Take The Chinese SAT Tutor

Take The Chinese SAT TutorIf you are a student of Chinese language, you might be wondering whether or not it is really worth your time to take the Chinese SAT tutor. After all, if the tutor can provide you with a very quick and simple test, why is it so expensive? Actually, taking an SAT test isn't that difficult, but it can be quite frustrating because there are many pitfalls in it that can easily make you lose valuable time.The best thing you can do is to find a very effective teacher that you can use. You should know that a good tutor will give you all the tools you need to answer the tests. This includes a good list of flashcards, listening materials, and reference materials.Aside from a good list of materials, the tutor should be able to explain your questions well. He or she should be able to get you from a blank sheet of paper to an understanding of Chinese vocabulary.You can also go online to compare the rates of other tutors before hiring them. You can also check out reviews of various companies that provide SAT test preparation services. If you already have some experience in writing and speaking the language, it is important that you speak English with the tutor as much as possible.Aside from being an effective teacher, you also want to make sure that you are working with someone that you can trust and who knows your local Chinese community. The more you can trust the tutor, the easier the test will be.When choosing a tutor, consider how much money you want to spend. There are many online tutoring services that charge a relatively small fee to teach your language. This is a great way to learn the language fast, even if you don't have a lot of time to devote to it.This kind of experience could really help you pass the SAT test in Chinese language. However, this doesn't mean that you have to become an absolute beginner when you're studying the language. You can study fluently and not only be conversational in it.

Looking A Gift Horse In The Mouth Learning About Proverbs in English

Looking A Gift Horse In The Mouth Learning About Proverbs in English One of my students recently asked me the meaning of the proverb Never Look a Gift Horse In The Mouth.  Have you heard this before? Let’s see what it means in this lesson.What is a Proverb?The word proverb comes from the Latin word proverbium. It is a short and meaningful or pithy saying that expresses some commonly accepted truth or piece or advice.What does Looking A Gift Horse In The Mouth Mean?Literally, the proverb means that you should never take your good fortune for granted or, in other words, be ungrateful when you receive a gift or have good luck.The phrase comes from the fact that a horse’s age can be estimated by the state of its teeth. As horses age their teeth project further farther every year so their age can be guessed by examining how prominent their teeth are.Literally, if you receive a horse as a gift, don’t look in its mouth to see how old it is.The origin of the saying is unknown however some say it can be traced back to St. Jerome in the 4th century.This s aying suits another proverb, It’s the thought that counts meaning that it is not so much the gift but the spirit of giving with which it was given that counts.Here is a cartoon based on the proverb:What do you think this cartoon is trying to say?Do you think you have ever looked a gift horse in the mouth? What was the situation?Did you find this blog interesting? Share it on Facebook and Twitter.

