How to Teach for Exams - download pdf or read online

By Sally Burgess, Katie Head

ISBN-10: 0582429676

ISBN-13: 9780582429673

This textual content bargains an intensive research of how listening, conversing, interpreting and writing, in addition to grammar and vocabulary, are established in more than a few checks, besides applicable instructing recommendations for every. additionally incorporates a consultant to all significant foreign English language tests.

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A womany [every manx [x loves y]]] (8c,d), however can only be interpreted as (9b). The interpretation of an 'a certain' NP is not conditioned by the interpretation of other quantified expressionssuch as indefinite NPs or 'someone'. Thus, such an NP is interpretively independent, a term that singles out the phenomenon often explained in terms of scope. The Logical Syntax of Definite Descriptions and 'Belief'-Sentences Similar observations hold for ' any ' and ' every ' . As has often 45 been noted, 'any' is relatively interpretively independent of its logical environment .

Moreover, the sentences are perfectly acceptable with these interpretations . , considering them as not being moved by QR and not forming operator-variable structures. In other words, type II QPs are operators, and type I quantified expressions are terms (see chapter 2). In what follows in this chapter the technical details concerning QR are not very important . , non- operator-variable form , ~ ill act like type I quantifiers . (b) If an element has any of the properties (A)- (E), it will have them all .

Would anyone ever use the unacceptable sentences in (14)? If not (as seems most likely , given their unacceptability ), what evidence could force the distinctions noted? Even if relevant data are available, is it reasonable to think the child pays attention to them? How likely is it that the facts concerning the ECP can be winnowed from the primary linquistic data? In English, neither ' every' nor ' any' violates the ECP, so they appear to act alike . However , this similarity is mere coincidence arising from the local nature of QR, as the French facts and the double-'wh ' facts cited in (39) show.

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How to Teach for Exams by Sally Burgess, Katie Head


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