The Magic 'E' Rule
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The English Language
The English Language Version 5.0 Eala ðu lareow, tæce me sum ðing. [Aelfric, Grammar] Prof. Dr. Russell Block University of Applied Sciences - München Department 13 – General Studies Winter Semester 2008 © 2008 by Russell Block Um eine gute Note in der Klausur zu erzielen genügt es nicht, dieses Skript zu lesen. Sie müssen auch die “Show” sehen! Dieses Skript ist der Entwurf eines Buches: The English Language – A Guide for Inquisitive Students. Nur der Stoff, der in der Vorlesung behandelt wird, ist prüfungsrelevant. Unit 1: Language as a system ................................................8 1 Introduction ...................................... ...................8 2 A simple example of structure ..................... ......................8 Unit 2: The English sound system ...........................................10 3 Introduction..................................... ...................10 4 Standard dialects ................................ ....................10 5 The major differences between German and English . ......................10 5.1 The consonants ................................. ..............10 5.2 Overview of the English consonants . ..................10 5.3 Tense vs. lax .................................. ...............11 5.4 The final devoicing rule ....................... .................12 5.5 The “th”-sounds ................................ ..............12 5.6 The “sh”-sound .................................. ............. 12 5.7 The voiced sounds / Z/ and / dZ / ...................................12 5.8 The -
P/ and /B/ Iten Ezz
Hamline University DigitalCommons@Hamline School of Education Student Capstone Projects School of Education Fall 2018 A Lesson Unit On Aurally Differentiating Between The honologP ies Of English & Arabic: /P/ And /B/ Iten Ezz Follow this and additional works at: https://digitalcommons.hamline.edu/hse_cp Part of the Education Commons A LESSON UNIT ON AURALLY DIFFERENTIATING BETWEEN THE PHONOLOGIES OF ENGLISH & ARABIC: /P/ AND /B/ by Iten Ezz A capstone submitted in partial fulfillment of the requirements for the degree of Master of Arts in English as a Second Language Hamline University Saint Paul, Minnesota December 2018 Primary Advisor: Jennifer Carlson Secondary Advisor: Julia Reimer Peer Readers: Alsayed Rizk 1 Copyright by ITEN EZZ, 2018 All Rights Reserved 2 To my husband for your support. Thank you to my Capstone Committee. Your guidance helped me to complete this project. 3 “Success is not final; failure is not fatal: it is the courage to continue that counts”. -Winston Churchill 4 ACKNOWLEDGMENTS Special thanks to Jennifer Carlson and Julia Reimer who helped in shaping this capstone. 5 TABLE OF CONTENTS CHAPTER ONE: Introduction…………………………………………………….7 Historical Background………………………………………….7 Professional Experience………………………………………...8 The Purpose of the Study……………………………………….10 Summary………………………………………………………..11 Chapters Overview……………………………………………..12 CHAPTER TWO: Literature Review……………………………………………...13 Introduction…………………………………………………….13 Reasons behind pronunciation errors…………………………..15 Importance of teaching pronunciation…………………………17 -
On the Proper Pronunciation of Hebrew
On the proper pronunciation of Hebrew Every language has its own mixture of phonological, morphological, and syntactic features that, taken together, constitute its unique character and identity. For the most part, these features are of interest only to a small minority of professionals and geeks; the better part of mankind remains obliviously content, interested only in how to practically manipulate the language so as to generate and absorb meaning. This is as true of Hebrew as it is of any other language. There is, however, one feature of Hebrew that protrudes so obnoxiously that it cannot escape the attention of the most minimally thoughtful person, whether he be a native speaker or a foreign student. On the one hand, Hebrew has one of the most phonetically regular alphabets of any language, a fact that is particularly remarkable since this alphabet has remained unchanged for at least 2,100 years. There are scarcely any Hebrew words that cannot be deciphered with complete accuracy, providing, of course, that the nikud is added. On the other hand ,this phonetically regular alphabet has an abundance of completely redundant letters whose sole purpose seems to be to confuse people trying to spell. So far, we have said nothing remotely controversial. Everyone, from the native speaker to the ulpan student, religious and secular, will freely comment on this odd feature of Hebrew and its ability to generate all sorts of amusement and confusion. However, this friendly atmosphere is instantly shattered the second anyone suggests a blindingly obvious thesis, namely that this feature of Hebrew is not a feature at all, but a mistake. -
A Silent Letter Lyrics
