Turkish script is almost like a phonetic transcription, so you will not have difficulty in reading and writing after you have learned what sound each letter in the alphabet stands for and how the letters combine to form syllables.
The document lists a variety of common verbs in English related to everyday activities such as movement, communication, consumption, and more. The verbs are grouped into sections but otherwise appear as an unordered list without additional context. Copyright information is provided at the beginning of each new section.
Board game _have_you_ever-present perfect tenseDeneme Emened
The document lists a variety of common life experiences in the form of questions using the phrase "Have you ever...". It asks if the reader has broken a bone, ridden an elephant, baked a cake, crashed a car, been to Rome, and more, covering experiences related to travel, hobbies, accidents, food, and other everyday events.
Speaking in a foreign language can be a challenge in and of itself—giving a presentation in a foreign language makes that challenge even more…. well, challenging. Whether you’re presenting to your classmates, your co-workers, or your community, you’ll want to practice a little harder than normal. These tips will help you perfect your presentation, leaving minds blown rather than tongues tied.
This document lists a series of opposites in English, including pairs such as good and bad, big and small, hot and cold, early and late, full and empty, hard and soft, in and out, new and old, open and shut, strong and weak, tall and short, wild and tame, begin and finish, bottom and top, clean and dirty, up and down, wet and dry, high and low, over and under, pretty and ugly, right and wrong, thick and thin, fresh and stale, give and take, forward and backward, sweet and sour, buy and sell, difficult and easy, night and day, wide and narrow, first and last, deep and shallow, exit and
The document provides prompts for students to interview classmates about their families and create a "family tree". It asks questions about family members' names, appearances, personalities, relationships, memories, rules, lessons learned, and pressures. It also includes the lyrics to the song "We Are Family" and instructions to think of a survey question and share results.
The document provides information about daily routines, free time activities, telling time, and different jobs. It describes parts of a typical morning and evening routine like getting up, brushing teeth, taking a shower, and having breakfast or dinner. Leisure activities are mentioned like watching TV, doing homework, using the computer, going to the movies or hanging out with friends. Telling time examples include times like 7 o'clock, 7 pm, 10 to/past 10, and a quarter to one. Different occupations are listed such as a pilot, journalist, chef, and someone who works in a hospital.
This document outlines the present continuous tense in English, including its affirmative, interrogative, and negative forms. It provides examples of common actions expressed in the present continuous, such as "I am reading", "They are boxing", "He is cooking", and "She is playing the violin".
The document discusses various negative effects of littering and illegal dumping of toxic waste. It notes littering can attract rats and disease, harm animals, and act as a fire hazard. Illegal dumping of toxic waste can endanger the health and safety of people and animals, cause dead marine life, abnormal animals, and toxic food and farms. The document also provides tips for conserving energy and water at home, such as reducing shower time, turning off taps when not in use, using fans over air conditioning, and unplugging devices when not in use. It suggests ways to reuse items like plastic bottles, food jars, egg cartons and plastic bags.
The document lists a variety of common verbs in English related to everyday activities such as movement, communication, consumption, and more. The verbs are grouped into sections but otherwise appear as an unordered list without additional context. Copyright information is provided at the beginning of each new section.
Board game _have_you_ever-present perfect tenseDeneme Emened
The document lists a variety of common life experiences in the form of questions using the phrase "Have you ever...". It asks if the reader has broken a bone, ridden an elephant, baked a cake, crashed a car, been to Rome, and more, covering experiences related to travel, hobbies, accidents, food, and other everyday events.
Speaking in a foreign language can be a challenge in and of itself—giving a presentation in a foreign language makes that challenge even more…. well, challenging. Whether you’re presenting to your classmates, your co-workers, or your community, you’ll want to practice a little harder than normal. These tips will help you perfect your presentation, leaving minds blown rather than tongues tied.
This document lists a series of opposites in English, including pairs such as good and bad, big and small, hot and cold, early and late, full and empty, hard and soft, in and out, new and old, open and shut, strong and weak, tall and short, wild and tame, begin and finish, bottom and top, clean and dirty, up and down, wet and dry, high and low, over and under, pretty and ugly, right and wrong, thick and thin, fresh and stale, give and take, forward and backward, sweet and sour, buy and sell, difficult and easy, night and day, wide and narrow, first and last, deep and shallow, exit and
The document provides prompts for students to interview classmates about their families and create a "family tree". It asks questions about family members' names, appearances, personalities, relationships, memories, rules, lessons learned, and pressures. It also includes the lyrics to the song "We Are Family" and instructions to think of a survey question and share results.
