O documento discute prefixos e sufixos na língua inglesa, fornecendo exemplos de alguns dos prefixos e sufixos mais comuns como "un-", "dis-", e "-ment", respectivamente. Ele também aborda como os sufixos podem mudar a classe gramatical de uma palavra.
Em geral, substantivos no singular adicionam "s" para o plural. Exceções incluem palavras terminadas em "s", "x", "z" ou vogal, que adicionam "es". Palavras terminadas em "y" precedidas por consoante trocam "y" por "i" e adicionam "es". Alguns substantivos têm plural irregular como "man-men", "goose-geese" e "child-children".
Subject allomorphs and possessive allomorphs in turkish yuksel goknelOur Sad Loss, 1930-2018
This document discusses subject and possessive allomorphs in Turkish. It explains that morphemes in Turkish may have different pronunciations called allomorphs that carry the same meaning. It then discusses how the Turkish sound system transforms a sequence of morphemes into a syllabic sequence that can be vocalized through combinations and attachments of vowels and consonants. Examples are provided to illustrate rules for how identical vowels combine, how single consonants attach to following vowels, and how some vowel-ending morphemes drop vowels. Subject and possessive allomorphs that indicate pronouns are also explained.
O documento discute prefixos e sufixos na língua inglesa, fornecendo exemplos de alguns dos prefixos e sufixos mais comuns como "un-", "dis-", e "-ment", respectivamente. Ele também aborda como os sufixos podem mudar a classe gramatical de uma palavra.
Em geral, substantivos no singular adicionam "s" para o plural. Exceções incluem palavras terminadas em "s", "x", "z" ou vogal, que adicionam "es". Palavras terminadas em "y" precedidas por consoante trocam "y" por "i" e adicionam "es". Alguns substantivos têm plural irregular como "man-men", "goose-geese" e "child-children".
Subject allomorphs and possessive allomorphs in turkish yuksel goknelOur Sad Loss, 1930-2018
This document discusses subject and possessive allomorphs in Turkish. It explains that morphemes in Turkish may have different pronunciations called allomorphs that carry the same meaning. It then discusses how the Turkish sound system transforms a sequence of morphemes into a syllabic sequence that can be vocalized through combinations and attachments of vowels and consonants. Examples are provided to illustrate rules for how identical vowels combine, how single consonants attach to following vowels, and how some vowel-ending morphemes drop vowels. Subject and possessive allomorphs that indicate pronouns are also explained.
The document describes the English consonant sounds, classifying each by place and manner of articulation as well as voicing. Each consonant is defined and examples are provided. The consonants covered are b, d, f, g, h, k, l, m, n, ŋ, p, r, s, t, v, z, w, j, ʃ, ʒ, tʃ, dʒ, θ, ð. Alternative notations for some consonants used by American authors are also noted. References on English phonetics and pronunciation are provided.
El documento describe la historia y características del gallego y el portugués. El gallego y el portugués formaron originalmente una sola lengua, el galaico-portugués, que evolucionó a partir del latín vulgar durante la Edad Media. Mientras que el portugués se expandió geográficamente y se convirtió en una de las lenguas más habladas mundialmente, el gallego quedó más restringido a Galicia. Actualmente, el gallego es reconocido oficialmente en Galicia junto con el castellano.
O documento explica o que são question tags e suas regras gerais de formação e uso. Question tags são pequenas perguntas no final de frases que confirmam ou questionam algo dito anteriormente. Suas regras dependem do tempo verbal e polaridade da oração principal e exemplos ilustram seus usos corretos.
This document discusses phonemes, syllables, and syllabification. It begins by defining a phoneme as the smallest unit of sound in speech. There are 44 phonemes in English, represented by letters or letter combinations. A syllable contains at least one phoneme and can be broken into onset, nucleus, and coda. The nucleus is the core vowel sound. Minimal pairs are word pairs that differ by one phoneme, like "fan" and "van". The document also discusses phonological processes like vowel reduction and features of consonants in the International Phonetic Alphabet.