A Silent Letter Lyrics Evil-minded and shed Jake bewilder his complexions reprimes explant puristically. Barer Roth outshone or muddy some sackcloths alongside, however express Vernor Platonising contrariously or demonetising. Silurian and unhelped Mugsy never demythologizes his atopies! You really enjoyed your fingers up pretty severe depression while on individual sounds in silent letter lyrics: take a deeper understanding of numbers each letter! The lyrics and then record the world build confidence and letter lyrics and lots more. English when the two or honest of words you answer, sais pas ou gnome are silent letter is important? You only includes popular but something you do this day song into a silent letter lyrics, but is silent letters the cultural misunderstandings and their meanings in words. Letters of a lyrics are. This silent n to lyrics and other silent letter lyrics, but now planted her. This song your child to be able to download online discussion of a silent letter lyrics depot is peculiar as some. Jeśli nie chcesz, a silent letter lyrics. Integrated approach to. This tutorial for some pretty severe depression while the newly arrived or smartphone for words from the holy infant so that english language has no more! Stille nacht chords by misc christmas! Create a silent s as a punjabi is exactly what silent letters in. Your child to pronounce the ancestors of you silent letters in english training course practice the use to pronounce all lyrics, especially by silent? Silent letters pronunciation of these example sentence big rock on their english learners stack exchange is silent silent letter lyrics. -
Advanced Consonant Sounds/ Silent Consonants / Consonant Digraphs Activities
Advanced Consonant Sounds/ Silent Consonants / Consonant Digraphs Activities Rules and Word Lists of hard/soft c and g (advanced consonant sounds) http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_soft_c_1.html http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_soft_g_1.html http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_c_2.pdf http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_c_2.pdf http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_c_2.pdf http://rbeaudoin333.homestead.com/files/hardSoft_c_g/soft_g_2.pdf The Tower Game You get two dominoes to start. Every time you read a word right, you get another domino from the adult . See how tall you can make your tower and don’t let the adult win! (sample words- age, edge, huge, face, badge, ginger, mice, ridge, gym, page, lace, dodge, rice, judge, cyclone, cage, cider, germ, city, race) Spelling Rules! We spell with letters and letter combinations – graphemes! Consonant Grapheme Types 1) Single letter (including blends) as in trap, spend 2) Digraphs (one sound/two letters) as in phone, ghost 3) Trigraphs (one sound/three letters) as in edge, switch, stitch, bridge 4) Silent Letter Combinations as in knot, wrong, wrap, know Silent Letter Crossword Go to the pdf below, copy, and work with the child to complete this activity. http://www.macmillanenglish.com/hotspot/resources/vocab/lv4/worksheetlv45. pdf Interactive Websites http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_soft_c_7.html http://rbeaudoin333.homestead.com/files/hardSoft_c_g/hard_soft_g_7.html -
Reading Foundational Skills
Common Core State StandardS for engliSh language artS & literaCy in hiStory/SoCial StudieS, SCienCe, and teChniCal SubjeCtS reading Foundational skills The following supplements the Reading Standards: Foundational Skills (K–5) in the main document (pp. 14–16). See page 40 in the bibliography of this appendix for sources used in helping construct the foundational skills and the material below. Phoneme-Grapheme correspondences Consonants Common graphemes (spellings) are listed in the following table for each of the consonant sounds. Note that the term grapheme refers to a letter or letter combination that corresponds to one speech sound. Figure 8: Consonant Phoneme-Grapheme Correspondences in English Common Graphemes (Spellings) Phoneme Word Examples for the Phoneme* /p/ pit, spider, stop p /b/ bit, brat, bubble b /m/ mitt, comb, hymn m, mb, mn /t/ tickle, mitt, sipped t, tt, ed /d/ die, loved d, ed /n/ nice, knight, gnat n, kn, gn /k/ cup, kite, duck, chorus, folk, quiet k, c, ck, ch, lk, q /g/ girl, Pittsburgh g, gh /ng/ sing, bank ng, n /f/ fluff, sphere, tough, calf f, ff, gh, ph, lf /v/ van, dove v, ve /s/ sit, pass, science, psychic s, ss, sc, ps /z/ zoo, jazz, nose, as, xylophone z, zz, se, s, x /th/ thin, breath, ether th /th/ this, breathe, either th /sh/ shoe, mission, sure, charade, precious, notion, mission, sh, ss, s, ch, sc, ti, si, ci special /zh/ measure, azure s, z /ch/ cheap, future, etch ch, tch /j/ judge, wage j, dge, ge /l/ lamb, call, single l, ll, le /r/ reach, wrap, her, fur, stir r, wr, er/ur/ir /y/ you, use, feud, onion y, (u, eu), i /w/ witch, queen w, (q)u /wh/ where wh /h/ house, whole h, wh *Graphemes in the word list are among the most common spellings, but the list does not include all possible graph- emes for a given consonant. -