The document provides information about daily routines, free time activities, telling time, and different jobs. It describes parts of a typical morning and evening routine like getting up, brushing teeth, taking a shower, and having breakfast or dinner. Leisure activities are mentioned like watching TV, doing homework, using the computer, going to the movies or hanging out with friends. Telling time examples include times like 7 o'clock, 7 pm, 10 to/past 10, and a quarter to one. Different occupations are listed such as a pilot, journalist, chef, and someone who works in a hospital.
This document outlines the present continuous tense in English, including its affirmative, interrogative, and negative forms. It provides examples of common actions expressed in the present continuous, such as "I am reading", "They are boxing", "He is cooking", and "She is playing the violin".
The document discusses various negative effects of littering and illegal dumping of toxic waste. It notes littering can attract rats and disease, harm animals, and act as a fire hazard. Illegal dumping of toxic waste can endanger the health and safety of people and animals, cause dead marine life, abnormal animals, and toxic food and farms. The document also provides tips for conserving energy and water at home, such as reducing shower time, turning off taps when not in use, using fans over air conditioning, and unplugging devices when not in use. It suggests ways to reuse items like plastic bottles, food jars, egg cartons and plastic bags.
The document discusses the uses and structure of the English modal verb "can". It explains that can is used to express possibility, ability, requests, and permission. The basic structure is subject + can + main verb. Can is invariable and does not change form. Negation is formed by adding "not" after can to make "cannot" or by contracting to "can't". Examples are provided to illustrate affirmative and negative sentences using can.
The document lists various abilities and disabilities of fictional characters Garfield, Snoopy, Pooh, Mickey, Minnie and Donald when they were children. It states that Garfield can cook, fish and paint, while Snoopy cannot read, draw or fly a plane. Pooh could build sandcastles, make snowmen and skate as a child, whereas Mickey, Minnie and Donald lacked the ability to turn on the TV, play computer games and ski respectively when they were young.
The document discusses the modal verbs "can" and "could" and their various uses including ability, possibility, requests, offers, suggestions, permission, asking permission, and prohibition. It provides examples of how "can" and "could" are used for present and past ability, possibility in the past, and comparisons between "could" for repeated past ability versus "was/were able to" for a single past ability. There are also examples of choosing the correct modal verb in different sentence contexts.
The document discusses the simple present tense in English. It notes that the simple present is used to tell the truth, describe daily activities, and discuss future time. It provides the patterns for affirmative, negative, and interrogative sentences in the simple present. Examples are given showing how to conjugate verbs based on subjects like "I", "you", "we", and third person singular subjects like "he", "she", and "it". Adverbs of frequency that can be used with the simple present are also listed.
You should dress nicely for a party. Make sure to wear clothes that are appropriate for the type of party. Consider things like the location, time of day, and who will be attending when deciding what to wear.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
This document discusses verbs that take gerunds or infinitives after them. It lists verbs like "can't stand", "detest", and "enjoy" that take a gerund form ending in "-ing", as well as verbs like "want", "decide", and "promise" that take an infinitive form with "to". The document encourages practicing forming sentences with these verbs and their objects to commit them to memory.
The document discusses wh-questions and how they are used to ask questions. It provides examples of wh-questions using who, what, when, where, why and how to ask about statements. The document then provides practice examples of matching wh-questions to statements. It concludes with a riddle asking why the chicken crossed the road.
The document discusses adverbs of frequency and their usage. It provides examples of common adverbs like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after forms of the verb "to be" and usually before other verbs. It also notes that sometimes and usually can be used at the beginning or end of sentences. The document includes examples asking about study habits using adverbs of frequency and questions using "ever" and "how often". It provides practice activities for readers to use these adverbs correctly.
The document describes a person's daily routine in simple present tense. It states that they get up early, take a shower, brush their teeth, have breakfast in the morning, go to school, have lunch in the afternoon, do homework, have dinner in the evening, and sleep early. It then provides a similar daily routine for a female using the same simple present tense verbs.