Aelfrics Grammar, the First Grammar Book Written in English -

Aelfric’s Grammar, the First Grammar Book Written in English - Aelfrics Life Probably not Aelfric If you are a fan of BBCs story of Uhtred and Alfred, The Last Kingdom, you might be interested to learn about an important scholar working at that time, called Aelfric. Who was Aelfric? Aelfric of Wessex (955-1020) wrote the first grammar of Latin in a vernacular language. The Historical Context ofAelfrics Life In the two centuries leading up to Ælfric’s birth, Latin scholarship was in such decline in England that when King Alfred came to the throne in 871, he complained that almost no one south of the Humber could translate a letter out of Latin. The principal cause for this decline was the constant harassment by the Danes during their prolonged campaign of incursion and occupation. However, the English enjoyed a short reprieve under King Alfred who did much to prevent further cultural and economic decline during his reign by halting the Danes at a line running northwest from London to Chester (Law, 1997). He managed this by buying a five-year peace with a large tribute, fortifying the South, and then taking and occupying London in 886. Thirteen years later, in 899, after devoting his remaining years to the restoration of English learning and culture, and promoting translation of Latin texts into the vernacular, King Alfred died. And it was only in 954, a year before Ælfric was born, that Alfred’s grandson Ædred managed to expel Eric Bloodaxe, the last of the Scandinavian kings, from England. (Hurt, 1972). Thirteen years later, in 899, after devoting his remaining years to the restoration of English learning and culture, and promoting translation of Latin texts into the vernacular, King Alfred died. And it was only in 954, a year before Ælfric was born, that Alfred’s grandson Ædred managed to expel Eric Bloodaxe, the last of the Scandinavian kings, from England. (Hurt, 1972). At the time of Ælfric’s birth, England was a very different place. Half of southern England was dense, virgin forest, and the total population of the island was only about one million. Although London and Winchester were not mentioned in the Doomsday census, York, a city of comparable size to Winchester at the time had 8000 people living there (Hurt, 1972). Today, Winchester has over a hundred and seven thousand (“National Statistics,” 2005) During Ælfric’s lifetime, four different kings occupied the English throne. The fourth in the list came to the throne when Ælfric was 23 years old. His name was King Æthelræd, a 10-year old boy known by the epithet Æthelræd Unræd, meaning “Noble counsel, no counsel.” His troubled reign (978-1016) was characterized by renewed attacks by the Danish and the six enormous tributes paid to buy peace from them. While the strategy had succeeded a century earlier under Alfred, during Æthelred’s reign paying tributes served only to strengthen the Danes and weaken the English. By all accounts, the political and economic situation during Ælfric’s lifetime was a disaster (Hurt, 1972). Aelfrics Life Ælfric was born somewhere in Wessex, England circa 955 A.D. At the age of fifteen, he entered the Old Monastery at Winchester, a training school for monks, where he studied under Eathelwold. It was there that Ælfric was ordained at the age of thirty, the minimum age for ordination in those days. Two years later, in 987 he went to the newly founded Cernel Abbey in present day Cerne Abbas near Dorchester to teach Latin. It is there between 993 and 995 that he wrote his Glossary, Colloquy and Grammar. In 1005, Ælfric became the abbot of the newly built monastery at Eynsham near present day Oxford (Hurt, 1972), and it was there that he died in 1020 (Crystal, 1995). Apart from this brief outline, not much else is known about his life. Aelfrics Grammar Earlier grammars of the major Greek and Roman grammarians were not generally pedagogical in nature. They were primarily inquiries into the structure of language for the benefit of native speakers (Hurt, 1972). In contrast, medieval grammars were intended above all as aids to learning a second language. In Ælfric’s time, the most common textbooks in circulation were in fact grammar books written by Donatus and Priscian. Born in the fourth century, Ælius Donatus wrote two grammars: Ars Grammatica and Ars Minor. It is from Donatus that Western European languages get their grammatical terminology. Priscian, born in the early sixth century, wrote Institutiones Grammaticæ, “the standard advanced textbook to which the student progressed after mastering the more elementary Donatus” (Hurt, p. 106). Ælfric’s grammar is organized according to the same plan using the 8 parts of speech used by Donatus (Hurt, 1972), but it was an abridged version of Priscian’s Institutiones known as Excerptiones de Prisciano by an unknown editor that Ælfric used as a starting point for his own grammar (Law, 1997), relying on Priscian for many of his examples and definitions. However, despite his debt to Donatus and Priscian, Ælfric’s grammar is more than a synthesis of the two earlier texts. A Grammar for Beginners For one thing, Ælfric wrote his grammar in English. By doing so, he was able to make his grammar suitable for students at a lower proficiency level than required to read either Donatus’ or Priscian’s grammars (Law, 1997). As noted above, with Latin suffering two centuries of decline, he needed his grammar to be accessible to monolingual language learners with little or no prior exposure to Latin. In his preface, he says how he expects to be reproached for this. His aim was not, after all, to train students to write Latin poetry as was the case with Bede and Aldhelm. Ælfric was attempting instead to redress the crisis of basic Latin literacy of his day that had lingered unresolved since King Alfred had complained of it 124 years earlier. Above all, he wanted to provide the key to understanding religious texts. His first hurdle to overcome in making that possible, therefore, was