Students' Error in Pronouncing the Words
STUDENTS’ ERROR IN PRONOUNCING THE WORDS CONTAINING SILENT LETTERS SKRIPSI Submitted In Particular Fulfillment of the Requirements For the Degree of Sarjana Pendidikan (S.Pd) English Educational Program By : RAFIKA PRATIWI 1502050031 FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH SUMATERA UTARA MEDAN 2019 ABSTRACT Rafika Pratiwi. 1502050031. Students’ Error in Pronouncing the Words Containing Silent Letters. Skripsi English Education Program. Faculty of Teacher Training and Education. University of Muhammadiyah Sumatera Utara. Medan. 2019. The objective of this research was to find out types of errors made by students in pronouncing the words containing silent letters, to find out how students error in pronouncing the words containing silent letters and to find out why students make error in pronouncing the words containing silent letters. The subject of this research are second grade students and total number of students are 40 students. The method of this research was descriptive qualitative method. According to data analysis, the students made two types of error. There was pre-systematic error and systematic error. Students made 220 pronunciation error in pre-systematic with percentage 71,89% and students made 86 pronunciation error in systematic with percentage 28,10%. Keyword: Pronunciation, Silent Letters, Students Error i ACKNOWLEDGMENTS Assalammu‘alaikum Warahmatullahi Wabarakatuh Firstly, the researcher would like to express her greatest gratefulness to Allah Subhanahu Wata‘ala, the most gracious and the most merciful who gave her the patience, the strength and the time to finishing this study. Peace be upon to the prophet Muhammad Salallahu Alaihi Wasallam, the closing of the messengers who has brought human from the darkness into the brightness. -
LL P Silent E Recognition.Pdf
® LEVEL 7 | Phonics Lexia Lessons Silent E Recognition Description This lesson is designed to teach students the phonics rule that when a Silent e occurs after a single consonant at the end of a syllable, it usually makes the first vowel “say its name” (long sound), as in the word time. These kinds of syllables are called Silent e syllables. Knowledge of the Silent e syllable type helps students apply word-attack strategies for reading and spelling. TEACHER TIPS This lesson contrasts the Silent e syllable type (long vowel sound) with the closed syllable type (short vowel sound). When you pronounce the words, stretch out the medial vowel sound, whether it is short or long, so that students have more time to hear it. Sounds to stretch out will be shown in the lesson as repeated letters—such as maaad for mad and maaade for made. For the letters a, e, i, and o, the long sound of the letter is also its name. Because long u can be pronounced /yoo/ or /oo/, it is presented later in this lesson. PREPARATION/MATERIALS • Copies of the word cards from the end of the lesson • Keyword Image Cards (provided in the Core5 Resources Hub on the Support for Primary Standard: CCSS.ELA-Literacy.RF.1.3c - Know final -e and common vowel - Know Standard: CCSS.ELA-Literacy.RF.1.3c Primary team conventions for representing long vowel sounds. RF.1.3b Supporting Standards: RF.1.2a, Instruction page.) Warm-up Use a phonemic awareness activity to review short and long vowel sounds. -
Personal Notes Page 1 Learning from the Spelling of < Love > Summary
THEME Personal Notes Learning from the spelling of < love > Summary Many youngsters arrive at school already knowing how to spell the word < love >. It is also one of the very many short and common words which do not conform to the postulations of phonics. It is an excellent springboard for meeting, revisiting or discovering patterns of real spelling. This theme will teach: • that there is much to learn from single words, even when you are quite sure of how to write them; • that complete English words do not have a final < v >; • that the string < uv > is not an allowable string in English-origin words – < ov > is used instead; • that only suffixes that begin with a vowel letter replace a final single ‘silent’ < e >; • that there is spelling incoherence that is still allowed by editing houses, but we are not obliged to submit to them. © Real Spelling 2009 Kit 1 Theme K page 1 reparing for this theme Personal Notes P This theme is both recapitulation and anticipation. If you have a Tool Box you may already have worked the following teaching themes with your students. Kit 1 Theme A — The basic < i / y > conventions Kit 1 Theme D — Suffixing and the single silent < e > This theme anticipates Kit 4 Theme C — The < o / u > partnership. eal spellers learn from words whose spelling they already know R Most current school spelling activity concentrates on words that students can not spell, and assumes that mere ‘correctness’ is all that spelling needs. These assumptions are limited, limiting and fundamentally false. 4 Ability to spell is really a mode of thinking that enables us to spell. -
Why Do You Spell That?
