Βοήθεια/Απορίες στα Αγγλικά

~LoVeR BoY~ · 17-10-10

Αρχική Δημοσίευση από ΛΙΛΥ:
παιδια βοηθεια!!!!!!!!!!!! μηπως εχει κανεις το βιβλιο CONNECT B2?????????? χρειαζομαι καποιες απαντησεις!!!

Το έχω εγώ!

Gio · 17-10-10

Αρχική Δημοσίευση από Μάρω:
Their image is the outward facing front belied by the inwardly gazing eyes

Μπορεί κάποιος να μου μεταφρασει στα ελληνικα την παραπανω φραση???

εικόνα τους είναι η εξωτερική πρόσοψη που αντιμετωπίζει διαψεύδεται από το ενδόμυχα ατενίζοντας τα μάτια

Black_Butterfly · 19-10-10

I am interested in finding a new job.
ή
I am interesting in finding a new job

ή κανένα από τα δυο δεν είναι σωστά;

koum · 19-10-10

Αρχική Δημοσίευση από Black_Butterfly:
I am interested in finding a new job.
ή
I am interesting in finding a new job

ή κανένα από τα δυο δεν είναι σωστά;

Το πρώτο.

renoskiller44 · 19-10-10

Αρχική Δημοσίευση από Black_Butterfly:
I am interested in finding a new job.
ή
I am interesting in finding a new job

ή κανένα από τα δυο δεν είναι σωστά;

Γενικα να θυμασαι πως η καταληξη -ed πηγαινει σε ανθρωπους(π.χ. I was very excitED to meet you,I am delightED to see you...) ενω το -ing για καταστασεις και πραγματα(π.χ. Τhe lesson was very excitING,The meeting was very borING...)

Αρα το πρωτο ειναι σωστο!^_^

Dalian · 22-10-10

To "interesting" ειναι λαθος γραμματικα... αυτο που σε ενδιαφερει να αποδωσεις νοηματικα ειναι πως ενδιαφερεσαι να βρεις μια νεα δουλεια. Επομενως τοποθετεις τη μετοχη interested, που υποδηλωνει ακριβως αυτο [το υποκειμενο της ειναι "εγω"]. Αν, ωστοσο, ηθελες να πεις οτι "η νεα μου δουλεια ειναι πολυ ενδιαφερουσα," θα εκφραζοσουν ετσι: My new job is very interesting. Το interesting εδώ είναι επίθετο, και σε αντιθεση με την πρωτη περιπτωση, αναφερεται στη δουλεια και λειτουργει ως κατηγορουμενο, αφου της προσδιδει μια ιδιοτητα. Αρα η πρωτη προταση ειναι ορθη.

Προκειται για το ιδιο σφαλμα με την αντιστοιχη μετοχη και επιθετο bored και boring.

Wrong · 07-12-10

-ed= εκφράζει συναίσθημα ανθρώπου, λειτουργεί ως επιθετικός προσδιορισμός σε ΠΡΟΣΩΠΟ
-ing=λειτουργεί ως επιθετικός προσδιορισμός σε πράγματα, μέρη, εμπειρίες...σε οτιδήποτε εκτός από πρόσωπο

ΑΓΝΗΓΙΩΡΓΟΣ · 09-12-10

Μπορεί κάποιος να με βοηθήσει να κάνω πρόταση με το foreground? Επίσης μπορείτε να μου πείτε τι σημαίνει στα αγγλικά το '' at a loss'' kai to ''lost for words''?

pupsi · 09-12-10

Στο longman για πρόταση βρήκα αυτό : This is a photograph of our new house, with my parents in the foreground

ΑΓΝΗΓΙΩΡΓΟΣ · 09-12-10

Αρχική Δημοσίευση από pupsi:
Στο longman για πρόταση βρήκα αυτό : This is a photograph of our new house, with my parents in the foreground

Σε ευχαριστώ πολύ!

Wrong · 09-12-10

at a loss= όταν πουλάς κάτι σε χαμηλότερη τιμή και ζημιώνεσαι, όταν είσαι έκπληκτος από κάτι που έμαθες/άκουσες και δεν μπορείς να αντιδράσεις με κάποιον τρόπο
lost for words= όταν δεν μπορείς να πεις κάτι, λόγω κάποιου συναισθήματος, κυρίως

Dalian · 14-12-10

Επίσης λέμε και "I'm at a loss for words"

[επί της δεύτερης έκφρασης.]

