This document provides a lesson on idioms for students in class 11. It begins by explaining that idioms are phrases where the meaning cannot be determined from the individual words. The document then lists three learning objectives related to defining idioms, stating their importance, and applying their usage. Several idioms are then defined and examples are provided, including "to shoo away," "a turning point," "with a sigh," and "soar into the sky." The document emphasizes that idioms help vividly portray situations and messages. It continues defining and providing examples for additional idioms such as "a wild goose chase," "a great deal," "at any rate," "to be on fire," "broke out,"
Context clues are facts or ideas in the text that help suggest the meaning of an unknown word. There are different types of context clues including definition, restatement, examples, comparison/contrast, cause and effect, punctuation, and modifiers. Exercises are provided to help identify context clues and determine the meanings of unknown words.
1. Context clues are hints about the meaning of an unknown word found within the text surrounding that word, such as synonyms, examples, contrasts, or inferences that can be drawn.
2. Common types of context clues include synonyms, examples, contrasts/antonyms, and inferences. Authors provide these clues to help readers understand unfamiliar words.
3. Understanding common word parts like prefixes, roots, and suffixes can also help readers determine the meaning of unknown words. Breaking words into recognizable word parts is a fast way to start understanding new vocabulary.
This chapter discusses how to use context clues to determine the meaning of unknown words. It identifies five types of context clues: definition, synonym, example, contrast/antonym, and inference. Context clues provide hints about a word's meaning from its use in a sentence, but may not reveal the full definition. The document encourages readers to identify their preferred learning style and provides tips for using context clues on tests.
Building Vocabulary Using Context Cluesawelsheimer
This document summarizes the different types of context clues that can be used to determine the meaning of unknown words:
1) Definition clues directly define the unknown word.
2) Synonym clues provide a synonym or brief phrase similar to the unknown word.
3) Example clues give examples to help explain the unknown word.
4) Contrast clues provide an antonym to determine the meaning of the unknown word.
5) Inference clues require using logic and reasoning to figure out the meaning from the context provided.
This document discusses different types of context clues that can help determine the meaning of unknown words:
1. Definition clues directly define the word or use a synonym.
2. Synonym clues provide words with the same meaning.
3. Contrast/antonym clues use opposite words or contrasting ideas.
4. Example clues give specific instances of the concept.
5. Inference clues require using prior knowledge and reasoning to understand the meaning. Context clues alone may not provide a complete definition and sometimes the passage contains no clues.
Unlocking the world of words context clues and word partscarawc
The document provides information about reading strategies and vocabulary building. It discusses factors that affect reading rate, such as purpose, prior knowledge, and text complexity. It also covers different types of context clues that can help determine the meaning of unknown words from surrounding context. Finally, it discusses using word parts like prefixes and suffixes to deduce the meaning of unfamiliar terms. The overall purpose is to provide tips and strategies for improving reading comprehension and vocabulary.
The document discusses using context clues to determine the meaning of unknown words when reading. It provides examples of context clues including definitions, examples, synonyms, and antonyms in sentences. It also includes questions to help readers analyze context clues like what part of speech the word is and other clues in the sentence. The purpose is to help readers figure out the meaning of new words through analyzing the context in which they appear.
Strategy in unlocking unfamiliar wordsJunry Estado
This document discusses strategies for understanding unfamiliar words when reading. It defines context clues as words or sentences before or after an unfamiliar word that provide hints to the word's meaning. Several types of context clues are described, including definition, synonym, antonym, example, comparison, and cause and effect. Examples are provided for each type. Readers are instructed to identify the unfamiliar word and context clue type when analyzing sample sentences. Key terms are defined, such as callous and idyllic. Activities are included for readers to practice identifying unfamiliar words and determining the context clue being used.
Context clues are facts or ideas in the text that help suggest the meaning of an unknown word. There are different types of context clues including definition, restatement, examples, comparison/contrast, cause and effect, punctuation, and modifiers. Exercises are provided to help identify context clues and determine the meanings of unknown words.
1. Context clues are hints about the meaning of an unknown word found within the text surrounding that word, such as synonyms, examples, contrasts, or inferences that can be drawn.
2. Common types of context clues include synonyms, examples, contrasts/antonyms, and inferences. Authors provide these clues to help readers understand unfamiliar words.
3. Understanding common word parts like prefixes, roots, and suffixes can also help readers determine the meaning of unknown words. Breaking words into recognizable word parts is a fast way to start understanding new vocabulary.
This chapter discusses how to use context clues to determine the meaning of unknown words. It identifies five types of context clues: definition, synonym, example, contrast/antonym, and inference. Context clues provide hints about a word's meaning from its use in a sentence, but may not reveal the full definition. The document encourages readers to identify their preferred learning style and provides tips for using context clues on tests.
Building Vocabulary Using Context Cluesawelsheimer
This document summarizes the different types of context clues that can be used to determine the meaning of unknown words:
1) Definition clues directly define the unknown word.
2) Synonym clues provide a synonym or brief phrase similar to the unknown word.
3) Example clues give examples to help explain the unknown word.
4) Contrast clues provide an antonym to determine the meaning of the unknown word.
5) Inference clues require using logic and reasoning to figure out the meaning from the context provided.
This document discusses different types of context clues that can help determine the meaning of unknown words:
1. Definition clues directly define the word or use a synonym.
2. Synonym clues provide words with the same meaning.
3. Contrast/antonym clues use opposite words or contrasting ideas.
4. Example clues give specific instances of the concept.
5. Inference clues require using prior knowledge and reasoning to understand the meaning. Context clues alone may not provide a complete definition and sometimes the passage contains no clues.
Unlocking the world of words context clues and word partscarawc
The document provides information about reading strategies and vocabulary building. It discusses factors that affect reading rate, such as purpose, prior knowledge, and text complexity. It also covers different types of context clues that can help determine the meaning of unknown words from surrounding context. Finally, it discusses using word parts like prefixes and suffixes to deduce the meaning of unfamiliar terms. The overall purpose is to provide tips and strategies for improving reading comprehension and vocabulary.