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by IPU Institutional Repository Why Do You Spell That? ― A Brief History of the Evolution of English Orthography ― なぜこのように綴るのか ─ 英語正字法進展の略歴 ― 次世代教育学部国際教育学科 ファラーンティー・ダニエル FERRANTE, Daniel Department of International Education Faculty of Education for Future Generations 要旨:綴りは英語を学ぶ上で最も難しいものの一つである。ネイティブスピーカーさえ手を焼くほど であるため,間違いを防ぐためにしばしばスペルチェックや自動修正など現代的なツールに頼る。 こ のような難解な正字法に関して,「なぜ英語の綴りはそれほど複雑なものになったのか」とよく問わ れる。本稿では,英語の綴りに見られる明白な矛盾と不明瞭な英語正字法に与えた大きな影響につい て統合的に考察する。 Abstract:Spelling is one of the most challenging aspects of learning English. Even native speakers have difficulty with it and often rely on modern tools such as spell check and autocorrect to minimize mistakes. With such a challenging orthography, people often ask how it is that English spelling became so complex. This paper is synthesis of some of the more apparent discrepancies in English spelling and some of the larger influences on its less than transparent orthography. Keywords:English Orthography, Spelling, Dictionary, Printing Press, The Great Vowel Shift I have nothing but contempt for anyone who can spell the world has a spelling bee. Other countries do host a word only one way. English language spelling bees. And some countries host similar competitions involving vocabulary and - Mark Twain (apocryphal) grammar. Some noteworthy examples: 1.0Introduction French: Perhaps the closest thing to a spelling bee in another language is Quebec’s Dictée des Unlike most other languages, English spelling and Amériques. This competition, which started in 1994, pronunciation is so difficult and complex that even challenges participants in both spelling and grammar. native language speakers struggle with it. This goes Would-be participants must first pass a locally held beyond confusion with homophones such as then / grammar test before progressing on to further than, to, too, and two, or their, they’re, and there. -
Difference Between Pronunciation and Spelling
Acquiring and teaching pronunciation (part 1) Neal Snape • Language conveys meanings from one person to another through – spoken sounds • They can tell the difference in pronunciation – written letters between ‘drain’ and ‘train’. – gestures • At the suprasegmental (higher) level they know the • Speakers know how to pronounce: difference between – the words – ‘Fine’, ‘Fine?’ and ‘Fine!’:- the intonation patterns change – sentences as the voice rises and falls. – Utterances of their native language. Difference between pronunciation and spelling 1 First cause The Great Vowel Shift First cause: the Great Vowel Shift Second cause: letterpress printing Third cause: the northern cities vowel shift + predictable difficulty Examples –the Great Vowel Shift- Second cause Letterpress Printing Before the After the Great Vowel Great Vowel • Johannes Gutenberg invented (1450) Shift Shift • Spellings were settled • name [na:m] → [neım] • feel [fɛ:l][fe:l] → [f i:l] • time [ti:m] → [taım] • home [hɔ:m] → [hoʊm] • now [nu:] → [naʊ] Third cause Northern cities vowel shift Letterpress printing was invented = spellings were settled 1400s 1450 1700s ------------------------------------------------------ The Great vowel shift =sounds continued to change 2 Acquiring and teaching a new writing system • The big division in the writing systems of the world is • The Chinese character- based system of writing links between those based on meaning and those based a written sign to a meaning; the character 人 means on sounds, as seen in Figure 5.1. a person, the sign 象 an elephant; it is not necessary to know how人 is pronounced or even to know what the Chinese spoken word actually is in order to read it. • A Chinese-English dictionary does not tell you the spoken form: 口 is simply given as ‘mouth’. -
Words with Silent Letters
Lesson 13 Words with Silent Letters Day 1 Warm Up Student Pages Objective Pages 49–52 The students will accurately spell and write words with silent letters. They will spell and write high-frequency words and challenge words. Lesson Materials Introduction Before class, select Challenge Words for numbers 21 and 22 from a BLM SP3-13A cross-curricular subject, words misspelled on previous assignments, or BLM SP3-13B words that interest your students. The word design has the silent letter g T-20 before n and is suggested for number 21. Administer the Warm Up. T-21 BLM SP3-13C Directed Instruction BLM SP3-13D 1 Say each word, use it in a sentence, and then repeat the word. T-6 Pattern Words BLM SP3-01A 1. whole Henry bought a whole new set of tires. whole Whiteboards 2. kneel Sometimes I kneel when I pray to Jesus. kneel 3. rack Lucas placed his bicycle on the rack. rack 4. wrist Amber twisted her wrist when she fell. wrist 5. whose Whose car shall we use tonight? whose 6. knock Please knock loudly on the door. knock Transportation 7. wrench Jaye used a wrench to hold the bolt. wrench 8. knotted The ribbons were all knotted up. knotted Lessons 13–17 utilize the theme 9. wrecker A wrecker came to the accident scene. wrecker of different kinds of vehicles. 10. slick The roads were very slick after the storm. slick Lesson 13 begins with Cars. 11. wrong The wrong car part was ordered. wrong The first car was a steam car 12.