Абстракт

An abstract is a short summary of your completed research. If done well, it makes the reader want to learn more about your research.

These are the basic components of an abstract in any discipline:

1) Motivation/problem statement: Why do we care about the problem? What practical, scientific, theoretical or artistic gap is your research filling?

2) Methods/procedure/approach: What did you actually do to get your results? (e.g. analyzed 3 novels, completed a series of 5 oil paintings, interviewed 17 students)

3) Results/findings/product: As a result of completing the above procedure, what did you learn/invent/create?

4) Conclusion/implications: What are the larger implications of your findings, especially for the problem/gap identified in step 1?

However, it's important to note that the weight accorded to the different components can vary by discipline. For models, try to find abstracts of research that is similar to your research.

What is an abstract?

An abstract is a condensed version of a longer piece of writing that highlights the major points covered, concisely describes the content and scope of the writing, and reviews the writing's contents in abbreviated form. Two types of abstracts are typically used: Descriptive Abstracts & Informative Abstracts

Although an abstract appears as the first section of a paper, it should be written last. You need to have completed all other sections before you can select and summarize the essential information from those sections.

What goes in an abstract?

In doing any research, a researcher has an objective, uses methods, obtains results, and draws conclusions. In writing the paper to describe the research, an author might discuss background information, review relevant literature, and detail procedures and methodologies. However, an abstract of the paper should:

-describe the objective, methods, results, and conclusions;

-omit background information, a literature review, and detailed description of methods;

-avoid reference to other literatures.

Qualities of a Good Abstract

An effective abstract has the following qualities:

-uses one or more well developed paragraphs: these are unified, coherent, concise, and able to stand alone.

-uses an introduction/body/conclusion structure which presents the article, paper, or report's purpose, results, conclusions, and recommendations in that order.

-follows strictly the chronology of the article, paper, or report.

-provides logical connections (or transitions) between the information included.

-adds no new information, but simply summarizes the report.

-is understandable to a wide audience.

-oftentimes uses passive verbs to downplay the author and emphasize the information. Check with your teacher if you're unsure whether or not to use passive voice.

Steps for Writing Effective Abstracts

To write an effective abstract, follow these steps:

1.Reread the article, paper, or report with the goal of abstracting in mind.

-Look specifically for these main parts of the article, paper, or report: purpose, methods, scope, results, conclusions, and recommendation.

-Use the headings, outline heads, and table of contents as a guide to writing your abstract.

-If you're writing an abstract about another person's article, paper, or report, the introduction and the summary are good places to begin. These areas generally cover what the article emphasizes.

2.After you've finished rereading the article, paper, or report, write a rough draft without looking back at what you're abstracting.

-Don't merely copy key sentences from the article, paper, or report: you'll put in too much or too little information.

-Don't rely on the way material was phrased in the article, paper, or report: summarize information in a new way.

3.Revise your rough draft to

-correct weaknesses in organization.

-improve transitions from point to point.

-drop unnecessary information.

-add important information you left out.

-eliminate wordiness.

-fix errors in grammar, spelling, and punctuation.

4.Print your final copy and read it again to catch any glitches that you find.

READING: шивэх, хэвлэх, шинэ үгээ шивэх

I.
1. Job Ad /2/- 18/IX
2. Letters /2/ - 4/X http://owl.english.purdue.edu/owl/resource/549/01/
3. CV, Application - 18/X
4. Reading, Translation -

II. Dictionary
1. Chapter 19, 25 - Отгонбаяр, Бурмаа, Цэндсүрэн - эссе бичих тухай
2. Chapter 8, 18 - Уранчимэг, Бат-Эрдэнэ, Өлзийсүрэн - товчлол, абстракт бичих тухай
3. Chapter 17, 35 - Болорцэцэг, Ганхуяг, Баясгалан - орчуулгын төрлүүдийн тухай
4. Chapter 6, 23 - Ууганцэцэг, Батцэцэг, Нямбаяр - англиас монгол руу орчуулга хийх арга замууд, дараалал

5. Chapter 24, 39 - Баасанжав, Хандсүрэн - ажлын зар уншиж ойлгох тухай /англиар /
6. Chapter 9, 26 - Насанжаргал, Эрдэнэсүх - төслийн бүтцийн тухай, төсөл унших
7. Chapter 15, 27 - Нарантуяа, Мөнхнасан, Эрдэнэбат - презентаци хийх тухай
8. Chapter 10, 29 - Уянга, Гантуяа - бизнес захиа бичих тухай
9. Chapter 12, 30 - Энхбаяр, Цэрэнтогтох - презентацийн бүтэц, хэрэглэгдэх үгс

10.Chapter 4, 31 - Азбаяр, Нямдаваа - CV-ний төрөл, бүтэц
11.Chapter 16, 33 - Дуламжав, Шүрэнцэцэг - Application-ы төрөл, бүтэц
12.Chapter 11, 32 - Нямдорж, Түвшинжаргал, Ганбилэг - ярилцлаганд орох тухай
13.Chapter 22, 28 - Хулан, Ариунзаяа, Дондогмаа - "Cover letter" бичих тухай
14.Chapter 7, 21 - Буянбат, Золбоо, Үүрийнцолмон - "Reference letter" бичих тухай
15.Chapter 2, 20 - Золзаяа, Эрдэнэбат, Мөнгөнтуул - монголоос англи руу орчуулга хийх арга замууд
16.Chapter 1, 36 - Ганцэцэг, Лхамсүрэн, Нямцогт - ном унших тухай, унших аргууд
17.Chapter 13, 40 - Нарангарав, Ариунсүрэн, Ганзориг - "CV" яаж бичих тухай
18.Chapter 14, 38 - Эрдэнэсувд, Цэлмэг, Энхболд - "Application" яаж бөглөх тухай
19.Chapter 3, 37 - Чимид-Очир, Мягмаржав - Монголын холбооны байгууллагуудын тухай
20.Chapter 5, 34 - Санчир, Өнөржаргал, Дэнзэн - Монголын телевизүүдийн тухай

* Making 1 presentation + bring a video

310 - HW

Part 5

You are going to read an article from a travel magazine. For questions 45-50, choose the answer (A, B, C or D) which you think fits best according to the text. Mark your answers on the separate answer sheet.