The document discusses using context clues to determine the meaning of unknown words when reading. It provides examples of context clues including definitions, examples, synonyms, and antonyms in sentences. It also includes questions to help readers analyze context clues like what part of speech the word is and other clues in the sentence. The purpose is to help readers figure out the meaning of new words through analyzing the context in which they appear.
Strategy in unlocking unfamiliar wordsJunry Estado
This document discusses strategies for understanding unfamiliar words when reading. It defines context clues as words or sentences before or after an unfamiliar word that provide hints to the word's meaning. Several types of context clues are described, including definition, synonym, antonym, example, comparison, and cause and effect. Examples are provided for each type. Readers are instructed to identify the unfamiliar word and context clue type when analyzing sample sentences. Key terms are defined, such as callous and idyllic. Activities are included for readers to practice identifying unfamiliar words and determining the context clue being used.
This document discusses vocabulary context clues, which are hints given in the text surrounding an unknown word that can help the reader understand its meaning. It identifies 5 main types of context clues: 1) restatement clues, 2) synonym clues, 3) antonym clues, 4) example clues, and 5) inference or general sense clues. Understanding these context clue types is important for developing reading comprehension skills.
This document provides information on using context clues to determine the meaning of unfamiliar words. It discusses four main types of context clues: definition clues, example clues, contrast clues, and logic of the passage clues. For each type of clue, it provides examples from text to demonstrate how readers can infer the definition of an unknown word based on context. It also includes practice problems for readers to try using context clues on their own.
The document provides a lesson plan on using context clues to determine the meaning of unfamiliar words. It includes:
1) Objectives for students to be able to use context clues to improve comprehension and identify clue types.
2) Examples of context clue types like definition, synonym, antonym, and general information. Sentences demonstrate each clue.
3) A procedure for presenting context clues including example words and sentences for students to practice identifying meanings.
4) An evaluation where students work in groups to determine context clue types used in example sentences.
The document provides a list of 100 common spelling, usage, and punctuation mistakes to avoid in writing, covering errors such as "accept" versus "except," "all right" versus "alright," and "principle" versus "principal." Each entry explains the correct usage and provides an example. The document is intended as a quick reference for writers to avoid frequent errors without having to look up each item.
The document describes a context clues riddle game. It provides 4 riddles with highlighted unfamiliar words and the context clues used to determine their meanings. The context clues are definition, antonym/contrast, synonym/restatement, and inference. It reviews that context clues help readers understand unfamiliar words without dictionaries by using clues in the surrounding text. The types of context clues - definition, antonym, synonym, and inference - are identified.
This document discusses using context clues to determine the meaning of unfamiliar words. It provides four types of context clues: definition, example, contrast, and logic of passage. Definition clues directly define the word. Example clues use examples to explain the word's meaning. Contrast clues use opposite words to infer the unfamiliar word's meaning. Logic of passage clues use reasoning based on the context to deduce the meaning. The document provides examples of each type of context clue and two practice assignments for students.
The document discusses context clues, which are clues in the text that can help readers understand the meaning of unfamiliar words. There are six types of context clues: definition clues directly define the word, synonym clues use familiar words with similar meanings, antonym clues use words with opposite meanings, experience clues rely on the reader's background knowledge to infer meaning, example clues provide a specific example, and explanation clues explain the word's meaning. Being able to use context clues allows readers to understand texts more fully without having to interrupt their reading to look up every unfamiliar word.
The document discusses different techniques for inferring the meaning of unknown words from context clues. It identifies 4 main types of context clues: synonyms, examples, antonyms, and general knowledge. Each type is explained and examples are provided from texts. Context clues are important reading skills that allow readers to understand unfamiliar words based on surrounding vocabulary rather than relying on a dictionary. Mastering these skills helps with reading comprehension.
This document discusses the different types of context clues that can help readers understand the meaning of unfamiliar words: [1] Definition/explanation clues provide a direct definition within the text; [2] Restatement/synonym clues restate the word's meaning; [3] Contrast/antonym clues contrast an unfamiliar word with a familiar antonym; [4] Inference/general clues allow readers to infer meaning based on the context. The document provides examples of each type of context clue and guidance on using context to determine a word's definition.
Context clues are bits of information around an unknown word that help the reader determine its meaning. Authors use direct definitions, synonyms, and antonyms as context clues. Readers should pay attention to context clues and use logic to make inferences about unknown words, acting like detectives gathering evidence. The document then provides examples of different types of context clues and has the reader practice identifying meanings from context.
The document provides information about using context clues to determine the meaning of unknown words. It discusses that context clues are words or phrases around an unfamiliar word that can help understand its meaning. Learning to use context clues can help with reading comprehension, vocabulary development, and avoiding having to look words up. The document then provides examples of different types of context clues like synonyms, antonyms, explanations, examples, lists or series, cause and effect, and descriptions. It encourages using clues like word parts, prefixes, suffixes, and origins to determine word meanings. Finally, it includes some practice questions for readers to apply their context clue skills.
The document discusses context clues, which are hints in the text surrounding an unfamiliar word that help the reader understand its meaning. It defines different types of context clues like definition, synonyms, restatement, contrast, explanation, examples, and inference. It provides examples of context clues and has exercises for readers to identify unfamiliar words and the context clues that help define them.
The document provides instruction on proper use of clauses, colons, and semicolons in writing sentences. It explains that semicolons can join two closely related independent clauses or separate items in a long list. Colons can introduce a quotation, list, or emphasize a point. Subordinate clauses add information but are not complete sentences on their own and should be set off with commas. The document provides examples and exercises for learners to practice these punctuation rules and sentence structures.
