In mast cells buy gabapentin for dogs online uk
histamine (positivelycharged) is held by an acidic protein and heparin(negatively charged) within intracellular granules.When the granules are extruded by exocytosis,Na+ ions in e.c.f. (2012).Nursing diagnoses: de?nitions and classi?cation buy Gabapentin overnight 2012–2014. Because the shape of thedose–response curve in the low-dose region cannot be veri-fied by measurement, there is no means to determine whichshape is correct. A widevariety of assay technologies are commercially available tomeasure these activities
A widevariety of assay technologies are commercially available tomeasure these activities. Information on physicians is availablethrough the CD community, to provide patient educationand resource materials so that appropriate referrals can bemade. Avidin,a heat labile protein in egg white buy Gabapentin overnight binds and prevents theabsorption of biotin. The distal sutures are inserted deeply into the muscularis,and the remaining sutures are placed only through the bladder mucosa. Other common causesof conductive hearing loss include excess wax or foreignbodies in the external acoustic meatus or diseases that affectthe ossicles in the middle ear (otosclerosis; see also Folder25.1).
She was referredfor periodontal evaluation and for upper left and lower left discomfort. (2009) Odor iden-tification test as an indicator of idiopathic REM sleep behaviordisorder. They are also responsible for bindinggrowthfactorsand mayinhibitmineralization.
By using the termeffect, the title suggests that the intent of the study is to determine whether the presenceor absence of topical anesthesia causes any change in measured vocal-fold motion (seeTable 3.1). Development and validation of the FamilyBeliefs Inventory: A measure of unrealistic beliefs among parents andadolescents. The most common clinical features were verti-cal supranuclear gaze palsy (94%) buy Gabapentin overnight bradykinesia (91%),falls (87%), postural instability (80%), speech problems(74%), dysphagia (60%), increased axial tone/retrocollis(53%), apathy (50%), diplopia/blurred vision (39%), fron-tal release signs (31%), tremor (21%), photophobia (20%),eyelid apraxia (17%), need for gastrostomy tube (9%), limbdystonia (7%), word-fi nding difficulty (7%), and slow orhypometric saccades (6%). (1987) Relationships betweenpart A and part B of the Trail Making Test
(1987) Relationships betweenpart A and part B of the Trail Making Test. aureus and coagulase-negative staphylo-cocci play a major role. On the other hand,it has become preoccupied with those psychological interventions which are ‘anxiously sought andgratefully received’. The presence of the sound during systoleor diastole helps in its identi?cation
The presence of the sound during systoleor diastole helps in its identi?cation. A patient buy Gabapentin overnight age 46, is admitted for observation with achest contusion after hitting the steering wheel in anauto accident. 23-2).Three of these regions are still commonly used to describeabdominal ?ndings: epigastric, umbilical, and hypogastricor suprapubic. Endoscopic debridement with adjunctivenonsurgical laser pocket disinfection was completed in two visits under localanesthesia. Much of the stratum functionale hasdegenerated and sloughed away. Able to identify light touch to forehead buy Gabapentin overnight cheek, andchin. The square is the safety window automati-cally calculated by the ventilator, which can be also manu-ally adjusted. If patients check yes to an item underSpiritual/Religious Concerns, you might consider evaluating this furtherby taking a spiritual history with the FICA questions under the headingSpirituality. Thus, as a childprogressed, the program thresholds were set so that each production had to match the targetmore closely.
Gastroenterol Clin North Am 2011;40:309–34, viiQuigley EM, Hasler WL, Parkman HP. For example, in neu-rons, residual bodies are called age pigment or lipofuscingranules
For example, in neu-rons, residual bodies are called age pigment or lipofuscingranules. The technical difficultyof setting up a PET–CT scanner and the high operative costs still confine the routine useof this technology to selected tertiary healthcare centers worldwide. Aguilar F buy Gabapentin overnight Hussain SP, Cerutti P (1993) A?atoxin B1 induces the transversion of G>T incodon 249 of the p53 tumor suppressor gene in human hepatocytes.
However, in their study of somatization complaints, O?ordandcolleagues(1987)foundthatbetween11%offemalesand4%ofmales(12to16 years) were identi?ed as having recurrent and distressing somatic complaints.Available data concerning adolescent populations suggest that symptoms associ-ated with somatic complaints, such as headaches, stomachache, dizziness, andpain, are a relatively frequent occurrence (Taylor, Szatmari, Boyle, & O?ord,1996).