In the eighties, the CBC introduced into their children's lineup of programmes a show entitled "Fraggle Rock." From among the multitude of muppet-like characters that made up this show, "The Intrepid Traveller' always seemed the most endearing to my mind. One's impression of this brave world-wanderer was shaped by details begotten through means of letters that the globe¬trotting character sent to his beloved nephew back in the village of Fraggle Rock. These impatiently-waited-for missives, told exciting tales of faraway places and mysterious cultures. As a grown-up, I've often pondered the question of how much the format of the show would have had to be altered if his memorable creature had been named the intrepid tourist instead of the aforementioned intrepid traveller.
In my opinion, the name intrepid tourist is actually oxymoronic. It seems difficult, when envisioning a tourist sprawled on a sunlounger, to imagine them having to face anything more dangerous than the sun's rays. To further elucidate, one need only consider a visitor to the typical, ephemerally popular tourist spots of the world. The only 'unknown' these people might risk encountering would be a new type of cocktail sipped beside a palm-tree-encircled pool. Herein lies the essence of what separates the traveller from the tourist. A traveller goes abroad and deliberately searches out new experiences and cultures. A tourist, on the other hand, leaves home in hopes of not having to deal with anything more foreign than place names in a tour guide or headlines in a local newspaper.
At this point, allow me to set the record straight by saying that I am not speaking disparagingly about those people who choose to vacation in your 'Club Med' type of resort. All I humbly ask is that they openly and honestly admit to themselves and others that they are tourists. What I find truly irksome are those people who frequent these 'get-away from it all' type of holiday spots and blithely claim that they are travellers. Only recently, a neighbour armed with his polaroids and still wearing his very loud luau shirt, straight-facedly informed me that he had just returned from Hawaii, where he had had the opportunity to mix and mingle with a totally alien culture. At first sight, his flowery apparel had succeeded in getting my dander up. However, I had bitten my
tongue and bore his facetious soliloquy in resigned, silent inattentiveness. Inside, though, I was boiling. I couldn't help wondering about the question: where in Hawaii or Tenerife, or the Bahamas, or any of the other numerous countries known for their tourist trade, would one have the opportunity to encounter a new culture?
Such tourist destinations have been set up to screen tourists from both the indigenous peoples and cultures of these locales. Why else would resorts be surrounded by electrified fences but to keep the locals at bay? Of course, these holidaymakers enjoy the false sense of adventure provided by boarding a plane and flying to an unknown destination. In addition, they positively bask in the prestige it brings them from the envious Joneses next door, but they still want to have access to all the comforts and safety of home while they are away.
The tourist industry makes millions every year. A huge percentage of these companies' profits goes into market research on what holidaymakers want out of their well-deserved two week hiatuses. Out of the way, off the beaten track areas of the world are marketably taboo. Suggestions for visiting such destinations, made by well-meaning, soon-to-be-fired travel agents, are met with borderline shocked exclamations of, "Where? Nooo! Oh really, how would we manage? Those people don't even speak English." Or cries of "What ever would we eat?"
It is of vested interest to those in the travel industry to establish resort areas which have three essential elements. Firstly, they mustn't be too far a plane ride from home. Secondly, they must be able to offer the food and entertainments that these people have grown accustomed to in their everyday lives. Lastly, the resort must be in a paradise-like setting which is close enough to the locals for viewing purposes, but not so close as to require having to intermingle with these denizens.
The intrepid traveller of 'Fraggle Rock' fame, on the other hand, likes his travel experience to be a bit more enriched. The purpose of his many varied walk-abouts was to sample, enjoy and learn about a place and its people. Perhaps the intrepid traveller is still dear to me because of his ability to face the unknown in such an unbiased, enthusiastic manner, even though he was only four inches tall and stuffed with cotton wool!


Part 5

You are going to read part of the preface from a book. For questions 45-50, choose the answer (A, B, C or D) which you think fits best according to the text. Mark your answers on the separate answer sheet.


When Stephen King decided to publish his ghost story Riding the Bullet online, at a cost of $2.50, (although some of the various book-related sites he used did not charge anything), the 66-page book sold more copies than any of his conventional print novels had on their first day. King's e-¬book netted 400,000 orders during its first 24 hours of being made available on the Internet. Although the novelty factor cannot be discounted - after all, Stephen King is a world-famous best-selling author - the figures cannot fail to impress, marking the advent of the e-book format as a 'fait accompli'. Having said that, we should note that King himself, despite embracing new technology, has stated that he does not believe that anything will replace printed books.

King's caution is probably not far off the mark. The electronic transfer of print poses a number of problems. Firstly, it takes fifty percent longer to read a page of text on a computer than on paper. In addition, delivery on the Internet is slow, with the lack of bandwidth in the Internet's structure causing delays in downloading. To use Riding the Bullet as an example, the Associated Press managed to download it only after twenty-five hours and repeated attempts. If graphics are required, these take even more time and are therefore difficult to match with the more readily downloaded text. Lastly, in practical terms, even a miniature computer is less convenient to carry around than a book, magazine or newspaper, and not so easy to use.

Both readers and writers love the printed word, so they cannot be the spur to e-publishing. It is, rather, commercial interests that drive us on, not to improve the contents of what we read but rather in order to sell the computer hardware that makes e-books reality. Although undeniably more expensive than a bookcase or bookshelves (which are all you need for conventional printed books), this is not necessarily a negative development. However, without speed and quality of delivery, e-books are hardly worth the initial investment on hardware. Nevertheless, from the commercial point of view, once the infrastructure for the transmission of information has been set up, the cost of delivery for the provider, is minimal.

There are three main stages to publishing: content, production and delivery. The first of these is the least subject to change, except as shifts in readership tastes and language dictate. Production, on the other hand, is an ever-evolving process, although it goes on behind the scenes, as it were, unseen by the reader, and has been transformed over the past twenty years by the use of computers so that the third stage, delivery, no longer needs to be completed by physical means.

So what does the future hold for e-publishing? Various recent developments such as the Graphical User Interface (GUI), devised by Xerox, and its feature known for short as Wysiwyg (what you see is what you get) ensure that on¬screen and printed page correspond to each other and do what the writer and page designer intended. Additionally, as an article may be simultaneously reproduced on the printed page of a newspaper and on its website (more than fifty percent of all newspapers now having websites), a layout language which obviates the problem and extra work of having to publish two separate versions has now been devised. This layout language utilises structured data to enable publishers to use the same material to publish in both formats, print and electronic, with a minimum of additional work.

With the availability of WAP displays on our mobile phones, our teletext accompaniment to the TV, and our powered Pocket PC, is our relationship to the printed word going to change? Are we all destined, in the foreseeable future, to become screenagers unable to relate to print and paper, or even, in the worst case scenario, not only unable to read printed books but no longer able to manipulate a pen and write with it? Or will we still be renewing our library books and browsing round bookshops? I, for one, in common with Stephen King, hope and believe that it will be the latter.


Part 5

You are going to read part of an article on body language. For questions 45-50, choose the answer (A, B, C or D) which you think fits best according to the text. Mark your answers on the separate answer sheet.


