where they are required to speak the language.
Receptive bilingualism is not the same as mutual intelligibility, which is the case of a native Spanish speaker who is able to understand Portuguese, or vice versa, due to the high lexical and grammatical similarities between Spanish and Portuguese.
Receptive Bilingualism

Widespread multilingualism is one form of language contact.
Multilingualism was more common in the past. In early times, when most people were members of small language communities, it was necessary to know two or more languages necessary for trade.
Multilingualism within Communities

When all speakers are multilingual, linguists classify the community according to the functional distribution of the languages involved:
Diglossia
Ambilingualism
Bipart-lingualism

Multilingualism within Communities

When all speakers are multilingual, linguists classify the community according to the functional distribution of the languages involved:
Diglossia
Ambilingualism
Bipart-lingualism
Multilingualism within Communities

Diglossia
If there is a structural functional distribution of the languages involved, the society is termed 'diglossic'. Typical diglossic areas are those areas where a regional language is used in informal, usually oral, contexts, while the state language is used in more formal situations.
Multilingualism within Communities

Ambilingualism
a region is called ambilingual if this functional distribution is not observed. In a typical ambilingual area it is nearly impossible to predict which language will be used in a given setting.
Multilingualism within Communities

Ambilingualism

Example:
Malaysia and Singapore, which fuses the cultures of Malays, China, and India.
Multilingualism within Communities

Bipart-lingualism
if more than one language can be heard in a small area, but the large majority of speakers are monolinguals, who have little contact with speakers from neighboring ethnic groups, an area is called 'bipart-lingual'.
Multilingualism within Communities

Serbia, Greece, Macedonia, Montenegro, Croatia, Bosnia, etc.
Some multilinguals use code-switching, a term that describes the process of 'swapping' between languages.
In many cases, code-switching is motivated by the wish to express loyalty to more than one cultural group.
Multilingualism Between Different Language Speakers

Sequential model

In this model, learners receive literacy instruction in their native language until they acquire a "threshold" literacy proficiency. Some researchers use age 3 as the age when a child has basic communicative competence in L1 (Kessler, 1984).
Multilingualism at a Linguistic Level:
Models for Native Language Literacy Program

Sequential model

In this model, learners receive literacy instruction in their native language until they acquire a "threshold" literacy proficiency. Some researchers use age 3 as the age when a child has basic communicative competence in L1 (Kessler, 1984).
Multilingualism at a Linguistic Level:
Models for Native Language Literacy Program

Bilingual model

In this model, the native language and the community language are simultaneously taught. The advantage is literacy in two languages as the outcome. However, the teacher must be well-versed in both languages and also in techniques for teaching a second language.
Multilingualism at a Linguistic Level:
Models for Native Language Literacy Program

Coordinate model

This model posits that equal time should be spent in separate instruction of the native language and of the community language. The native language class, however, focuses on basic literacy while the community language class focuses on listening and speaking skills.
Multilingualism at a Linguistic Level:
Models for Native Language Literacy Program

Cummins' research concluded that the development of competence in the native language serves as a foundation of proficiency that can be transposed to the second language — the common underlying proficiency hypothesis.

Early vs. Late bilinguals
Early bilingual:
someone who has acquired two languages early in childhood (usually received systematic training/learning of a second language before age 6).

Late bilingual:
someone who has become a bilingual later than childhood (after age 12).
Balanced vs. Dominant bilinguals
Balanced bilingual:
someone whose mastery of two languages is roughly equivalent.

Dominant bilingual:
someone with greater proficiency in one of his or her languages and uses it significantly more than the other language.

Semilingual:
someone with insufficient knowledge of either language.
Successive vs. Simultaneous bilinguals
Successive bilingualism:
Learning one language after already knowing another. This is the situation for all those who become bilingual as adults, as well as for many who became bilingual earlier in life. Sometimes also called consecutive bilingualism.
Successive vs. Simultaneous bilinguals
Simultaneous bilingualism:
Learning two languages as "first languages". That is, a person who is a simultaneous bilingual goes from speaking no languages at all directly to speaking two languages. Infants who are exposed to two languages from birth will become simultaneous bilinguals.
Successive vs. Simultaneous bilinguals
Receptive bilingualism:
Being able to understand two languages but express oneself in only one. This is generally not considered "true" bilingualism but is a fairly common situation.

Additive vs. Subtractive bilinguals
Additive bilingual:
The learning of a second language does not interfere with the learning of a first language. Both languages are well developed.

Subtractive bilingual:
The learning of the second language interferes with the learning of a first language. The second language replaces the first language.
Elite vs. Folk bilinguals
Elite bilingual:
Individuals who choose to have a bilingual home, often in order to enhance social status.

Folk bilingual:
Individuals who develop second language capacity under circumstances that are not often of their own choosing, and in conditions where the society does not value their native language.

