Conclusion of the Reading Report Translated work, to some extent, needs fluency criteria which can be accessed by readers, critics, reviewers, professionals, publishing house owners, etc.
English Language Tense and aspect are the most crucial grammatical categories for expressing time and temporal relations in English. In each course I have taught 4 words skills such as listening skill, writing skill, speaking skill and reading skill. Students must learn every language skills because English is very important.
If you wish to communicate English perfectly you must practice 4 language skills. According to the topic "28 Tense and aspect" They are extremely necessary in teaching sentence structure.
Students must understand how to use anxious and aspect. I am going to teach every British course but I don't teach them all at the same time. The purpose of teaching tense and aspect is to review various linguistic methods to the information of tense and aspect in British Moreover the course information would be the concentration of the means of expressing present, earlier, future time.
Now I am going to explain you some English course which i show in this semester.
Before start teaching I will review the course discription from the Vocational Education Commission rate curriculum. After that I am going to construc the course syllabus follow the the curriculum.
I really do the course outline by myself. I choose some content and incorporate to one publication. For example I teach British for Chat 2 for the first time student in accounting field. I teach 18 Weeks in each semester.
I have to plan my teaching 9 models 1 unit per 2 week I will choose some tense and aspect to teach in each product. In device one I trained about family. I will choose Present Tense of verb to be and verb to do. Students got to know the structure of Tense.
How or when to use it? How to make Wh-question. In unit 2 I educated about keeping a journal. Students must know and understand History Simple Tense. They are able to tell the story before.Newmark (; ) believed that choosing from among the strategies to translate metaphors is strongly contingent upon their types.
Therefore, he taxonomized different types of metaphors on the basis of their originality and boldness. Newmark, Peter. A textbook of Translation. Hertfordshire: Prentice Hall International.
CHAPTER 5: Translation Methods INTRODUCTION The central problem of translating has always been whether to translate literally or freely. 2 1. Introduction This essay will be dealing with the translation of books written for children, specifically such translated from Swedish (the source language, SL) to English (the target language, TL).
Metaphors can become a translation problem, since transferring from one language and culture to another is difficult. “ Translation of metaphor will be always seen as problematic, no matter which approach to metaphor is chosen” (olivera, ). 2 1. Introduction This essay will be dealing with the translation of books written for children, specifically such translated from Swedish (the source language, SL) to English (the target language, TL).
Newmark (; ) believed that choosing from among the strategies to translate metaphors is strongly contingent upon their types. Therefore, he taxonomized different types of metaphors on the basis of their originality and boldness.