Αρχική Δημοσίευση από Wrong:
-ed= εκφράζει συναίσθημα ανθρώπου, λειτουργεί ως επιθετικός προσδιορισμός σε ΠΡΟΣΩΠΟ
-ing=λειτουργεί ως επιθετικός προσδιορισμός σε πράγματα, μέρη, εμπειρίες...σε οτιδήποτε εκτός από πρόσωπο

Αυτό δεν ισχύει απόλυτα, διότι μπορείς πχ να χαρακτηρίσεις ένα πρόσωπο "You're boring, interesting" κ.ο.κ. :hmm:

hrictina · 05-01-11

μηπως ξερει κανεις που κ πως μπορω ν βρω τις απαντησεις του βιβλιου ECCE Practise tests michigan ομως...?

ΑΓΝΗΓΙΩΡΓΟΣ · 06-01-11

Μπορεί κάποιος με θέληση, χρόνο και καλά αγγλικά να το μεταφράση αυτό; Είναι πολύ δύσκολο και καίγομαι, συν ότι είμαι άρρωστη.

Brew it yourself

NB. 1 batch of 7x formula will produce three batches cola syrup, or approximately 54 litres of cola.

Step 1: 7x formula:

Using food-grade essential oils, assemble 3.75ml orange oil; 3ml lime oil; 1ml lemon oil; 1 ml cassia oil (nb. reduce cassia content for next production); 0.75ml nutmeg oil; 0.25ml coriander oil (6 drops); 0.25ml lavender oil (6 drops); 0.25ml neroli oil (optional/removed due to high cost).

Using a measuring syringe, measure out the oils into a glass or ceramic container. Keep covered to avoid volatile oil fumes escaping. Then dissolve 10g instant gum arabic (equivalent to 22ml) in 20ml water (low calcium/low magnesium, Volvic is good) with one drop vodka - Cube uses Zubrowka. (Be aware that total quantity of vodka will be 0.0007ml per litre of Cube-cola).

Place the gum/water/vodka mix in a high-sided beaker - stainless steel or glass are best. Using a high-power hammer drill with kitchen whisk attachment, whisk the gum mixture at high speed while your assistant droppers the oils. Mix in steadily with the measuring syringe. Continue to whisk at high speed for 5-7 minutes, or until the oils and water emulsify.

The resulting mixture will be cloudy. Test for emulsification by adding a few drops of the mixture to one glass of water. No oils should be visible on the surface. You now have a successful flavour emulsion, which should hold for several months.

Step 2:The mixers

This makes two allied concentrates, Composition A and Composition B, which can be stored separately before being mixed into cold syrup with the addition of sugar and water.

Composition A

Mix 30 ml double strength caramel colouring (DD Williamson Caramel 050) with 10 ml water. While stirring, add 10ml 7x flavour emulsion (oils/gum/water mix).

Composition B

Mix 3 tsp (10ml) citric acid with 5-10ml water, then sieve in 0.75 tsp (2.75ml) caffeine. Mix thoroughly using a pestle and mortar until caffeine granules are no longer evident. The mixture may behave erratically, turning either white or clear for no apparent reason. If it goes white, add more water. Pass through muslin or jelly bag to remove any anomalies.

At this point, A+B can be packaged separately and later reconstituted into cola syrup.

Step 3: The cola syrup

2 litres water; 2kg sugar

Compositions A & B

Make a sugar syrup (mix in a cooking pot on low heat to dissolve quickly) using 1.5 litres of the water and all the sugar. Filter if unsure. Mix Composition A into the remaining 500ml water. Add Composition B, then the sugar syrup. You now have 3 litres Cube-Cola syrup or approx 18 litres cola.

Step 4: The cola

As required, make up your cola as a 5:1 mix, five parts fizzy water to one part cola syrup. Cube uses 350ml syrup in a 2l bottle of Tesco Ashford Mountain Spring. This cola recipe is released under the GNU general public licence.

Boom · 10-01-11

Παιδάκια, γεια σας.
Θα ήθελα κάποιος να μου απαντήσει στις ερωτήσεις κατανόησης.
1. What was the attitude towards diversity before the 1990ʼs?
2. How are schools trying to promote diversity?
3. Are students the only ones to learn the lesson of tolerance in order to encourage diversity?
4. Can we apply diversity by remaining firm in our ways, beliefs and thoughts? What should we do?
5. What is teaching all about?
Κειμενάκι

Diversity as an issue wasn't even on the radar of most private school communities until the 1990s. To be sure, there were exceptions, but for the most part diversity was not at the top of the list of priorities back then. Now you can see genuine progress in this area. The best evidence that progress has been made is that diversity in all its forms is now on the list of other issues and challenges facing most private schools. In other words it is no longer a detached issue requiring resolution by itself. Schools seem to be making well-thought out efforts to attract and retain faculty and students from a wide variety of societal backgrounds and economic sectors.