English is crazy language and pronunciation and spellingCarlos & Irene
This document discusses activities to practice English spelling, pronunciation, homographs, and homonyms. It includes discussion questions about languages, the most difficult aspects of English, and favorite English words. It also contains examples of homographs and homophones, as well as exercises to identify and use them in sentences. The purpose is to help students improve their spelling, pronunciation, and understanding of words that look or sound the same but have different meanings.
Ryan wrote in his journal about his day using words from a new language he is learning. The reader is tasked with using context clues from Ryan's writing to determine the meanings of underlined words. These underlined words include "poof-poofs" meaning cereal, "tramzam" meaning school bus, "zilgping" meaning homework, and others. The reader is able to determine the meanings of each underlined word based on how it is used in context.
This document provides an overview of context clues and how they can help readers understand the meaning of unfamiliar words. It defines context clues as words or phrases around an unfamiliar word that provide hints about its definition. It then describes different types of context clues like synonyms, antonyms, examples, and restatements. The document encourages readers to use context clues like detectives use clues to solve mysteries. It provides examples of context clues and practices identifying context clues in sentences.
The document discusses how context clues can help readers understand unfamiliar words. It defines context as the ideas surrounding a word or situation. Readers can look at context clues like definitions, examples, and related words to infer the meaning of an unknown word. The document provides examples of using context clues to determine the meanings of words like "profusely", "elaborate", and "prehensile". It emphasizes that context clues are important for understanding vocabulary on tests.
This document outlines demonstration teaching lessons for English for grades 5 and 6. It includes activities, tasks, questions, and instructions for both grades. For grade 6, it covers tasks on word meanings, a story reading activity, and a pair-share activity to create a short story using words with affixes. For grade 5, it reviews different meaning of words, has students complete sentences with synonyms/antonyms, and includes group activities like identifying context clues and making sentences about inferring word meanings. It concludes with evaluating student learning through similar exercises for both grades.
The document discusses the difficulties of English pronunciation and spelling. It shares a poem that highlights irregular pronunciations. It also discusses a scene from My Fair Lady where a Cockney flower girl is taking speech lessons to learn proper pronunciation. The document then examines pronunciation mistakes in a toddler's speech and silent letters in words. It encourages imagining and creating an English learning TV program focused on pronunciation, spelling, and tricks to learn both.
Context clues are hints in the surrounding text that can help determine the meaning of unfamiliar words. There are four main types of context clues: definition/explanation, which directly defines the word; restatement/synonym, which uses a similar word; contrast/antonym, which contrasts the word's meaning; and inference/general context, which relies on common sense to infer the meaning. Understanding context clues can help readers comprehend new vocabulary from context in what they are reading.
This document provides a 3-sentence summary of idioms in English:
The document defines idioms as phrases where the meaning cannot be determined from the individual words. It discusses how idioms add color to language and provides examples of common idioms like "turn on one's heels" and "a turning point." The document explains how idioms help create mental images and convey messages more vividly than literal language.
Common errors in english usage xi beta_117_eng_27.10.09avtardhillon
The document discusses common errors in English usage related to subject-verb agreement and pronoun usage. It provides examples of sentences where the subject and verb or pronouns are incorrectly used and explains how to identify the subject and choose the correct verb form. It also discusses nouns that do not change form from singular to plural and the rules for using pronouns like who, whom, whose, which and that.
This document discusses vocabulary context clues, which are hints given in the text surrounding an unknown word that can help the reader understand its meaning. It identifies 5 main types of context clues: 1) restatement clues, 2) synonym clues, 3) antonym clues, 4) example clues, and 5) inference or general sense clues. Understanding these context clue types is important for developing reading comprehension skills.
This document provides information on using context clues to determine the meaning of unfamiliar words. It discusses four main types of context clues: definition clues, example clues, contrast clues, and logic of the passage clues. For each type of clue, it provides examples from text to demonstrate how readers can infer the definition of an unknown word based on context. It also includes practice problems for readers to try using context clues on their own.
The document provides a lesson plan on using context clues to determine the meaning of unfamiliar words. It includes:
1) Objectives for students to be able to use context clues to improve comprehension and identify clue types.
2) Examples of context clue types like definition, synonym, antonym, and general information. Sentences demonstrate each clue.
3) A procedure for presenting context clues including example words and sentences for students to practice identifying meanings.
4) An evaluation where students work in groups to determine context clue types used in example sentences.
The document provides a list of 100 common spelling, usage, and punctuation mistakes to avoid in writing, covering errors such as "accept" versus "except," "all right" versus "alright," and "principle" versus "principal." Each entry explains the correct usage and provides an example. The document is intended as a quick reference for writers to avoid frequent errors without having to look up each item.
The document describes a context clues riddle game. It provides 4 riddles with highlighted unfamiliar words and the context clues used to determine their meanings. The context clues are definition, antonym/contrast, synonym/restatement, and inference. It reviews that context clues help readers understand unfamiliar words without dictionaries by using clues in the surrounding text. The types of context clues - definition, antonym, synonym, and inference - are identified.
This document discusses using context clues to determine the meaning of unfamiliar words. It provides four types of context clues: definition, example, contrast, and logic of passage. Definition clues directly define the word. Example clues use examples to explain the word's meaning. Contrast clues use opposite words to infer the unfamiliar word's meaning. Logic of passage clues use reasoning based on the context to deduce the meaning. The document provides examples of each type of context clue and two practice assignments for students.
The document discusses context clues, which are clues in the text that can help readers understand the meaning of unfamiliar words. There are six types of context clues: definition clues directly define the word, synonym clues use familiar words with similar meanings, antonym clues use words with opposite meanings, experience clues rely on the reader's background knowledge to infer meaning, example clues provide a specific example, and explanation clues explain the word's meaning. Being able to use context clues allows readers to understand texts more fully without having to interrupt their reading to look up every unfamiliar word.