How aggressive would you say you were? We often hear that people are violent by nature - the frequency of crime and our seeming inability to avoid war would appear to bear this out. Human visual displays of aggression, though, are far more frequent than actual aggressive acts themselves, and are often enough to put the message across. These displays fall into three main categories: Intention Movements, Vacuum Gestures and Redirection Gestures.
Firstly, there are Intention Movements, where the attacker begins but does not complete a movement. Examples of this are the raised arm gesture or the clawed hands posture. Additionally, a foot may be lifted as if to kick. In each case, the action, although incomplete, is unmistakably a threat.
Then there is the action which, although complete, does not make contact with the enemy's body. This is known as the Vacuum Gesture. When somebody shakes his fist, punching the air, he is performing a Vacuum Gesture. Equally, a raised and wagging forefinger, however mild a reproof it may appear, is a Vacuum Gesture in which the finger is a miniature club symbolically beating your opponent over the head, or a small symbolic sword stabbing him.
Another form of aggressive body language is the Redirection Gesture. Here the attack is carried out and makes contact, but not with the victim. It is instead performed on the attacker's own body, as in the self-bite, the self-choke and the ubiquitous throat slit, where the aggressor draws a finger, representing a knife, across his own throat.
In addition to the movements as detailed above, there will be a characteristic fierce or aggressive facial expression, a tense body posture and exaggerated breathing. The attacker experiences, at the same time, an inner turmoil, a conflict of feelings between the desire to attack and to retreat, which is otherwise known as fight versus flight.
You will have seen a cat, when angry or threatened, with its fur bristling on end, its tail swishing, and its crablike gait. In common with many animal species, the cat is using a bodily threat display to intimidate an actual or potential foe. Throughout the animal kingdom, such displays of fur and feathers - or of fins, for fish - are utilised, erecting crests and fluffing out manes in order to make the creature appear more formidable, a "don't you mess with me!" message. Lacking such physical attributes, man must content himself with looking fierce, although this may be extended, culturally, to devices such as war paint, dancing, chanting, drumming, wearing uniforms and brandishing weapons, according to the society he belongs to. Whether it be via protest marches with banners and slogans, the taunting of the fans of one rival football team by another (all flaunting team colours), or a full military parade which displays a nation's military hardware, the "don't you mess with me/us!" idea is obvious.
What if a conflict between, say, two individuals actually takes place but is not in earnest? How do we know that it is only play? There are two metasignals, that is to say signals about signals, which indicate this. One is to check the two individuals' facial expressions. If they are smiling, the aggression is not serious. The second metasignal, in the case where the participants wear fierce or angry expressions as part of the game, is a lack of action economy. When fights are serious, no energy is wasted on exaggerated movements and every muscular act is intended to contribute to the maximum efficiency of the attack, whereas mock fights include unnecessary, exaggerated, even melodramatic moves, rather like a piece of theatre.
So there you have it. Aggression may be actual, or it may be only pretence, mere shadow boxing. Alternatively, it may stop at a threatening display and proceed no further. Either way, there is far more huff and puff than real violence in the end product. The little pigs usually escape.

310 - HW

1) Answering interview questions:

1. What are your long-range goals and objectives?
2. What are your short-range goals and objectives?
3. In what ways do you think you can make a contribution to our organization?
4. What have you learned from participation in extra-curricular activities?
5. How do you determine or evaluate success?
6. How do you plan to achieve your career goals?
7. What makes a job enjoyable for you?
8. Why did you decide to seek a position with this communication organization?
9. What two or three things would be most important to you in your job?
10. What do you know about the job?
11. How important is communication and interaction with others on your job?
12. Do you prefer to work by yourself or with others?


2) Useful language for making a presentation

1.MAKING A START
- Introducing yourself and your talk

Greeting, name, position:
- Good morning. My name’s (…). I’m ( the manager … ).
- Ladies and gentlemen. It’s an honour to have the opportunity to address such a distinguished audience.
- Good morning. Let me start by saying just a few words about my background. I started out in ...
- Welcome to (…). I knew I’ve met some of you, but just for the benefit of those I haven’t, my name’s (…).

Title / subject
- I’d like to talk (to you) today about …
- I’m going to present the recent …
( explain our position on …)
brief you on …;
(inform you about / describe… )

- The subject of my talk
focus presentation
topic paper (academic) ;
speech (usually to public audience)

Purpose / Objective
- We are here today to decide … ( agree …; learn about …)
- The purpose of this talk is to update you on … ( put you in the picture about …; give you the background to …)
- This talk is designed to act as a springboard for discussion. Start the ball rolling.

Length
- I shall only take (…) minutes of your time.
- I plan to brief.
- This should be only last (…) minutes.

Outline / Main parts
- I’ve divided my presentation/talk into four parts/sections. They are (…).
- The subject can be looked at under the following headings: (…).
- We can break this area down into the following fields:
Firstly / first of all …
Secondly / then / next …
Thirdly / and then we come to …
Finally / lastly / last of all ...

Questions
- I’d be glad to answer any questions at the end of my talk.
- If you have any questions, please feel free to interrupt.
- Please interrupt me if there’s something which needs clarifying.
Otherwise, there’ll be time for discussion at the end.

Reference to the audience
- I can see many of you are …;
- I know you’ve all travelled a long way.
- You all look as though you’ve heard this before.
- As I’m sure you know … ; - You may remember …
- We have all experienced … - As I’m sure we’d all agree …


2. LINKING THE PARTS – Linking ideas

Sequencing / Ordering
- Firstly … secondly … thirdly … ;
- Then … next … finally / lastly …
- Let’s start with …; - So that covers .... - Let’s move/go on to … ;
- Now we come to … ; - That brings us to … - Let’s leave that (there)… ;
- That covers … - Let’s get back to …; … and turn to …

Giving reasons / causes: Therefore / so; as a result; that’s why ;

Contrasting: But; however;

Comparing: similarly; in the same way;

Contrasting: in fact; actually;

Summarizing: to sum up; in brief / in short;

Concluding: in conclusion; to conclude;

Highlighting: in particular; especially;

Digressing: By the way ; in passing;

Giving examples: For example / for instance; such as;


HW:
1. Job Ad translation /from English into Mongolian /
2. Job Ad translation /from English into Mongolian /
3. Application filling
4. CV
5. Letters. Cover letter
6. Reference letter
7. Reading strategies
8. Translation methods

Final exam

S.EL210 хичээлийн 2009-2010 оны хичээлийн жилийн хаврын улирлын 30 онооны шалгалтыг 5 сарын 21-ний 10.00 цагаас төв ТИС-ийн шинэ номын сангийн барилгын 4дүгээр давхарт байрлах тестийн төв дээр компьютераар авах болсоныг зарлаж байна. Оюутны үнэмлэхтэйгээ очно уу.

- Quiz maker дээр хийсэн даалгаврууд, бүх дүрмээ нэгтгэсэн даалгавраа хураалгаарай.

- 70 оноог явцын Компьютераар авах сорилд хэдэн оноо авсныг харж шийдвэрлэх болно.

Quizmakers

Answer - "C" Can I help you?