Modal verbs add additional information to the main verb regarding areas such as ability, certainty, possibility, permission, requests, obligation, prohibition and advice. Some common modal verbs are can, could, must, may, should and their forms like can't, couldn't, mustn't. Modal verbs do not change form like regular verbs and are used with other verbs to express meanings like ability, permission, requests, certainty, possibility, obligation, prohibition and advice.
The document discusses the present continuous tense and how to form verbs in the -ing form to express actions happening in the present moment. It provides examples of forming the present continuous tense using the verb "to sing" with different subjects. It also provides examples of asking and answering questions using the present continuous tense.
The document discusses the four main uses of the word "get" in English: 1) get + noun, 2) get + adjective, 3) get + to + place, and 4) get in/out/on/off. It provides examples for each use and explains their meanings. It also discusses several phrasal verbs and expressions that use the word "get", such as "get across", "get along", "get away", "get back", and "get even". An activity section includes a dialogue using these phrasal verbs and a matching exercise to test understanding.
The document provides examples of question forms in the simple present tense in English. It gives examples of subject questions using auxiliary verbs like "do" and "does" as well as questions using question words like what, when, how. It then provides practice converting statements into questions and examples of short and long yes/no answers in the simple present tense.
The document discusses the present continuous tense. It provides examples of how to form the present continuous tense in affirmative, interrogative, and negative forms using the verbs "play" and "do." It explains that the present continuous tense is used to describe actions happening at the present moment, temporary situations, changing/developing situations, and fixed arrangements in the near future. Examples are given for each use.
This document discusses the differences between should, must, and have to. Should is used to give advice or polite obligations, while must and have to indicate strong obligations. Should expresses recommendations, while must and have to convey convictions. Must refers to personal circumstances requiring obligation, and have to refers to external circumstances necessitating obligation. Mustn't and don't have to are the negative forms, with mustn't prohibiting actions and don't have to indicating an absence of necessity.
This document discusses subject and predicate pronouns. It lists the subject pronouns as I, you, he, she, it, we and they. A subject pronoun is used as the subject of a sentence or a predicate pronoun after a linking verb. Examples are given of sentences using subject pronouns like "they" and "we". The document also discusses predicate pronouns, which follow a linking verb, and provides examples of sentences using predicate pronouns like "he", "she" and "you".
The document discusses using "should" and "shouldn't" to give advice and ask for advice. It provides examples of using "should" and "shouldn't" affirmatively, negatively, and as questions to talk about common activities like jogging, studying, using a calculator, taking a taxi, smoking, wearing a helmet, and more. It then shifts to discussing using "must" and "mustn't" to express obligations, prohibitions, and things that are required or forbidden. Examples are given like following the speed limit, texting in class, paying bills, getting haircuts, eating, watching movies, and more.
This document provides a lesson on using can and can't to express ability and inability in English. It begins with examples of sentences using can and can't, then defines their affirmative, negative, and interrogative forms. More examples are given of using can and can't with different subjects. The uses of can for possibility, ability, and permission are explained. Exercises are provided for students to practice writing sentences about their own abilities and reordering sentences with can and can't.
8 the american english long vowel sounds _eɪ, i, ɑɪ, oʊ, yu_ — pronuncian_ ...carlosdrosario
1) The podcast discusses the American English long vowel sounds /eɪ, i, ɑɪ, oʊ, yu/.
2) It provides example words for each long vowel sound: cake for /eɪ/, keep for /i/, bike for /ɑɪ/, home for /oʊ/, and cute for /yu/.
3) The host emphasizes memorizing these example words to practice the long vowel sounds.
This document provides information about teaching the pronunciation of the English sounds [θ] and [ð] to Turkish learners and teachers of English. It begins by noting that pronunciation teaching is important but has been neglected in Turkey. The sounds [θ] and [ð] are particularly difficult for Turkish people as they do not exist in the Turkish language. The document then provides the phonetic details of [θ] and [ð], examples of words containing each sound, and establishes minimal and near-minimal word pairs to distinguish the sounds. It presents a sample lesson plan to teach the sounds, including motivation, review, introduction of the new topic, corpus of words, establishment of word pairs, tongue twisters, rules, and sentences.
The document discusses the uses and structure of the English modal verb "can". It explains that can is used to express possibility, ability, requests, and permission. The basic structure is subject + can + main verb. Can is invariable and does not change form. Negation is formed by adding "not" after can to make "cannot" or by contracting to "can't". Examples are provided to illustrate affirmative and negative sentences using can.
