This document discusses language choice in multilingual communities. It begins by introducing concepts from J.A. Fishman about who speaks what language to whom and for what purpose. It then defines terms like bilingualism, code, and code switching. Bilingualism refers to using two languages interchangeably, while code is a broader term that includes language varieties. Code switching occurs between sentences and involves alternating between two languages. The document provides examples of code switching and code mixing in conversations. It also discusses factors like situation and formality that influence code choice according to Grosjean. In summary, the document defines key concepts around language use in multilingual communities like Indonesia.
The document discusses several processes for word formation in languages. It describes coinage as inventing new terms, borrowing as adopting words from other languages, compounding as joining words, and blending as combining parts of words. It also covers clipping as shortening words, backformation as changing a word's class, conversion as altering a word's class without changing form, acronyms as forming words from initial letters, and derivation as using affixes to change a word's meaning. The document provides examples for each process and encourages analyzing words formed through different processes.
1. Code switching refers to switching between two or more languages or language varieties within a conversation. It can occur between speaker turns or within a single turn.
2. Diglossia describes a stable language situation where two varieties of the same language are used differently, such as a high (H) variety for formal contexts and a low (L) variety for informal contexts.
3. Examples of diglossia include Arabic (H variety for formal contexts vs. colloquial Arabic as L variety), and Swiss German (H variety) vs. local dialects (L varieties). Code switching is a conversational strategy while digloss
Durante la cuarentena, la clase de semántica y pragmática se detuvo solo semana y media (porque yo estaba muy preocupada por las materias xD) y mediante un acuerdo con la maestra Blanca Estela Flores decidimos tener 2 clases virtuales por semana y muchos ejercicios como este.
The document discusses the topic of World Englishes. It begins by outlining Krachu's Three Concentric Circles model of the Inner Circle, Outer Circle, and Expanding Circle of English varieties. It then provides examples of English varieties from different regions, including Pidgin forms like Neo-Solomonic and Hawaiian Pidgin. The document also lists common questions researchers ask about World Englishes, such as how varieties are socially perceived, how recognizable they are, how English is used globally, and how varieties differ or are similar. Key findings are summarized around recognition of dialects and social perceptions of varieties.
Can bilingualism cause problems for children? Which language should parents speak? Should parents avoid mixing languages? This slideshare accompanies a RALLI film by Dr Vicky Murphy providing some basic information about bilingualism based on the research evidence. http://youtu.be/p9iWG0M5z40
For an index of the RALLI films and slides see: http://ralliindex.blogspot.co.uk
Sociolinguistics chapter 4 introduction to sociolinguisticsmehdi alba
This document discusses language contact and multilingualism. When languages come into contact, there can be language shift, where speakers adopt a majority language, or language maintenance, where minority languages are continued. Factors like status, territorial distribution, and institutional support influence whether languages are maintained. In multilingual settings, contact languages emerge and languages can converge through shared vocabulary. Code switching and multilingual discourse also occur when speakers mix linguistic elements. Language attitudes are shaped by ideologies like monoglossicism and pluralism. Diglossia describes separate high and low varieties used in different social contexts. Accommodation and audience design influence how speakers adapt their language based on their audience.
This document discusses language variation and regional dialects. It begins by defining standard languages and noting examples like Standard American English. It describes how accents and dialects are used to analyze differences in grammar, vocabulary and pronunciation between regions. Key concepts discussed include dialectology, using linguistic features to define dialect boundaries and continua. The document also covers related topics like bilingualism, diglossia, language planning, and the development of pidgins and creoles.
This document discusses language choice in multilingual communities. It begins by introducing concepts from J.A. Fishman about who speaks what language to whom and for what purpose. It then defines terms like bilingualism, code, and code switching. Bilingualism refers to using two languages interchangeably, while code is a broader term that includes language varieties. Code switching occurs between sentences and involves alternating between two languages. The document provides examples of code switching and code mixing in conversations. It also discusses factors like situation and formality that influence code choice according to Grosjean. In summary, the document defines key concepts around language use in multilingual communities like Indonesia.
The document discusses several processes for word formation in languages. It describes coinage as inventing new terms, borrowing as adopting words from other languages, compounding as joining words, and blending as combining parts of words. It also covers clipping as shortening words, backformation as changing a word's class, conversion as altering a word's class without changing form, acronyms as forming words from initial letters, and derivation as using affixes to change a word's meaning. The document provides examples for each process and encourages analyzing words formed through different processes.
1. Code switching refers to switching between two or more languages or language varieties within a conversation. It can occur between speaker turns or within a single turn.
2. Diglossia describes a stable language situation where two varieties of the same language are used differently, such as a high (H) variety for formal contexts and a low (L) variety for informal contexts.
3. Examples of diglossia include Arabic (H variety for formal contexts vs. colloquial Arabic as L variety), and Swiss German (H variety) vs. local dialects (L varieties). Code switching is a conversational strategy while digloss
Durante la cuarentena, la clase de semántica y pragmática se detuvo solo semana y media (porque yo estaba muy preocupada por las materias xD) y mediante un acuerdo con la maestra Blanca Estela Flores decidimos tener 2 clases virtuales por semana y muchos ejercicios como este.
The document discusses the topic of World Englishes. It begins by outlining Krachu's Three Concentric Circles model of the Inner Circle, Outer Circle, and Expanding Circle of English varieties. It then provides examples of English varieties from different regions, including Pidgin forms like Neo-Solomonic and Hawaiian Pidgin. The document also lists common questions researchers ask about World Englishes, such as how varieties are socially perceived, how recognizable they are, how English is used globally, and how varieties differ or are similar. Key findings are summarized around recognition of dialects and social perceptions of varieties.