The document discusses different techniques for inferring the meaning of unknown words from context clues. It identifies 4 main types of context clues: synonyms, examples, antonyms, and general knowledge. Each type is explained and examples are provided from texts. Context clues are important reading skills that allow readers to understand unfamiliar words based on surrounding vocabulary rather than relying on a dictionary. Mastering these skills helps with reading comprehension.
This document discusses the different types of context clues that can help readers understand the meaning of unfamiliar words: [1] Definition/explanation clues provide a direct definition within the text; [2] Restatement/synonym clues restate the word's meaning; [3] Contrast/antonym clues contrast an unfamiliar word with a familiar antonym; [4] Inference/general clues allow readers to infer meaning based on the context. The document provides examples of each type of context clue and guidance on using context to determine a word's definition.
Context clues are bits of information around an unknown word that help the reader determine its meaning. Authors use direct definitions, synonyms, and antonyms as context clues. Readers should pay attention to context clues and use logic to make inferences about unknown words, acting like detectives gathering evidence. The document then provides examples of different types of context clues and has the reader practice identifying meanings from context.
The document provides information about using context clues to determine the meaning of unknown words. It discusses that context clues are words or phrases around an unfamiliar word that can help understand its meaning. Learning to use context clues can help with reading comprehension, vocabulary development, and avoiding having to look words up. The document then provides examples of different types of context clues like synonyms, antonyms, explanations, examples, lists or series, cause and effect, and descriptions. It encourages using clues like word parts, prefixes, suffixes, and origins to determine word meanings. Finally, it includes some practice questions for readers to apply their context clue skills.
The document discusses context clues, which are hints in the text surrounding an unfamiliar word that help the reader understand its meaning. It defines different types of context clues like definition, synonyms, restatement, contrast, explanation, examples, and inference. It provides examples of context clues and has exercises for readers to identify unfamiliar words and the context clues that help define them.
The document provides instruction on proper use of clauses, colons, and semicolons in writing sentences. It explains that semicolons can join two closely related independent clauses or separate items in a long list. Colons can introduce a quotation, list, or emphasize a point. Subordinate clauses add information but are not complete sentences on their own and should be set off with commas. The document provides examples and exercises for learners to practice these punctuation rules and sentence structures.
English is crazy language and pronunciation and spellingCarlos & Irene
This document discusses activities to practice English spelling, pronunciation, homographs, and homonyms. It includes discussion questions about languages, the most difficult aspects of English, and favorite English words. It also contains examples of homographs and homophones, as well as exercises to identify and use them in sentences. The purpose is to help students improve their spelling, pronunciation, and understanding of words that look or sound the same but have different meanings.
Ryan wrote in his journal about his day using words from a new language he is learning. The reader is tasked with using context clues from Ryan's writing to determine the meanings of underlined words. These underlined words include "poof-poofs" meaning cereal, "tramzam" meaning school bus, "zilgping" meaning homework, and others. The reader is able to determine the meanings of each underlined word based on how it is used in context.
This document provides an overview of context clues and how they can help readers understand the meaning of unfamiliar words. It defines context clues as words or phrases around an unfamiliar word that provide hints about its definition. It then describes different types of context clues like synonyms, antonyms, examples, and restatements. The document encourages readers to use context clues like detectives use clues to solve mysteries. It provides examples of context clues and practices identifying context clues in sentences.
The document discusses how context clues can help readers understand unfamiliar words. It defines context as the ideas surrounding a word or situation. Readers can look at context clues like definitions, examples, and related words to infer the meaning of an unknown word. The document provides examples of using context clues to determine the meanings of words like "profusely", "elaborate", and "prehensile". It emphasizes that context clues are important for understanding vocabulary on tests.
This document outlines demonstration teaching lessons for English for grades 5 and 6. It includes activities, tasks, questions, and instructions for both grades. For grade 6, it covers tasks on word meanings, a story reading activity, and a pair-share activity to create a short story using words with affixes. For grade 5, it reviews different meaning of words, has students complete sentences with synonyms/antonyms, and includes group activities like identifying context clues and making sentences about inferring word meanings. It concludes with evaluating student learning through similar exercises for both grades.
The document discusses the difficulties of English pronunciation and spelling. It shares a poem that highlights irregular pronunciations. It also discusses a scene from My Fair Lady where a Cockney flower girl is taking speech lessons to learn proper pronunciation. The document then examines pronunciation mistakes in a toddler's speech and silent letters in words. It encourages imagining and creating an English learning TV program focused on pronunciation, spelling, and tricks to learn both.
Context clues are hints in the surrounding text that can help determine the meaning of unfamiliar words. There are four main types of context clues: definition/explanation, which directly defines the word; restatement/synonym, which uses a similar word; contrast/antonym, which contrasts the word's meaning; and inference/general context, which relies on common sense to infer the meaning. Understanding context clues can help readers comprehend new vocabulary from context in what they are reading.
This document provides a 3-sentence summary of idioms in English:
The document defines idioms as phrases where the meaning cannot be determined from the individual words. It discusses how idioms add color to language and provides examples of common idioms like "turn on one's heels" and "a turning point." The document explains how idioms help create mental images and convey messages more vividly than literal language.
Common errors in english usage xi beta_117_eng_27.10.09avtardhillon
The document discusses common errors in English usage related to subject-verb agreement and pronoun usage. It provides examples of sentences where the subject and verb or pronouns are incorrectly used and explains how to identify the subject and choose the correct verb form. It also discusses nouns that do not change form from singular to plural and the rules for using pronouns like who, whom, whose, which and that.
This document provides a lesson on changing sentences from active to passive voice. [1] It begins with a review of active and passive sentences and their characteristics. [2] Examples are then provided of changing different types of sentences like those with modal verbs, two objects, imperatives, interrogatives, and newspaper headlines into the passive voice. [3] Learners are guided through this process step-by-step with explanations and examples.