The document lists various abilities and disabilities of fictional characters Garfield, Snoopy, Pooh, Mickey, Minnie and Donald when they were children. It states that Garfield can cook, fish and paint, while Snoopy cannot read, draw or fly a plane. Pooh could build sandcastles, make snowmen and skate as a child, whereas Mickey, Minnie and Donald lacked the ability to turn on the TV, play computer games and ski respectively when they were young.
The document discusses the modal verbs "can" and "could" and their various uses including ability, possibility, requests, offers, suggestions, permission, asking permission, and prohibition. It provides examples of how "can" and "could" are used for present and past ability, possibility in the past, and comparisons between "could" for repeated past ability versus "was/were able to" for a single past ability. There are also examples of choosing the correct modal verb in different sentence contexts.
The document discusses the simple present tense in English. It notes that the simple present is used to tell the truth, describe daily activities, and discuss future time. It provides the patterns for affirmative, negative, and interrogative sentences in the simple present. Examples are given showing how to conjugate verbs based on subjects like "I", "you", "we", and third person singular subjects like "he", "she", and "it". Adverbs of frequency that can be used with the simple present are also listed.
You should dress nicely for a party. Make sure to wear clothes that are appropriate for the type of party. Consider things like the location, time of day, and who will be attending when deciding what to wear.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like depression and anxiety.
This document discusses verbs that take gerunds or infinitives after them. It lists verbs like "can't stand", "detest", and "enjoy" that take a gerund form ending in "-ing", as well as verbs like "want", "decide", and "promise" that take an infinitive form with "to". The document encourages practicing forming sentences with these verbs and their objects to commit them to memory.
The document discusses wh-questions and how they are used to ask questions. It provides examples of wh-questions using who, what, when, where, why and how to ask about statements. The document then provides practice examples of matching wh-questions to statements. It concludes with a riddle asking why the chicken crossed the road.
The document discusses adverbs of frequency and their usage. It provides examples of common adverbs like always, usually, often, sometimes, rarely and never. It explains that adverbs of frequency come after forms of the verb "to be" and usually before other verbs. It also notes that sometimes and usually can be used at the beginning or end of sentences. The document includes examples asking about study habits using adverbs of frequency and questions using "ever" and "how often". It provides practice activities for readers to use these adverbs correctly.
The document describes a person's daily routine in simple present tense. It states that they get up early, take a shower, brush their teeth, have breakfast in the morning, go to school, have lunch in the afternoon, do homework, have dinner in the evening, and sleep early. It then provides a similar daily routine for a female using the same simple present tense verbs.
Modal verbs add additional information to the main verb regarding areas such as ability, certainty, possibility, permission, requests, obligation, prohibition and advice. Some common modal verbs are can, could, must, may, should and their forms like can't, couldn't, mustn't. Modal verbs do not change form like regular verbs and are used with other verbs to express meanings like ability, permission, requests, certainty, possibility, obligation, prohibition and advice.
The document discusses the present continuous tense and how to form verbs in the -ing form to express actions happening in the present moment. It provides examples of forming the present continuous tense using the verb "to sing" with different subjects. It also provides examples of asking and answering questions using the present continuous tense.
The document discusses the four main uses of the word "get" in English: 1) get + noun, 2) get + adjective, 3) get + to + place, and 4) get in/out/on/off. It provides examples for each use and explains their meanings. It also discusses several phrasal verbs and expressions that use the word "get", such as "get across", "get along", "get away", "get back", and "get even". An activity section includes a dialogue using these phrasal verbs and a matching exercise to test understanding.
The document provides examples of question forms in the simple present tense in English. It gives examples of subject questions using auxiliary verbs like "do" and "does" as well as questions using question words like what, when, how. It then provides practice converting statements into questions and examples of short and long yes/no answers in the simple present tense.
The document discusses the present continuous tense. It provides examples of how to form the present continuous tense in affirmative, interrogative, and negative forms using the verbs "play" and "do." It explains that the present continuous tense is used to describe actions happening at the present moment, temporary situations, changing/developing situations, and fixed arrangements in the near future. Examples are given for each use.