Can bilingualism cause problems for children? Which language should parents speak? Should parents avoid mixing languages? This slideshare accompanies a RALLI film by Dr Vicky Murphy providing some basic information about bilingualism based on the research evidence. http://youtu.be/p9iWG0M5z40
For an index of the RALLI films and slides see: http://ralliindex.blogspot.co.uk
Sociolinguistics chapter 4 introduction to sociolinguisticsmehdi alba
This document discusses language contact and multilingualism. When languages come into contact, there can be language shift, where speakers adopt a majority language, or language maintenance, where minority languages are continued. Factors like status, territorial distribution, and institutional support influence whether languages are maintained. In multilingual settings, contact languages emerge and languages can converge through shared vocabulary. Code switching and multilingual discourse also occur when speakers mix linguistic elements. Language attitudes are shaped by ideologies like monoglossicism and pluralism. Diglossia describes separate high and low varieties used in different social contexts. Accommodation and audience design influence how speakers adapt their language based on their audience.
This document discusses language variation and regional dialects. It begins by defining standard languages and noting examples like Standard American English. It describes how accents and dialects are used to analyze differences in grammar, vocabulary and pronunciation between regions. Key concepts discussed include dialectology, using linguistic features to define dialect boundaries and continua. The document also covers related topics like bilingualism, diglossia, language planning, and the development of pidgins and creoles.
This document discusses different types of bilingualism and bilingual speakers. It defines bilingualism as using two languages, not necessarily with equal proficiency. There are several types of bilingual acquisition depending on factors like the languages of the parents and community. The document also discusses concepts like early vs late bilinguals, balanced vs dominant bilinguals, simultaneous vs sequential bilinguals, additive vs subtractive bilingualism, elite vs folk bilinguals, and code switching vs code mixing. Key aspects of a bilingual speaker include when they learned their languages, the opportunities and contexts in which they use each language, and their relative proficiency in the different languages.
This document discusses key topics in first language acquisition, including:
1. Theories of language acquisition such as behaviorism, innatism, and interactionism. Innatism posits an innate language acquisition device while interactionism emphasizes social interaction.
2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
3. Experiments like the "WUG test" that show children internalize rules like plural formation without being taught.
4. Theories of bilingual acquisition including additive bilingualism, which has cognitive benefits over subtractive bilingualism.
The document examines issues in defining competence versus performance and the
UNIT 1 : THE ORIGINS OF LANGUAGE
UNIT 2 : ANIMALS AND HUMAN LANGUAGE
UNIT 3 : THE DEVELOPMENT OF WRITING
UNIT 4 : THE SOUNDS OF LANGUAGE
UNIT 5 : THE SOUND PATTERNS OF LANGUAGE
UNIT 6 : WORDS and WORD FORMATION PROCESSES
UNIT 7 : MORPHOLOGY
UNIT 8 : PHRASES and SENTENCES : GRAMMAR
UNIT 9 : SYNTAX
The most important words and phrases for apologising in emails and letters with a business English focus. Phrases using 'sorry', 'apologise' (apologize), 'apologies', and 'regret', which help you say sorry in informal, neutral and formal writing. Lots of grammar, vocabulary tips and examples given.
Chapter two -First Language Acquisition -All.pptFawziEltayeb
This document discusses four approaches to first language acquisition:
(1) The behaviorist/environmentalist approach views language as learned through imitation, reinforcement, and habit formation. However, it does not explain all aspects of language development in children.
(2) The innatist/nativist approach posits that children are born with an innate language acquisition device (LAD) that enables them to unconsciously learn the rules of their native language.
(3) The cognitivist approach sees language development as linked to children's intellectual growth and their use of strategies like generalization.
(4) The interactionist approach emphasizes that language develops through interactions between a child and their social environment, like caretaker speech adapted for
Sociolinguistics is the study of how language and society interact. A key concept is that we alter our language based on social factors like the setting, participants, and topic of conversation. Pidgins develop as languages of contact between groups without a shared language, using simplified grammar and vocabulary from the source languages. If a pidgin is passed down to children as their primary language, it becomes a creole, a fully developed language with its own complex linguistic system. Code-switching and code-mixing occur when multilingual speakers blend elements of multiple languages in a single conversation for reasons of identity, emphasis, or lack of a word in one language.
This document provides an overview of theories and research on first language acquisition. It discusses the stages of acquisition from cooing and babbling to the one-word, two-word, and telegraphic speech stages. The document also examines the development of morphology, syntax, and semantics in a child's first language. Several theories on language acquisition are presented, including behaviorism, innatism, cognitive/developmental approaches, and sociocultural perspectives. The document concludes by advising the reader to consider multiple theories when seeking to understand language development.
The document discusses the major processes by which new words are formed in language. There are 10 major processes: 1) affixation, 2) compounding, 3) reduplication, 4) suppletion, 5) acronym, 6) blending, 7) clipping, 8) borrowing, 9) coinage, and 10) symbolism. It provides examples to illustrate each process and explains how new words are derived through the addition of prefixes, suffixes, stems, or changes in word forms. The document also briefly mentions minor word formation processes like functional shift.