Ix english essay_writing-part i_master fileavtardhillon
The document provides instruction on writing an effective essay. It begins by introducing Shyam and Kushal, two boys who witness trees being cut down and want to write an essay to raise awareness. It then discusses the key elements of an effective essay, including unity of thought, order, conciseness, and style. It explains the different types of essays such as reflective, narrative, descriptive, and imaginative. The document emphasizes that an essay must have a clear topic and flow logically from beginning to end to effectively get a message across to readers.
Eng xii transformation of sentences part i_128 master frozenavtardhillon
The document provides an overview of a lesson on transforming sentences. The learning objectives are to define different types of sentences and sentence components. Examples are given to distinguish between a subject and predicate in simple sentences. Exercises are included for students to practice identifying subjects and predicates, and changing simple sentences into compound or complex sentences.
Ix english essay_writing_3_master fileavtardhillon
Kushal has written an essay on the importance of trees. In the conclusion, he wants to motivate people to protest against cutting down trees in their neighborhood. Shyam suggests concluding by asking people to join hands to save the trees, but Kushal thinks that's too direct. They realize they should encourage people by pointing out that it is their neighborhood too and they must protect it. The summary discusses wrapping up an essay with an effective conclusion that leaves the reader with a clear message.
Ix english essay_writing_2_master fileavtardhillon
This document provides guidance on writing effective introductions for essays. It discusses that introductions should be short, catchy, and contain the purpose or topic of the essay. It provides examples of different types of effective introductions, including starting with a question to engage the reader, narrating an incident related to the topic, or quoting an example. The document emphasizes that introductions should attract the reader's attention and set the stage for the body and conclusion of the essay.
1) Weak forms occur when commonly used words like prepositions, auxiliary verbs, and conjunctions are unstressed in connected speech. Their vowels shift towards a schwa sound.
2) Yod coalescence is a phenomenon where /j/ assimilates to a preceding /t/ or /d/ sound, like "but you" becoming "bətʃu".
3) Elision omits sounds like consonants between consonants and the /t/ in "not" before consonants, speeding up connected speech.
Kushal and Shyam see trees being cut down to make way for a shopping center. They decide to write an essay to raise awareness about the importance of trees and protest the cutting down of trees. The module teaches the basics of essay writing, including defining an essay, the essential components like unity, order and conciseness, different types of essays, and making an outline to organize thoughts before writing. Kushal and Shyam discuss making an outline for their essay on saving trees to educate the local community.
1) Weak forms occur when commonly used words like prepositions and conjunctions are unstressed in connected speech. Their vowels shift towards a schwa sound.
2) Yod coalescence is where /j/ assimilates to a preceding /t/ or /d/ sound, like "but you" becoming "betcha".
3) Elision omits sounds like /t/ between consonants or in contractions like "can't". Assimilation changes sounds to match neighboring sounds.
1) Weak forms occur when commonly used words like prepositions and conjunctions are unstressed in connected speech. Their vowels shift towards a schwa sound.
2) Yod coalescence is where /j/ assimilates to a preceding /t/ or /d/ sound, like "but you" becoming "betcha".
3) Elision omits sounds like /t/ between consonants or in contractions like "can't". Assimilation changes sounds to match neighboring sounds.
Eng xii transformation of sentences part 2 master_129avtardhillon
Here are the completed compound sentences with coordinating conjunctions:
1. My dog likes to eat grass, even though she's not allowed to eat grass inside.
2. The dog likes to play fetch, while the cat likes to roll in the grass.
3. Samuel seldom thinks for himself, so he is always not presentable in his appearance.
4. My mother follows her horoscope, but my father does not follow horoscopes.
5. The media often exaggerates events and promote sales. The teacher is not always right, nor is she perfect.
Viii prepositions 1_055_master2_29.10.09avtardhillon
This document provides a lesson on prepositions for 8th grade students. It begins with an interactive activity where students draw pictures of a house and add different objects in response to the teacher's instructions. With each set of objects, a new preposition is introduced and its meaning is established based on the relationship between the objects and the house. Examples are given using 'on', 'into', 'in', 'above', and 'beside'. Students then write sentences describing their drawings to practice using the prepositions. The lesson explains that prepositions show the relationship between nouns. It introduces common prepositions of time and place through examples and a poem. The focus is on interactively teaching prepositions through a visual activity rather than just
Prefixes ,suiffixes and root words by Sajjad Ahmad Awan PhD Scholar TE PlanningMalik Sajjad Ahmad Awan
This document discusses prefixes, suffixes, and root words. It provides examples of how prefixes are added to the beginning of words to change their meaning, such as "unhappy" and "redo." Suffixes are added to the end of words, as in "wonderful" and "restful." The document also discusses identifying base words, roots, and using context clues and word parts to determine a word's meaning. It emphasizes the importance of understanding Greek and Latin roots to help determine the meaning of unfamiliar words.
This document discusses several aspects of connected speech in English pronunciation including weak forms, elision, assimilation, yod coalescence, and linking /r/. Weak forms refer to changes in pronunciation of function words like prepositions, auxiliaries, and conjunctions when they are unstressed. Elision is the omission of sounds like /t/ and /d/ between consonants. Assimilation involves sounds changing place or manner of articulation to blend with neighboring sounds. Yod coalescence fuses /j/ with preceding /t/ or /d/ sounds. Linking /r/ describes inserting an /r/ sound between a word ending in a vowel and a following word beginning with a vowel
The document discusses common errors made in English grammar. It begins by explaining why such errors are commonly made and provides examples of errors with parts of speech like nouns, verbs, adjectives. It then examines specific areas where errors typically occur, such as with homonyms, punctuation, plural vs. possessive forms, subject-verb agreement, and common misspellings. The document aims to help students identify and avoid frequent grammatical mistakes.