This document discusses the differences between should, must, and have to. Should is used to give advice or polite obligations, while must and have to indicate strong obligations. Should expresses recommendations, while must and have to convey convictions. Must refers to personal circumstances requiring obligation, and have to refers to external circumstances necessitating obligation. Mustn't and don't have to are the negative forms, with mustn't prohibiting actions and don't have to indicating an absence of necessity.
This document discusses subject and predicate pronouns. It lists the subject pronouns as I, you, he, she, it, we and they. A subject pronoun is used as the subject of a sentence or a predicate pronoun after a linking verb. Examples are given of sentences using subject pronouns like "they" and "we". The document also discusses predicate pronouns, which follow a linking verb, and provides examples of sentences using predicate pronouns like "he", "she" and "you".
The document discusses using "should" and "shouldn't" to give advice and ask for advice. It provides examples of using "should" and "shouldn't" affirmatively, negatively, and as questions to talk about common activities like jogging, studying, using a calculator, taking a taxi, smoking, wearing a helmet, and more. It then shifts to discussing using "must" and "mustn't" to express obligations, prohibitions, and things that are required or forbidden. Examples are given like following the speed limit, texting in class, paying bills, getting haircuts, eating, watching movies, and more.
This document provides a lesson on using can and can't to express ability and inability in English. It begins with examples of sentences using can and can't, then defines their affirmative, negative, and interrogative forms. More examples are given of using can and can't with different subjects. The uses of can for possibility, ability, and permission are explained. Exercises are provided for students to practice writing sentences about their own abilities and reordering sentences with can and can't.
8 the american english long vowel sounds _eɪ, i, ɑɪ, oʊ, yu_ — pronuncian_ ...carlosdrosario
1) The podcast discusses the American English long vowel sounds /eɪ, i, ɑɪ, oʊ, yu/.
2) It provides example words for each long vowel sound: cake for /eɪ/, keep for /i/, bike for /ɑɪ/, home for /oʊ/, and cute for /yu/.
3) The host emphasizes memorizing these example words to practice the long vowel sounds.
This document provides information about teaching the pronunciation of the English sounds [θ] and [ð] to Turkish learners and teachers of English. It begins by noting that pronunciation teaching is important but has been neglected in Turkey. The sounds [θ] and [ð] are particularly difficult for Turkish people as they do not exist in the Turkish language. The document then provides the phonetic details of [θ] and [ð], examples of words containing each sound, and establishes minimal and near-minimal word pairs to distinguish the sounds. It presents a sample lesson plan to teach the sounds, including motivation, review, introduction of the new topic, corpus of words, establishment of word pairs, tongue twisters, rules, and sentences.
This document discusses the sounds, symbols, and syllables of the English language. It outlines the 44 sounds in English including vowels, consonants, diphthongs, and variants. It describes the six syllable types and explains vowel patterns including closed, open, silent e, bossy r, vowel digraphs, diphthongs/variants, and consonant-le patterns. These patterns have a 77-89% prediction rate for decoding words. The document emphasizes directly teaching phonics patterns to students to help them conquer the code and ultimately master reading.
The document discusses pronunciation accuracy, specifically focusing on long and short vowel sounds in English. It explains that pronunciation refers to clarity of language rather than accents. Mispronouncing vowels can cause miscommunication. The International Phonetic Alphabet is introduced as a way to represent sounds, and long and short vowel symbols are shown. Examples of minimal word pairs that differ only in long or short vowels are provided for practice. Tasks involve recording oneself practicing vowel sounds and reciting poems to identify long and short vowels.
Phonetics and phonology are both linguistic fields that are interested in the role of sound in language. The importance of learning phonetics and phonology for someone whose first language is not English is paramount.
Learning phonetics will help a foreign speaker sound more like a native speaker by making them aware of the different sounds that English makes use of.
A presentation prepared in this regards is being shared herewith for the records and general sharing. :)
Spoken english section1-thesoundsystemofenglishharitimsina
1. The document discusses the sound system of the English language. It explains that English has 44 sounds but only 26 letters, so multiple letters are used to represent each sound.
2. It describes the different types of vowel sounds in English, including pure/single vowels and diphthongs/double vowels. It provides tables listing the vowel and consonant sounds.
3. It explains how sounds are produced using different organs of speech, such as the lips, teeth, tongue, soft palate, and vocal cords. It distinguishes between voiced sounds where the vocal cords vibrate and voiceless sounds where they do not.