This document provides an introduction to semantics and pragmatics in English. It discusses how semantics studies word and sentence meaning separate from context, while pragmatics studies utterance meaning which depends on context. It describes three stages of interpretation - literal meaning, explicature which uses context, and implicature which looks for implied meaning. It also discusses figurative language such as metaphor, metonymy, irony and sarcasm which require interpreting meaning beyond the literal sense. Finally, it summarizes key aspects of figurative interpretation in terms of explicature and implicature.
This document provides an introduction to syntax and its key concepts. It defines syntax as the study of how words are arranged into larger linguistic units. The main units discussed are the phrase, clause, and sentence. Phrases contain groups of words that function together but do not include finite verbs, while clauses contain finite verbs but are not complete sentences. The document outlines the main phrase and clause types, and provides examples to illustrate parts of speech arranging into these syntactic units. It aims to serve as a foundational overview of syntax for students of linguistics.
Some problems of ambiguity in translation with reference to english and arabicfalah_hasan77
1. Ambiguity in translation refers to words, terms or concepts that have more than one possible meaning. This can cause unclear or misleading interpretations when translating between languages.
2. Some common causes of ambiguity include pronouns without clear referents, words with multiple meanings, and syntactic structures that can have more than one interpretation.
3. There are two main types of ambiguity - lexical, which occurs with individual words, and structural, which occurs with phrases or sentences that can have multiple syntactic structures. Identifying and addressing ambiguity is an important part of accurate translation.
The document discusses language features used by women that signal lack of confidence according to linguist Robin Lakoff. These include hedging devices like tag questions, lexical hedges, rising intonation on declaratives, and intensifiers. Tag questions in particular are used more by women to express uncertainty and soften directives. While women use more politeness devices than men when speaking to both women and men, social status and the gender of conversational partners can influence language patterns between groups. The document also examines gendered metaphors and morphology in the English language.
This document discusses blending and compounding in word formation. It defines blending as combining parts of two words to form a new word, omitting some parts, like "brunch" from "breakfast" and "lunch". Compounding involves joining words without spaces or hyphens to form new words like "football". The document outlines different types of blends and compounds, including closed, hyphenated, open forms. It also describes semantic classifications like endocentric, exocentric, copulative, and appositive compounds. Various examples are provided to illustrate each concept.
Overview of Coltheart's Dual-Route Model and Seidenberg & McClelland's neural network models of word recognition.
Course presentation for PSYC365*, Fall 2004, Dr. Butler, Queen's University.
Images used without permission.
This document discusses sociolinguistics and the relationship between language and society. It covers several topics:
- Sociolinguistics studies how social factors like class, education, occupation, age and gender influence language use.
- Social dialects vary based on social class - working class speakers tend to use different features than middle class speakers.
- Education level impacts language through exposure to formal written language influencing spoken language.
- Social markers like pronunciation features can identify what social group a speaker belongs to consciously or not.
- Style shifting refers to changing between formal and informal speech styles depending on the social context and audience.
This document discusses language maintenance and shift that can occur when speakers are exposed to a second language. There are three main outcomes: 1) language maintenance, where speakers maintain their mother tongue, 2) language shift, where speakers shift to the new second language as their main or only language, or 3) bilingualism. Typically, a full language shift takes around three generations, though it can be slower or faster depending on factors like the use of a standardized written language or arranged marriages keeping the original language alive. Studies have found language shift can occur through five stages from monolingualism in the minority language to monolingualism in the majority language over multiple generations.
Russian has three grammatical genders: masculine, feminine, and neuter. Masculine nouns typically end in a consonant, feminine nouns end in "a", and neuter nouns end in "o". While grammatical gender sometimes relates to actual gender of people or animals, it is an arbitrary classification of all nouns. Knowing the grammatical gender of a noun is important because it determines what personal pronouns and what case endings the noun will take.
The document discusses formal and informal language and how to choose the appropriate type of language for different situations. It provides examples of informal language use with friends and family, as well as formal language use with people in positions of authority or that you don't know well. The document also includes examples of conversations that demonstrate formal and informal language and asks the reader to consider what type of language would be suitable in different scenarios like speaking with a school principal or on a playground.
This document provides examples of games and activities that can be used in EFL classrooms. It discusses using games and activities to help students practice language in a fun way. Some warm-up activities described include Mystery Object, Similarities, and Mystery Identities. Structured activities given include Changing Sentences, Sentence Starters, Pulling up a Sentence, and What has Just Happened? The document also provides references and lists of websites for additional EFL teaching resources and games.
This document discusses 5 Total Physical Response (TPR) activities that are effective for language teaching:
1. TPR storytelling uses gestures and repetition to teach vocabulary through a narrative. The story is a vehicle for teaching key phrases rather than an emphasis on plot.
2. Simon Says with teams allows students to practice commands and actions to learn vocabulary in a competitive game.
3. The Amazing Race has student teams complete tasks using the target language such as bringing objects or performing motions to learn while having fun.
4. TPR Theater is an improvised play where the teacher directs student actors to perform actions to learn vocabulary and practice improvisation.
5. Action songs use gestures to
This document discusses different types of bilingualism and bilingual speakers. It defines bilingualism as using two languages, not necessarily with equal proficiency. There are several types of bilingual acquisition depending on factors like the languages of the parents and community. The document also discusses concepts like early vs late bilinguals, balanced vs dominant bilinguals, simultaneous vs sequential bilinguals, additive vs subtractive bilingualism, elite vs folk bilinguals, and code switching vs code mixing. Key aspects of a bilingual speaker include when they learned their languages, the opportunities and contexts in which they use each language, and their relative proficiency in the different languages.