Hello. My name is Emma, and in today’s video I am going to teach you a very important expression for conversation. That expression is: “How come?” It’s a very popular expression you may see in movies, on TV, or in conversation with English speakers. But it’s a very good one to know because we do use it a lot. So, what does “How come?” mean? Okay, well, first I have a question for you. I have here two sentences. “Why did you miss your plane?” and “How come you missed your plane?” What is the difference in meaning between these two sentences? Maybe you already know. Okay? So take a guess. The difference in meaning is actually they mean the same thing. “How come?” is another way to say “Why?”. It’s just a little bit more informal. Okay? So if you’re writing, you’re going to use “Why?”, but if you’re speaking you can use both.
Okay? “How come?” is informal, it’s an informal way to say “Why?” And so, by informal, I mean you use it with your friends, with, you know, people you’re talking to on the street, but you wouldn’t use it in an essay. Okay? Or for school. Okay, so: “How come?” means: “Why?” So, when we’re asking: “How come?” what we’re asking about is… we want to know why something happened or the reasons why something happened. Okay? So, for example: “How come you missed your plane?” You know, a reason might be: “Oh, I was late getting to the airport” or “I slept in.” Okay? So these would be the answers to a question like: “How come?” So, a lot of the time, teachers will ask this question. “You were late for class today. How come?” That means the teacher wants to know why you were late for class. So now let’s look at the grammar of “How come?” and how we can use it in a sentence. Okay, so again, “How come?” is an informal way to say: “Why?” So, we often use it in conversation.
Now let’s look at the grammar of “How come?” and how we make a sentence with “How come?” So, I have here: “How come”, which is at the beginning, and then we have plus the subject. A subject is… It can be: “I”, “you”, “he”, “she”, “they”, “we”, or it can also be a thing, a place, or a person, but it’s the doer of a sentence. Then we have the verb. So, for example: “play”, “take”, “listen”, “sing”, “eat”, these are all verbs. And then finally we have an object, which comes after the verb in regular English sentences and usually those can be people, they can be places, they can be things, so these are the objects.
If this is confusing, let’s look at some examples, maybe that will help. So, for example: “How come you”-is the subject-“take”-is the verb, and the object is-“the bus”? “How come you take the bus?” This means the same thing as: “Why do you take the bus?” So, here I actually have this written: “Why do you take the bus?” And you’ll actually notice “How come” is easier in terms of grammar than “Why”. If you look here: “Why do you take the bus?” you have this word, here: “do”. Okay? In other sentences we say: “Why does he” or “Why didn’t he”, but there’s always something like: “do”, “does”, “did”, “didn’t” here with “Why”.
And a lot of students forget to put this here. A lot of students will say: “Why you take the bus?” But this is not correct English. For “Why” we always need something here. Now, the nice thing about “How come” is you don’t need this. Okay? If you look at “How come”, if you can make an English sentence: “you take the bus”, you can change this into “Why” just by adding “How come”. So, the structure of this is just like a regular English sentence. We have the subject, the verb, and the object, and then we just add “How come” at the front of it. So let’s look at another example: “How come Toronto isn’t the capital of Canada?” So, again, we have: “How come”, we have “Toronto” which is the subject, we have “isn’t” which is the verb, and we have “the capital”, which is the object.
So, if you want to make a regular sentence, I would just say: “Toronto isn’t the capital”, we can just add “How come” to this, and then it becomes a question, meaning: “Why isn’t Toronto the capital?” “How come John didn’t come?” Okay? So here we have “How come” at the beginning, “John” which is the subject, and “didn’t come”, because it’s negative form we have “didn’t” here, so this is the past, past tense. “Didn’t come” is the verb. Okay? This sentence doesn’t have an object. Not all sentences in English need objects. The main thing is that you have a subject and a verb. Okay, so that might be a little confusing for you.
Point here is: “How come” is easier than “Why” because all you need to do is make a basic sentence, and you add “How come” to the front of it. Okay? One last thing I wanted to say about “How come”, you can also use “How come?” just on its own. Okay? Here I showed you how to make “How come”, you know, combined with a sentence. You can also just use it, like, you know: “How come” and a question mark. So, for example, imagine we’re having a conversation and I say to you: “Oh, John didn’t come today.” You might be wondering: “Oh, why didn’t John come?” So you can just say to me: “How come?” which means: “Why didn’t John come?” Okay? Or, you know: -“English is a great language.” -“How come?” Again, this just means: “Why?” So it’s a very easy thing to use, and I really, really recommend you start using this in your English because it will make you sound more like a native speaker, and it will improve your conversation or your conversational English. So, I invite you to come subscribe to my YouTube channel. There, you can find a lot of different videos on all sorts of different things English, including pronunciation, grammar, IELTS, vocabulary.
There’re so many different resources we have. I also invite you to check out our website at www.engvid.com. There, you can actually do some practice on this video and everything you learned today. We have a quiz there, and I highly, highly recommend you take our quiz. It’s very good to practice what you learn so you can remember it. Okay? You can also practice this maybe with a friend, or if you’re taking English classes why not try using this inside one of your classes with your teacher? So, until next time, thank you for watching and take care..
