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Tongue Twisters

A tongue twister is a specific sequence of words whose rapid, repeated pronunciation is difficult even for native speakers. Often these are similar words which follow one another but differ in certain syllables. Alliterations are also frequent. In addition, some tongues are difficult because of their unusual word composition (sentence structure) and therefore require a high level of concentration. Some Tongue twisters are made for amusement, but on the other hand, professional speakers such as actors, politicians, and television / radio hosts use them as articulation exercises. Tongue Twisters to improve pronunciation in English A collection of my favorite tongue twisters to warm up your lips and tongue ... Remember: it's not just how fast you say them, but how clearly too! There are thousands of tongue twisters out there - here is a collection of some (short, long and small poems), whose text makes some sense, and which can also be used to speak more clearly. Classic Tong

Commonly used Idioms

Idiom: a manner of speaking that is natural to native speakers of a language Every language has its own collection of wise sayings. They offer advice about how to live and also transfer some underlying ideas, principles and values of a given culture / society. These sayings are called "idioms" - or proverbs if they are longer. These combinations of words have (rarely complete sentences) a "figurative meaning" meaning, they basically work with "pictures". This List of commonly used idioms and sayings (in everyday conversational English), can help to speak English by learning English idiomatic expressions. This is a list, which contains exactly 66 of the most commonly used idioms and their meaning. Smart Idioms A hot potato Speak of an issue (mostly current) which many people are talking about and which is usually disputed A penny for your thoughts A way of asking what someone is thinking Actions speak louder than words People's intention

How to Prepare for International Travel

So, you want to travel abroad? Plan ahead. Most destinations require only a few weeks of preparation, but depending on visa and immunization requirements, you may need a few months of planning time for some trips. Research your international travel destination and know what to expect before you leave. Step 1 Get a passport. To get a passport, you need a minimum of 2 passport-size photos, a birth certificate and 1 other form of identification (preferably that proves your citizenship in your country of origin). If you have a passport, be sure it has at least 6 months left before it expires. Some countries will not issue a visa more with more than 6 months remaining before the expiration date. Step 2 Check the visa requirements for your destination. Countries participating in the Visa Waiver Program do not require citizens of reciprocating countries to pre-arrange a visa, but other countries may require a visa to be in your passport before you arrive. Step 3 Check for immunization rec
A Brief Summary Chapters 1 to 3 Mr Lockwood, a rich man from the south, has rented Thrushcross Grange in the north of England for peace and recuperation. Soon after arrival, he visits his landlord, Mr Heathcliff, who lives in the remote moorland farmhouse called "Wuthering Heights". He finds the inhabitants of Wuthering Heights to be a strange group: Mr Heathcliff appears a gentleman but his manners and speech suggest otherwise; the mistress of the house is in her late teens, an attractive but reserved, even rude woman; and there is a young man who appears to be one of the family although he dresses and talks like a servant. Being snowed in, he has to stay the night and is shown to an unused chamber where he finds books and graffiti from a former inhabitant of the farmhouse called "Catherine". When he falls asleep, his dreams are prompted by this person and he has a nightmare where he sees her as a ghost trying to get in through the window. He wakes and is unable

Designing and implementing a critical literacy-based approach in an Indonesian EFL secondary school

Gin Gin Gustine. (2013). Designing and implementing a critical literacy-based approach in an Indonesian EFL secondary school : International Journal of Indonesian Studies. 1 This paper explores the design and implementation process of a critical approach to teaching English, one that is termed Critical Literacy, in an Indonesian secondary school. Despite its popularity as pedagogy and a way of thinking in the West, there is a gap in terms of the implementation of a Critical Literacy approach in South East Asian countries, especially in Indonesia. As the study seeks to provide ways to design and implement a critical literacy approach in EFL classes, action research is employed as the methodology of this research. The method of action research applied in this study is based on the seminal contribution of Kemmis and McTaggart (1990) who described cycles of action research: plan, act, observe and reflect. Data includes classroom observation, students’ reflective journals and interview

TEACHING CHALLENGES IN INDONESIA: MOTIVATING STUDENTS AND TEACHERS’ CLASSROOM LANGUAGE

Yuyun Yulia. (2013). Teaching Challenges In Indonesia: Motivating Students And Teachers’ Classroom Language : Indonesian Journal of Applied Linguistics. 3(1). 1-16. This paper critically describes the main challenges English language teachers face in teaching in Indonesia. It is part of a larger study evaluating the teaching of EFL English in Indonesian junior high schools. The study is to analyze two main challenges teachers face in structuring teaching and learning in class in the Indonesian context, namely, student motivation and teacher’s classroom language. English as the most important global language has become a compulsory subject in developing countries such as Indonesia. The teaching of English language currently is very marketable to students at all levels of education. In response to this, the government has been trying to develop the English language curriculum in order to cater for the needs of Indonesian society. Teachers, for example, have been trained through pre-serv

Short Biography of Imam al Bukhari (194-256 AH)

Short Biography of Imam al- Bukhari (rah) Imam Abu Abdullah Muhammad bin Ismaeel bin al-Mughirah al-Bukhari was born on 13th of Shawwal 194 AH in Bukhara. a town in the eastern part of Turkestan. His father died while he was still in his infancy and his upbringing was left entirely to his mother, who looked after his health and education very carefully and spared nothing in order to provide him with the best education. Quite early in life, Imam Bukhari's intellectual qualities became noticeable. He had great piety and an extremely good memory and devotion to learning. It is said that while he was still in his teens he knew by heart seventy thousand Sayings of the Holy Prophet Muhammad. At the age of 16, he went to Macca with his mother and enjoyed his stay in the Holy City so much that he decided to prolong his visit in order to benefit from the company of the great Muslim scholars who were always to be found there. At the age of eighteen, he wrote his first book on the subjec