1a, 2c, 3c, 4a, 5a, 6b, 7c, 8a, 9c, 10c,

Workbook - Quzimaker;
All texts - Translation;
All grammar rules;

Song

"We Are The World", U.S.A. for Africa /25 Haiti/

There comes a time when we need a certain call
When the world must come together as one
There are people dying
Oh, and it's time to lend a hand to life
The greatest gift of all

We can't go on pretending day by day
That someone, somehow will soon make a change
We're all a part of God's great big family
And the truth - you know love is all we need

( CHORUS )
We are the world, we are the children
We are the ones who make a brighter day
so let's start giving
There's a choice we're making
We're saving our own lives
It's true we'll make a better day
Just you and me

Well, send'em you your heart
So they know that someone cares
And their lives will be stronger and free
As God has shown us
By turning stone to bread
And so we all must lend a helping hand

( REPEAT CHORUS )

When you're down and out
There seems no hope at all
But if you just believe
There's no way we can fall
Well, well, well, let's realize
That one change can only come
When we stand together as one

( REPEAT CHORUS AND FADE )

Janet Jackson, Beyonce, Randy Jackson, Celine Dion, Pink, Lil Wayne, Eminem, AR Rahman, Kanye West, Jonas Brothers, Tony Bennett, JOsh Groban, Snoop Dogg, Steve Saville, Jennifer Hudson, Britney Spears, Keri Hilson, Jamie Foxx, Tyrese, Katherine McPhee, Sean Garrett, Will.i.am, Brandy, Carlos Santana, Melanie
Fiona, Enrique Iglesias, Toni Braxton, Cameron Bell, Jason Miraz, Miley Cyrus, Busta Rhymes, Nicole Scherzinger, LL cool J, Robin Thicke, Akon, Rob Thomas, Wyclef Jean, Jeff Bridges, Vince Vaughn, BArbara Streisand, Jordin Sparks, Good Charlotte's Madden Brothers,Josh Groban, Justin Bieber, Nicole Richie, Jay-Z, Usher, Julianne HOugh, Raphael Saadiq, Zac Brown Band, India.Arie, Musiq Soulchild, Heart's Ann and Nancy Wilson, Fonzworth Bentley, Kid Cudi, Iyaz, Lady Gaga, Bizzy Bone, Nipsey Hussle, The Beach boys' Brian Wilson and Al Jardine, Trey Songz, Taylor Swift, Selena Gomez, Sharbel N. Karam, Mya and Gladys Knight.

Шинэ оны, шинэ улирлын мэнд хүргэе!

- 2дугаар улирлын хичээл сонголт2 буюу сонголтоо багшийн нэр болон хичээлийн хуваариа сонгох ажил 1 сарын 9-нөөс 24-ний хооронд явагдаад вэб хаагдаж, 25-наас шууд хичээл эхэлнэ.

- 128дугаар өрөөнд Даваа гаригийн 2р паар дээр S.EL210-ын 1 паар орно. Нөгөө 2 паар нь ангидаа Лхагв гаригийн 5, 6р паар дээр орно.

Bayasgalan's essay

If we do not want to face mass starvation on a scale never before seen or have a war that will be in every sense the third world war, we have to stop the population from growing the way it is. Madly. Uncontrolled and in all the wrong places. The only fair way is two's your lot. A universal limit of two children per woman, or two children per person if you prefer. It must be universal, no exceptions, especially on religious grounds. It is the Muslim and Catholic communities who are the most dangerous because they believe they have a duty to breed.

To make things fair universality is necessary but not sufficient. We must also address why the third world people think they need more children when they are surrounded by underfed and dying children. We must recognize that their decisions are rational, we must change the reality. Children are social security and pensions. We must replace that with real social security. To say the least this will be expensive, compared to the alternative though it is the bargain of all timeUniversal pensions for all mankind in exchange for a united approach to the future. No more efforts to out breed your enemies. A universal limit of two children per person. It is not going to be easy, there will be people claiming the right to be an exception and I do sympathize. Children bring a couple together in a special way, they can cement a second marriage and large families of children are delightful. But no exceptions can be allowed or the whole policy will break down.

Saving a starving child today means having more children in thirty years time trying to live off the same or eroded resources. Saying that makes me seem like a heartless bastard. In many public meetings if I said that from the platform I would be shouted down, and maybe beaten up too. But I am not wrong, call me whatever you want, I am telling it like it is. There is a classic charity tag line that goes something like give a man a fish and you feed him for a day, teach a man to fish and you help feed him for a lifetime. This is incredibly patronizing, as if starving people are surrounded by food they are too stupid to catch. The reality is that if you teach that man how to fish in two generations time there will be a lot more starving people in that same village and no fish. That is human nature. Man will breed and eat all the food available.

.

Azbayar's essay

Advice about future in Mongolia

Can you imagine what our lives in the year? Perhaps you will be living in the flying house or may be you` will be eating ready-made as robots.

By the year 2050 relation ship will have developed because computer will have become mobile. Furthermore some people will have lived in the mars so will have connected easily to mars on the other hand, maybe this technology will have negative effects for humans.

By the year 2050 education will have changed because will be using computer as more and more Robots will be teaching student. However people will be lazy because robots will be doing work.

By the year 2050 branch or communication will have become or top level because word will have become as country due to communication. On the other hand communication will be dangerous it will have had many users. You could do more things in order to undengerous the communication.

By the year 2050 will be living in a flying house. Because technology will have developed very well. However there will not populated places and there will have appeared messy situation. Although we will not worry about pollution and we will be using in comfortable houses. You should have ware fire in your in your house.

By the year 2050 there will be decreased traffic jam in cities because the will have become flying cars. Furthermore space exploration will become increasingly popular as fifty present of people will have traveled to mars. However all camp won’t have opened since people will have traveled to space. Why don’t you travel to mars and explore new space.

By the year 2050 we will be eating ready-made as robots will be doing cooking masterly in addition we will eating high quality food because production quality foods will nave increased. However health of people will get worse than nowadays because will have to add calorie to for foods.

In the future, environment will be more convenient than today to live because scientists will have invented new techniques due to nano technologies. Furthermore, people will enjoy environment as it will have become nice to live. On the other hand all things will get virtual from now since computers will have been doing all things inside of us. The best thing you can do is to use the new techniques.


By the year 2050 doctors will have determined methods to cure new diseases because scientists will be using new technology. Moreover we will be healthy.

Some people worry about the future, while others are full of hope and enthusiasm. I hope the things which I mentioned above will come true by 2050. Have ever think about that?

Problems in Mongolia

The rainforests are dying, rare plant and animal species are disappearing, rivers and earths are being contaminated, the air is being polluted. It’s time we woke up to these problems and started repairing the damage.

One of the major problem is the destruction of the rainforest in Mongolia. The rainforests clean the air by absorbing carbon dioxide and giving out oxygen. The trees cut down for people in order to build fire or to make wooden house. Some people are set fire purposely or accidentally. As a result, animals and plants lose their homes, animals may even become extinct, people have less oxygen to breath. If we continue to burn and cut down the rainforests as we are doing now, the earth will never be the same again.

Another big problems are water and street pollution. Do you like swimming in the river or drinking a cool glass of water on a hot day? Some companies, factories and some people have been polluting our rivers to dig gold illegally. As a consequently people suffer from stomach fish are killed and rivers are contaminated.
There aren’t enough bins in the streets. As a result streets are dirty people catch diseases. People should get involved in recycling schemes so that there will be less rubbish to pollute the environment.

Another big problem is air pollution as factories, cars and ger districts pollute the air there fore it cause serious problems, trees and plants are damaged. More and more people than ever before have developed allergies and breathing problems. If we don’t do something now, our cities will become impossible to live in.