The History of English in ten minutes. Chapter One: Anglo-Saxon or whatever happened to The Jutes? The English Language begins with the phrase ‘Up yours, Caesar’, as the Romans leave Britain and a lot of Germanic tribes start flooding in. Tribes such as the Angles and the Saxons, who together gave us the term Anglo-Saxon and the Jutes who didn’t. The Romans left some very straight roads behind, but not much of their Latin language. The Anglo-Saxon vocab was much more useful, as it was mainly words for simple everyday things, like ‘house’ ‘woman’ ‘loaf’ and ‘werewolf’.
Four of our days of the week were named in honour of Anglo-Saxon gods, they didn’t bother with ‘Saturday’ ‘Sunday’ and ‘Monday’ as they’d all gone off for a long weekend. While they were away, Christian missionaries stole in, bringing with them leaflets about jumble sales and more Latin. Christianity was a hit with the locals and made them much happy to take on funky new words from Latin like ‘martyr’ ‘Bishop’ and ‘font’ along came the Vikings with their action-man words like ‘drag’ ‘ransack’ ‘fast’ and ‘die’. They may have raped and pillaged, but they were also into give and take, two of around 2000 words they gave English, as well as the phrase ‘watch out for that man with the enormous axe.’ Chapter Two: The Norman Conquest or excuse my English. 1066, true to his, name William the Conqueror invades England bringing new concepts from across the channel like the French language, the Doomsday Book and the duty-free Gauloise multi-pack. French was de rigueur for all official business, with words like ‘judge’ ‘jury’ ‘evidence’ and ‘justice’, coming in and giving John Grisham’s career a kick start. Latin was still used at nauseam in church, but the common man spoke English, able to communicate only by speaking more slowly and loudly until the others understood him.
Words like ‘cow’ ‘sheep’ and ‘swine’ come from the english-speaking farmers, while the a la carte versions, ‘beef’ ‘mutton’ and ‘pork’ come from the french-speaking tops, beginning a long-running trend for restaurants having completely indecipherable menus. All in all, the English absorbed about 10,000 new words from the Normans, though they still couldn’t grasp the rules of cheek kissing. The Boname all ended when the English nation took their new war-like lingo of ‘armies’ ‘navies’ and ‘soldiers’ and began the Hundred Years War against France. It actually lasted 116 years but by that point no one could count any higher in French and English took over as the language of power. Chapter Three: Shakespeare or a plaque on both his houses. As the dictionary tells us, about 2,000 new words and phrases were invented by William Shakespeare he gave us handy words like ‘eyeball’ ‘puppy dog’ and ‘anchovy’, and more show- offy words like ‘dauntless’ ‘besmirch’ and lacklustre.
He came up with the word ‘alligator’ soon after he ran out of things to rhyme with ‘crocodile’. And a nation of tea drinkers finally took him to their hearts, when he invented the hobnob. Shakespeare knew the power of catchphrases as well as biscuits, without him we would never eat our flesh and blood out of house and home. We’d have to say good riddance to the green-eyed monster and breaking the ice will be as dead as a door nail. If you try to get your money’s worth you’d be given short shrift and anyone who laid it on with a trial could be pushed with his own petard. Of course, it’s possible other people use these words first but the dictionary writers liked looking them up in Shakespeare, because there was more cross-dressing and people taking each other’s eyes out. Shakespeare’s poetry showed the world that English was a rich, vibrant language with limitless expressive and emotional power, and he still had time to open all those tea rooms in Stratford. Chapter Four: The King James Bible or let there be light reading. In 1611, the powers that be turned the world upside down with a labour of love, a new translation of the Bible.
A team of scribes with the wisdom of Sullivan went the extra mile to make King James translation all things to all men. Whether from their heart’s desire, to fight the good fight, or just for the filthy lucre. This sexy new Bible went from strength to strength getting to the root of the matter in a language even the salt of the earth could understand. The writing wasn’t on the wall, it was in handy little books with fire and brimstone preachers reading it in every church. Its words and phrases took root to the ends of the earth, well at least the ends of Britain. The King James Bible is the book that taught us that a leopard can’t change its spots, that a bird in the hand is worth two in the bush, that a wolf in sheep’s clothing is harder to spot than you would imagine, and how annoying it is to have a fly in your ointment.