This document discusses the importance of pronunciation in language learning. It covers background concepts on how speech is produced, including speech sounds, phonetic transcription, and distinguishing parameters. Specific topics covered include intonation patterns in questions, 2-syllable nouns/verbs, heteronyms, and the sounds "th" and "can" vs "can't". Emphasis is placed on the frequent words that use "th" and distinguishing "this" from "these" based on vowel and final sounds. The importance of incorporating accurate pronunciation from the beginning of language learning is stressed.
MORPHEMES, THEIR ALLOMORPHS AND SYLLABLES AND INTERROGATIVE SENTENCES IN TURKISHOur Sad Loss, 1930-2018
This document discusses morphemes, syllables, and interrogative sentences in Turkish. It begins by defining morphemes and explaining how they can have allomorphs that are pronounced differently but carry the same meaning. It then describes how the Turkish sound system rearranges morphemic sequences into pronounceable syllables. The rest of the document provides examples of how morphemes combine based on vowel and consonant rules. It also categorizes four types of interrogative sentences in Turkish - yes/no questions, choice questions, tag questions, and questions using question words. Throughout, it uses colored underlining to identify subjects, verbs, objects, and other parts of speech in the example sentences.
This document provides an overview of teaching pronunciation in English as a second language (ESL) classrooms. It discusses using the International Phonetic Alphabet (IPA) and a phonemic chart to teach the sounds of English. The key aspects of pronunciation covered are articulation, transmission, and reception of sounds. Resources for teachers include IPA phonemic chart applications and printable versions from the British Council website.
The document discusses weak and strong syllables in English. It defines weak syllables as those with reduced vowels, often schwa, and lists common spelling patterns that indicate weak vowels. Strong syllables are stressed and have clearer vowel sounds. The relationship between syllable stress and word forms (strong vs. weak) is also explained, with examples of how stress affects pronunciation and meaning.
Vowels are speech sounds produced without obstruction of airflow. In English, the letters a, e, i, o, u and sometimes y represent vowels. Vowels have two main pronunciations - short vowels like in "cat" and long vowels like in "cake". English vowels follow patterns like vowels being long before a silent e or short between two consonants. Memorization is needed because there are many exceptions to pronunciation rules.
Pronunciation Lesson 2 Connected Speech and Mimicry.pptx.pdfAnna Gandrabura
This document provides pronunciation lessons on connected speech, weak forms, intrusion, and linking words in English. It discusses how connected speech aims for ease and efficiency of tongue movement, how weak forms reduce unstressed words, and how intrusion sounds like /j/ and /w/ are added between words starting with vowels. It also emphasizes the importance of mimicking native speakers' pronunciation of words, phrases, stress and intonation for accurate pronunciation skills.
The document discusses weak and strong syllables in English. It defines weak and strong syllables and provides examples of different types of weak syllables based on their vowel sounds or syllabic consonants. It also discusses how weak syllables are pronounced compared to strong syllables and their role in keeping the stress-timed rhythm of English speech.
This document provides an overview of the six types of syllables that are commonly taught in dyslexia programs: closed, vowel-consonant-e, open, consonant-le, vowel-r, and vowel team. It defines each type of syllable with examples and notes that mastery of these syllable types allows students to decode most English words. The document is intended to give parents and teachers a basic explanation of the syllable types taught.
Linking verbs in turkish and their english equivalents, yuksel goknelOur Sad Loss, 1930-2018
This document discusses linking verbs and morphology in English and Turkish. It notes that:
1. Turkish verb phrases contain a subject allomorph attached to the main verb, unlike in English. Turkish verbs are also arranged differently, with the main verb followed by auxiliary allomorphs.
2. Turkish uses allomorphs instead of auxiliary verbs to convey tense and aspect. Vowel and consonant harmony rules govern how suffixes are attached in Turkish.
3. Turkish has two vowel harmony chains - one for back vowels and one for front vowels - that determine vowel sequences in words. Consonants are classified as voiced or unvoiced, and consonant harmony also applies when suffixes are attached.
The document discusses weak and strong syllables in English. It defines a weak syllable as having one of four possible vowel sounds at its center: schwa (ə), a close front vowel like i, a close back vowel like u, or a syllabic consonant. It provides many examples of words containing weak syllables and discusses how weak forms are important for both producing and comprehending spoken English.