Fortunately, we have the time, the money and even the technology to prepare the way for a better, cleaner and safer future. We can plant trees and adopt animals. We can save our planet of Mongolia. We need to do is open our eyes.

http://ccc.byu.edu/learning/strategy.php

Test Taking Strategies

* General Guidelines
* True/False
* Multiple-Choice
* Matching
* Sentence Completion or Fill in the Blank
* Essay Questions

General Guidelines

1. Gathering knowledge of the truth is the best preparation for tests.
* Concentrated hours of effective study to force facts into your memory is the best way to prepare for any test.
* However, teachers often try to test your memory of the material by slightly altering it. In this case, practice and some test-taking skill will help.

2. Always arrive early and take a moment to relax and reduce your anxiety.
* This brief time period will boost your confidence
* Use this time to focus your mind and think positive thoughts.

3. Listen attentively to last minute instructions given by the instructor.
* Teachers often make last minute changes.
* Missing instruction causes extreme anxiety.

4. Read the test directions very carefully and watch for details.
* You may find that more than one answer may be possible on multiple choice.
* A key detail may require only three out of the five essay questions.

5. Plan how you will use the allotted time.
* Estimate how many minutes you will need to finish each test section.
* Determine a pace which will ensure completing the whole test on time.
* Start with the easiest section to build your confidence.

6. Maintain a positive attitude.
* Don't let more difficult questions raise your anxiety and steal your valuable time. Move on and find success with other questions.
* If you are not penalized for wrong answers, guess and move on.
* Avoid watching for patterns. Noticing that the last four answers are "c" is not a good reason to stop, go back, and break concentration.

7. Rely on your first impressions.
* The answer which comes to mind first is often correct.
* Nervously reviewing questions and changing answers can do more harm than good.

8. Plan to finish early and have time for review.
* Return to difficult questions you marked for review.
* Proofread your essays and pay attention to grammar and spelling.
* Make sure you answered all questions. More than one student has failed to notice questions on the back side of the paper.

9. Consider every test a practice session - analyze your performance.
* Test taking is an art which needs refinement. One can not refine the art without practice and serious evaluation.
* Go through each test thoroughly and see if your plan worked.
* Look at each section to identify your fault patterns. Do you need to work on true/false, multiple choice, or essay?
* Talk to teachers regarding low scores, especially on essays.

Guidelines for Answering True/false Questions

1. When you do not know the answer. Mark it true!
* There are generally more true questions on true-false exams than false questions.
* Instructors find it difficult to make a false statement look true.
* Specific detail in the statement may also tend to make it true. For example, the statement "Babe Ruth hit 60 home runs in one season" has specific detail and is more likely to be true.

2. Look for any factor that will make a statement false.
* It is easy for the instructor to add a false part to an otherwise true statement.
* Students often read the question and see some truth and quickly assume that the entire statement is true. For example, "Water boils at 212 degrees in Denver." Water does boil at 212 degrees, but not at Denver.s altitude.

3. Look for extreme modifiers that tend to make the question false. Extreme modifiers, such as always, all, never, or only make it more likely that the question is false. Here is a more complete list of EXTREME modifiers.

all none best absolutely
always never worst absolutely not
only nobody everybody certainly
invariably no one everyone certainly not

4. Qualifying words tend to make a question true. Qualifiers (seldom, often, many) increase the likelihood that the statement is true. Here is a more complete list of QUALIFIERS.

usually frequently often sometimes
some seldom many much
probably a majority apt to most
might a few may unlikely

5. Negative words or prefixes complicate the statement.
* The prefixes (un-, im-, miss-) will alter the meaning of the statement.
* Double negatives make a positive. For example "not uncommon" actually means common.

6. Questions that state a reason tend to be false.
* Words in the statement that cause justification or reason (since, because, when, if) tend to make the statement false.
* Pay close attention, the reason that is given may be incorrect or incomplete.

7. Questions that state a reason tend to be false.
* Words in the statement that cause justification or reason (since, because, when, if) tend to make the statement false.
* Pay close attention, the reason that is given may be incorrect or incomplete.
8. There is no substitute for the truth.
* Many concentrated hours of study to force facts into your memory is the best way to prepare true-false questions.
* Teachers, however, often try to test your memory of the material by slightly altering it

Guidelines for Answering Multiple-choice Questions

1. Formulate your own answer before reading the options.
* Focus on finding an answer without the help of the alternatives.
* This process will increase your concentration.
* Doing this will help you exercise your memory.

2. Eliminate unlikely answers first.
* Eliminating two alternatives quickly may increase your probability to 50/50 or better.
* Use the true-false methods described earlier and find the false alternative.

3. Select numbered answers from the middle range, not the extremes.
* For example, if the height of a mountain is requested, eliminate 20,000 feet (high), and 3,000 feet (low). Then choose between 8,000 feet and 11,000 feet.

4. Select answers that are longer and more descriptive.
* Longer (true) answers stand out and contain more detail.
* Shorter (false) answers are created quickly as throw aways.
* Descriptive detail is given to help you identify the truth.

5. Similar answers give you a clue! One of them is correct, the other is disguised.
6. Watch out for "NOT TRUE?"
* Remember to reverse your procedure and eliminate truth.
* Use the true-false methods described earlier and find the false alternative.

Guidelines for Answering Matching Questions

1. Examine both lists to determine the types of items and their relationships.
* Remember the test maker may be testing to see if you have mastered terms.
* Look completely through both lists to become familiar, build your confidence, and enhance your memory of key words or phrases.

2. Use one list as a starting point and go through the second list to find a match.
* This process organizes your thinking and promotes memory.
* As you become familiar with the second list, you will be able to go straight to a match that you saw when looking through the lists a previous time.

3. Move through the entire list before selecting a match because a more correct answer may follow.

4. Cross off items on the second list when your are certain that you have a match.

5. Do not guess until all absolute matches have been made because you will likely eliminate an answer that could be used for a later choice.

Click here for a practice test on matching questions.
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Guidelines for Answering Sentence Completion or Fill-in-the-blank Questions

1. Concentrate on the number of blanks in the sentence and the length of the space. The test maker is giving you clues to the answer by adding spaces and making them longer.

2. Provide a descriptive answer when you can not think of the exact word or words. The instructor will often reward your effort with partial credit.

Guidelines for Essay Questions

1. Organize your thoughts before you begin to write.
* A short outline on a separate piece of paper will improve your answer.
* Write the topics and the key introductory words.

2. Paraphrase the original question to form your introductory statement.
* This process helps you get the question straight in your mind.
* Restating the question allows the teacher to see how you understood the question. Perhaps you understood it to mean something other than the teacher intended.

3. Use the principles of English composition
* Form a clear thesis statement (statement of purpose) and place it as near to the beginning as possible.
* Provide clear explanations to back up the main concept.
* Remember, a complete answer usually has a main idea , supporting details and illustrative examples.

4. Write clearly! Teachers need to be able to read it.
* Making teachers work hard to read lowers your grade.
* Write or print clearly, using a dark-colored erasable ball point pen.
* Avoid crossing out words or sentences, and don't smudge your paper.
* Remember to save some space for a brief but adequate summary.

5. Use lists or bullets wherever possible.
* Numbers or bullets allow the teachers to easily see your points.
* Never bury your lists or key points in the middle of a paragraph.
* If you must use a long paragraph, underline your key points.