In fact, just as Jonathan begat Maribel and Maribel begat Myka, the King James Bible begat a whole glossary of metaphor and morality that still shapes the way English is spoken today. Amen. Chapter Five: The English of Science or how to speak with gravity. Before the 17th Century scientists weren’t really recognised, possibly because lab coats had yet to catch on. But suddenly Britain was full of physicists, there was Robert Hooke, Robert Boyle, and even some people not called Robert, like Isaac Newton. The Royal Society was formed out of the invisible college after they put it down somewhere and couldn’t find it again. At first they worked in Latin after sitting through Newton’s story about the ‘Pomum’ falling to the ‘Terra’ from the ‘Arbor’ for the umpteenth time, the bright sparks realised they all spoke English and they could transform our understanding of the universe much quicker, by talking in their own language. But science was discovering things faster than they could name them, words like ‘acid’ ‘gravity’ ‘electricity’ and ‘pendulum’ had to be invented just to stop their meetings turning into an endless game of charades.
Like teenage boys, the scientists suddenly became aware of the human body, coining new words like ‘cardiac’ and ‘tonsil’ ‘ovary’ and ‘sternum’ and the invention of ‘penis’ and ‘vagina’ made sex education classes a bit easier to follow. Though clitoris was still a source of confusion. Chapter Six: English and Empire or the Sun never sets on the English language. With English making its name as the language of science, the bible and Shakespeare, Britain decided to take it on tour, asking only for land, wealth, natural resources, total obedience to the crown and a few local words in return.
They went to the Caribbean looking for gold and a chance to really unwind, discovering the barbecue, the canoe and a pretty good recipe for rum punch. They also brought back the word ‘cannibal’ to make their trip sound more exciting. In India, there was something for everyone. Yoga to help you stay in shape while pretending to be spiritual. If that didn’t work there was the cummerbund to hide the paunch, and if you couldn’t even make it up the stairs without turning crimson, they have the bungalow. Meanwhile in Africa, they picked up words like ‘voodoo’ and ‘zombie’ kicking off the teen horror film.
From Australia, English took the words ‘nugget’ ‘boomerang’ and ‘walkabout’ and, in fact, the whole concept of chained pubs. All in all, between toppling Napoleon and the First World War, the British Empire gobbled up around ten million square miles, four hundred million people, and nearly a hundred thousand gin and tonics. Leaving new varieties of English to develop all over the globe. Chapter Seven: The Age of the Dictionary or the definition of a hopeless task. With English expanding in all directions, along came a new breed of men called lexicographers who wanted to put an end to this Anarchy, a word they defined as what happens when people spell words slightly differently from each other.
One of the greatest was Dr. Johnson, whose Dictionary of the English Language took him nine years to write. It was 18 inches tall and contained forty two thousand seven hundred and seventy three entries, meaning that even if you couldn’t read, it was still pretty useful if you wanted to reach a high shelf. For the first time when people were calling you a pickle herring, a jobbernowl or a fopdoodle you could understand exactly what they meant, and you’d have the consolation of knowing they were all using the standard spelling. Try as he might to stop them, words kept being invented, and in 1857 a new book was started that would become the Oxford English Dictionary. It took another seventy years to be finished after the first editor resigned to be an archbishop, the second died of TB and the third was so boring that half his volunteers quit and one of them ended up in an asylum. It eventually paid in 1928 and it’s continued to be revised ever since, proving the whole idea you can stop people making up words is complete snuffbumble. Chapter 8: American English or not English but somewhere in the ballpark.
From the moment Brits first landed in America they needed names for all the new plants and animals, so they borrowed words like ‘raccoon’ ‘squash’ and ‘moose’ from the Native Americans, as well as most of their territory. Waves of immigrants fed America’s hunger for words, the Dutch came sharing coleslaw and cookies, probably a result of their relaxed attitude to drugs. Later the Germans arrived selling pretzels from delicatessens and the Italians arrived with their pizza, their pasta and their mafia, just like mama used to make. America spread a new language of capitalism, getting everyone worried about the break-even and the bottom line, whether they were blue chip or white collar. The commuter needed a whole new system of freeways, subways and parking lots, and quickly, before words like ‘merger’ and ‘downsizing’ could be invented.
American English drifted back across the pond, as Brits got the hang of their cool movies and their groovy jazz. There are even some old forgotten English words that lived on in America, so they carried on using ‘fall’ ‘faucets’ ‘diapers’ and ‘candy’, while the Brits moved on to ‘autumn’ ‘taps’ ‘nappies’ and NHS dental care. Chapter Nine: Internet English or language reverts to type. In 1972, the first email was sent, soon the internet arrived: a free global space to share information, ideas and amusing pictures of cats. Before the Internet, English changed through people speaking it, but the net brought typing back into fashion and hundreds of cases of repetitive strain injury.