Cummins' research concluded that the development of competence in the native language serves as a foundation of proficiency that can be transposed to the second language — the common underlying proficiency hypothesis.


title: Презентация на тему: АКАДЕМИЧЕСКИЙ ОТПУСК В АНГЛИИ

text:
ACadem holiday in England
In England, the students take a sabbatical for a year after high school. This is a great opportunity to visit other countries, to get to know about the universities there. Very often it happens that a person lives "in another country."
For some, it's a great time to do something special, occupying all the time. For example the study of culture, tradition, reading books, self-knowledge. After all, it was at this time formed the initial stage of a teenager, as an individual person.
On the verge of discovering his identity many needs rest from unnecessary thoughts and concerns. But most of the undergrowth just want to spend a year in a cool group of friends. Tear-off parties and beach cocktails - that's what they want teenagers 18 years!
Academ holiday in England is a dream of a first-class! This is a great opportunity to relax and go with the new forces in college. And who knows, maybe new friends who taught you to snowboard be yours classmate. ;)


title: Презентация на тему: A language that came from nowhere to conquer the world…

text:
Read, explain and illustrate proverbs in your own opinion
Match the words and their definitions:
1 an official language
   a) a means for solving world problems caused by   misunderstanding
2 a foreign language
b) a language spoken in many countries
3 a widespread language
c) the language spoken at the present time
4 a mother tongue
d) the language of communication in a country which is also used in government, schools, etc.
5 a modern language
e) the first language you learned as a child
6 an international language
f) a non-native language taught at school, university, etc.
Listen to the tape, answer the questions and continue the sentences below
Thanks for your attention


title: Презентация на тему: Акция «День без пластикового пакета»

text:
Акция «День без пластикового пакета»
Согласно Указу президента Российской федерации 2013 год был объявлен годом охраны окружающей среды. И выбирая тему для проекта, мы с ребятами ориентировались на это. Среди множества экологических проблем мы остановились на теме мусора, а если точнее на небольшой его части – полиэтиленовых пакетах.
День без пластикового пакета
7 «А»       7 «Б»      7 «Г»       5 «В»
Теоретическая часть нашей работы была готова довольно быстро и встал вопрос о практической значимости.
Здесь нас поддержала заместитель директора по воспитательной работе Е.Ю. Рыбакова, включив нашу акцию в
план школьных мероприятий. В акции приняли участие – 7 «А», 7 «Б», 7 «Г», 5 «В» классы.
Одновременно с этим нас поддержали на кафедре
естественнонаучного образования в СарИПКиПРО,
и статус акции вырос до областного.
Акция «День без пластикового пакета»
МОУ СОШ № 102 Ленинского района
г. Саратова
МОУ СОШ № 3 г. Хвалынска Сар.обл.
МБОУ СОШ № 2 р. п. Степное Сар. обл.

Основными действующими лицами проекта были ребята из немецкой группы 5 «В»
класса. Они с воодушевлением занимались подготовкой проекта. Кашина Кристина
с мамой сшили сумки для показа мод.
Эколого-образовательный фестиваль «Мысли о будущности Саратова …»
18. 04. выставка-конкурс  экологических плакатов и эмблем школы
11.05. встреча с экологами
17.05. эко–фест
(выставка поделок из мусора)
в апреле-мае мы приняли участие в эко-фестивале организованном музеем-усадьбой
им. Н.Г. Чернышевского. Все участники получили сертификаты и подарки от фирмы
AMWAY.
«Жемчужина» Романова Е. 2 «Б»
«Суперкар» Романцов А. 2 «Б»
Часы «Disko»  Хроленко А. 2 «Б»
«Пчелоос»  Шапошникова А. 2 «Б»
                    Доброва Е. 5 «В»
Подарок с экологического фестиваля саженцы деревьев – сосенки и дубки
сентябрь 2013
18 мая 2013
18 мая 2013
20 мая – общественная палата, встреча с Ландо Александром
 Соломоновичем и Крупиным Андреем Ивановичем.
Все участники получили подарки – флеш карты на 8 кб.


title: Презентация на тему: A great riddle-stonehenge

text:
A GREAT RIDDLE-                 STONEHENGE
Introduction.
     The following essay is going to state the  facts,  myths about the great Stonehenge and its analogs.

Arrangement.

   Great Britain, county Wiltshire, 13 kilometres from small town Salisbury.
STONEHENGE.
 What is "Stonehenge"
«Stan» (stone)                 «hencen» (the gallows).
As built a Stonehenge.
Building of a Stonehendge occurred in some stages which have occupied in total over 2000.
 Stonehenge. As it was.
.Periods of Stonehenge  building.
Who Built Stonehenge?
The question who built Stonehenge is largely unanswered, even today.
Neolithic period
Legend
The legend of King Arthur and Merlin
The Stonehenge as it is.
Has it a right theory?
"Planetarium" and "calculator"
* * *
However the Stonehenge is also a huge layer of the legends, collecting centuries.
Zorats-Karer (karahundzh)
Zorats Karer ("Stones men"), also known as Karahunge - prehistoric complex, which may be called an Armenian Stonehenge".
  About 223 large stone tombs can be found in the area. It was explored by a team of archaeologists from the University of Munich who published their findings in 2000.
Stonehenge on Malta
Mysterious megalithic sanctuaries in Malta, reminiscent of Stonehenge, are between the ages of 4-6 thousand years.
North Caucasus  Dolmens.
In the west of the North Caucasus there are the North Caucasian dolmens constructed approximately 4 - 2 thousand years ago.