This document discusses key topics in first language acquisition, including:
1. Theories of language acquisition such as behaviorism, innatism, and interactionism. Innatism posits an innate language acquisition device while interactionism emphasizes social interaction.
2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
3. Experiments like the "WUG test" that show children internalize rules like plural formation without being taught.
4. Theories of bilingual acquisition including additive bilingualism, which has cognitive benefits over subtractive bilingualism.
The document examines issues in defining competence versus performance and the
UNIT 1 : THE ORIGINS OF LANGUAGE
UNIT 2 : ANIMALS AND HUMAN LANGUAGE
UNIT 3 : THE DEVELOPMENT OF WRITING
UNIT 4 : THE SOUNDS OF LANGUAGE
UNIT 5 : THE SOUND PATTERNS OF LANGUAGE
UNIT 6 : WORDS and WORD FORMATION PROCESSES
UNIT 7 : MORPHOLOGY
UNIT 8 : PHRASES and SENTENCES : GRAMMAR
UNIT 9 : SYNTAX
The most important words and phrases for apologising in emails and letters with a business English focus. Phrases using 'sorry', 'apologise' (apologize), 'apologies', and 'regret', which help you say sorry in informal, neutral and formal writing. Lots of grammar, vocabulary tips and examples given.
Chapter two -First Language Acquisition -All.pptFawziEltayeb
This document discusses four approaches to first language acquisition:
(1) The behaviorist/environmentalist approach views language as learned through imitation, reinforcement, and habit formation. However, it does not explain all aspects of language development in children.
(2) The innatist/nativist approach posits that children are born with an innate language acquisition device (LAD) that enables them to unconsciously learn the rules of their native language.
(3) The cognitivist approach sees language development as linked to children's intellectual growth and their use of strategies like generalization.
(4) The interactionist approach emphasizes that language develops through interactions between a child and their social environment, like caretaker speech adapted for
Sociolinguistics is the study of how language and society interact. A key concept is that we alter our language based on social factors like the setting, participants, and topic of conversation. Pidgins develop as languages of contact between groups without a shared language, using simplified grammar and vocabulary from the source languages. If a pidgin is passed down to children as their primary language, it becomes a creole, a fully developed language with its own complex linguistic system. Code-switching and code-mixing occur when multilingual speakers blend elements of multiple languages in a single conversation for reasons of identity, emphasis, or lack of a word in one language.
This document provides an overview of theories and research on first language acquisition. It discusses the stages of acquisition from cooing and babbling to the one-word, two-word, and telegraphic speech stages. The document also examines the development of morphology, syntax, and semantics in a child's first language. Several theories on language acquisition are presented, including behaviorism, innatism, cognitive/developmental approaches, and sociocultural perspectives. The document concludes by advising the reader to consider multiple theories when seeking to understand language development.
The document discusses the major processes by which new words are formed in language. There are 10 major processes: 1) affixation, 2) compounding, 3) reduplication, 4) suppletion, 5) acronym, 6) blending, 7) clipping, 8) borrowing, 9) coinage, and 10) symbolism. It provides examples to illustrate each process and explains how new words are derived through the addition of prefixes, suffixes, stems, or changes in word forms. The document also briefly mentions minor word formation processes like functional shift.
This document provides an introduction to semantics and pragmatics in English. It discusses how semantics studies word and sentence meaning separate from context, while pragmatics studies utterance meaning which depends on context. It describes three stages of interpretation - literal meaning, explicature which uses context, and implicature which looks for implied meaning. It also discusses figurative language such as metaphor, metonymy, irony and sarcasm which require interpreting meaning beyond the literal sense. Finally, it summarizes key aspects of figurative interpretation in terms of explicature and implicature.
This document provides an introduction to syntax and its key concepts. It defines syntax as the study of how words are arranged into larger linguistic units. The main units discussed are the phrase, clause, and sentence. Phrases contain groups of words that function together but do not include finite verbs, while clauses contain finite verbs but are not complete sentences. The document outlines the main phrase and clause types, and provides examples to illustrate parts of speech arranging into these syntactic units. It aims to serve as a foundational overview of syntax for students of linguistics.
Some problems of ambiguity in translation with reference to english and arabicfalah_hasan77
1. Ambiguity in translation refers to words, terms or concepts that have more than one possible meaning. This can cause unclear or misleading interpretations when translating between languages.
2. Some common causes of ambiguity include pronouns without clear referents, words with multiple meanings, and syntactic structures that can have more than one interpretation.
3. There are two main types of ambiguity - lexical, which occurs with individual words, and structural, which occurs with phrases or sentences that can have multiple syntactic structures. Identifying and addressing ambiguity is an important part of accurate translation.
The document discusses language features used by women that signal lack of confidence according to linguist Robin Lakoff. These include hedging devices like tag questions, lexical hedges, rising intonation on declaratives, and intensifiers. Tag questions in particular are used more by women to express uncertainty and soften directives. While women use more politeness devices than men when speaking to both women and men, social status and the gender of conversational partners can influence language patterns between groups. The document also examines gendered metaphors and morphology in the English language.
This document discusses blending and compounding in word formation. It defines blending as combining parts of two words to form a new word, omitting some parts, like "brunch" from "breakfast" and "lunch". Compounding involves joining words without spaces or hyphens to form new words like "football". The document outlines different types of blends and compounds, including closed, hyphenated, open forms. It also describes semantic classifications like endocentric, exocentric, copulative, and appositive compounds. Various examples are provided to illustrate each concept.