6. Identify the verbs or words in the question that give you direction.
* Key words in each question describe the task you are expected to complete.
* Circle the direction words in the question to make sure that you are focusing on the desired task.
* Sample direction verbs or adjectives, and their generally intended action or task, are listed below.

Direction verbs that ask you to review an idea or concept in your own words:summarize, survey, discuss, explain

Direction verbs that ask for a set of items or ideas that were presented in lecture or reading. These action words generally require more precise wording of items by giving numbers or steps: trace, outline, list, diagram, solve

Directions verbs that ask you to speak in favor of a concept or give the reasons why it should be accepted as valid: defend, argue, debate, contend, justify

Directions verbs that ask for a specific meaning or picture of a concept:
define, clarify, describe, depict, illustrate

Directions verbs that ask you to show differences in several ideas or situations: contrast, compare, distinguish, differentiate,

Direction adjectives that ask for specific information the instructor considers important: significant, critical, key, important, major, principal, essential, vital

http://www.studygs.net/tsttak1.htm

General test preparation

* General test preparation ◄
* Anticipating test content
* Review tools for tests
* Overcoming test anxiety
* Organizing for test taking
* Cramming
* Emergency test preparation
* Ten tips for test taking
* Preparing for online tests

To do well on tests you must first learn the material, and then review it before the test.
These are techniques to better understand your material:

Learning
* Take good notes in your class lectures and textbooks
* Review your notes soon after class/lecture
* Review notes briefly before the next class
* Schedule some time at the end of the week for a longer review

Reviewing
* Take good notes about as your teacher tells you what will be on the test
* Organize your notes, texts, and assignments according to what will be on the test
* Estimate the hours you'll need to review materials
* Draw up a schedule that blocks units of time and material
* Test yourself on the material
* Finish your studying the day before the exam

Unit 1-22

EL210 – “ENTERPRISE 3”

1. Unit 1-14
1. Тэд ажлаа маш их анхааралтай бодож хийдэг болгоомжтой хүмүүс. (who)
2. Тэр зан чанар нь олон талтай ээдрээтэй хүн. (whose)
3. Тэр аялалд дуртай хэдий ч өглөө эрт нислэгт дургүй. (although / ing)
4. Миний найз нимгэн дээд уруул, зузаан доод уруултай. Энэ нь тэр эрч хүчтэй идэвхтэй хүн гэсэн үг.
(have, mean)
5. Би амьдралдаа хэзээ ч ийм таатай амралттай байгаагүй. (such)
6. Тэр Испани руу явснаас хойш хэр удсан бэ? (since)
7. Би өдрүүдээ хурц наран дор далайд сэлж, долгиолох давалгаатай тоглож өнгөрүүлсэн. (ing)
8. Миний сонссон ганцхан чимээ шарчигнаж байгаа навч, жиргэж байгаа шувууд байсан. (ing)
9. Тэр зэрэг авахаасаа өмнө 21 жилийн турш суралцсаар байсан. (P.P.C)
10. Тэр Жеймсийг ирэхээс өмнө явчихсан байсан. (Pa.P)
11. Хэрэв та бага мөнгөөр амьдарч чадвал хагас-цагийн ажилд өргөдөл өгөх хэрэгтэй. (should)
12. Миний хүүхдүүд зусланд явах үед би дэлгүүрээр явах гэж байна.(going to)
13. Би нисэх буудал хүрэх үедээ чам руу утасдая. (F.S)
14. Таны хийж чадах хамгийн сайн зүйл бол англи хэл сурч эхлэх явдал. (advise)
15. Профессор Египет ялагдана гэж хэлсэн.(report)
16. Тэр надад тэр гэрийн даалгавраа дөнгөж сая хийгээд дуусчихсан гэж хэлсэн.(P.P.C)
17. 20 жилийн дараах цагт боловсрол солигдчихсон байх болно.(F.P)
18. “Чи надад даалгаварт туслах уу?” гэж Сью надаас асуусан. (rep )
19. Хотын төвд машингүй болно. (F.S)
20. 2050 онд би нөгөө л байшиндаа амьдарсаар байх болно. (F.S)
21. Патрик хадан дээр тоглох хэрэггүй байсан юм. (should)
22. Нойтон гараар залгууранд бүү хүр гэж тэр түүнд хэлсэн.(rep)
23. Телефон хэнээр бүтээгдсэн бэ? (passive)
24. Уулын орой дэлбэрэлтээр шидэгдсэн. (passive)
25. Ойр хавьд амьдардаг хүмүүс гэрээ орхиж нүүлгэгдсэн. (passive)

2. Unit 15-22
1. Working on a fishing boat is exciting, however mending the nets is tiring.
2. I wish I hadn’t failed my exams.
3. If she were quailified,she would find a good job.
4. You need to be fit and you must also have a good sense of balance to go windsurfing.
5. Let’s go to the cinema, shall we?
6. Dolphins are so intelligent that they can communicate with people .
7. This ocean is not warm enough for tropical fish to survive in.
8. We should plant more trees so that we will have more oxygen.
9. The Sea Turtle is in danger of extinction due to destruction of habitat.
10. The service at Paul’s is better than the service at Ed’s.
11. He must have eaten all the pizza because there isn’t any left.
12. There are amazing space battles and gigantic,fighting robots with laser weapons.
13. I would rather write an essay than learn vocabulary.
14. The places,he thought he had visited,were all places whose history he had studied.
15. She has her car serviced by a mechanic.

EL210 – “ENTERPRISE 3”

1. Unit 1-14
1. Тэр хариуцлагатай. Гэхдээ үе үе өөрийгөө бодох хандлагатай. (however)
2. Тэр байгальд ойр үед тэр хамгийн их амардагаа мэдэрдэг гэж тэр хэлдэг. (most)
3. Тэр ажиллаагүй үедээ дандаа энгийн хувцас өмсдөг. (PrS.PrC)
4. Тэр сургууль нь Баян зүрх дүүрэгт байдаг оюутан. (whose)
5. Өнгөрсөн зунаас хойш би Испанид байгаагүй.(Pr.P)
6. Тэр өглөөнөөс эхлэн машин зассаар байна. (Pr.P.C)
7. Багшийг тайлбарлаж байх үеэр оюутан бичиж байсан. (PS.PC)
8. Оюутан бичингээ багшийг сонсож байсан.(P.C)
9. Тэд төгссөн их сургуулиасаа гэр рүүгээ алхаж байсан.(PS, PPC)
10. Намайг гэртээ очих тэр цагт дүү маань гэрийн даалгавраа дуусчихсан байсан.(Pa.P)
11. Хэрэв би чи байсан бол англи хэл сурахаас айхгүй байсан..(advise)
12. Би амрах үедээ далайд сэлэх гэж байна.(going to)
13. Би ерөнхийлөгч болбол илүү олон эмнэлэг барина. (if)
14. Би чөлөөт цагтай болох хүртлээ дэлгүүрээр явахгүй. (until)
15. Ойр хавьд зогссоор байсан хамгаалагчид ирээд түүнийг барьж авсан.(P.P.C)
16. Антони профессороос яагаад ийм гамшиг Египетэд ирнэ гэж тэр бодсоныг асуусан. (rep)
17. “Найз чинь чамайг хүлээж байна ” гэж Анн Франкад хэлсэн. (rep)
18. Ирээдүйд хүмүүс Марсад тогтмол зочлох болно.(F.S)
19. 2050 он гэхэд роботууд гэрийн ажил хийсээр байх болно.(F.C)
20. Бид саяхан 1000 хүнээс судалгаа авсан.(P.S)
21. Тэр хэн нэгэн хүнд хэлэх хэрэгтэй байсан юм.(should)
22. Химийн бодисоос хол бай гэж би түүнд хэлсэн.(rep)
23. Радиум хэнээр нээгдсэн бэ?(passive)
24. Хэд хэдэн хүн түймрийн халуунаас болж шархадсан. (passive)
25. Уул 2 газар хөдлөлтөөр доргисон. (passive)