Square, rectangular, trapezoid and round shapes.
Carhenge
Carhenge located near the town of Alliance in the U.S. state of Nebraska in America  and is a monument to the dead person.
Instead of blocks of stone were used old cars.
Nong  Nooch  Tropical Park. Thailand
Park consists of several gardens, and the area itself properly and intelligently structured.
Here you can spend a lot of time, finding something new and interesting to see in the natural nature of the plant .
There are such constructions as a Stonehenge but  smaller.
THE CONCLUSION
Grandiose monuments and constructions during prehistoric times were erected practically worldwide. What for?


Презентация на тему: Агроценозы


title: Презентация на тему: Alan Alexander Milne

text:
Alan Alexander Milne
(1882 - 1956)

Various characters of his books were inspired
by his son's stuffed animals
A.A. Milne is the author of books and verses for children and adults

 E.H. Shepard
Since 1966, Disney has released numerous animated productions starring Winnie-the-Pooh and related characters.
Russian «Winnie-the-Pooh»
In the Soviet Union
three Winnie-the-Pooh stories were made into a celebrated trilogy of short films by Soyuzmultfilm
from 1969 to 1972.
Films use Boris Zakhoder's translation of the book.
Pooh was voiced by Yevgeny Leonov.
Christopher Robin Milne's own toys
are now under glass in New York
Shepard was named when A. A. Milne asked to recommend someone to illustrate his book.
Ernest Shepard donated 300 of his preliminary sketches for the Pooh drawings to the Victoria and Albert Museum, where they were exhibited in 1969.
Alan Alexander Milne

Alan Alexander Milne
(1882 - 1956)

Various characters of his books were inspired
by his son's stuffed animals
A.A. Milne is the author of books and verses for children and adults

 E.H. Shepard
Since 1966, Disney has released numerous animated productions starring Winnie-the-Pooh and related characters.
Russian «Winnie-the-Pooh»
In the Soviet Union
three Winnie-the-Pooh stories were made into a celebrated trilogy of short films by Soyuzmultfilm
from 1969 to 1972.
Films use Boris Zakhoder's translation of the book.
Pooh was voiced by Yevgeny Leonov.
Alan Alexander Milne

Alan Alexander Milne
(1882 - 1956)

Various characters of his books were inspired
by his son's stuffed animals
A.A. Milne is the author of books and verses for children and adults

 E.H. Shepard
Since 1966, Disney has released numerous animated productions starring Winnie-the-Pooh and related characters.
Russian «Winnie-the-Pooh»
In the Soviet Union
three Winnie-the-Pooh stories were made into a celebrated trilogy of short films by Soyuzmultfilm
from 1969 to 1972.
Films use Boris Zakhoder's translation of the book.
Pooh was voiced by Yevgeny Leonov.
Alan Alexander Milne

Alan Alexander Milne
(1882 - 1956)

Various characters of his books were inspired
by his son's stuffed animals
A.A. Milne is the author of books and verses for children and adults

 E.H. Shepard
Since 1966, Disney has released numerous animated productions starring Winnie-the-Pooh and related characters.
Russian «Winnie-the-Pooh»
In the Soviet Union
three Winnie-the-Pooh stories were made into a celebrated trilogy of short films by Soyuzmultfilm
from 1969 to 1972.
Films use Boris Zakhoder's translation of the book.
Pooh was voiced by Yevgeny Leonov.
images.yandex.ru A.A. Milne


title: Презентация на тему: Активность на уроке

text:
Find  these words:
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A
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pension
F
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nursing
R
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the retired
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the welfare
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allowance
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relationship
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privilege
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employer
F
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Q
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suffer
F
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benefit
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title: Презентация на тему: Хеллоуин 2а кл.

text:
Prezentacii.com

On October 31st British people celebrate Halloween.
It is the most colorful and exciting holiday
of the year.
Halloween is time for fun. It is very dear to those who celebrate it, especially to children and teenagers.
Streets and houses are decorated with pumpkins.
In ancient times people made fires and danced around them. They hoped to frighten evil spirits and to bring warmth to their houses.
The traditional decoration is Jack-o-lantern. People cut holes in the pumpkin and put a candle inside it.It looks frightening at night!
The most popular costumes are of witches, skeletons, black cats, ghosts and other.
At Halloween parties children play traditional games. Many games date back to the harvest festivals of very ancient times.
One of the most popular is called bobbing for apples. One child at a time has to get apples from a tub of water without using hands. But how to do this? By sinking his or her face into the water and biting the apple!


Презентация на тему: АЛЬБЕРТ ЭЙНШТЕЙН