Overview of Coltheart's Dual-Route Model and Seidenberg & McClelland's neural network models of word recognition.
Course presentation for PSYC365*, Fall 2004, Dr. Butler, Queen's University.
Images used without permission.
This document discusses sociolinguistics and the relationship between language and society. It covers several topics:
- Sociolinguistics studies how social factors like class, education, occupation, age and gender influence language use.
- Social dialects vary based on social class - working class speakers tend to use different features than middle class speakers.
- Education level impacts language through exposure to formal written language influencing spoken language.
- Social markers like pronunciation features can identify what social group a speaker belongs to consciously or not.
- Style shifting refers to changing between formal and informal speech styles depending on the social context and audience.
This document discusses language maintenance and shift that can occur when speakers are exposed to a second language. There are three main outcomes: 1) language maintenance, where speakers maintain their mother tongue, 2) language shift, where speakers shift to the new second language as their main or only language, or 3) bilingualism. Typically, a full language shift takes around three generations, though it can be slower or faster depending on factors like the use of a standardized written language or arranged marriages keeping the original language alive. Studies have found language shift can occur through five stages from monolingualism in the minority language to monolingualism in the majority language over multiple generations.
Russian has three grammatical genders: masculine, feminine, and neuter. Masculine nouns typically end in a consonant, feminine nouns end in "a", and neuter nouns end in "o". While grammatical gender sometimes relates to actual gender of people or animals, it is an arbitrary classification of all nouns. Knowing the grammatical gender of a noun is important because it determines what personal pronouns and what case endings the noun will take.
The document discusses formal and informal language and how to choose the appropriate type of language for different situations. It provides examples of informal language use with friends and family, as well as formal language use with people in positions of authority or that you don't know well. The document also includes examples of conversations that demonstrate formal and informal language and asks the reader to consider what type of language would be suitable in different scenarios like speaking with a school principal or on a playground.
This document provides examples of games and activities that can be used in EFL classrooms. It discusses using games and activities to help students practice language in a fun way. Some warm-up activities described include Mystery Object, Similarities, and Mystery Identities. Structured activities given include Changing Sentences, Sentence Starters, Pulling up a Sentence, and What has Just Happened? The document also provides references and lists of websites for additional EFL teaching resources and games.
This document discusses 5 Total Physical Response (TPR) activities that are effective for language teaching:
1. TPR storytelling uses gestures and repetition to teach vocabulary through a narrative. The story is a vehicle for teaching key phrases rather than an emphasis on plot.
2. Simon Says with teams allows students to practice commands and actions to learn vocabulary in a competitive game.
3. The Amazing Race has student teams complete tasks using the target language such as bringing objects or performing motions to learn while having fun.
4. TPR Theater is an improvised play where the teacher directs student actors to perform actions to learn vocabulary and practice improvisation.
5. Action songs use gestures to
This document provides descriptions of several warm-up activities and games that can be used in an English language classroom. Some of the activities described include having students write facts about a topic in groups, finding adjectives that correspond to the letters in their name, listing unconventional uses for a potato, guessing examples that are the "odd one out", naming items that meet certain criteria, and playing review games like SOS and vocabulary bingo using student teams. The activities are meant to be engaging ways to start class, review material, and get students interacting with each other in English.
This document outlines a lesson plan to teach parts of the human body vocabulary. It includes word games, a song about skeletons, describing faces, creating monsters, and a project on healthy lifestyles. Younger students will color a clown face and complete a song worksheet for homework, while older students survey classmates on health habits and make bar charts of the results. The lesson aims to develop vocabulary and structure for describing the body through interactive games and activities.
This document provides instructions for 30 learning games that can be used in an English language classroom. It includes games that can be used to practice vocabulary, spelling, listening skills, speaking skills, and reviewing grammar structures. Some of the games described are Bad Fruit (a shopping vocabulary game), What's the Question? (a listening game to review question forms), and Taboo (a speaking game where students try to get their partner to guess a word without using related words). The games vary in their level from easy to difficult and provide options to make most of the games adaptable to different student ability levels.
This document provides a list of over 50 warm-up and review games that can be used to present, practice, and reinforce vocabulary in an English language classroom. Some example games described include Key Hole, where students see part of a picture through a keyhole and guess what it is, Learn 5 New Words where students take turns saying 5 new vocabulary words together to memorize them, and musical chairs where flashcards are placed in the middle and students review the words when they are eliminated. The games target a variety of skills like listening, speaking, writing and are adaptable for different vocabulary topics, levels, and class sizes.
This document provides descriptions of 4 games that can be used to teach English as a second language to adult students. The games are: 1) Mind Webs, a word association game where students create webs of related words around a central topic; 2) Taboo, a guessing game where students must describe a word without using the word itself or related taboo words; 3) Similar Keyword Race, where students compete to generate as many words as possible related to a given topic; 4) Pictionary, where students take turns drawing words for their team to guess within a time limit. Playing games helps make English classes more fun and engaging for adult ESL students.
This document provides a list of potential non-subject games and activities that can be used during break times, lunchtimes, or inserted into lessons. It includes suggestions such as using magic tricks, having student show-and-tell sessions, keeping an "assorted activities box" with interesting items, and using various drilling techniques like catchball drilling. Additionally, it outlines many review games that can be played on the whiteboard like blackboard races and relays to reinforce vocabulary and concepts from lessons.
