1. Randolph Kenny took up flying at age 70 after retiring and buying a ranch.
2. He found an old plane in a field and with help from a mechanic and pilot friend learned to fly.
3. Though he had a heart attack, after recovering he continued flying daily and proved to be a natural pilot.
This document provides a literature guide for the book "Amelia Earhart: The Legend of the Lost Aviator" by Shelley Tanaka. It summarizes the book, which tells the true story of Amelia Earhart's life and adventures through archival photos, illustrations, and text. The summary describes how the book covers Earhart's childhood fascination with planes, her college years, time as a nurse, and solo transatlantic flight, culminating with her final and mysterious disappearance flight. The guide also provides links to online resources for lesson plans related to the book.
This document discusses six techniques for improving photography: rule of thirds, simplicity, lines, balancing, framing, and avoiding mergers. It was written by Konner House, Alex Ellison, and Evan Powers, citing six Flickr images as works referenced.
1. Randolph Kenny took up flying at age 70 after retiring and buying a ranch.
2. He found an old plane in a field and with help from a mechanic and pilot friend learned to fly.
3. Though he had a heart attack, after recovering he continued flying daily and proved to be a natural pilot.
The document discusses principles of cooperative communication, including Grice's Cooperative Principle and its maxims of Quantity, Quality, Relation and Manner. It also covers differences between speech and writing, figures of speech like metaphor and irony, and approaches to discourse analysis.
El documento presenta una breve introducci坦n sobre la diferencia entre la investigaci坦n cualitativa y cuantitativa, destacando que la cualitativa se centra en la comprensi坦n fenomenol坦gica mientras que la cuantitativa se basa en la medici坦n y el control. Luego, define la investigaci坦n cient鱈fica como un proceso sistem叩tico para adquirir conocimiento sobre un problema y actuar sobre 辿l, produciendo nuevos conocimientos. Finalmente, describe los componentes clave de un proyecto de investigaci坦n como la justificaci坦n, objetivos, metodolog鱈a y al
Adverbials provide additional information about verbs and adjectives. They can describe how often, where, when, or how long an action occurs. Adverbials can also grade adjectives. They are placed in different positions in sentences, including before the subject, between the subject and verb, or between an auxiliary and main verb. Adverbials indicate degree, manner, place, time, and frequency.
The document discusses different branches of linguistics:
- Syntactic analysis studies how words combine to form sentences and the rules governing sentence formation without considering language use.
- Semantics deals with word and sentence meanings as well as relations between words and what they refer to, but also without reference to language use.
- Pragmatics studies language use in communication, especially relationships between sentences and contexts/situations. It examines topics like how utterance interpretation depends on world knowledge and how speech acts are used and understood.
- Discourse analysis examines language use at the multi-sentence level, exploring topics like coherence, pronoun/tense choice effects, and speaker moves between topics. It
The document discusses various concepts related to discourse analysis including inference, explicature, implicature, coherence, discourse markers, and punctuation marks. It argues that teachers should stimulate students' ability to infer meaning and understand implicit relations between ideas. It also suggests discourse markers and punctuation are important concepts for students to learn as they allow for meaningful interpretation of text.
The document discusses various linguistic concepts related to text structure including theme, rheme, given and new information, thematic patterning, cohesion, and texture. It provides examples and explanations of linear, constant, and complex combined thematic patterning. It also notes the difference between theme/rheme and subject/predicate and discusses how coherence depends on the reader's ability to identify relationships between illocutionary and locutionary acts based on topic and context.
The document discusses speech act theory and illocutionary acts. It explains that whenever someone says something, they perform three simultaneous acts: a locutionary act (the utterance itself), an illocutionary act (the intent or purpose behind the utterance), and a perlocutionary act (the consequences or effects of the utterance). It then describes Searle's classification of illocutionary acts into five categories: assertives, directives, commissives, expressives, and declarations. The document provides examples of direct and indirect speech acts and how the meaning is not always directly expressed and must be inferred.
The document discusses different types of referential cohesion that help provide semantic interpretation and meaning to items in a text that cannot stand alone, including endophora, exophora, pronouns, demonstratives, substitutions, ellipsis, and conjunctions that relate items either within or outside the text. Referential cohesion relies on references between different linguistic items to build coherence and understanding.
The document discusses various linguistic concepts related to text structure including theme, rheme, given and new information, thematic patterning, cohesion, and texture. It provides examples and explanations of linear, constant, and complex combined thematic patterning. It also notes the difference between theme/rheme and subject/predicate and discusses how coherence depends on the reader's ability to identify relationships between illocutionary and locutionary acts based on topic and context.
This is a brief xplanation of the different functions of texts, as well as the different rhetoric organizations they must follow depending on what the function they have.
The document discusses various concepts related to discourse analysis including inference, explicature, implicature, coherence, discourse markers, and punctuation marks. It argues that teachers should stimulate students' ability to infer meaning and understand implicit relations between ideas. It also suggests discourse markers and punctuation are important concepts for students to learn as they allow for meaningful interpretation of text.