[FONT=&quot]Set an Example and They Will Follow[/FONT][FONT=&quot][/FONT]
[FONT=&quot]The thoughtful head and board members know that they must encourage diversity. Perhaps that has already been done at your school. If so, then a review of where you have been and where you are going should be part of your annual review activities. If you have not addressed the diversity issue, then you need to get started. Why? Your school cannot afford to turn out students who have not learned the lessons of tolerance. We live in a multicultural, pluralistic, global community. Understanding diversity begins the process of living in harmony with others. [/FONT]
[FONT=&quot]Communication enables diversity. Example fosters diversity. Every sector of the school community from head and trustees on down through the ranks must be proactive in listening, accepting and welcoming people and ideas which are different from their own. This breeds tolerance and transforms a school into a warm, welcoming, sharing academic community.[/FONT]
[FONT=&quot]3 Ways to Communicate Diversity[/FONT][FONT=&quot][/FONT]
[FONT=&quot]1. Hold Workshops for Faculty and Staff[/FONT][FONT=&quot]
Bring in a skilled professional to run workshops for your faculty and staff. The experienced clinician will open up sensitive issues for discussion. She will be a confidential resource which your community will feel comfortable turning to for advice and help. Make attendance mandatory.[/FONT]
[FONT=&quot]2. Teach Diversity[/FONT][FONT=&quot]
Embracing the principles of diversity taught in a workshop requires everybody to put diversity into practice. That means reworking lesson plans, encouraging new, more diverse student activities, hiring 'different' teachers and much more. [/FONT]
[FONT=&quot]Communication imparts knowledge which can breed understanding. As administrators and faculty, we send dozens of subtle messages to students not only by what we discuss and teach, but, more importantly, by what we do NOT discuss or teach. We cannot embrace diversity by remaining set in our ways, beliefs and thoughts. Teaching tolerance is something all of us have to do. In many cases it means shedding old practices and altering traditions and modifying points of view. Simply increasing a school's intake of non-Caucasian students will not make a school diverse. Statistically it will. Spiritually it will not. Creating a climate of diversity means radically altering the way your school does things.[/FONT]
[FONT=&quot]3. Encourage diversity[/FONT][FONT=&quot]
One of the ways you as an administrator can encourage diversity is to require compliance with school policies and procedures. The same kind of strict adherence to policy and procedure which makes cheating, hazing and sexual misconduct taboo should apply to diversity. Your staff must become proactive when it comes to encouraging diversity. Your staff must know that you will hold them just as accountable for your diversity goals as you will for teaching outcomes. [/FONT]
[FONT=&quot]Respond to Problems[/FONT][FONT=&quot][/FONT]
[FONT=&quot]Are you going to have problems with diversity and tolerance issues? Of course. How you handle and resolve problems as they arise is the acid test of your commitment to diversity and tolerance. Everybody from your assistant to the grounds keeper will be watching too. [/FONT]
[FONT=&quot]That's why you and your board must do three things to promote diversity in your school:[/FONT]

[FONT=&quot]decide on policy[/FONT]
[FONT=&quot]implement policy[/FONT]
[FONT=&quot]enforce compliance with policy[/FONT]

[FONT=&quot]Is It Worth It?[/FONT][FONT=&quot][/FONT]
[FONT=&quot]That nagging question does cross your mind, doesn't it? The answer is a simple and resounding "Yes!" Why? Simply because you and I are stewards of all that we have been given. The responsibility for shaping young minds and inculcating eternal values has to be a major part of that stewardship. Our abrogation of selfish motives and embracing of ideals and goals which will make a difference is really what teaching is all about.

[/FONT]

Και
1. does the state provide public funds for Roman Catholic schools only or for other religious or ethnic minorities as well?
2. Does the Canadian Constitution agree with the establishment of separate denominational schools?
3. When and how did Canadians face the first problems of multiculturalism?
4. How has multiculturalism changed in our days in Canada?
5. Why do ethnic minorities demand separate, public funded private schools for their children?

Κείμενο:
6.