Kushal has written an essay about the importance of protecting trees in the neighborhood. In the conclusion, Kushal wants to motivate people to join hands and protest against cutting down more trees. Shyam suggests concluding by appealing to people to save the trees, but Kushal feels that is too sweet and instead wants to tell people it is their neighborhood too, so they must fight for it. The anchor then summarizes the key points of a strong conclusion: it should be concise, state an opinion, be clearly narrated, and lead to a unified summary that is original and focuses the individual nature of the content.
The document provides instruction on the proper use of articles in English. It discusses the three articles - "a", "an", and "the" - and explains that "a" and "an" are indefinite articles while "the" is a definite article. The key points covered include:
1) "A" is used before nouns starting with consonant sounds, "an" is used before nouns starting with vowel sounds.
2) "The" is used to refer to specific or particular nouns that are already known.
3) Examples are provided to illustrate the correct usage of each article in different contexts.
4) Exceptions where articles are not needed with certain nou
The document provides instruction on the use of articles in English. It discusses the three articles - a, an, and the. It explains that a and an are indefinite articles while the is a definite article. The key points covered include:
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2. Using "the" to refer to specific or particular nouns that are being talked about.
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4. Exceptions where some nouns are used without articles in certain situations.
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Xii transformation of sentences part 2 129-revisedavtardhillon
Here are the responses with added independent clauses:
1. I finished my homework, and __I went outside to play__.
2. The dog barked loudly, but __the owner did not hear it__.
3. We went to the beach, or __we could have gone to the park__.
4. I ate an apple, so __I was not hungry for lunch__.
5. She studied all night, nor __did she get enough sleep__.
ANCHOR
Very good students.
You have done it correctly.
Now let us do one more exercise.
VO WITH TEXT ON SCREEN
EXERCISE 2
Identify the type of each sentence - simple,
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- The
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Eng xii essay writting ii_125_16.11.09avtardhillon
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Advertisement x 116_eng(for beta)_27.10.09avtardhillon
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Pes eng xi idioms 127-master
1. PES/ENG/XI/127
Master
Word count: 2785
Subject English
Class XI
Topic Idioms
ANCHOR 1
Hello students, you must have noticed that when your father and grand father are in
conversation, they often use some words which you are unable to understand. Usually
they use proverbs and idioms. Why are you unable to understand these words? The
reason is that their meaning can not be guessed from the meanings of the individual
words? Now look at this sentence;
His mother passed away this morning.
Means
His mother died this morning.
pZfuT, s[;hA eJh tko fJj t/fynk j't/rk fe s[jkv/ fgsk s/ s[jkv/ dkdk ih id' rZbpks eo oj/
jz[d/ jB skA eJh nfij/ Fpd tosd/ jB i' s[;hA ;wMD ftZu n;woE jz[d/ j' .nkw s"o s/ T[j
proverbs ns/ idioms dh tos' eod/ jB .s[;hA fJBkQA FpdkA Bz{ ;wMD ftZu feU n;woE
j' < fJj fJ; bJh j? feT[fe fJBkQA dk noE tZy tZy FpdkA d/ noE eZY e/ BjhA ;wfMnk
ik ;edk j? .nkU fJZe tke Bz{ t/yhJ/ . His father passed away this
evening.
Gkt
His father died this evening.
So today we will try to know about idioms. Let us have a look on the learning objectives.
;', nZi n;hA idioms pko/ ikDB dh e'fFF eokAr/ go fJ; pko/ ft;Eko ftZu ikD s' gfjbkA
nkU nZi d/ f;Zfynk T[d/FkA s/ Bio gkJhJ/ .
VO for LO’s
Learning objectives
At the end of the episode you will be able to
• Define Idioms
• State the importance of idioms
• Apply the usage of some idioms
ANCHOR 2
1
2. Each language has its own way of saying things. This way of saying is known as its
idioms.
Idioms add colour to language but not using them can not equate with poor English.
We may use them, we may not.
Look at its linguistic meaning
Linguistics - A group of words whose meaning cannot be predicted from the
meaning of the constituent words.
ANCHOR 3
The age of globalization is causing panic in the United States because of crippling
shortage of idioms and proverbs in speaking of English.
ft theoD dk :[Zr United States ftZu d[Zy dk ekoD pDdk ik fojk j? feT[fe T[E/ yk;
eoe/ nzrO/}h p'bD tkfbnK ftZu w[jkto/ ns/ n]esK p'bD dh otkfJs ysw j[zdh ik ojh j? .
There are some idioms which have been used in your text book.
fJE/ eZ[M idioms jB fiBkQA dh tos' s[jkvh feskp ftZu ehsh rJh j? .
To shoo away- ( to drive away birds etc., by signalling them with face, lips or
hands) fuVhnkA nkfd Bz{ T[vkT[D tk;s/ wz{j,p[bZQ ns/ jZEkA Bkb
fJFko/ eoBk
Look at the picture. So many birds are sitting on the ground. If some one tries to
make them fly away or frighten them with some sound or by showing a stick or
throwing a stone at them, it is appropriate to say that he has shooed away the
birds.
In the lesson, ‘Portrait Of A Lady’ in your Reader Book, you can find this
idiom.
Grandmother did not shoo away the sparrows.
Next idiom is
2
3. • To turn on one’s heels that means (to turn about quickly) ibdh
Bkb w[VBk
This idiom is used when someone turn about quickly in an excitement. It is
especially used for juniors or youngsters. Take a look at this example
When Mahmood gave Ali, a new kite he turned on his heels and ran
away.
Anchor 4
Next idiom is
• A turning point that means (an event or occasion that brings about a
change) e'Jh nfijh xNBk i' fJedw pdbkt b? nkt/ -
Sometimes an event gives high exposure to one’s personality and on the
bases of that occasion or event one gets a remarkable promotion hence,
changing one’s life style entirely.
eJh tko e'Jh xNBk ft;h ftnesh d/ o[sp/ ftZu pj[s tZvh spdhbh eo fdzdh j? .T[j
ftnesh Bz{ nfijk ukA; fdzdh j? T[; dk ihT{D dk sohek fpbe[b pdb ikAdk j? .