The document discusses weak and strong syllables in English. It defines a weak syllable as having one of four possible vowel sounds at its center: schwa (ə), a close front vowel like i, a close back vowel like u, or a syllabic consonant. It provides many examples of words containing weak syllables and discusses how weak forms are important for both producing and comprehending spoken English.
The document discusses weak and strong syllables in English. It defines a weak syllable as one that has a reduced vowel sound like schwa (ə), a close front vowel like i, a close back vowel like u, or a syllabic consonant. It provides many examples of words containing weak syllables and discusses how weak forms are important for both producing and comprehending English speech due to the influence on rhythm. Teaching weak forms can help improve foreign students' pronunciation and listening skills.
The document discusses weak and strong syllables in English. It defines a weak syllable as one that has a reduced vowel sound like schwa (/ə/) or one of three other vowel types. It provides many examples of words containing weak syllables based on their spelling patterns. The document also discusses weak forms in English, where unstressed words are pronounced differently than their stressed counterparts. Teaching weak forms is important for both improving students' English pronunciation and listening comprehension.
Similar to Turkish alphabet with pronunciation (20)
200 MOST COMMON TURKISH VERBS IN CONTEXT.pdfHalit Demir
200 MOST COMMON TURKISH VERBS IN CONTEXT provides the most common Turkish verbs with conjugation tables for A1 and A2 learners of Turkish.
The verbs are given with the case suffixes they need for their objects or complements. Each verb is illustrated in 4 or 5 sentences with accompanying English translations on a full page. That’s, 200 pages for 200 verbs. The example sentences are composed – to a great extent – of the preceding verbs on the list. So, the carefully structured list enables you to recycle the verbs you have already studied.
Each verb on the list includes further meaning relationships. For example, the verb konuşmak (to speak) lists these words from the same root:
konuşma (speech), konuşmacı (speaker), konuşkan (talkative).
And the following phrases:
konuşma yapmak (to make a speech), havadan sudan konuşmak (to talk about this and that) and saçma sapan konuşmak (to talk nonsense).
This means that you will learn many other words and phrases in addition to the 200 headverbs.
In the book you can also find:
✓ brief spelling, pronunciation, and grammar tips patterns
✓ an index providing easy access to the words and examples
The circumflex accent (^) in Turkish languageHalit Demir
In writing, a circumflex ‘düzeltme işareti’ (ˆ) is placed above
the vowels a and u to show vowel length, or to indicate palatalizing of the preceding consonant k, l, or g.
The consonant ğ (yumuşak ‘soft’ ge) has no pronunciation.itself. It behaves differently depending on the environment it appears.This slide deals with ğ in each of those environments.
Vowel harmony ‘ünlü/sesli uyumu’ is a phonological rule that applies to vowels in suffixes.
When a suffix is added to a word, its vowel changes depending on the last.vowel in the word.This file explains the rules of vowel changes in suffixes.
Turkish Grammar - English-Turkish cognatesHalit Demir
Cognates are words that have a similar spelling, pronunciation, and meaning across two languages.In preparing this glossary, 3000 core (basic) English words has been taken as a reference. There may be some other words that can be added.
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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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4. In Turkish alphabet, there are 29 letters:
21 consonants and 8 vowels.
Turkish script is almost like a phonetic transcription.
Each letter:
is pronounced. Included in this category are double
consonants, where a syllable ends and the next syllable
starts with the same letter.
For example, the n’s in anne ‘mother’ are both pronounced
as they do in unnatural.
The only exception to this rule is ğ.
5. keeps its sound unchanged unlike,
for example, English c in city and class, or
u in put and but.
Now
let’s learn
what sound each letter in the alphabet stands for.
The vowels are highlighted in bold.
6. Aa a•be•ce (ABCs)
• Shows syllable divisions.
In the next video (#2)
we will study
howıthe.letters.combine.to.form syllables.
7. Bb ba•ba (father)
The consonants are sounded with the /e/ sound:
/be/, /ce/, /çe/, /de/ etc.
8. Cc ba•ca (chimney)
By the way, you are repeating after me,
aren’t you?
Listen again and repeat.
16. Iı ı•lı (get tepid)
• /ı/ is an unrounded /u/.You can produce the /ı/ sound by
unrounding your lips as you continue saying /u/.