2. Unit 15-22
1. Although I like performing in front of audiences, I can’t stand travelling all time.
2. I wish I hadn’t missed an important meeting .
3. If you stopped smoking,you would be in better health.
4. I think that the best hobby for James would be rafting because you have to be fit and cooperative.
5. Don’t talk to any strangers,will you?
6. A kangaroo has such strong legs that it can jump over a car.
7. It is such a deep river that the man can’t cross it.
8. We should ban cars from city centres to make streets cleaner.
9. The Emperor Penguin is in danger of extinction because of increased fishing.
10. The service at Ed’s restaurant is not as good as at Paul’s.
11. They can’t have enjoyed the play because they left before the end.
12. George Lucas was very interested in creating a modern myth.
13. I prefer travelling by car to travelling by bus.
14. His house had been destroyed in the fire so James never found out exactly how he had travelled through time.
15. She has her shopping delivered by the supermarket.

Units 5 – 8 (Conjunction)

1. Ажлаасаа халагдсаны дараа Жеймс хэдэн 7 хоногийн турш сэтгэлийн дарамтанд байсан.
2. Жүүн зам дагаад алхаж байх үеэрээ гэнэтхэн түүнийг хүн дагаж байгааг мэдсэн. (as)
3. Америкаар жуулчилж байх үеэрээ Тим 1972 онд Элвисийг концертонд харсан.
4. Александр Флеминг Лондод Ариун Мэригийн эмнэлэгт ажиллаж байх үеэрээ пенициллинийг санамсаргүй нээсэн.
5. Түүн рүү буу чиглүүлсэн хүнийг харах үедээ нүд нь аймшгаар дүүрч томоор харсан.
6. Лоренс унаад, шагайгаа гэмтээх үедээ ажил руугаа гүйж байсан.
7. Би мах иддэг байсан, гэвч би одоо цагаан хоолтон.
8. Би Жеймстэй удаан уулзаагүй, харин өчигдөр түүнийг Итали явсан, дараагийн 7 хоногт эргэж ирнэ гэж сонслоо.
9. Та эргэж ирснээс хойш хэр удаж байна?
10. Би галт тэргэнд суунгуут намайг ширтэж байгаа хүнийг ажигласан.
11. Жонни зам хөндлөн гарахдаа ээжийнхээ гараас хөтөлсөн.
12. Лора түүний гэрт ирэхэд Жули явчихсан байсан. (яг тэр цагт – by the time )
13. Даргыгаа эргэж ирэхээс өмнө Кари ажлаа дуусчихсан.
14. Түүний ажил хэвлэгдэхээс өмнө Марк жилийн турш бичсээр байсан.
15. Том сургуулиас эргэж ирснээс хойш утасны дуудлага хүлээсээр байсан.
16. Та номын санд хашгирах ёсгүй.
17. Кэйт чамайг машиндаа аваад явж чадах учир чи үдэшлэг рүү машин жолоодох шаардлагагүй.
18. Би буудал руу Неленээс илүү ойрхон амьдардаг.
19. Нелен буудал руу над шиг ойр амьдардаггүй.
20. Энд машин тавих хориотой.
21. Гудамжинд байгаа хогний хэмжээнд бид цочирдсон.
22. Мэри телевиз үзэж байх үеэр Тим юм индүүдэж байсан.
23. Тэр кино дууссаны дараа орондоо орсон.
24. Ээж хоол хийж байх үеэр Жули байшин цэвэрлэж байсан.
25. Терри надад дуртай үедээ тэднийд зочилж болохыг хэлсэн.
26. Тэр гэрэл зураг руу итгэлгүйгээр ширтсэн.
27. Верта бороо орж эхлэх үед 3 цагийн турш машинаа жолоодсоор байсан.
28. Кино эхлэх цагт хүүхдүүд гэрийн даалгавраа аль хэдийн дууссан байсан.
29. Мр.Фрэнкс нохой нь бүтэн шөнийн турш хуцсаар байгаа тул хөршүүддээ гомдол мэдүүлсэн.
30. Түүний камер эвдэрчихсэн учир Фил ямар ч зураг авч чадаагүй.
31. Харанхуй тэнгэр рүү харж байх үеэрээ Эдвард гэрээ ингэж хурдан яарч орхидоггүй байж гэж хүсч эхэлсэн.
32. Хүүхэд байхаасаа эхлээд Тим хийл тоглосоор байна.
33. Намайг зах хүрэх цагт бүх шинэ ногоо зарагдчихсан байсан.
34. Такси ирэхээс өмнө тэр чемодануудаа савлачихсан байсан.
35. Та ер нь шүхрээр харайж үзсэн үү?
36. Биднийг бага байхад манай ээж бидэнд түүх ярьж өгдөг байсан.
37. Диана ферм дээр амьдардаг байсан, одоо тэр хотод амьдардаг.
38. Тэр банкинд ажилладаг байсан, харин одоо тэр өөрийн бизнестэй.
39. 10р асуултны хариултын талаар таны буруу гэж би айж байна, иймээс та 5 оноо алдаж байна. ( Pr.S)
40. Таныг манай хотод дахин зочлох үед таныг харна гэж би хүлээж байя.
41. Шейла маргааш сорил өгөх учир идэвхтэй хичээллэж байна.
42. Би зураг зурах ба гитар тоглох гэх мэт бүтээлч зүйлсийг хийж цагаа өнгөрөөх дуртай.
43. Мэдээ дуусмагц бид гадагш гарна.
44. Онгоц газардангуут би танд утасдая.
45. Такси энд ирмэгц бид явж болно.
46. Сара ажлаасаа гарах тэр цагт жүжгэнд явах хэтэрхий оройтсон байсан.
47. Би урд нь коала баавгай харж байгаагүй.
48. Миний аав түүний захад ажиллаж байгаа 20 ажилтантай.
49. Тэр бидний зөвлөгөөг зөвшөөрнө гэж би хүлээж байна.
50. Хангалттай мөнгөтэй болтлоо тэр СД-тоглуулагч худалдаж авахгүй.
51. Хэрэв тэр шалгалтаа давбал тэр их сургуульд сурна.
52. Тэд урилга илгээхээсээ өмнө хугацааг хянах болно.
53. Хоол бэлтгэснийхээ дараа би салхинд явна.
54. Хэрэв та юу хийхээ мэдэхгүй бол би танд туслахдаа таатай байх болно.
55. Би захиаг шивэх үедээ танд хуулбар хийнэ.
56. Би Мэритэй маргааш уулзах үедээ түүнд таны захиаг өгнө.
57. Мексико сити-д та хэр удаан байхаар төлөвлөж байна вэ?
58. Жолооны шалгалтанд тэнцэх хүртлээ та машин жолоодож чадахгүй.
59. Хоцорсон тухай түүний хийсэн уучлал хүсэлт итгэмээр гэж би бодохгүй байна.
60. Яагаад гэртээ нэмэлт хичээл өгч болохгүй гэж.
61. Амралтын өдрүүдээр экскурсэд явбал ямар вэ.
62. Петер надад мөнгө зээлдсэн, ингэснээр би билетээ төлж чадсан.