Example: Her job in Reliance was a turning point in her life.
This idiom can also be used on occasion that may be sorrow stricken in
which one’s life gets ruined. It may be an accident or death of a dear one or
loss of property etc.
fJj xNBk d[y Goh th j' ;edh j? fi; Bkb fe;h ftnesh dh fizdrh spkj j' ;edh j? .fJj n?
e;hv?AN, nkgD/ fe;h yk; dh w"s ikA ikfJdkd ftZu B[e;kB th j' ;edk j? .
Example:
The loss of legs in an accident was a turning point in the life of
the dancer, Sudha Chandran.
Let’s take a look at the next idiom
With a sigh , that means (with sorrow) d[y d/ Bkb-
This idiom expresses sorrow stricken mood of a person.
3
4. For example
The defeated Australian team left the ground with a sigh.
Anchor 5
Next idiom is
Soar into the sky which means (to rise quickly and smoothly)
When something moves very easily, people use this idiom to show the excitement.
We commonly say;
id' e'Jh feOnk pj[s n;kBh ns/ s/}h Bkb tkgo fojk j't/ skA nkgDh excitement Gkt
i'F Goh y[Fh Bz{ gqrN eoB bJh n;hA nkws"o s/ efjzd/ jkA
The kite soared into the sky. or
Her spirits soared into the sky. or
Soon the clouds disappear and our plane soars into the sky.
ANCHOR 6
Children, have you noticed how the idiomatic expressions bring an image or picture
of the situation or event to your mind. When you say soar into the sky you visualize a
bird or a plane soaring into the sky. If we say a plane is moving high in the sky, do
you think it brings the same effect? Certainly not. The words in the first sentence are
more vivid than the second. No doubt, language is a tool for communication but
idioms make it more picturesque and send the message home.
pZfuU, eh s[;hA ed/ fJj t/fynk j? fe idiomatic expressions fet/A s[jkv/ fdwkr ftZu
fe;/ xNBk dh o{go/yk Bz{ fuso T[bhe fdzd/ jB .id' s[;h T[uZh T[vkD pko/ rZb
eod/ j' skA s[;h fe;/ gzSh ikA jtkJh ijki dk fdqF nkgD/ ;kjwD/ b?e/ nkT[d/ j' .ns/ i/
s[;h fJj ej' fe jtkJh ijki nk;wkB ftZu T[v fojk j? skA eh fJj tke th T[jh gqGkt
gkT[dk j? .Bjh .fiBkQA FpdkA dh tos' gfjb/ tke ftZu ehsh rJh j? T[j Fpd d{i/ tke
Bkb' finkdk gqGktFkbh jB Gkt T[BkQA ftZu finkdk ikB j? .fJ; ftZu e'Jh Fe Bjh fe
GkFk rZbpks ikA ftukokA d/ nkdkB gqkdkB dk n"iko j? go idioms T[; rZbpks
Bz{ ;gFN eod/ jB .
Next idiom is
4
5. A wild goose chase, that refers to (a useless effort, a hopeless
quest) fJZe nfijh e'fFF i' fe;/ ezw dh Bk j't/, fJZe fBokFkiBe e'fFF .
This phrase is very old and appears to be one of the many phrases
introduced to the language by Shakespeare
“Wild goose chase” typically refers to a purposeless endeavour without a
defined destination. People usually use this idiom to express an attempt
which seems to result in failure. In fact it is said that it is very difficult if
not impossible to catch a wild goose so any body in pursuit of a futile
exercise brings this expression.
Let’s take another idiom that is:
A great deal of which means (a lot of, a large number or amount or
extent) pj[s ;kok, pj[s finkdk frDsh ftZu, pj[s tZvh okFh ikA pj[s tZvk y/so .
Anchor 7 Students, you must have heard this idiom a number of times.
Here are some examples with which you can learn the proper use of this
idiom.
Today, we had a great deal of fun
I have heard a great deal of this garden.
I spent a great deal of time on hill stations.
Next idiom is
At any rate that means (at all events, whatever happens, in any
event, leastwise, anyhow, anyway, come what may) ;kohnkA
xNBktkA ftZu, i' th tkgfonk, fe;/ th xNBk ftZu, jo o{g ftZu, jo
jkbs ftZu, fet/ th, GKt/ eZ[M th j't/.
It is very commonly used. Look at these examples:
I will keep my promise at any rate.
At any rate, I promise to be there even if I'm a little late,
5
6. Let’s take another idiom which is widely used-
To be on fire (to be inspired, Getting warmer (be ready for a discussion)
gq/fos j'Dk, row j'Dk Gkt nkgD/ nkg Bz{ tkoskbkg bJh fsnko eoBk
Example:
In the beginning no one dared to speak but when Mr. Rao kept his
views every one seemed to be on fire.
Next idiom is
Broke out that means (appear or to begin or arise suddenly)
j'Id ftZu nkUDk, F[o{ j'Dk, fJZe dw B}o nkUDk
Take a look at this sentence to observe its usage
Panic broke out after the explosion.
Anchor 8
Pick up – This phrase has been widely used for number of situations.
It is a multiple meaning phrase. You will be surprised to see its usage on
the screen.
fJj phrase ne;o pj[s ;kohnkA ;fEshnkA ftZu tofsnk ikAdk j? .fJj fJZe
nfijk phrase j? fi;Bz{ pj[s EktkA s/ tofsnk ik ;edk j? . s[;h fJ;dh tos'A
Bz{ id' god/ s/ t/y'r/ skA s[;hA j?okB j' ikt'r/
Pick up that refers (to learn something).
For example
• I pick up languages very quickly.
• I picked up a lot of information about solar equipments
from my brother.
