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By Paul Hancock

Первая чаcть серии Is That What You suggest? называется «Is That What You suggest? 50 типичных ошибок и как их исправить». Одни и те же ошибки имеют свойство повторяться из раза в раз, даже среди лучших студентов, иногда кажется невозможно исправить их. Путем показа, почему данная ошибка - это именно ошибка книга помогает студетнам исправить ее легко. Книга включает 50 наиболее часто встречающихся ошибок (вовсе не трудно усвоить), например, путаница с «control» и «check» или «boring» и «bored», иллюстрируя из забавными картинками. Студенты видят точно, что говорит тот или иной персонаж из иллюстраций и объяснений правильного и неправильного использования, который расположены на соседних страничках.
Вторая часть серии Is That What You suggest? называется «Is That What You suggest Too? 50 идиом на каждый день и как их использовать». Идиомы-очень важная часть английского языка. Студенты хотят изучить их, чтобы сделать свой язык более естественным, но идиомы должны быть использованы очень правильно, или они не будут иметь смысла. Ярко и юмористично демонстрируя ошибки использования идиом книга научит вас использовать идиомы с уверенностью. Книга включает 50 наиболее часто встречающихся идиом (совсем не пугающее количество - верно?) типа «a hurricane in a cup of tea», или «having a butterfly on your stomach», иллюстрируя из забавными картинками. Студенты видят точно, что говорит тот или иной персонаж из иллюстраций и объяснений правильного и неправильного использования, который расположены на соседних страничках.

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Is That What You Mean? 50 common mistakes and how to correct them

Первая чаcть серии Is That What You suggest? называется «Is That What You suggest? 50 типичных ошибок и как их исправить». Одни и те же ошибки имеют свойство повторяться из раза в раз, даже среди лучших студентов, иногда кажется невозможно исправить их. Путем показа, почему данная ошибка - это именно ошибка книга помогает студетнам исправить ее легко.

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Additional info for Is That What You Mean? 50 common mistakes and how to correct them

Sample text

It is strongly preferred over absolutive marking for first and second person direct objects, and is in fact obligatory for many speakers in past monotransitive sentences, which accounts for the gaps mentioned above. We fill these gaps with data from de Yrizar (1992b) (see previous paragraph for specific page numbers), which contains full indicative paradigms for the three dialects. 9 Forms taken from this source are in italics in the tables in Appendix A. A related issue has to do with cases where a given source includes more than one form for a given paradigm cell.

A related issue has to do with cases where a given source includes more than one form for a given paradigm cell. For the sake of uniformity, we have provided only one form for each paradigm cell in Appendix A. At several points in Chaps. 3 and 5, we note any variation found in these sources, as well as a sketch of how our analysis can account this variation. After each Basque example in this book, we give the name of the dialect it belongs to, as well as the source (unless the data was obtained from our own fieldwork).

While this work also distinguishes between the glide w and the vowel u, we only use the latter. Hualde et al. (1994) is also systematic in representing pitch accents using different diacritics, but these have been eliminated in our examples. These adaptations are due to standard conventions in representing local dialects, and do not affect any of the main claims made here. On the other hand, Hualde et al. (1994) is somewhat inconsistent in writing palatalized t in auxiliaries. Most of them are spelled with tt, which is more faithful to the speech of older speakers, but a few are spelled with tx, which is characteristic of younger speakers.

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