Видео хийхдээ анхаар

Windows movie maker-ээр хийсэн бол эх файлаа *.wmv өргөтгөлтэй хадгалах.

• Сонголт нь Video for local playback .
• Хэмжээ DVDны хэмжээ болох 760x570тай ойролцоо дүрслэл сайн байх.
• Нэг киноны хэмжээ 100Mb- ээс дээшгүй байх.
• Эсвэл конвертлоод mp4, wmv болгож хувиргаж авчрах.

MPEG, AVI өргөтгөлтэй хийсэн хүүхдүүдийн файл Нэг киноноос том 700Mb-аас 900Mb байгааг анхаар. (Bussiness Letter, Cover letter, Memo)

• Windows media player 10-аас дээш болон, K-Lite codec pack-ийн Media player Classic-аар бүрэн гацалтгүй гардаг болгож авчрах

Unit 9

wwh-д оролцоорой

http://www.slideshare.net/pankajkumar1985/communication-skills-2168735

Linking words : орчуулаад цээжил

http://www.youtube.com/watch?v=JQpbZzjBqCs&feature=related

Transitional expressions can be used to connect ideas between sentences or paragraphs.
Different categories or transition words and phrases are presented below.
Words in the same categories are not always interchangeable.

* You can use the following words as signals that additional information will follow
additionally, also , and , and then , as well, as well as , besides, besides that , equally important
finally, first, second, third, etc. following this further , further , furthermore , in addition,
indeed, in fact, last, lastly, likewise, moreover, not only …,but also… not to mention , or,
then, too, too, what is more

* You can use the following words as signals that specific examples will be given:
especially, for example, an example, for instance, in this case, in another case
in this situation, including, namely, notably, on this occasion, particularly, in particular
specifically, take the case of , to demonstrate, to illustrate, as an illustration,

* You can use the following words as signals to clarify information that has been presented:
I mean, in other words, in this case, that is to say, to put it another way, under certain circumstances, up to a point,

* You can use the following words as signals to emphasize information that has been presented or will presented :
above all, absolutely, always, as a matter of fact, besides, certainly, definitely,
emphatically, even more, extremely, forever, in any case, in any event, indeed
in fact, more importantly, naturally, never, obviously, surprisingly, that is, undeniably,
undoubtedly, unquestionably, without a doubt, without reservation,

* You can use the following words as signals that a cause-and-effect relationship will be presented :
accordingly, as, as a result, because, because of, being that, consequently, as a consequence,
due to (the fact that ), owing to (the fact that ), seeing that, since, so, so much (so) that, for
for the simple reason that, for this reason, hence, in as much as, in that,
in view of (the fact that), so that, therefore, thus

* You can use the following words as signals that the information already presented will be compared or contrasted with new information:
after all, although, although this is true, at the same time, balanced against, but,
compared to/with, in comparison, by comparison, conversely, for all that,
however, in contrast, in the same manner/ way, likewise, meanwhile,
nevertheless, nonetheless, none with standing, on the contrary, on the other hand,
similarly, still, when in fact, where, where as, while this is true, yet, yet

* You can use the following words as signals of a time relationship:
after, after a while, afterwards, as soon as, at first, at last, at the same time, before, before long, before this, currently, during, eventually , finally , first of all, first, second, third, etc.
formerly, immediately, immediately before, immediately following,
in the end, initially , in the first place, in the future, in the meantime,
last, last but not least, lastly, later, meanwhile, next, previously, simultaneously,
soon, soon after, subsequently, then, and then, thereafter,

* You can use the following words as signs for introducing disagreement or conflict:
- Making a concession or compromise about a point:
admittedly, albeit, although, at least, be that as it may, but even so, even though,
given that, granted that, granting that, however, I admit that, In any event,
In either event, In the event that, naturally, nevertheless,
nonetheless, notwithstanding, still, though, yet
- Dismissing a previous statement or argument:
All the same, besides, either way, even if, in any case, in any event, in either case,
in either event, in the event that, it may appear that, rather, regardless,
whatever happens, whichever,
- Pointing out a contradiction:
but, by way of contrast, conversely, despite, however, in contrast, in spite of,
instead, when in fact, whereas,
- Indicating reservations:
indeed, nevertheless, nonetheless, notwithstanding, regardless,
- Indicting digession to a previous point or resuming after a digression or interruption:
anyway, as I was saying, at any rate, by the way, incidentally, to change the topic,
to get back to the point, to return to the subject,
- Pointing out conditions:
although, as/so long as, if, on (the) condition (that), only if, provided that,
providing that, unless,

* You can use the following words as signals that a summary or conclusion will be presented:
accordingly, all in all, all together, as a result, as I have said, as I started,
as I have shown, as indicated above/earlier, as mentioned, as I mentioned,
as noted earlier, as has been noted, as I have noted, briefly, in brief, to put it briefly,
by and large, consequently, finally, given these facts, hence, in conclusion, to conclude,
in short, on the whole, overall, since, so, summing up, in summary, to summarize,
then, therefore, thus,

Юникодоор бичнэ үү

Unicode ашиглаж бич. Monkey дээр бичсэнийг хүлээж авахгүй.
Unicode 2оор бичихдээ ctrl+shift эсвэл alt+shift дарж сольдог.
Байхгүй бол CONTROL PANEL-> REGIONAL AND LANGUAGES -> Mongolian гэдгийг сонго.

Танигдахгүй байгаа бичлэгээ энэ хаяг pуу орж хөрвүүл.
http://badaa.mngl.net/convert/con2uni.htm

Adverbs of frequency

adverbs of frequency

View more presentations from tubix.

How to learn new words

Vocabulary Memory Study Aids

View more presentations from Gayla Keesee.

Ways to remember vocabulary

Та нар шинэ үгээ яаж цээжилдэг вэ? Цээжилдэг аргаа comments дараад бичнэ үү!

http://www.slideshare.net/skyearth/flashcards-presentation
http://www.cititube.mn/index.php?cat=ubs&action=channel&c=49
http://www.slideshare.net/first_suljee/slideshows