Class room activities general reg classKerry Allen
The document provides a list of non-academic games and activities that can be used in the classroom during break times or integrated into lessons. These include using magic tricks, having student talent shows, keeping an "assorted activities box" of interesting objects, various drilling techniques like catchball drilling, and games like musical chairs that reinforce vocabulary or concepts. Additional suggestions are flashcard games, roleplaying games, mind mapping, substitution tables, and blackboard races to review material in a fun, competitive way.
Natasha Jobe observed preschoolers at Isabella Walton Childcare Centre playing with and throwing leaves in the playground. She noticed their interest in leaves and proposed exploring this topic further through sensory activities, art projects, math lessons, and outdoor play. Natasha conducted a small group activity where the children enjoyed discussing leaves and collecting piles. Based on their engagement, she believes the children remain interested in leaves and the inquiry process will be successful.
YLE Activities in English Teaching and the EducationThuMonSan
This document provides activities for English language learners at different levels to practice vocabulary and language skills. It describes a "Stepping Stones" game where students match pictures to words by stepping on picture cards on the floor. It also includes drawing activities where students draw pictures from their lessons and use them to ask and answer questions, follow commands, or create odd-one-out activities. Suggestions are given for adapting the activities for different ages and skill levels.
TEN SETS OF COMMONLY MISUSEDCONFUSED TERMS (httpwww.grammaru.docxmattinsonjanel
TEN SETS OF COMMONLY MISUSED/CONFUSED TERMS (http://www.grammaruntied.com/?p=32)
In each pair/set, explain how you understand each word is defined. Be sure to include how each is used differently. Include a short sentence that demonstrates your knowledge of each word. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
1. to, too, two
2. there, their, they’re
3. you’re, your
4. it’s, its
5. accept, except
6. affect, effect
7. than, then
8. allusion, illusion
9. allude, elude
10. elicit, illicit
BASIC ACADEMIC KEYWORDS (S.A.S.E.)
Again, explain how you understand each of the four listed acts of reading/writing. Be sure to include how each is used differently. Include your grasp of what each act involves and does not involve. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
Summarize
Analysis
Synthesize
Evaluate
RHETORICAL APPEALS
Again, explain how you understand each of the four three concepts. DO NOT simply look up a word and list the definition (although you may if you need to, of course, as a starting point); you must also, however, show how YOU understand each term.
logos
pathos
ethos
Choose the word that completes each sentence in the most conventional way.
1. I absolutely refuse to (accept except) that my PS4 has been stolen.
2. I don't always like to take my grandmother's (advice advise), but in this case, she is definitely correct about that guy.
3. Do you know whether we will be (aloud allowed) to use our notes during the final exam?
4. The insurance adjuster just showed up to (apprise appraise) the damage to our car.
5. I really need to take some Tylenol; this headache is almost more than I can (bear bare).
6. I realize that it is none of my business, but your new haircut is extremely (bazaar bizarre).
7. After we are done with this activity, I think we will take a 15 minute (brake break).
8. Because it has so many sex scenes in it, that book was (censored censured) in most European countries.
9. The band's new lead guitarist simply couldn't get his fingers to form the correct C minor (cord chord).
10. Of (course coarse), your behavior is the real reason why she is so frustrated.
11. Luckily, Samantha was able to use comedy to (defuse diffuse) the tension of the situation.
12. If you want to sneak in to the concert, your movements must be (discreet discrete).
13.1 expect there to be a huge lightsaber (dual duel) at the end of the upcoming J.J. Abrams’ Star Wars movie.
14. In order to (ensure insure) that you will remember these new vocabulary terms, you need to find some ways to understand them on a personal level.
15. The best thing to do is put your late report in an (envelope envelo ...
The document discusses the importance of repetition for students to remember vocabulary, especially without regular English use outside of class. It recommends allocating 10-15 minutes of a 1.5 hour class or 5-10 minutes of a 1 hour class for repetition activities. Several fun and engaging games for vocabulary repetition are described, including Charades, Pictionary, matching words with definitions, creating sentences with words, storytelling, consequences, question games like "Why-because" and guessing identities with clues. The document encourages sharing other effective repetition games.
Hundreds of flashcard sets. Printable. Just click "Print" under the set. Also, send students there to play games. Get them all here -
http://eflclassroom.com/store/products/flashcards-galore/
Activities suggested for teaching English. Enjoy! Support our community at EFL Classroom 2.0 - where this came from.
The document discusses how flashcards can be used to teach language skills in an engaging way. It describes how flashcards take learning from a passive to an active experience. A variety of game formats are provided that use flashcards to practice vocabulary, grammar, speaking, and other skills. Examples include memory games, question-asking games, acting games, and open-ended discussion prompts. Tips for preparing, storing, and managing flashcards in the classroom are also shared. The document encourages teachers to try different games to motivate students and reinforce language learning.
This document provides ideas and instructions for drama activities that can be used in the classroom. It includes ideas such as role playing different emotions, singing and acting out songs, guessing roles by looking at pictures on each other's backs, using the body to represent numbers and letters, having pair conversations using only letters or numbers, using a stick to act out different objects, and performing readers theater using characters like Mr. Wiggle and Mr. Waggle. Useful websites for more drama ideas and resources are also listed.