Nobody had ever had to download anything before, let alone use a toolbar and the only time someone set up a firewall it ended with a massive insurance claim and a huge pile of charred wallpaper. Conversations were getting shorter than the average attention span. Why bother writing a sentence when an abbreviation would do and leave you more time to blog, poke and reboot when your hard drive crashed. In my humble opinion became IMHO, by the way became BTW and if we’re honest that life-threatening accident was pretty hilarious, simply became FAIL.
Some changes even passed into spoken English, for your information people frequently asked questions like how can LOL mean ‘laugh out loud’ and ‘lots of love’, but if you’re gonna complain about that, then you U’v Go 2 Be Kidding. Chapter 10: Global English or whose language is it anyway? In the 1500 years since the Romans left Britain, English has shown a unique ability to absorb, evolve, invade and if we’re honest, steal. After foreign settlers got it started, it grew into a fully-fledged language all of its own, before leaving home and travelling the world, first via the high seas then via the high-speed broadband connection, pilfering words from over 350 languages and establishing itself as a global institution. All this, despite a written alphabet that bears no correlation to how it sounds, and a system of spelling that even Dan Brown couldn’t decipher. Right now, around billion people speak English. Of these, about a quarter are native speakers, a quarter speak it as their second language and half are able to ask for directions to a swimming pool.
There’s ‘Hinglish’ which is Hindi English, ‘Chinglish’ which is Chinese English and ‘Singlish’ which is Singaporean English and not that bit where they speak in musicals. So in conclusion, the language has got so little to do with England these days it may well be time to stop calling things. If someone does think up a new name for it, it should probably be in Chinese..
In this video we use advanced binaural beats to help you identify and remember English words being used conversation. The video features multiple dialogues of typical everyday English conversation. Listen to this as you go to sleep and leave on whilst you sleep for greatest effects. We use 3 different binaural beats in this video, the first one enhances your learning ability, the second initiates sleep learning and the third improves memory. A: Hi, how are you doing? B: I’m fine.
How about yourself? A: I’m pretty good. Thanks for asking. B: No problem. So how have you been? A: I’ve been great. What about you? B: I’ve been good. I’m in school right now. A: What school do you go to? B: I go to PCC. A: Do you like it there? B: It’s okay. It’s a really big campus. A: Good luck with school. B: Thank you very much. A: Isn’t it a nice day? B: It really is. A: It seems that it may rain today. B: Hopefully it will. A: How come? B: I like how clear the sky gets after it rains. A: I feel the same way. It smells so good after it rains. B: I especially love the night air when it rains.
A: Really? Why? B: The stars look so much closer after it rains. A: I really want it to rain today. B: Yeah, so do I. A: It would be nice to go to the beach sometime this weekend. B: What’s the weather going to be like? I may want to go too. A: The weather this weekend is supposed to be warm. B: Will it be good beach weather? A: I think it will be. B: It wouldn’t be good if it got cold this weekend. A: I want this trip to be perfect, I hope it stays warm. B: This California weather is so uncertain, it’s impossible to know what’ll happen. A: I know. Every day the weather seems different. B: I would love it if it wasn’t always so unpredictable. A: That would make it easier for us to make plans. B: I know. Things are easier when you know what the weather’s going to be like. A: Tell me, what do you enjoy doing in your spare time? B: I enjoy drawing and painting.
A: You know how to draw and paint? B: Yes, I do. A: When did you learn how to do that? B: I learned back in high school. A: Oh, so you took an art class? B: Yeah, I loved that class. A: I see that you’re pretty talented. B: Thank you very much. A: I wish I had a talent like that. B: I’m sure you have a talent. It’s just hidden. A: Which movie is your favorite to watch? B: I have to say, my favorite movie is Superbad. A: Is that right? Why? B: Honestly, it is one of the funniest movies I’ve seen in a long time. A: You’re right.
That movie is hilarious. B: I didn’t think you saw that movie. A: I went to see it the day it came out. B: I was laughing through the whole movie. A: I couldn’t help laughing, either. B: Same here. A: I bought the movie. Would you like to come to my house and watch it? B: Of course. A: What is your favorite kind of music? B: I listen to various types of music. A: What genres? B: I enjoy listening to both Rock and R&B. A: What interests you in that type of music? B: I enjoy the different types of instruments that they use. A: That is a perfect reason to like a certain kind of music. B: That’s exactly what I think too. A: Did you go to the basketball game on Friday? B: No, I couldn’t make it. A: You missed a really good game. B: Oh, really? Who won? A: Our school did. They played really well. B: Too bad I was busy.
