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kelime videoları

https://www.youtube.com/channel/UC91Wrsi_25Ts3280rX8CLDw                                               ...

30 Mayıs 2017 Salı

commerce english

commerce english




Farsi for you - persian

Farsi for you



Ghost Stories

Ghost Stories






Hindi for you - indian language

Hindi for you




Irish for Beginners

Irish for Beginners





El Último Adios desde Granada

EL ÚLTIMO ADIÓS  desde Granada





29 Mayıs 2017 Pazartesi

French for Beginners

French for Beginners




Latin for Beginners

Latin for Beginners




Mixed Styles in Spoken Arabic in Egypt Somewhere Between Order and Chaos

Mejdell,+G.-Mixed+Styles+in+Spoken+Arabic+in+Egypt_+Somewhere+Between+Order+and+Chaos+(Studies+in+Semitic+Languages+and+Linguistics)




Paul Emmerson Email English

Paul Emmerson      Email English  MACMILLAN EDUCATION



Paul Emmerson, Nick Hamilton-Five-Minute Activities for Business English (Cambridge Handbooks for Language Teachers)

Paul Emmerson, Nick Hamilton-Five-Minute Activities for Business English (Cambridge Handbooks for Language Teachers)



Rodney Huddleston, Geoffrey K. Pullum-A Student's Introduction to English Grammar-Cambridge University Press

Rodney Huddleston, Geoffrey K. Pullum-A Student's Introduction to English Grammar-Cambridge University Press




Spanish for Beginners

Spanish for Beginners



the canterbury tales

the canterbury tales




Seviyelendirilmiş kitaplarda hangi seviyede hangi gramer konuları ?

Seviyelendirilmiş  kitaplarda hangi seviyede hangi gramer konularını bilmek gerekir ?

Bu seviyelerin A1 - A2 - B1 - B2 ve C1  seviyeleri ile karşılaştırılmaları nasıldır?

Her yayınevinin kedine göre bir seviyelendirme sistemi var. 5 veya 6 seviye olarak belirlenen bu kıstaslar aşağı yukarı şu  şekilde.



Her seviye için gereken kelime haznesi ve gramer konularıda şu şekilde.
1-Giriş seviyesi  A1

Nouns
Singular forms and plural forms with s
Common irregular plural forms
Possessive form ('s)
Transparent compounds
Pronouns
Personal, subject and direct object
Demonstrative: this, that
(also as determiners)
Interrogative: Who? What?
It (+ be) in impersonal expressions
Determiners
Articles: a, anthe or zero + noun (phrase)
Cardinal numbers (also as pronouns): 1-100
Ordinal numbers (for dates): 1st-31st
Possessives
Quantifiers: someany
Distributives: everyall + noun
Adjectives
Simple adjectives (attributive
and predicative)
Verbs
Parts of behavehave got; There is/are
Positive imperative forms
Positive, negative and question forms
Short answers
Present simple (except negative questions)
Present continuous with present meaning
(except negative questions)
can for ability and permission; Let's
Adverbs
Some adverbs of frequency, place and time
Adjective +ly
Interrogatives: Where? When? Why?;
How (much/many)?
Intensifier: very
Additive: too
Conjunctions
andbutor to join words, phrases, clauses
Sentences
Simple one-clause sentences
Two clauses joined with andbut or or
Direct speech + noun/pronoun + say/as

2-Birinci seviye - başlangıç seviyesi Beginner  A1
As previous level plus
Nouns
Possessive form (s')
Gerunds for activities and pastimes
Pronouns
As indirect objects
Possessive
Demonstrative: thesethose(also determiners)
Interogative: Which? (also determiner)
Determiners
Cardinal numbers
(also as pronouns): 101-1,000Demonstrative: these, those(also pronouns)
Quantifers: a little, a lot of, much, many
Interogative Which...? (also pronoun)
Verbs
There was/wereNegative imperative forms
Present continuous with future meaning
Past simple of listed regular verbs
Irregular past forms: came/did/had/
said/was/were/went
going to
 for prediction and intention
can for possibility
would like + noun phrase
-ing forms after like, stopInfinitive forms after want, start, like
Conjunctions
because
Sentences
Two clauses joined with because

3-İkinci seviye  Elementary  A2

4-Üçüncü seviye Pre-intermediate A2

5-Dördüncü seviye  İntermediate  B1


6-Beşinci seviye  Upper intermediate  B2
As previous level plus
Verbs
Past perfect continuous
Future continuous
get something done
may for permission
would for willingness/refusal
Conjunctions
as soon as
Sentences
Relative clauses: embedded, defining
Responses with so/neither/nor
Third conditional

7-Altıncı seviye Advanced  C1

As previous level plus
Pronouns
Reciprocal: one another
Verbs
Future perfect
Modal perfects
might for a suggested course of action
must have/can't have for assumptions
should (have) for expectation
will (have) for assumptions
would for habitual past actions
Sentences
Mixed conditionals
Inversion after hardlyno sooner etc
-ing/wh- clause as subject
Sentences with wish + were/would/had

25 Mayıs 2017 Perşembe

Basic IELTS Listening

Basic IELTS Listening




The Ultimate French Française Fransızca

The Ultimate French Française Fransızca






"The object pronouns me, te, nous, vous, lui, leur cannot follow a reflexive
pronoun. The preposition à or de plus a stressed pronoun is used instead. En does
not replace de plus animate noun when the de is part of a verbal expression, as in
s’approcher de and avoir peur de. Compare the following pairs of sentences.