Recently an umbrella multicultural, multifaith group has advocated separate ethnic schools for specific groups like the Jews, Sikhs and Muslims. It is argued that since the State provides public funds for separate Roman Catholic schools it is discriminatory for the State to deny such consideration and privileges to other religious or ethnic minority groups.

Such an argument is justified on legal grounds. Section 93 of the Canadian Constitution, which delegates the responsibility of education to provinces, also provides for the establishment of separate (Christian) denominational schools. With the change in our demography and a rising number of non-Christians now living in Canada, it is quite appropriate to argue that the constitution be interpreted in favour of establishing state-funded non-Christian separate schools.

Furthermore, the Canadian Charter of Rights and Freedoms and the Universal Declaration of Human Rights would also seem to give credence to such demands. Freedom of religious conscience and the parental right to give children the "right" kind of education cannot be denied

However, such an interpretation may go against the true intent of a multicultural society as opposed to a segregationist model. In a multicultural society children of all hues and religions should be prompted to attend non-sectarian unitary schools without any distinction of colour, creed or nationality. The rationale behind such a unitarian system would be that children can best learn other people's cultures by living, learning and playing with people of cultures other than their own.

Canada's unique contribution to the concept of multiculturalism is much different from that of South Africa or Muslim theocratic states. Canada's multicultural policy, as envisaged in the early 1960's, did not promote separateness. Early philosophies and policies of multiculturalism in Canada were benign. They were based on toleration and accommodation and harmonious relations between different groups and races.

But multiculturalism in the 1990's seems to be taking a different shape. It has become akin to ethnocentricism, i.e., displaying "the emotional attitude that regards one's own group or culture as superior and is contemptuous of other groups and cultures" (The World Book Dictionary, 1969: 716). We say this because such an attitude seems to be quite evident in the demands for separate ethnic schools being made by the multifaith, multicultural organization as reported on the CBC radio (Windsor) on November 7, 1990.

The basic argument is that their children are special which, no doubt, they are. They state that the linguistic and religious needs of their children are not being met by the present-day public school system. Since the Roman Catholic and other Christian denominations have state-funded private separate schools, the ethnic minorities must also have separate, publicly funded private schools for their children. The staff of such schools will probably come from their own ethnic communities.

The curricula of such schools will contain, if not emphasize, teaching and learning of their ethnic languages and religions. Ideally children of other ethnic or linguistic origins will not be enroled in such schools. This argument is in line with the expressed opinions of some French parents who do not want non-French children in their schools (The Windsor Star, November 7, 1990).

In fact these arguments ask for a segregated system of schooling based on children's ethnic heritage. This is the kind of system South Africa has now. Is this the shape of public education we want to see in the near future? Is this what multiculturalism has taught us in the last twenty years?

I hope not. But if this is the message our multicultural policies are giving to the minority ethnic communities, I am against it. I am of the opinion that such an approach to "multicultural" schooling is a segregationist policy for separate schools for separate people. If Canada is to remain a united nation and wishes to call itself a multicultural nation, the government must refrain from funding private ethnic or religious schools.

It is in the interests of ethno-cultural communities to have a unified system of public education which is attended by children of all races and religions. The only system of education that the government should support is a unified system of public education. If ethnic schools are to flourish they must be at a private expense, not public.

Είναι λίγο επείγον.
Δώστε (λύσεις), και σώστε. :lol:

Noisette · 10-01-11

Θεοδώρα κάτσε διάβασε γιατί θα σου κλείσω όλες τις προσβάσεις σε τραγούδια της Μποφίλιου!!! :mad:

Boom · 10-01-11

Όχιιιιιιιι! :'(

Ρε συ, ποτέ δεν είχα καλές σχέσεις με τα αγγλικά, να περάσω το μάθημα σέλω, γίνεται;

Noisette · 10-01-11

Μίλησα!

Don't mess with me

Boom · 10-01-11

Δεν προλαβαίνω σε 1 βδομάδα να τα μάθω, anyway.

Guest-77410 · 11 Ιανουαρίου 2011

ξέρω είναι λίγο άσχετο για αυτη την ενότητα αλλά μόλις έκανα account και είμαι λίγο μπερδεμένη με το σιτε.So..ξέρει κανείς αν για να μπορεί κάποιος να διδάξει αγγλικά, και έχει proficinecy,αν χρειάζεται και μια πιστοποίηση extra.Νομίζω πως ναι αλλά δεν είναι σίγουρη.Αν ξέρει κάποιος κάτι παραπάνω ας μου στείλει link ή ας μου πει γιατί είναι επείγον!
thanx and hurry

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