Language society and_culture
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This book provides an overview of the field of linguistics and the study of language. It covers topics such as the history of linguistics, language acquisition, language variation, and applications of linguistic research. The author's goal is to give readers a broad understanding of the diverse areas encompassed by the study of language.
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14 text language_society_and_culture
This book provides an overview of the field of linguistics and the study of language. It covers topics such as the history of linguistics, the subfields within the discipline like phonetics, phonology, morphology, syntax, and semantics. The author also discusses language acquisition and processing as well as language variation, change, and social aspects.
11 texto language_history
This book provides an overview of the field of linguistics and the study of language. It covers topics such as the history of linguistics, the subfields within the discipline like phonetics, phonology, morphology, syntax, and semantics. The author also discusses language acquisition and processing as well as language variation, change, and relationships between languages.
Text -english_as_an_indo_european_language_in_history_of_the_english_language
The document discusses English as an Indo-European language. It begins by explaining that English, like most languages, belongs to a language family called Indo-European. Languages within a family share common ancestry and inherited features over time. The document then provides examples of cognates within the Romance and Germanic language families to illustrate genetic relatedness. It explains that the comparative method is used to reconstruct ancestral languages by analyzing regular correspondences between descendant languages. Finally, it introduces the Indo-European language family and some of its main subgroups such as Germanic, Indo-Iranian, Celtic, and Italic.
Assessmenttest
This document contains a student's responses to an assessment on language testing principles.
1) The student defines qualities of test usefulness according to Bachman & Palmer and Brown, noting they both cite reliability, validity, and authenticity. However, they diverge on validity, with Bachman focusing on scores and Brown citing multiple types of validity.
2) The student analyzes a test item asking about a train timetable, finding it unreliable because the instructions are unclear and the aspect being tested is unknown. They also find it lacks validity from the student and content perspective.
3) In analyzing a cartoon test, the student says validity is absent as the test is meaningless and useless for the subjects. However,
Grammar's presentation
The document discusses different types of sentences including statements of intention where the subject will perform an action for someone else, statements with no plan where a decision is made spontaneously, and predictive statements about what someone thinks will occur.
Recommended
14 text language_society_and_culture
This book provides an overview of the field of linguistics and the study of language. It covers topics such as the history of linguistics, the subfields within the discipline like phonetics, phonology, morphology, syntax, and semantics. The author also discusses language acquisition and processing as well as language variation, change, and social aspects.
11 texto language_history
This book provides an overview of the field of linguistics and the study of language. It covers topics such as the history of linguistics, the subfields within the discipline like phonetics, phonology, morphology, syntax, and semantics. The author also discusses language acquisition and processing as well as language variation, change, and relationships between languages.
Text -english_as_an_indo_european_language_in_history_of_the_english_language
The document discusses English as an Indo-European language. It begins by explaining that English, like most languages, belongs to a language family called Indo-European. Languages within a family share common ancestry and inherited features over time. The document then provides examples of cognates within the Romance and Germanic language families to illustrate genetic relatedness. It explains that the comparative method is used to reconstruct ancestral languages by analyzing regular correspondences between descendant languages. Finally, it introduces the Indo-European language family and some of its main subgroups such as Germanic, Indo-Iranian, Celtic, and Italic.
Assessmenttest
This document contains a student's responses to an assessment on language testing principles.
1) The student defines qualities of test usefulness according to Bachman & Palmer and Brown, noting they both cite reliability, validity, and authenticity. However, they diverge on validity, with Bachman focusing on scores and Brown citing multiple types of validity.
2) The student analyzes a test item asking about a train timetable, finding it unreliable because the instructions are unclear and the aspect being tested is unknown. They also find it lacks validity from the student and content perspective.
3) In analyzing a cartoon test, the student says validity is absent as the test is meaningless and useless for the subjects. However,
Grammar's presentation
The document discusses different types of sentences including statements of intention where the subject will perform an action for someone else, statements with no plan where a decision is made spontaneously, and predictive statements about what someone thinks will occur.
Unidad formato santa eufrasia
Este documento presenta la planificación de una unidad de aprendizaje de inglés para estudiantes de 1° medio. La unidad se enfoca en el uso del presente continuo y vocabulario relacionado con la ropa. La unidad contiene cinco actividades que incluyen práctica gramatical, presentación de vocabulario, descripciones orales y escritas de ropa, y comprensión auditiva de frases sobre ir de compras. El objetivo es que los estudiantes puedan elaborar descripciones detalladas de vestuario a partir de fotografías.
Native and borrowed words reflection
The document discusses the origins and development of the English language from Old English to Modern English. It explains that English has been influenced by many other languages, such as Celtic, Latin, Danish and others through invasions and occupations. As a result, English has incorporated many borrowed words from these other languages. The document also notes that knowledge of how English evolved is important for teaching English as a future language teacher.