This document contains a VARK questionnaire to assess learning styles and preferences. It consists of 8 multiple choice questions to determine if a person's learning style is predominantly visual, auditory, reading/writing, or kinesthetic. The results section explains each learning style preference. It then provides examples of classroom activities that incorporate different learning styles, such as role plays, projects, games, interviews, and debates. These activities engage visual, auditory, reading, writing, kinesthetic, interpersonal, and logical learning preferences. The document aims to help teachers design lessons that accommodate diverse learning styles among students.
This document provides a lesson plan on the theme of free time. It includes activities to develop students' listening, speaking, reading, and writing skills related to free time activities. The lesson introduces vocabulary like swings, slides, and playground games through a song. Students practice ordering lines of the song and saying what activities they like. They also draw pictures of friends' favorite activities and write sentences about a story involving a park and no dogs allowed.
This document outlines a lesson plan for a 2nd grade primary school class. The lesson topic is popular games from different countries. The objectives are to respect other cultures, learn to work in groups, learn while playing, and communicate with other children. The content covers vocabulary like numbers, animals, fruits, as well as grammar, pronunciation, and spelling. Three activities are proposed: 1) a game of hanky using animals vocabulary, 2) a game roulette where students choose country games using fruit vocabulary, and 3) modifying an existing game on the digital blackboard using count vocabulary. Adaptations are suggested for students with disabilities.
Technology is playing an increasingly important role in education as computers, tablets, and other devices are being used more frequently by students and teachers in classrooms. While technology offers opportunities to enhance learning, it also raises questions about how it impacts traditional teaching methods and whether it could replace certain functions of teachers. Overall, technology may transform education by offering new tools and resources, but human interaction and guidance from teachers will likely remain essential aspects of the learning process.
Este documento presenta una tabla con los 12 tiempos verbales básicos en inglés, incluyendo su nombre gramatical, sus usos principales y cómo se forman en oraciones afirmativas, negativas e interrogativas. Además, proporciona algunas reglas generales sobre el uso de los tiempos verbales como que los tiempos simples son más frecuentes que los continuos y que los verbos de estado no aceptan formas continuas.
This document discusses the four non-finite verb forms in English: the bare infinitive, to infinitive, gerund, and past participle. It provides examples of when each form is used and notes some instances where gerund and to infinitive can have different meanings after certain verbs. The document concludes with two exercises for the reader to practice using gerunds and infinitives correctly.
This document discusses a presentation about humans' relationship with food. It will explore how the five senses are engaged when eating, the benefits we get from eating, why we try new foods, and why we associate food with celebrations. It also includes questions about cooking habits, eating out, shopping habits, eating schedules, restrictions, and allergies to understand people's individual relationships with food.
The document provides tips and guidelines for completing a photo speculation exercise, which is commonly given in English proficiency exams. Students are shown a photo and must speculate or guess what is happening in the picture based on visual clues. They should provide an overview of what can be seen, then speculate about what is occurring, happened before, or will happen after in the present, past or future tenses. Tips include taking time to observe details, going beyond just what is visible, and not worrying about mistakes. The document outlines the order and structure to follow when responding and common grammar and vocabulary that may be useful.
This activity is perfect for photo descriptions. It was taken from www.pobble365.com
The idea is to group the students in small groups and work with five different stations (each one for one of the five senses). Looking at a specific photo students must figure out, imagine...
The document discusses the differences between direct and reported speech. Direct speech uses quotation marks and maintains the same tenses and pronouns. Reported speech does not use quotation marks, usually changes verb tenses back one time, and may change pronouns and other context-dependent words. It provides examples of how to report statements, questions, commands, requests, suggestions and conditional sentences. Reported speech is used to tell someone what another person said without using their exact words.
The document discusses the use of passive voice in English grammar. It notes that passive voice focuses on the action rather than the subject performing the action. It provides examples of when passive voice is used, such as in more formal or academic writing. It also discusses how to form passive sentences from active sentences by changing the subject and verb form. Tenses, negatives, questions, and verbs with prepositions or double objects are addressed when changing between active and passive voice.
The document provides tips for comparing two pictures in an English language exam. Students are shown two pictures and must compare or contrast the key details within 2-3 minutes. First, briefly describe each picture without details. Then note the similarities between the pictures using expressions like "similarly" or "likewise." Finally, highlight any differences using phrases such as "on the other hand" or "whereas." Follow this order and avoid overfocusing on one picture. Use vocabulary related to actions, landscapes, descriptions, feelings, times. Employ comparative structures, adverbs of degree, verbs of existence, and connectors to clearly show similarities and differences.
The document provides an outline for a university presentation to be given in pairs to a class. It lists the main topics to cover in the presentation including general facts about the university, its location and campuses, programs and degrees offered, student facilities and organizations, scholarships, what the university is famous for, traditions, and other relevant details.
The document consists of a single word "BREAKING" in all caps, suggesting an urgent news headline, but provides no further details on the topic or event. It includes the name "José A. Alcalde" but no other context. In just 3 words and a name, the document leaves the reader without any substantive information to summarize.
El documento anuncia un concurso de tarjetas navideñas para estudiantes de 1o y 2o de ESO, en el que se elegirán las mejores tarjetas. Los estudiantes deben enviar una tarjeta en formato A5 escrita al menos en inglés y francés, aunque se valorará el uso de otras lenguas. El plazo finaliza el 10 de diciembre y se otorgarán premios a las tarjetas más originales y con mejor presentación y uso de varios idiomas.