Je me fie à ce dictionnaire. → Je m’y fie.

Je me fie à ce médecin. → Je me fie à lui.

J’ai peur des avions. → J’en ai peur.

J’ai peur de nos professeurs. → J’ai peur d’eux.

Nous nous approchons de la ville. → Nous nous en approchons.

Nous nous approchons de notre père. → Nous nous approchons de lui."



barrons visual dictionary french française fransızca

barrons visual dictionary french française fransızca




Assimil - Italian without toil L'italien sans peine - Book + Audio

Assimil - Italian without toil  L'italien sans peine - Book + Audio







Chagatai-Persian Dictionary Çağatayca - Farsça Sözlük

Chagatai-Persian Dictionary Çağatayca - Farsça Sözlük






British Royals İngiltere Kraliyet Ailesi Tarihi

British Royals İngiltere Kraliyet Ailesi Tarihi




"The United Kingdom of Great Britain
was officially formed in 1707, when the
Parliaments of England and Scotland
passed the Treaty of Union agreement.
Prior to this date, England (including
Wales) and Scotland were independent
countries that had two separate
governments. The Treaty of Union was
designed to merge the Kingdoms of
England and Scotland together, creating
the United Kingdom of Great Britain.
Negotiations to unite the countries
began in 1705 under the reign of the
English and Scottish monarch Queen
Anne, although there had been several
failed tempts prior to this date. 31
commissioners were appointed by each
Parliament to negotiate the terms, and
talks began on 16 April 1706 at the
Cockpit-in-Court in London. After a
few days, the Treaty was finalised on
22 July 1706, and two separate acts of
union were to be passed through each
government before it was put into effect.
The first act of union, known as the
Union with Scotland Act, was passed
by the Parliament of England in 1706,
with the second, the Union with England
Act, being passed by the Parliament of
Scotland shortly after in 1707."



Cabbarov Fransızca Azerbaycan Dili Sözlük

Cabbarov Fransızca Azerbaycan Dili Sözlük





Vocabulary Builder 6

Vocabulary Builder 6




23 Mayıs 2017 Salı

Almanca Türkçe şarkılar Gemeinsam singen auf Türkisch und Deutsch

Almanca Türkçe şarkılar

Gemeinsam singen auf Türkisch und Deutsch





writing in history / tarih yazımı

writing in history





"For artifacts
• When and where was the artifact made?
• Who might have used it, and what might it have been
used for?
• What does the artifact tell us about the people who made
and used it and the period in which it was made?
For art works (paintings, sculpture, and so on)
• Who is the artist, and how does the work compare to his
or her other works?
• When and why was the work made? Was it commissioned?
If so, by whom?
• Was the work part of a larger artistic or intellectual movement?
• Where was the work first displayed? How did contemporaries
respond to it? How do their responses compare to
the ways in which it is understood now?
For photographs
• Who is the photographer? Why did he or she take this
photograph?
• Where was the photograph first published or displayed?
Did that publication or venue have a particular mission
or point of view?
• Do any obvious details such as angle, contrast, or cropping
suggest bias?
For cartoons
• What is the message of the cartoon? How do words and
images combine to convey that message?
• In what kind of publication (for example, a newspaper or
a magazine) did it originally appear? Did that publication
have a particular agenda or mission?
• When did the cartoon appear? How might its historical
context be significant?
For maps
• What kind of map is this (for example, topographical,
political, or military)?
• Where and when was the map made? What was its
intended purpose?
• Does the map contain any extraneous text or images? If
so, what do they add to our understanding of the map
itself?"

wolof proverbs

wolof proverbs

"Jibril: Salaam maaleykum.
Tagati: Maaleykum salaam.
Jibril: Madame, gëj naa la gis!
Tagati: Sama góór, nàmm naa la! Ci loo nekk nak?
Jibril: Billaahi, nii rekk.
Tagati: Waaw, bismillaa, nàmm naa la!
Jibril: Naka mu! Billaahi Ndóóy...
Tagati: Dama laa gëj a dégg!
Jibril: Mënoo ñaaw Ndóóy!
Ndóóy si baay, Ndóóy si yaay!
Tagati: Jeex na!
Jibril: Yaa bokk si yax bu rëy.
Li nga am, ñi ka am bariwul!"


https://yadi.sk/d/GbSGB32Y3JSWwq



18 Mayıs 2017 Perşembe

Children's Picture Dictionary + Activity Book + Audio CD + Karaoke versions

Children's Picture Dictionary + Activity Book + Audio CD + Karaoke versions







Chinese Crash Course Çince

Chinese  Crash Course  Çince





Collins English for Business Speaking pdf + audio İş ingilizcesi

Collins English for Business Speaking  pdf + audio İş ingilizcesi






colloquial vietnamese vietnam dili

colloquial vietnamese vietnam dili  pdf + audio





New Fowler Proficiency Reading

New Fowler Proficiency Reading





Vocabulary Builder 7

Vocabulary Builder 7




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