I really wanted to go. A: Yeah, you should have. It was really exciting. B: So what was the score? A: The score was 101-98. B: Man, that was a really close game. A: That’s what made it so great. B: I’ll make sure and make it to the next one. A: Did you make it to school today? B: I always do. Did you go to school today? A: No, I didn’t. B: You should have, but have you seen any movies lately? A: That was an odd change of subject. B: Maybe it was, but answer the question. A: No, not recently. B: I want to go to see a movie this weekend. A: What’s stopping you then? B: I don’t want to go alone. A: So, will you be at school tomorrow? B: No, I want to go to the movies instead.
A: Have you heard what happened? B: Heard what? A: Debrah already had her baby. B: I didn’t know that. A: I thought you knew. B: I honestly didn’t know. A: The baby was 8 pounds 6 ounces. B: That’s good to hear. A: Will you go and visit them? B: Of course I will. A: I just wanted to give you the good news. B: Thanks for letting me know. A: Well, it was nice talking to you. B: It was nice talking to you too. A: We should really hang out again. B: That would be fun.
A: Where do you want to go? B: I think we should go out to eat. A: That sounds good. B: All right, so I’ll see you then. A: I’ll call you later. B: Okay, I’ll talk to you later then. A: See you later. B: Bye. (Longer Pause Here) A: How’s it going? B: I’m doing well. How about you? A: Never better, thanks. B: So how have you been lately? A: I’ve actually been pretty good. You? B: I’m actually in school right now. A: Which school do you attend? B: I’m attending PCC right now. A: Are you enjoying it there? B: It’s not bad. There are a lot of people there. A: Good luck with that. B: Thanks. A: I wish it was a nicer day today. B: That is true. I hope it doesn’t rain. A: It wouldn’t rain in the middle of the summer. B: It wouldn’t seem right if it started raining right now.
A: It would be weird if it started raining in ninety degree weather. B: Any rain right now would be pointless. A: That’s right, it really would be. B: I want it to cool down some. A: I know what you mean, I can’t wait until it’s winter. B: Winter is great. I wish it didn’t get so cold sometimes though. A: I would rather deal with the winter than the summer.
B: I feel the same way. A: The forecast says that it will be warm on the weekend. B: So do you think it’ll be perfect weather for the beach? A: It sounds like it will be. B: I really hope it doesn’t get cold. A: That would ruin things, I want to go so badly. B: The weather in California is unpredictable, so you never know. A: That is true. The weather is constantly changing. B: It would be nice if the weather would never change. A: That would be great, then we could plan things sooner. B: True. Predictable weather would make life easier. A: Are there any hobbies you do? B: When I have time, I sometimes draw and paint. A: Oh, you actually do that? B: Every so often, I do. A: Did you always know how to draw and paint? B: I was taught in high school how to draw and paint. A: You had an art class? B: Exactly, it was my favorite class.
A: Well, it’s good that you’re so talented. B: I appreciate that. A: Talent is a great thing, I wish I had one. B: Everyone has a talent. They just need to find it. A: What’s your favorite movie? B: My favorite movie is Superbad. A: Oh, why is that? B: It’s the funniest movie that I’ve ever seen. A: That’s true. It is a very funny movie.
B: You’ve seen it before? A: Yes, I saw that movie the first day it came out in theaters. B: Didn’t you laugh through the whole movie? I did. A: Me too. That movie brought tears to my eyes. B: Mine too. A: I have it on DVD at my house if you want to come over and watch it. B: Sure, let’s go. A: What type of music do you like to listen to? B: I like listening to different kinds of music. A: Like what, for instance? B: I enjoy Rock and R&B. A: Why is that? B: I like the different instruments that they use. A: That’s a good reason to like something. B: Yeah, I think so too. A: Were you able to attend Friday night’s basketball game? B: I was unable to make it.
A: You should have been there. It was intense. B: Is that right. Who ended up winning? A: Our team was victorious. B: I wish I was free that night. I’m kind of mad that I didn’t go. A: It was a great game. B: What was the score at the end of the game? A: Our team won 101-98. B: Sounds like it was a close game. A: That’s the reason it was such a great game. B: The next game, I will definitely be there. A: Did you go to school today? B: Of course.
Did you? A: I didn’t want to, so I didn’t. B: That’s sad, but have you gone to the movies recently? A: That’s a switch. B: I’m serious, have you? A: No, I haven’t. Why? B: I really want to go to the movies this weekend. A: So go then. B: I really don’t want to go by myself. A: Well anyway, do you plan on going to school tomorrow? B: No, I think I’m going to go to the movies. A: Did you hear the news? B: What happened? A: Our cousin went into labor and had her baby last week. B: She did? Why didn’t anyone tell me? A: I would’ve thought that somebody would have told you.