basic comprehension. Furthermore, Ælfric wrote for young students. To improve the comprehensibility of difficult abstract grammatical concepts that are often difficult for young learners, Ælfric developed a complete set of grammatical terms in the English of his day (Hurt, 1972)â€"though there is some evidence to suggest that some of his terms may actually predate him (Law, 1997). New grammatical terms Nevertheless, his literal renderingsâ€"while more comprehensible than their Latin counterpartsâ€"are veritable tongue twisters. For example, Interjectio thus becomes “betwuxaworpennys” and subjunctivus becomes “underðeodendlic” (Hurt, p.111). While it is unlikely that Ælfric intended for these renderings to be replacements for the Latin terms, showing no preference himself for either the traditional Latin or English versions, he did use some English terms consistently in place of the Latin terms. They were tid, cynn, word, and stæf for tempus, genus, verbum, and littera respectively (Hurt, 1972). Whatever his particular contribution to English meta-terms may have been, none survived the Norman invasion of 1066, and all the terms we have today are borrowings from Latin from a later time. Ælfric’s grammar is both a simplification and a clarification of his sources. He follows Priscian’s anonymous editor by leaving out all Greek from his grammar, but goes a step further by eliminating long lists and digressions retained by the editor (Law, 1997). Also, he leaves out an entire section on swearing (Hurt, 1972), pointing out the Christian prohibition against making oaths (Matthew 5:37). Additions, expansions, and substitutions Ælfric’s grammar, in some respects, expands on Donatus and Priscian. For example, he includes paradigms of each major type of noun within each declensionâ€"absent in Priscian.  Similarly, all regular and some irregular verb paradigms also not present in Priscian are added. Another insertion by Æflric is his digressions on aspects of Latin morphology treated inadequately in Donatus’s grammars (Law, 1997). Although he makes only a few Latin-English contrasts, he does make a point of illustrating how some words in Latin have a different gender in English. Also, he mentions how all six Latin conjunctions are equivalent to one word in English: and.   Among the similarities between the two languages, he notes that Latin and English both have 8 parts of speech and that both employ the impersonal mood only very rarely.  Most significantly, Ælfric appended to his grammar a several hundred word Glossary arranged by topicâ€"not alphabeticallyâ€"most likely based on Etymologies by Isidore of Seville (Hurt, 1972). Some substitutions are apparent. He replaces proper nouns with Eadgar and Dunstan, names familiar to him from his own school years. Pagan examples are Christianized with one example using Æneas being replaced with King David. He also disagrees with his sources on two occasions, citing evidence form biblical passages. In one, he challenges the Excerptiones on the form of the word sanguis pointing out that in scripture it is sanguinum. The second exception he makes is to a prescriptivist prohibition by Donatus against the compound adverbs de intus and de foris, both found in scripture (Law, 1997). Conclusion Using Crystal’s taxonomy (1995), Ælfric’s is a traditional grammar, presenting language forms in a highly analytical way and relying on high scripture for examples. While pedagogically prescriptive in the sense that it lists correct forms to be learned, it does not insist upon the prohibitions and forms of earlier authorities. One could almost say that it is descriptive in the sense that, for Ælfric, the Bible was his language corpus. In terms of his contrastive analysis, Law and Hurt both agree that his grammar offers little insight to the modern linguist into the nature of Middle English. Sadly Ælfric’s Grammaticus survives only as a museum piece. His (by some accounts) original metalanguage was lost, and his grammar is now of interest only to historians and specialists. While impressive for his time, the few books that are available on him at the Concordia library look as though they have never been opened. For instance, Hurt’s highly readable Ælfric, though printed 33 years ago, looks brand new. However, there is a lot that language teachers will find inspiring about Ælfric. His sincere dedication to the “ignorant children” in his care, and his energetic attempts to make the target language as comprehensible and practical as possible for learners is admirable for his or any age. Discussion Questions In what way are the challenges facing language teachers today similar to the challenges Ælfric faced a millennium ago?Does Ælfric deserve a place in the pantheon of grammarians or should he be passed over as a minor figure in the history of our linguistics?What is the pedagogical value of explaining grammar in the language of the learner, as opposed to using the target language as the language of instruction? References Crystal, David. (1995). The Cambridge Encyclopedia of the English Language. Cambridge: Cambridge UP. Hurt, James (1972). Aelfric. Twayne Publishers, New York. Law, Vivien (1997). Grammar and grammarians in the early middle ages. Longman, New York. National Statistics, Retreived January, 2005, fromhttp://www.statistics.gov.uk/census2001/pyramids/pages/24up.asp White, Caroline (1974). Aelfric a new study of his life and writing. Archon Books, Hamden, CT. Grammar Checker The Virtual Writing Tutor is the first English Second Language grammar checker and probably the best grammar checker available for free today. On this website, you can get help with a variety of difficulties that learners of English at all levels face. If you are wondering how you can improve your English or how to prepare for the IELTS or TOEFL tests, or perhaps you are wondering whether beginners should learn essays or storytelling, there may be something of value for you on this blog. Alternatively, check spelling and grammar here. Please follow and like us:

6 Ways to Save Money on Food

6 Ways to Save Money on Food Image via Isorepublic.com Meal plan and prep An easy way to save money is to plan your meals in advance. A lot of the time, we college students spend a lot of money on food because we want to grab something quick and easy. Unfortunately, this is an unsustainable habit for both your wallet and your health. If you plan your meals, you won’t need to grab junk food, because you will already know what you’ll eat for your next meal. For extra bonus points, prep your meals in advance, too! It will save you so much time and money. I would recommend that you set aside one day every week to prepare your meals for the next few days. This way, you will have food ready to go when you are hungry, and you won’t have to resort to a quick and unhealthy fast food. By planning and preparing your meals in advance, you will save lots of money on food. Pack your lunches The easiest way to waste money on food is to buy your lunch every day. It’s convenient, but again, it’s not sustainable for your body or your wallet. Instead, pack your lunches. Chances are, the lunches you pack will be healthier and cheaper. If you need ideas on what to pack for your lunch, do a quick Google or Pinterest search. In other words, packing your lunches will help you spend less money on food. Limit the number of times you eat out per week It’s no secret that eating out is very expensive. We college students spend too much money on the convenience of having something quick and easy to eat. However, you will save a substantial amount of money if you limit the number of times you eat out every week. Rather than eat out, cook more of your own meals. Cooking is not only healthier, but it is much better for your wallet. Eating out is convenient, but limiting yourself to only a few times a week will save you lots of money. Use your student discount Using a student discount is a good way to spend less money on food. As a student, you will likely be able to get a discount at most restaurants, especially if you are in a college town. Of course, it’s better to pack a lunch rather than eat out. But if you must eat out, try to get a student discount. I would recommend doing your research to find out which restaurants in your area offer the best discounts. It’s also good to know if they have discounts on certain days or certain times. All in all, it’s a good idea to use a student discount if you eat out. Take advantage of rewards programs Some restaurants and grocery stores have a membership program that will reward you for spending money there. The trick is to join these programs at stores that you already shop at; if you aren’t already a regular customer, it won’t be worth it. If you shop there enough, you will soon get discounts or other perks that will help you save money. In other words, in stores you already shop at, you should definitely take advantage of these rewards programs because they will help you spend less money on food. Look out for promotions of your favorite stores and restaurants Similarly, another great way to spend less money on food is to constantly be on the lookout for promotions. You should always be looking out promotions for your local grocery store and for your favorite restaurants. For example, grocery store “BOGOs” (buy one get one) are especially useful for products that don’t expire, such as paper products. This way, you can treat yourself while also saving money. You can find these promotions with a quick Google search, or on an app. (It’s a good idea to download your local grocery store’s app, as you will likely be notified of good promotions!) Promotions will definitely help you spend less money on food. Going out to eat all the time is very convenient, since you can get food quickly and easily. This is tempting for us busy college students. However, these outings can add up, and we need to save as much money as we can. If you plan your meals in advance and take advantage of promotions, you will save tons of money on food.

5 online resources for Combined Science tutors

5 online resources for Combined Science tutors Combined Science, otherwise known as Double Award Science, was first brought onto the curriculum in the 1990s as a modern and integrated way to teach the Physics, Biology and Chemistry. It is now very popular with schools as it represents a timetable-friendly way to get all pupils studying Science. There are lots of resources online that can be accessed by Combined Science tutors. Here is First Tutors' pick of the bunch to help budding scientists achieve exam success. 1. Teaching Ideas offers stacks of teaching resources for Science tutors with young pupils in need of variety. From SAT Science guides through to optical illusion games, you'll find a plethora of resources on this site. http://www.teachingideas.co.uk/science/contents.htm 2. The Council for the Curriculum, Examinations and Assessment (CCEA) was established on 1st April 1994 and is a non-departmental public body reporting to the Department of Education in Northern Ireland. http://www.rewardinglearning.org.uk/microsites/general_science/news/index.asp 3. GCSEScience.net does exactly what it says. Bringing together science revision games, exams and worksheets, it also hosts links to science-related news stories via YouTube to provide real-life case studies to bring the subject to life. http://www.gcsescience.net/ 4. The Association for Science Education has a website which is a must-visit for students of the subject at any level. Pupils aged 5-19 are catered for with a host of quizzes and learning resources. http://www.schoolscience.co.uk/ 5. First Tutors can recommend several resources to help Combined Science tutors guide their students. https://www.firsttutors.com/uk/resources.php