It is similar to the schwa sound in the second syllable of
butcher or carrot.
Compare:
ulu ‘Almighty’
ılı ‘get tepid’
Do not dot lovercase ı’s.
23. Oo mor (purple)
• The /o/ sound is more like the /o/ in boy or joy
without the final /ı/ sound. Or we can say it is the /o/ in
more or small, but only shorter.
Compare:
more
mor ‘purple’
The English audio was extracted from the online
Webster’s Dictionary.
24. Öö öl (die [v])
• /ö/ is a rounded /e/. You can produce the /ö/ sound
by rounding your lips as you continue saying /e/.
Compare:
el ‘hand (n)’
öl ‘die (v)’
31. Üü üç (three)
• /ü/ is a rounded /i/. You can produce the /ü/ sound by
rounding your lips as you continue saying /i/.
Compare:
iç ‘drink (v)’
üç ‘three’
35. Consonant ğ
The consonant ğ (yumuĢak ‘soft’ ge) has no
pronunciation.itself.
It behaves differently depending on the
environment it appears.
It may appear in five different environments.
Let’s study each of them separately.
36. When ğ appears:
i. at the end of a syllable, it lengthens.the.preceding
vowel:
dağ /da:/ mountain
öğ-renci /ö:renci/ student
uğ-ra /u:ra/ stop by
bağ-la /ba:la/ tie (v)
düğ-me /dü:me/ button (n)
doğ-ru /do:ru/ true, correct
37. ii. between a and ı (ağı), it lengthens a; ı is not pronounced:
ağız /a:z/ mouth
ağır /a:r/ heavy
bağır /ba:r/ shout (v)
aĢağı /aĢa:/ down (to/in a lower place)
However,
you may hear many native speakers pronouncing those ı’s
as /aız/, /aır/ etc.
It does not change the meaning.
38. iii. between two e’s (eğe), or between e and i (eği) and
vice versa (iğe), it is pronounced.as y:
eğer /eyer/ if
değer /deyer/ value (n)
diğer /diyer/ other
değil /deyil/, or /diil/ not
39. iv. between the vowels other than those
in environments #ii and iii, it remains silent:
ağustos /austos/ August
göğüs /göüs/ chest, breast
soğan /soan/ onion
yoğurt /yourt/ yogurt
While listening, notice that each vowel has its own
sound. There are no diphthongs in Turkish.
However,
40. v. if the vowels are identical, they are pronounced as
one vowel, lengthening the sound:
ağaç /a:ç/ tree
kuğu /ku:/ swan (n)
düğün /dü:n/ wedding
Yiğit /yi:t/ (masc. first name)
Note.that no words in Turkish begin with ğ.
41. Endnote
As we have mentioned at the very beginning, Turkish script
is almost like a phonetic transcription.
Still, you may experience difficulty with pronunciation
if, especially, you are studying Turkish for the first time and
on your own.
But
42. as your ear is getting used to the sound of Turkish (Listening
and reading aloud practice would be a great help.), you
will feel comfortable with spelling and pronunciation – it is
just a matter of time.
This is also true for the spelling and pronunciation rules we
will study in the following videos.
NO HURRIES, NO WORRIES
BUT
PERSISTENCE
43. That’s all for this video.
Now
it is your turn to show how much you have learned.
HOW?
44. You may take the following quiz.
You cannot learn just by reading and listening.
You may need a piece of paper and a pencil.
45. There are two sets of questions in the quiz.
In this first set there are 10 questions,
5 points each (10x5=50pts).
46. INSTRUCTION
Listen and write the letters you hear.
Each set of letters form a word.
The correct spellings will appear 5 seconds later.
Good luck.
61. Rule # iii:
Between two e’s (eğe), or between e and i (eği) and
vice versa (iğe),
ğ is pronounced.as y.
•
62. Rule # iv:
Between the vowels other than those which we
have mentioned in rules #ii and iii,
ğ remains silent.
•
63. Rule # v:
Between identical vowels (except between two e's),
ğ remains silent. The vowels are pronounced as one
vowel, lengthening the sound.
When ğ appears between two e's, rule # iii applies.
Also,
•
64. Kağan is written as Kaan.
Both variants are pronounced in the same way,
lengthening a.