Words native and borrowed
This document discusses the origin and evolution of words in the English language from Indo-European languages like Latin, Greek, Germanic languages, and others. It notes that over 2,000 years ago people discussed where the first words came from and whether they were naturally related to their meanings. Many English words have cognates in other languages due to sharing origins in the Proto-Indo-European language family from over 3,000 years ago. Languages like Latin, Greek, Gaelic, and others have contributed words to English at different time periods. The influence of languages also varied by location, as London's dialect became prominent after it grew to be England's commercial center in the 11th century.
Teaching vocabulary to advanced students a lexical approach
This document discusses techniques for teaching vocabulary to advanced students. It emphasizes that vocabulary is an important part of the curriculum and should not be overlooked, as students can have strong grammar skills but lack vocabulary. It outlines several effective techniques, such as teaching vocabulary through listening and reading, grouping words into categories, considering students' interests to motivate learning, and using authentic materials and group work with dictionaries when planning lessons. The document also introduces concepts like polysemy and homonymy and stresses the importance of teaching vocabulary chunks like idioms and collocations to help students sound more natural.
Teaching vocabulary to advanced students a lexical approach2
This document discusses strategies for teaching vocabulary to advanced learners. It notes that learners need to move from receptive to productive vocabulary use. Key aspects of vocabulary learning include:
1) Understanding boundaries and distinctions between related words.
2) Grouping new words by semantic fields can help memory.
3) Learners must be motivated to internalize new lexical items for productive use. Choosing authentic materials, noticing collocations, group work, and realistic tasks can help engage learners.
Text 9 teaching_vocabulary_to_advanced_students
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes adopting a lexical approach that focuses on teaching word collocations and chunks instead of just individual words. The document recommends using authentic texts and having students identify recurring word patterns within them. It also stresses the importance of helping students learn to use dictionaries independently to determine word meanings and examples of usage. Additionally, it advocates engaging students in meaningful tasks that require application of target vocabulary, such as having them work in groups to design a promotional leaflet using vocabulary from holiday brochures. The goal is to move students beyond receptive knowledge of words to productive use of vocabulary in a realistic context.
Text 8 words-native_and_borrowed
This document discusses the origins of words in English and other Indo-European languages. It examines old English words and their modern English descendants to understand Anglo-Saxon culture. It also analyzes cognates across Indo-European languages to reconstruct proto-Indo-European, their hypothesized common ancestral language. Similar basic words across languages suggest inheritance rather than borrowing. Comparing referents represented suggests the original Indo-European homeland was in a northern temperate region near the sea and forests.
Sociolinguistic patterns
Sociolinguistics studies how social factors influence language use. Some key social factors examined include social class, age, gender, social networks, and style or formality of speech. For example, social class can influence vocabulary choices and pronunciation patterns between upper and lower classes. Gender can also impact language use, with women historically using more standard forms. As people age, their language may change as they become more aware of social norms. Standardization processes can elevate one variety, such as English, over others in a society.
Sociolinguistic patterns reflection
This document discusses sociolinguistic patterns and how factors like age, gender, social class, and situation influence language use. It notes that males and females use different vocabulary and communication styles. It also explains that social class affects pronunciation and vocabulary, and that people adjust their formality depending on who they are speaking to. The document emphasizes that these differences do not make one way of speaking better than another, but are a natural part of how language evolves over time and contexts. It concludes that language use can strongly impact the impression you give others.
Presentación2
La Unión Europea ha anunciado nuevas sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen prohibiciones de viaje y congelamiento de activos para más funcionarios rusos, así como restricciones a las importaciones de productos rusos de acero y tecnología. Los líderes de la UE esperan que estas medidas adicionales aumenten la presión sobre Rusia para poner fin a su guerra contra Ucrania.
Text 5 sociolinguistic_patterns
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
My own reflection 1
The document discusses the origin and history of the English language. It explains that English began as a Germanic dialect spoken in a small part of the British Isles but has since become one of the most widely spoken languages worldwide. The development of English started around 3,000 years ago with the arrival of the Celts and was later influenced by Latin from the Romans. Over time, English underwent internal and external changes and can be divided into periods like Old English and Modern English. Learning about the origin and evolution of English provides useful context for teaching the language and answering students' questions.
Power point presentation unit 1
The English language originated and has evolved through a combination of external influences and internal changes over thousands of years. It began as a Germanic dialect spoken in Britain and has been influenced by Latin, Celtic, Scandinavian, French and other languages through language contact between speakers. English can be divided into Old English, which used numerous grammatical endings, and Modern English, which relies more on grammatical words like prepositions. Both external events like invasions and internal phonetic changes have contributed to the development of English into a global language spoken today.
