Sentence, Parts of a Sentence, Subject and Predicate, Complements, Direct Object, Indirect Object, Predicate Nominative, Predicate Adjective, Basic Sentence Structure
Arabic 3: Basics on the nominal sentence Mohamed ZAIM
¨ Arabic 3: Basics on the nominal sentence ¨ is the first step to live a sentence in Arabic. You will find all necessary details that help understanding well the function of each part of it and so knowing deep the secret meaning and grammar that such lovely sentence carries. The slides are available also beside others on my blog:
www.alif-zaim.blogspot.com > ¨Grammar Slideshare¨ section cross column on right. Enjoy !
Objectives:How do we study SoE, The three-part model of English, Outline structure of English, Basic constituent analysis of a sentence, morphology, Definition of SoE
Arabic 5: basics on the verbal sentence Mohamed ZAIM
¨ Arabic 5: Basics on the verbal sentence ¨ comes to fulfill the learner ambition to have a clear picture about the sentence in Arabic beside the previous slides on the nominal sentence. You will find the main necessary details that help understanding well the function of each part of it. The slides are available also beside others subjects on my blog:
www.alif-zaim.blogspot.com > Enjoy !
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
6. Subject :
The something or someone that the sentence is about. It
determines the Number and the Person of the verb.
Subjects are always nouns or pronouns .
John comes late.
John and Sam come late
He comes late.
7. Predicate:
Contains information about the someone or the something
that is the SUBJECT.
The predicate includes basically a verb . It could also be
a verb with direct object/indirect object/adjective /adverb
Sara eats.
Sara eats an apple.
Sara gave me an apple.
8. English sentence basic five
structures
Subject + Verb
* The boy plays.
Subject + Verb +
Adverb
* The boy ran quickly.
Subject + Verb + Noun
* The boy is a student.
Subject + Verb +
Adjective
* The girl is pretty.
Subject + Verb +
Object
* John kicks the ball.
10. Depending on the nature of the first word the Arabic
sentence is divided into:
Nominal sentence جملة
(اسميةJumlaa ismiyaa)
In which the first word is
a Noun
محمدأكل
(Muhammad Akala)
Verbal sentence جملة
فعلية
(Jumlaa fieleeyya)
In which the first word is
a Verb
أكلمحمد
(Akala Muhammad)
11. Elements of the Nominal
sentence
it is known as Equational sentence if it doesn’t contain any
verb First component/ Mubtada
It acts like the sentence
subject and technically
referred to as (the topic).
الجوجميل
* it is definite and could be
noun or pronoun phrase or
clause.
العلمنور.
هومجتهد تلميذ
Second component /Xabar
It acts like the sentence
predicate and technically
referred to as ( the
comment)
الولدطويل
* It is mostly indefinite and
could be noun ,adjective,
verb, pronoun phrase ,
clause or even a full
sentence.
املطالبة * (noun)
المؤمنونهللا يحبهم * (full
sentence)
الجوجميل * ( adjective )
12. ELEMENTS OF VERBAL
SENTENCE
( THE COMMONEST TYPE OF SENTENCES IN ARABIC)
The verbal sentence has
three elements :
1. The verb
2. The subject
3. The object
The Verb
*can be transitive(has object). ركلاحمدالكرة or
intransitive الرجل ذهب
The Subject
*can be explicit noun عمر جاء or implied
pronoun وصل*متأخرا*(هو)
The Object
*can be a noun أكلالبرتقالة or pronoun
أخذته*الملعب إلي الطفل*( .انا)
13. Conclusion
There are of course some difference between
English and Arabic Language sentence
structure . In English a complete sentence
must have a verb while in Arabic a
sentence can stand in its own with out a
verb like that of the Nominal sentence
which could cause some problems in
translation.
The sentence
طويل الولد could be translated into The boy tall
while the correct translation is The boy is
tall.
14. References
- Brinton, Laurel J.(2000). The Structure of Modern English :A Linguistic
Introduction
- Fabb, Nigel. (2005). Sentence Structure. Routledge
- Radford, Andrew .(2010). An Introduction to English Sentence
Structure
- Alhawary, Mohammad T. (2011). Modern Standard Arabic Grammar: A
Learner’s Guide. Willey- Blackwell
- Rydin, Karin.(2005). A Reference Grammar Modern Standard Arabic.
John Benjamin's Publishing