Next meaning of Pick up is (to cause something to go faster,
especially music).
• She picked up the tempo and got it moving faster.
6
7. Pick up also refers (to lift up or raise something from a lower
place). For example
• Please pick these bits of paper off the floor.
• You should pick up every bit of it!
Pick up is also used for (going to a place in a car, bus, etc.,
and take on a person as a passenger).
• I will come to your office and pick you up at noon.
• You have to pick up both of us from the hotel.
Next meaning of Pick up is (to tidy up or clean up a room or
some other place).
• Let's pick our room up quickly.
• Do you want me to pick up the entire house?
Anchor 9
Next idiom is
On the verge of - (on the brink of, almost doing) feBko/ s/ , ;wkgsh d/ B/V/
This idiom is used to represent a moment just before an incident or completion of an
event. These are some examples which satisfactorily show the usage of this idiom.
fJ; idiom dh tos' fe;/ xNBk d/ g{o/ j'D tkb/ gb Bz{ do;kT[D bJh iK fe;/ tosko/ s'
s[ozs gfjbkA ikA fe;/ t;s{ dh ;fEsh dZ;D bJh ehsh ikAdh j? .fJj eZ[M T[dkjoD jB
i' fJ; idiom dh tos' dh ikDekoh s[jkBz{ ;gFN o{g ftZu d/ ;edhnK jB .
For example
He is on the verge of retirement.
The boy in lane three is on the verge of winning the race
During the war in Italy he was several times on the verge of
destruction and each time was saved in an unexpected
manner.
Take a look at some more sentences where this idiom has been used
This palace/ fort is on the verge of extinction.
.
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8. This species is on the verge extinction.
Next idiom is
Pay homage to that refers to (to pay tribute) FoXkAibh d/Dk
Example
We should pay homage to the freedom fighters.
Take a look at another idiom
Stray from that means (to lose the path, to move away from the right
ideas/right path nkgD/ o;s/ s' j ZNDk, nkgD/ ;j h ftukokA s' go/ j ZN ikDk
ikA ;j h o;s/ s' j ZN ikDk .
For example:
We have often strayed from Gandhi’s message.
Some shepherds lost their way and strayed into the Pakistan Border.
Rahim Khan nearly killed the mare for straying into his fields.
Next idiom is
Hold aloft that means ( to raise high, to bring out the name) T[ Zuk u[ ZeDk,
Bkw o FD eoBk
Anchor 10
Students you see
A player is holding a torch high. But it does not give the actual meaning. If a player
wins and brings a name to his country then this phrase fits well. We can say
pZfuU ! s[;h t/y oj/ j' fe fJZe fybkVh B/ fwFkb u[Zeh j'Jh j? go fJZE/ fJj idiom
mhe Bjh Y[Zedk go i/ e'Jh fyvkoh fiZs jk;b eodk j? sK n;h efjzd/ jK
Abhinav Bindra held aloft the name of India in Olympics. or
Gandhi ji held aloft the torch of freedom.
Anchor 11
Next idiom is
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9. Rejoice in, that means (to celebrate) y[Fh wBkUDk
We use this idiom to show happiness or celebrations of the joyful moments. Here are
some examples of its usage.
We rejoice in the victorious moments.
I rejoice in the lap of nature.
We should not rejoice in other’s misery.
Anchor 12
Next idiom is
Burst into that means ( to begin to produce a lot of something, break into something)
To understand this idiom look at the following sentences:
• The children burst into tears when they saw their broken toys. or
• The bus burst into flames.
• The whole situation was so ridiculous that all the children burst
into laughter.
Anchor 13
Children! What do you notice in these sentences? They show sudden and excess of
action. In the first sentence there is sudden act of weeping, in the second sentence, lot of
and sudden fire. Similarly in the third sentence sudden and lot of laughter.
Therefore this idiom is being used in many ways:
for example:
Burst into tears (to begin to cry) c[ZN c[ZN e/ o'Dk
When some one starts crying bitterly all of a sudden, on hearing news of one’s
tragedy or at the sight of a mishap.
She burst into tears on hearing the news of his husband’s death.
Take a look at another idiom
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10. Give up that refers (to leave or lose faith in or stop believing in something or some
one) SZvDk, fsnkr d/Dk,
For example
I gave up on them when I heard what they were saying about me
behind my back.
I advised him to give up smoking.
Please give up bad company
Anchor 14
Let’s see how much have you learnt? You will find some
sentences with fill ups. You will have to supply suitable idioms.
1. Project Tiger has been started by the Government of India
because the tiger is--------------------------------extinction.
Project Tiger has been started by the Government of India
because the tiger is on the verge of extinction.
2. INFOSYS PRIVATE Ltd. Visited our college and
------------------------------------the first ten students to join their
company.
INFOSYS PRIVATE Ltd. Visited our college and pick up the
first ten students to join their company.
3. When Foot ball team of the school won the final match at the
state level the principal congratulated the team and said, “I am
proud of you. You have---------------------the name of the school.
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11. When Foot ball team of the school won the final match at the
state level the principal congratulated the team and said, “I am
proud of you. You have held aloft the name of the school.
4. After the death of his mother, he became very serious. This
incident became ----------------------------of his life.
After the death of his mother, he became very serious. This
incident became turning point of his life
5. After reading the lesson, Escape Velocity a student of class
XI very excitedly told her friends that she would also visit the
moon like Ted. The friends laughed and said, “Ha! Ha! It is
a------------------.”
After reading the lesson, Escape Velocity a student of class XI
very excitedly told her friends that she would also visit the
moon like Ted. The friends laughed and said, “Ha! Ha! It is a
wild goose chase”
Anchor 15:
Children, I hope you must have enjoyed the learning of some
new idioms. You know ‘practice makes a man perfect’. So now
keep on practicing idioms in your daily conversation. This will
make your conversation more effective. Thanks.
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