The English alphabetic code is complex, with one sound represented by multiple letters and one letter representing multiple sounds. It has three main properties: 1) one phoneme can be represented by different graphemes, 2) one grapheme can represent different phonemes, and 3) one grapheme can represent multiple sounds. Teachers need to explicitly teach students the letter-sound correspondences to develop decoding and encoding skills through systematic phonics instruction.
The document discusses subject pronouns and the verb "ser" in Spanish. It provides the subject pronouns for "I, you, he, she, we, they" and explains when to use "tu" vs "usted". It then introduces the verb "ser" and conjugates it for each subject pronoun. Finally, it provides examples of using "ser" to indicate where someone is from.
This document discusses English adverbial clauses and their Turkish equivalents, which are adverbial phrases. It provides examples of adverbial clauses and phrases expressing time relationships like "before". In English, adverbial clauses are introduced by subordinating conjunctions and have finite verbs, while in Turkish simple sentences are transformed into postpositional phrases to function as adverbial phrases. Various examples are given of Turkish sentences using adverbial phrases with "önce" meaning "before" to demonstrate how they are formed from simple sentences.
[1] O documento explica as regras gramaticais para a conjugação de verbos no passado simples em inglês, incluindo terminações como "ed" e "d". [2] Existem quatro regras principais para a conjugação dependendo da terminação do verbo, como adicionar "ed" para verbos terminados em vogal+y. [3] O documento também explica como formar frases no passado simples em inglês no afirmativo, negativo e interrogativo.
The document describes the English consonant sounds, classifying each by place and manner of articulation as well as voicing. Each consonant is defined and examples are provided. The consonants covered are b, d, f, g, h, k, l, m, n, ŋ, p, r, s, t, v, z, w, j, ʃ, ʒ, tʃ, dʒ, θ, ð. Alternative notations for some consonants used by American authors are also noted. References on English phonetics and pronunciation are provided.
El documento describe la historia y características del gallego y el portugués. El gallego y el portugués formaron originalmente una sola lengua, el galaico-portugués, que evolucionó a partir del latín vulgar durante la Edad Media. Mientras que el portugués se expandió geográficamente y se convirtió en una de las lenguas más habladas mundialmente, el gallego quedó más restringido a Galicia. Actualmente, el gallego es reconocido oficialmente en Galicia junto con el castellano.
O documento explica o que são question tags e suas regras gerais de formação e uso. Question tags são pequenas perguntas no final de frases que confirmam ou questionam algo dito anteriormente. Suas regras dependem do tempo verbal e polaridade da oração principal e exemplos ilustram seus usos corretos.
This document discusses phonemes, syllables, and syllabification. It begins by defining a phoneme as the smallest unit of sound in speech. There are 44 phonemes in English, represented by letters or letter combinations. A syllable contains at least one phoneme and can be broken into onset, nucleus, and coda. The nucleus is the core vowel sound. Minimal pairs are word pairs that differ by one phoneme, like "fan" and "van". The document also discusses phonological processes like vowel reduction and features of consonants in the International Phonetic Alphabet.
The English alphabetic code is complex, with one sound represented by multiple letters and one letter representing multiple sounds. It has three main properties: 1) one phoneme can be represented by different graphemes, 2) one grapheme can represent different phonemes, and 3) one grapheme can represent multiple sounds. Teachers need to explicitly teach students the letter-sound correspondences to develop decoding and encoding skills through systematic phonics instruction.
The document discusses subject pronouns and the verb "ser" in Spanish. It provides the subject pronouns for "I, you, he, she, we, they" and explains when to use "tu" vs "usted". It then introduces the verb "ser" and conjugates it for each subject pronoun. Finally, it provides examples of using "ser" to indicate where someone is from.