B: No, I had no idea. A: Well, she did, her baby was 8 pounds 6 ounces. B: Oh my God, that’s great! A: Are you going to go and visit her and the baby? B: I think that I might. A: Good! I just thought I’d let you know. B: Thanks for telling me. A: I had fun talking to you. B: It was really nice talking to you also. A: I think we should really do something sometime. B: That should be loads of fun. A: What do you want to do next time? B: Would you like to go to dinner or something? A: Yeah, let’s do that. B: Okay, until next time then. A: I’ll call you so we can set that up. B: Talk to you then. A: All right, see you. B: See you..
Hello everyone! October promises to be an exciting month for learning English. First, please remember that for a limited time I’m able to offer 500 of my viewers a very big discount on my Oxford English. If you haven’t heard my full announcement, please click on the link to learn more. My Oxford English is a self-study course designed by Oxford University Press. It’s aligned with the CEFR, and it’s an amazing learning opportunity for those who are serious about studying daily in order to boost their English proficiency level. With my link you can purchase one level (that’s two modules) of the My Oxford English course. Normally, it’s $478. But my link allows you to access the course for only $269. You get a savings of over 40%. That’s $269 for 100 hours of online study. The course covers all skills at all levels, and it’s a top quality course To those who’ve already made the purchase, thank you and good luck with your studies.
For others, there’s still time visit the information page to learn more and buy this special deal Once 500 have been bought, the deal is over. Some of you learned about the contest. Yes, I’ll be announcing the winners on Facebook on October 20th. Again watch the full announcement to learn about My Oxford English, the deal to get one full level, and the contest to win a single module. Second I’m sharing another learning opportunity. Some of you may not be ready to make a daily commitment for up to six months, but you’re still looking for a structured course. Let me tell you about a new way to study on Simor.org.
This announcement is for intermediate students who’d like to work on their listening skills with me. For the past week I’ve been telling you on social media that something special is coming to Simor. Well, it’s here! Enrollment is now open for a 4-week course called Intermediate Dictations for Debate. We’ll focus on listening comprehension, but you’ll also get vocabulary and writing practice. Do you know what a dictation is? That’s when I read and you write what you hear. And a debate? That’s a discussion that looks at two opposing viewpoints. The course will run from October 9th to November 3rd. In this four-week course you’ll have a total of eight short dictations. That’s two dictations a week When I post a dictation you’ll have 24 hours to post what you hear These short dictations will develop your listening skills, and the process of writing will strengthen your understanding of grammar and vocabulary. I’ll explain and review key vocabulary for each topic.
I’ll ask you to complete one vocabulary exercise each week. My listening tasks will also get you thinking more in English. Each recording will present a view that you may or may not agree with. By the end of the week you’ll be ready to share your opinion on the topic. That’s when we’ll really have fun because we can debate the issue on our private discussion board. I won’t be providing detailed feedback on each individual post, but there will be teacher feedback and you will have interaction with your classmates. Topics include: Should education be free? Should professional athletes earn over a million dollars? Note there are no live classes for this course because Simor.org is not a video conference site. It’s set up to be a media rich discussion board. This means you can easily fit the coursework into your busy day.
You complete the tasks when it’s convenient for you. There is a one-time fee that students must pay to access the course materials in my private room on Simor. For only $10 you get 8 dictations, 4 vocabulary exercises, and 4 opportunities to engage in a debate with other English language learners. For 4 weeks, you’ll have my guidance and my feedback The goal is to increase your ability to understand spoken English and give you vocabulary and writing practice. Here’s how you enroll. First, sign up on Simor if you haven’t already. Remember you can use your Facebook or LinkedIn account. Second, go to my profile page and choose to follow me.
This means you’ll get notification of all my public posts. Finally, click on the course title Jennifer’s intermediate dictations for debate or just use this URL. Remember you have to make the one-time payment of $10 to access the course. Once you’ve registered for the course, you’ll receive notification of all new posts. Course information and instructions on how to enroll are in the video description along with the link to Simor. I’m really excited to offer you a new way to study on Simor.org. I look forward to welcoming many of you in my first private room there See you on October 9th for Intermediate Dictations for Debate. As always, thanks for watching and happy studies. You.
Hi, guys. Do you notice something different about today? Hmm. Where’s the board gone? Today’s lesson is a bit different. It’s just me giving you some advice about learning English. And this video is for you, in particular, if you are a learning English quitter. Who is a learning English quitter? A learning English quitter is somebody who works really, really hard studying: “Learn English, learn English, learn English”, for two days, four days, one day, and then quits. Does nothing, does nothing for weeks. And then the same thing: Works really, really hard: “Learn English, learn English, learn English”, for three days, and then quits. “I’ll do it tomorrow. I’ll do it tomorrow.” And the other thing that a learning English quitter does is feel bad all the time about not learning enough English. “I’m so stupid. I should be learning more English.” But you’re not, are you? You’re watching TV, you’re having a beer. You’re not learning English at all, are you? So, this video is for you if you’re a learning English quitter.