Howtoassessgrammar
This document discusses how to assess grammar in a learning-oriented way. It recommends that teachers first clarify the purpose and type of assessment, and specify the construct being measured, whether simple or complex. Teachers should then design real-world tasks that require students to apply grammar rules explicitly. Feedback should help students improve and promote further learning, such as through self-assessment. The goal is for assessments to be consistent with classroom instruction and help students discover grammar rules themselves.
Assessment 3
This document outlines an assessment of speaking for 35 students in a 1st Medio class with a lower level of English proficiency. The assessment contains 3 tasks to measure vocabulary, grammar, and pronunciation. Task 1 involves answering questions about oneself. Task 2 requires describing a photo to a partner. Task 3 has students asking about object locations and people's actions in a picture. The assessment aims to reliably and validly measure students' oral performance given their English level.
Assessment 3
This document discusses assessing speaking skills for students at the Liceo Comercial de Tomé high school in Chile. It proposes a 3-part oral assessment to measure students' vocabulary, grammar, and pronunciation. The assessment includes: [1] an interview where students answer questions about themselves; [2] describing pictures to a partner; and [3] asking about locations and activities in a shared picture. Scoring will be analytic using a 4-point rubric. The goal is to create a reliable, valid, and authentic assessment considering the students' lower English level.
Analitic rubrics
The document contains two rubrics to evaluate students' reading comprehension and writing skills. The first rubric is for evaluating an essay assignment and measures layout, language use, use of evidence, and coherence. The second rubric evaluates a reading assignment based on use of reading strategies, interpretation, analysis, and genre identification. Both rubrics assess students on a scale of excellent to unsatisfactory based on demonstration of skills taught in class.
Presentation
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health over time.
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Unidad formato santa eufrasia
Este documento presenta la planificación de una unidad de aprendizaje de inglés para estudiantes de 1° medio. La unidad se enfoca en el uso del presente continuo y vocabulario relacionado con la ropa. La unidad contiene cinco actividades que incluyen práctica gramatical, presentación de vocabulario, descripciones orales y escritas de ropa, y comprensión auditiva de frases sobre ir de compras. El objetivo es que los estudiantes puedan elaborar descripciones detalladas de vestuario a partir de fotografías.
Native and borrowed words reflection
The document discusses the origins and development of the English language from Old English to Modern English. It explains that English has been influenced by many other languages, such as Celtic, Latin, Danish and others through invasions and occupations. As a result, English has incorporated many borrowed words from these other languages. The document also notes that knowledge of how English evolved is important for teaching English as a future language teacher.
Words native and borrowed
This document discusses the origin and evolution of words in the English language from Indo-European languages like Latin, Greek, Germanic languages, and others. It notes that over 2,000 years ago people discussed where the first words came from and whether they were naturally related to their meanings. Many English words have cognates in other languages due to sharing origins in the Proto-Indo-European language family from over 3,000 years ago. Languages like Latin, Greek, Gaelic, and others have contributed words to English at different time periods. The influence of languages also varied by location, as London's dialect became prominent after it grew to be England's commercial center in the 11th century.
Teaching vocabulary to advanced students a lexical approach
This document discusses techniques for teaching vocabulary to advanced students. It emphasizes that vocabulary is an important part of the curriculum and should not be overlooked, as students can have strong grammar skills but lack vocabulary. It outlines several effective techniques, such as teaching vocabulary through listening and reading, grouping words into categories, considering students' interests to motivate learning, and using authentic materials and group work with dictionaries when planning lessons. The document also introduces concepts like polysemy and homonymy and stresses the importance of teaching vocabulary chunks like idioms and collocations to help students sound more natural.
Teaching vocabulary to advanced students a lexical approach2
This document discusses strategies for teaching vocabulary to advanced learners. It notes that learners need to move from receptive to productive vocabulary use. Key aspects of vocabulary learning include:
1) Understanding boundaries and distinctions between related words.
2) Grouping new words by semantic fields can help memory.
3) Learners must be motivated to internalize new lexical items for productive use. Choosing authentic materials, noticing collocations, group work, and realistic tasks can help engage learners.
Text 9 teaching_vocabulary_to_advanced_students
This document discusses strategies for teaching vocabulary to advanced English language learners. It emphasizes adopting a lexical approach that focuses on teaching word collocations and chunks instead of just individual words. The document recommends using authentic texts and having students identify recurring word patterns within them. It also stresses the importance of helping students learn to use dictionaries independently to determine word meanings and examples of usage. Additionally, it advocates engaging students in meaningful tasks that require application of target vocabulary, such as having them work in groups to design a promotional leaflet using vocabulary from holiday brochures. The goal is to move students beyond receptive knowledge of words to productive use of vocabulary in a realistic context.