This document discusses English adverbial clauses and their Turkish equivalents, which are adverbial phrases. It provides examples of adverbial clauses and phrases expressing time relationships like "before". In English, adverbial clauses are introduced by subordinating conjunctions and have finite verbs, while in Turkish simple sentences are transformed into postpositional phrases to function as adverbial phrases. Various examples are given of Turkish sentences using adverbial phrases with "önce" meaning "before" to demonstrate how they are formed from simple sentences.
[1] O documento explica as regras gramaticais para a conjugação de verbos no passado simples em inglês, incluindo terminações como "ed" e "d". [2] Existem quatro regras principais para a conjugação dependendo da terminação do verbo, como adicionar "ed" para verbos terminados em vogal+y. [3] O documento também explica como formar frases no passado simples em inglês no afirmativo, negativo e interrogativo.
Este documento establece medidas urgentes para aplicar los proyectos lingüísticos de los centros educativos durante el curso 2017-2018 en la Comunidad Valenciana. Se describe el proceso de elaboración y aprobación de los proyectos lingüísticos de cada centro, que incluyó la participación del profesorado y la comunidad educativa. La mayoría de los proyectos fueron aprobados y autorizados antes del inicio del período de admisión de alumnos.
Viceverba_appdelmes_0624_joc per aprendre verbs llatinsDaniel Fernández
Vice Verba és una aplicació educativa dissenyada per ajudar els estudiants de llatí a aprendre i practicar verbs llatins d'una manera interactiva i entretinguda.
1. Correspondència fonema-grafia en castellà i català:
Fonema Grafema Exemple ortografia Exemple fonologia
VOCALS
/a/ <a> <cama> /'kama/
/e/ <e> <té/te> /'te/
/i/ <i> <piso/pis> /'pis/-/'piso/
/o/ <o> <coma> /'koma/
/u/ <u> <pus> /'pus/
CONSONANTS
/p/ <p> <pata> /'pata/
/t/ <t> <té/te> /'te/
/k/ <c>: davant a, o, u
<qu>: davant i, e
<k> (especialment,
préstecs)
Català només:
<-ch>
/ku/
<qü>: davant e, i.
<qu>: davant a, o.
Indica diftong
creixent /ku_/.
<coma>
<que>
<otaku>
<March>
<qüestió>
<quadre>
/'koma/
/ke/
/o'taku/
/'maɾK/
/kuesti'o/
/kua'dɾe/
/b/ <b>
<w>: préstecs
<v>: en castellà,
sempre.
: en català, en
los zones betacistes
<banco>/<banc>
<Wàgner>
Cast.: <vaca>
Català amb betacisme:
<vaca>
/'baNko/-/'baNk/
/'baGneɾ/-/'baKneɾ/
/'baka/
/d/ <d> <donar> /do'naR/
/g/ <g>: davant a, o, u
<gu>: davant e, i
/gu/
<gü>: davant e, i
<gallina>
<guerra>
<pingüíno>-<pingüí>
/ga'ʎina/
/'gera/
/piN'guino/-/piN'gui/
/f/ <f> <farola> /fa'ɾola/
/s/ Castellà: <s>
Català:
<-ss->: entre vocals
<s-> i <-s>
<ç->: vocals a, o, u.
<-ç>
<c->: vocals e, i.
<silla>
<altíssim>
<samarreta> o <dos>
<caçar>
<feliç>
<cel>
/'siʎa/
/al'tisiN/
/sama'reta/ o /'dos/
/ka'saɾ/
/fe'lis/
/'sɛl/
/ʧ/ Castellà: <ch>
Català:
<tx>
<-ig>
<coche>
<cotxe>
<boig>
/'koʧe/
/'koʧe/
/'bɔʧ/
2. AVL: <x> (però mai
<-ix->)
<xic> /'ʧiK/
/m/ <m> <manta> /'maNta/
/n/ <n> <nata> /'nata/
/ɲ/ Castellà: <ñ>
Català: <ny>
<araña>
<aranya>
/a'ɾaɲa/
/l/ <l>
Català: <l·l>
<té/te>
<novel·la>
/'te/
/no'vɛla/
/ʎ/ <ll>
Castellà: en zones
ieistes aquest
fonema no es
realitza.