The document discusses various linguistic concepts related to text structure including theme, rheme, given and new information, thematic patterning, cohesion, and texture. It provides examples and explanations of linear, constant, and complex combined thematic patterning. It also notes the difference between theme/rheme and subject/predicate and discusses how coherence depends on the reader's ability to identify relationships between illocutionary and locutionary acts based on topic and context.
The document discusses speech act theory and illocutionary acts. It explains that whenever someone says something, they perform three simultaneous acts: a locutionary act (the utterance itself), an illocutionary act (the intent or purpose behind the utterance), and a perlocutionary act (the consequences or effects of the utterance). It then describes Searle's classification of illocutionary acts into five categories: assertives, directives, commissives, expressives, and declarations. The document provides examples of direct and indirect speech acts and how the meaning is not always directly expressed and must be inferred.
The document discusses different types of referential cohesion that help provide semantic interpretation and meaning to items in a text that cannot stand alone, including endophora, exophora, pronouns, demonstratives, substitutions, ellipsis, and conjunctions that relate items either within or outside the text. Referential cohesion relies on references between different linguistic items to build coherence and understanding.
The document discusses various linguistic concepts related to text structure including theme, rheme, given and new information, thematic patterning, cohesion, and texture. It provides examples and explanations of linear, constant, and complex combined thematic patterning. It also notes the difference between theme/rheme and subject/predicate and discusses how coherence depends on the reader's ability to identify relationships between illocutionary and locutionary acts based on topic and context.
This is a brief xplanation of the different functions of texts, as well as the different rhetoric organizations they must follow depending on what the function they have.
1. They are verbs followed by a verb and a particle: preposition or adverb Sometimes the meaning is very similar to the base verb, and the particle just emphasises the meaning of it.
2. To get well again after illness Not have enough of a supply Occur suddenly Put something in an appropriate way Leave, abandon
4. Ill look after the dog while youre away Prices of houses and apartments do not often go down. I wish the neighborgs would turn their TV down. There are tools all over the floor. Put them away before you go to bed. They gave away their old car. We should take down that old bathroom mirror Ive turned the water off The candle went out.
5. Learn Multi word verbs by USING THEM Look for or create opportunities to practice so you think its important for you. That will make the vocabulary active.
6. in a field / across / an old plane/ came / he ______________________________________________ 2.- up / a mechanic / helped / him / it / fix ______________________________________________ 3.- was / adventurous / his father / and / he / after / him / took ______________________________________________
7. 4.- out / a pilot friend / the plane / tried ______________________________________________ 5.- Stands / the acronym / save our sould / for SOS ______________________________________________ Lets Check
8. DRIVEN BY CARS Its 2050 and one American passion has withstood the test of time: we like to drive. You decide to hit the road. First, you unplug your car from your house. Thats right your cars fuel cells (those hydrogen-powered devices) turn out enough electricity for your home and your car. You settle into the drivers seat and grasp the joystick (steering wheels and pedals are history). All movements of he car accelerating, turning, braking are conrolled by a joystick familiar to anyone brought up on computer games. You drive in traffic with absolute confidence. Your car is programmed with radar to sense a crash before it happens and activate the brackers. An alarm sounds. The sensor in the instrument panel checked the pupils of your eyes and decided you are getting sleepy. You pull over into sleep lane. You lay a course on your satellite-guided navigation system, switch the autopilot on and climb into the back seat for a sleep. The car, reading computer chips in the road, takes over the driving. This is not science fiction. Automakers are spending billions researching all this futuristic features. General Motors has tried out an intelligent highway in California that allows cars to drive on autopilot. Daimler Chrysler fits prototype cars with joysticks and many drivers operate them better than steering wheels. Every carmaker is rushing to replace the internal combustion engine with fuel cells. Satellite navigation systems are already on the road. Soon your car will be driving you.
9. IN THE FOLLOWING READING, REPLACE THE WORDS IN ITALICS BY THE APPROPRIATE PHRASAL VERB IN THE BOX. USE A DICTIONARY, BUT ONLY WHEN NECESSARY
10. Randolph Kenny (1) started flying at 70. After he retired, he bought a ranch and (2) found and old Cessna ina field. A mechanic helped him fit it up. Then a friend who had been a pilot in the U.S. Air Force came to stay and and (3) tested the plane. It was fine. Randolph went up with him and (4) took charge of the controls several times. In the following week he learned how to (5) leave the ground and land. He (6) proved to be a natural at flying. After his friend left, he (7) continued practicing daily. Then he had a mild heart attack and did no fly for a time. But once he had recovered from the problem, he was back in the air. One day he decided to fly to his pilot friends ranch 200 miles away. He (9) left early one morning, but he got lost in the clouds and his chest began to hurt. He (10) tolerated the pain, found his way out of the clouds and managed to (11) reach his own ranch again. He (12) stopped flying that day. Come across keep on get over get to Give up set out Take off take over take up turn out Try out put up with