Then Budaiya Pre School

Then Budaiya Pre School Then Budaiya Pre School Position: Foundation Stage 2/Year One teacher Starting: August 2019 Contract: Permanent 2 years Salary:undiscolsed We are looking for an outstanding educator who will enjoy the wonderful experience of being part of a dynamic team and living in friendly, sunny Bahrain. The Budaiya Pre School is family orientated preschool that has provided quality education to an international group of children in a caring, nurturing and supportive environment. Established 25 years ago, The Budaiya Pre School is accredited to the National Day Nurseries Association e-Quality and continually strives for excellence. We are extending our excellent purpose built facility to include year one for the 2019-2020 school year. Applicants must hold a Bachelors in Education, Early Childhood Education or Bachelors in English, Maths or Science or Professional Teaching Qualification such as PGCE, QTS certification and have experience in working with Foundation stage 2 (Reception) and year 1 aged children. Native English speaker preferred. Additional skills such as music or training is an advantage. Our package includes: Tax free salary Fully furnished accommodation Transport to and from school Annual flight Visa costs Medical cover Applications invitedto: info@budaiyapreschool.com Up to date CV including copies of qualifications and recent photograph Three references

Fast Track Degree - Tutor Hunt Blog

Fast Track Degree Fast Track Degree Fast Track DegreeUniversitiesEducation ministers announced on Friday that Students will be given the option to choose a fast track, two year degree. Those choosing this condensed course will have to work far more intensely, with their studies running well into the lengthy summer break. Unfortunately the cost of this two year course will not be any cheaper than the full three year degree. Logic might suggest that fees would be one third lower, a saving of thousands of pounds - but this is not the case. Students selecting this fast track degree course will pay the same as those choosing the traditional three year degree. Savings can still be made though, since a shorter study period will mean accommodation costs will be reduced. The intended merits of this fast track degree option are not financial ones though. Universities Minister Jo Johnson has said the flexibility of shorter degrees are hoped to attract more mature students, disadvantaged youngsters, and anyone else who might be intimidated by a full three year degree course. In repose to criticism that students would be paying the same fees for a compressed course, he said that the fast track degrees would be the `Same standard, same quality,` and that the students would receive exactly the same level of education. Addressing university leaders in London, Mr Johnson went on to say `It`s not fewer credits, or lower quality of provision, it`s the same standard, the same quality, but in a compressed period of time and that involves an increase in resources, which needs to be recognised in the fee structure.` Speaking about the benefits for the fast track system Mr Johnson said `there are clear advantages for the student,` such as saving a year`s living costs, which would allow them to get into employment quicker. For years there has been a growing advocacy for the UK to offer more flexibility in the structure in it`s higher, post sixth form, education system. Accelerated degrees are already offered by a number of universities - it was the previous labour and coalition governments that sanctioned this - however only a relatively small number of degrees can currently be completed in two years. The current proposals could lead to a far more extensive roll out of this fast track system - indeed, it could eventually become the norm for most degrees to offer this option. The change that has facilitated this proposal is the lifting of the annual tuition fee cap - it currently stands at 9000, but ministers are expected to raise this shortly, most likely to around 13000, which would enable universities to offer fast track degrees for the same cost as their regular three year courses. Many have been critical over these new proposals - the UCU (university and college Union) have said that the primary beneficiaries would not be students themselves, but private, for profit companies, who would do very well out of a `pile `em high and teach `em cheap` attitude to teaching. Sally Hunt, the UCU general secretary was extremely critical of the proposals, said that `accelerated degrees risk undermining the well-rounded education upon which our universities` reputation is based. As well as placing a huge burden on staff, these new degrees would only be available to students who could study all year round. Our universities must remain places of learning, not academic sweatshops` The Russell Group, an organisation founded in 1994, and which represents 24 of the country`s leading universities, has also been openly critical of the two year degree proposal. Dr Tim Bradshaw, its acting director said that while innovation is to be welcomed in the education field `full-time, three-year degree programmes are generally the most appropriate at research-intensive institutions`. There are certainly benefits to the fast track system - being able to enter the job market a year earlier may be chief among them. What`s concerning however is the potential for the degree to be devalued, that the motivation of this move is for universities to increase their profitability by providing shorter courses for the same price. 3 years ago0Add a Comment