Català: <tll>
<paella>
<subratllar>
/pa'eʎa/
/suPra'ʎaR/
/ɾ/ <-r->: entre vocals.
<-r>: final de
síl·laba
<oclusiva/f+r>: si és
autosil·làbica.
<farola>
<amor>
<broma>; <frontal>
/fa'ɾola/
/a'moR/
/'bɾoma/, /fɾoN'tal/
/r/ <r->: inici paraula
<-rr->: entre vocals
<C.r>: després
d’una consonant que
pertany a altra
síl·laba.
<Roma>
<carro>
<subrayar>-<subratllar>
<honrar>
/'roma/
/'karo/
/suBra'ʝaR/-
/suPra'ʎaR/
/on'raR/
Correspondència fonema-grafia en català:
Fonema Grafema Exemple ortografia Exemple fonologia
VOCALS
/ɛ/
(tònica)
<e>
<è>
<cel>
<paciència>
/'sɛl/
/pasi'ɛNsia/
/ɔ/
(tònica)
<o>
<ò>
<bo>
<biòleg>
/'bɔ/
/bi'ɔleK/
/ə/
(àtona)
<e>, <a>
Cat. or.
<pare> /'paɾə/
CONSONANTS
/v/ <v>
En algunes zones
valencianes no
betacistes.
<vaca> /'vaka/
/z/ <-s->: entre vocals
<z>:
<casa>
<zona>
/'kaza/
/'zona/
/ʤ/ <tj>: a, o, u
<tg>: e, i
SEMPRE. En tot
l’àmbit cataloparlant
AVL:
<platja>
<platges>
/'plaʤa/
/'plaʤes/
3. <g>: davant e, i.
<j>: davant a, o, u.
Cultismes: e, i.
<gent>
<jaure>
<jerarquia>
/'ʤeNT/
/'ʤauɾe/
/ʤeɾaR'kia/
(/ʒ/) Només català
oriental
IEC:
<g>: davant e, i.
<j>: davant a, o, u.
Cultismes: e, i.
<gent>
<jaure>
<jerarquia>
/'ʒeNT/
/ʒauɾe/
/ʒeɾaR'kia/
/ʃ/ IEC:
Sempre que hi ha
<x>
AVL:
Només obligatori en
<-ix>.
<xarxa>
<caixa>
/'ʃaɾʃa/
/'kaiʃa/
/ts/ <ts> <potser> /po'ʦeɾ/
/dz/ <tz> <tretze> /'tɾeʣe/
Correspondència fonema-grafia en castellà:
Fonema Grafema Exemple ortografia Exemple fonologia
CONSONANTS
/θ/
En zones
sense
sigmatisme
(“seseo”)
<z>: davant a, o, u.
En alguns termes,
cultes o préstecs,
<ze>, <zi>
<c>: davant e, i.
<zona>
<zinc>
<cielo>
/'θona/
/'θiNK/
/'θielo/
/x/ <j>
<g>: davant e, i
<jabón>, <jirafa>
<gente>
/xa'boN/, /xi'ɾafa/
/'xeNte/
/ʝ/ <y>
Zones ieistes:
No fan el fonema
/ʎ/, sinó /ʝ/
<yate>
<paella>
/'ʝate/
/pa'eʝa/
Casos especials:
La <h> no es correspon amb cap fonema.
La grafia <x> entre vocals, <examen>, es correspon amb els fonemes /ks/ (en català,
preferiblement, /gz/). Davant una consonant, el fonema corresponent és /-s/: <exterior>.
Arxifonemes: només quan els fonemes indicats estan en coda sil·làbica:
/p/-/b/ /B/ en castellà; en català, es prefereix /P/.
/t/-/d/ /D/ en castellà; en català, es prefereix /T/.
/k/-/g/ /G/ en castellà; en català, es prefereix /K/.
/m/-/n/ /N/
Ròtica en coda /R/