And trust me on this one: It is a life changer, total game changer. What you need to begin, starting today, is what I call the 20-minute English discipline. 20-minute English discipline, and you do this every single day of your life. And what it means is for 20 minutes a day, every single day, you study English in a serious way. Okay? A serious way. An active way. You do it on Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday; every day. You do it on your birthday, you do it when your cousin’s getting married. You do it every day, it doesn’t matter. No excuses, you do it. So, when your cousin comes to you and says: “Hey, let’s go and have a beer”, you say: “That’s a great idea. I’m going to come with you in nine minutes when I’ve finished my studies. I’ll be with you in a minute.” So don’t let other people put you off doing your daily…
Daily discipline of study. 20 minutes every day. Plus, this is what happens: When you start doing the 20-minute discipline, you realize: “Oh, 20 minutes isn’t that long. I haven’t… I haven’t finished everything I wanted to finish. I’m going to study some more.” Nun-uh, nun-uh, nun-uh. It’s just 20 minutes every day. When you get to 20 minutes, you stop. It’s not: “I’ll do 25 minutes today.” It’s not: “I’ll do 40 minutes today, and not do anything tomorrow.” It’s not that. It’s 20 minutes every day, and then you stop. That’s all you need to do. The problem when you do 40 minutes one day, one hour another day, nothing the next day is that you lose…
You don’t build up the strength and the habit of making studying and studying English, in particular, part of your everyday life, so that’s why for most people it doesn’t work to do a lot on one day and nothing on the other. Your 20 minutes is something that you can fit into any… Any person watching this video, any person in the world, if you’re serious about learning English, or serious about learning anything, anything in the whole world, you can find 20 minutes from your day to get serious about it and put that time aside.
If you’re… We know if you’re not serious. If you’re… You’re not serious if you say: “Oh, I haven’t got time. I haven’t got time. I’m too busy for 20 minutes every day.” Well, you’re not serious if you don’t make 20 minutes a day for your learning English studies. So what I want to talk about now is how exactly you should be using your 20 minutes, and we’re going to talk about using the engVid website for 20 minutes every day.
You already know there’s so many lessons on the engVid site, lessons on everything. Everything you could possibly want or need to know about learning English is on the engVid site. If you could just take all those videos and put them in your head, that would… That would be awesome, wouldn’t it? That would save you a lot of time. But we can’t do that.
It’s not a way of learning. Most people, I think watching the site, watch the videos, listen, do the quiz at the end. Okay? Lesson done. Now, that’s good, but I can tell you how you can make it a lot more effective with your 20-minute daily discipline, and that means that you have to be active when you’re watching the lesson. So I want you to have a pen in hand, paper, and I want you to be taking notes from the lesson. Now, for me, personally, taking notes, I just find it effective to write things down. Like, even if I know something, I’ll write it down; a new phrase that I heard that I learnt, I’ll write it down; new vocabulary, of course, write it down; if it’s a grammar rule, write it down. So just get your hand active during the lesson. Now, the more active you are, obviously, the more you may need to pause the video, so stop the video, write something down, and of course, carry on.
Another thing that is so, so, so effective when you’re learning a language is to repeat materials; watch more than once. Now, your brain is very lazy, and it’s going to be like: “But I already saw that, I know that. I know that lesson.” If you’re learning a language, you don’t know everything the first time you watch the video. Watching a video two times, four times is where you get to see a big, big, big difference. Now, you don’t have to watch again the same day; you could watch again a few days later or a week later.
But that’s where you really start to pick up the things that you missed before, so I think it’s a really, really good part of your daily discipline to be watching things again. So what it… This is what I advise you to do with the videos: First time just watch and watch without subtitles. Okay? Take notes. Good. Second time, watch with the subtitle, and you can read along and listen at the same time. Another good way. A third time, I want you to just watch the video, and pause. Every now and then there’s a good phrase for you to write down. Write it down, and then after, as an option, you can check: “Did you get the spelling of the phrase right?” as well. The point of this is not to rush through the video, and learn everything really, really quickly. The point is to take your time and be active in lesson. And of course, at the end of the lesson, there’s always a quiz for you to do. So, I want you to begin that now. If you’re an English quitter, a learning English quitter, today is the first day of the rest of your learning English life, and you’re going to do 20 minutes studying every day.
Trust me, it’s going to make a big, big difference. You’re going to learn so much English. It starts today. You can do this. You’ve got the power. What I’d like to do now is invite you to take the quiz on today’s video. And also, because we haven’t done this kind of video before-there’s no board here, is there? -I want you to give us a comment and say: How did you like this video? So, until next time, I’ll see you later. Bye..