Text 8 words-native_and_borrowed
This document discusses the origins of words in English and other Indo-European languages. It examines old English words and their modern English descendants to understand Anglo-Saxon culture. It also analyzes cognates across Indo-European languages to reconstruct proto-Indo-European, their hypothesized common ancestral language. Similar basic words across languages suggest inheritance rather than borrowing. Comparing referents represented suggests the original Indo-European homeland was in a northern temperate region near the sea and forests.
Sociolinguistic patterns
Sociolinguistics studies how social factors influence language use. Some key social factors examined include social class, age, gender, social networks, and style or formality of speech. For example, social class can influence vocabulary choices and pronunciation patterns between upper and lower classes. Gender can also impact language use, with women historically using more standard forms. As people age, their language may change as they become more aware of social norms. Standardization processes can elevate one variety, such as English, over others in a society.
Sociolinguistic patterns reflection
This document discusses sociolinguistic patterns and how factors like age, gender, social class, and situation influence language use. It notes that males and females use different vocabulary and communication styles. It also explains that social class affects pronunciation and vocabulary, and that people adjust their formality depending on who they are speaking to. The document emphasizes that these differences do not make one way of speaking better than another, but are a natural part of how language evolves over time and contexts. It concludes that language use can strongly impact the impression you give others.
Presentación2
La Unión Europea ha anunciado nuevas sanciones contra Rusia por su invasión de Ucrania. Las sanciones incluyen prohibiciones de viaje y congelamiento de activos para más funcionarios rusos, así como restricciones a las importaciones de productos rusos de acero y tecnología. Los líderes de la UE esperan que estas medidas adicionales aumenten la presión sobre Rusia para poner fin a su guerra contra Ucrania.
Text 5 sociolinguistic_patterns
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
My own reflection 1
The document discusses the origin and history of the English language. It explains that English began as a Germanic dialect spoken in a small part of the British Isles but has since become one of the most widely spoken languages worldwide. The development of English started around 3,000 years ago with the arrival of the Celts and was later influenced by Latin from the Romans. Over time, English underwent internal and external changes and can be divided into periods like Old English and Modern English. Learning about the origin and evolution of English provides useful context for teaching the language and answering students' questions.
Power point presentation unit 1
The English language originated and has evolved through a combination of external influences and internal changes over thousands of years. It began as a Germanic dialect spoken in Britain and has been influenced by Latin, Celtic, Scandinavian, French and other languages through language contact between speakers. English can be divided into Old English, which used numerous grammatical endings, and Modern English, which relies more on grammatical words like prepositions. Both external events like invasions and internal phonetic changes have contributed to the development of English into a global language spoken today.
Howtoassessgrammar
This document discusses how to assess grammar in a learning-oriented way. It recommends that teachers first clarify the purpose and type of assessment, and specify the construct being measured, whether simple or complex. Teachers should then design real-world tasks that require students to apply grammar rules explicitly. Feedback should help students improve and promote further learning, such as through self-assessment. The goal is for assessments to be consistent with classroom instruction and help students discover grammar rules themselves.
Assessment 3
This document outlines an assessment of speaking for 35 students in a 1st Medio class with a lower level of English proficiency. The assessment contains 3 tasks to measure vocabulary, grammar, and pronunciation. Task 1 involves answering questions about oneself. Task 2 requires describing a photo to a partner. Task 3 has students asking about object locations and people's actions in a picture. The assessment aims to reliably and validly measure students' oral performance given their English level.
Assessment 3
This document discusses assessing speaking skills for students at the Liceo Comercial de Tomé high school in Chile. It proposes a 3-part oral assessment to measure students' vocabulary, grammar, and pronunciation. The assessment includes: [1] an interview where students answer questions about themselves; [2] describing pictures to a partner; and [3] asking about locations and activities in a shared picture. Scoring will be analytic using a 4-point rubric. The goal is to create a reliable, valid, and authentic assessment considering the students' lower English level.
Analitic rubrics
The document contains two rubrics to evaluate students' reading comprehension and writing skills. The first rubric is for evaluating an essay assignment and measures layout, language use, use of evidence, and coherence. The second rubric evaluates a reading assignment based on use of reading strategies, interpretation, analysis, and genre identification. Both rubrics assess students on a scale of excellent to unsatisfactory based on demonstration of skills taught in class.
Presentation
The document discusses the benefits of meditation for reducing stress and anxiety. Regular meditation practice can help calm the mind and body by lowering heart rate and blood pressure. Studies have shown that meditating for just 10-20 minutes per day can have significant positive impacts on both mental and physical health over time.
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Teaching vocabulary to advanced students a lexical approach
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Teaching vocabulary to advanced students a lexical approach2
Language society and_culture
- 1. Yule, G. (1996) The Study of Language. UK. Cambridge University Press