Mirjam, a 17-year-old German exchange student, introduces herself and shares details about her family, school, and hobbies. She lives with her mother and brother since her parents divorced when she was young. She enjoys spending time with her brother and dog, but finds her mother strict at times. Mirjam attends a secondary school called Gymnasium with around 300 students and 40 teachers, and likes history and technology though finds chemistry and biology difficult. Her favorite hobby is playing the piano, which she practices daily. She is excited to learn more about the recipient's family, school, and free time activities.
This document provides a list and brief descriptions of several useful online dictionaries. It discusses Merriam-Webster, Cambridge Dictionary, Urban Dictionary, MacMillan Dictionary, Collins Dictionary, and Oxford dictionaries. For each, it gives the website URL and notes their strengths, such as being respected print dictionaries, having translation features, or catering to different types of language learners.
The document provides an overview of the author's experience studying in the Canadian education system for around nine months in Alberta. Some key differences from the Spanish system that are highlighted include Canada having kindergarten through grade 12 rather than different stages, the school year being divided into two semesters rather than trimesters, and students having more freedom to choose their own classes and levels. The author discusses taking classes like Biology, Physics, Foods, and Arts in their first semester and Social Studies, Physics, Communication Technologies, and Math in their second semester. They note enjoying experiments in Biology and cooking in Foods but finding some writing assignments. Overall, the author analyzes differences between the Canadian and Spanish education systems and shares their experiences
This document provides information about Spain and the province of Huelva for Polish pen pals. It discusses that Spain's capital is Madrid, football is the favorite sport, and flamenco and Spanish guitar are iconic parts of Spanish culture. Typical Spanish foods mentioned include gazpacho, Spanish omelette, and paella. The document then focuses on the province of Huelva, noting its beaches, large shopping center, and religious festival of El Rocío. It provides details about the town of Corrales where the author lives, including landmarks like the church, theater, and high school.
Este documento presenta los resultados de una encuesta realizada a 8 estudiantes alemanes que participaron en un intercambio escolar en España. La mayoría de los estudiantes disfrutaron de su familia anfitriona, comidas españolas como el jamón y la paella, y actividades como ir a la playa. Lugares favoritos incluyeron la playa, Sevilla y Linares de la Sierra. La mayoría recomendaría el intercambio a otros estudiantes y seguirían en contacto con sus parejas y otros participantes.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
SWOT analysis in the project Keeping the Memory @live.pptx
Taboo / Defining in English
1. TABOO
or defining in English
José A. Alcalde
Looking for short and simple activities to motivate my students to speak and listen to
English, engage them beyond linguistic aspects and introducing gamification into the
classroom, here enters “Taboo”.
Of course, most people have some time played the world-famous board game Taboo.
However, how about playing it in a foreign language. Certainly, it is demanding. But what
is learnig another language if not a challenge?
Obviously this game is perfect for defining simple words (objects, places, people,
animals, etc.) but don't get confused, the easiest words can mean quite elaborate
“wording” in order to find them out. When we define words, we certainly active a lot of talent in areas like
Vocabulary (searching for words in the same lexical fields, antonyms, synonyms, etc.), grammar (defining
clauses) or techniques like rephrasing.
We can adjust the level of difficulty taking into account our students' competence. We can do this by indicating
how many words the player cannot use (1, 2, 3...) See below for examples.
Picking which words are to be on the cards will depend on several considerations like revision of vocabulary when
a unit is finished, warming-up activities, words we want our students to remember for some particular reason, etc.
Or even better... why not telling the students to create their own Taboo cards? I just did so and they did a
marvellous job (especially when they knew the cards would be used in “enemy” groups!) They proposed quite
more difficult cards than I could have never thought of. All examples below come from them.
How to play it? Well, maybe it is one student defining to the rest to the class or we can divide the class into two
groups and they have to guess the words in the cards against each other or in pairs or... the sky is the limit!!
MOTHER
You cannot use:
woman
DOG
You cannot use:
pet – hair
GYM
You cannot use:
sport – activities- muscles
MONKEY
You cannot use:
banana
SNAKE
You cannot use:
animal – reptile
FOOTBALL
You cannot use:
ball – sport- stadium
ELEPHANT
You cannot use:
animal
SPACESHIP
You cannot use:
transport – planet
NIGHT
You cannot use:
day – sleep- bed
2. CLOWN
You cannot use:
laugh
FIREFIGHTER
You cannot use:
fire - water
RACISM
You cannot use:
hate – black- people
BASKETBALL
You cannot use:
sport
CLOCK
You cannot use:
time – hour
VIDEOGAMES
You cannot use:
console – controller- WiFi
SLEEP
You cannot use:
night
PENCIL
You cannot use:
write- pen-notebook
MATHS
You cannot use:
subject- numbers- school
CAR
You cannot use:
machine
KNIFE
You cannot use:
cut- kitchen
BEACH
You cannot use:
sand- water- surfing
KITCHEN
You cannot use:
food
WAITRESS
You cannot use:
restaurant- food
SING
You cannot use:
music- voice- concert
PLANE
You cannot use:
air
GLASSES
You cannot use:
eyes- vision
EARTHQUAKE
You cannot use:
earth- movement- ground
ONION
You cannot use:
vegetable
KISS
You cannot use:
girlfriend- boyfriend
BALL
You cannot use:
round- play- sports
TEACHER
You cannot use:
school
COMPUTER
You cannot use:
Internet- machine
FLOWERS
You cannot use:
smell- colours- love