Kashmar English Department

۱۳۸۶ اسفند ۱, چهارشنبه

What is English?
A short history of the origins and development of the English language
The history of the English language really started with the arrival of three Germanic tribes who invaded Britain during the 5th century AD. These tribes, the Angles, the Saxons and the Jutes, crossed the North Sea from what today is Denmark and northern Germany. At that time the inhabitants of Britain spoke a Celtic language. But most of the Celtic speakers were pushed west and north by the invaders�mainly into what is now Wales, Scotland and Ireland. The Angles came from Englaland and their language was called Englisc�from which the words England and English are derived.
The map below shows how the Germanic invaders entered Britain on the east and south coasts in the 5th century.











Germanic invaders entered Britain on the east and south coasts in the 5th century.
Old English (450-1100 AD)
The invading Germanic tribes spoke similar languages, which in Britain developed into what we now call Old English. Old English did not sound or look like English today. Native English speakers now would have great difficulty understanding Old English. Nevertheless, about half of the most commonly used words in Modern English have Old English roots. The words be, strong and water, for example, derive from Old English. Old English was spoken until around 1100.
Middle English (1100-1500)

In 1066 William the Conqueror, the Duke of Normandy (part of modern France), invaded and conquered England. The new Part of Beowulf, a poem written in Old English.conquerors (called the Normans) brought with them a kind of French, which became the language of the Royal Court, and the ruling and business classes. For a period there was a kind of linguistic class division, where the lower classes spoke English and the upper classes spoke French. In the 14th century English became dominant in Britain again, but with many French words added. This language is called Middle English. It was the language of the great poet Chaucer (c1340-1400), but it would still be difficult for native English speakers to understand today.
Modern English
Early Modern English (1500-1800)
Towards the end of Middle English, a sudden and distinct change in pronunciation (the Great Vowel Shift) started, with vowels being pronounced shorter and shorter. From the 16th century the British had contact with many peoples from around the world. This, and the Renaissance of Classical learning, meant that many new words and phrases entered the language. The invention of printing also meant that there was now a common language in print. Books became cheaper and more people learned to read. Printing also brought standardization to English. Spelling and grammar became fixed, and the dialect of London, where most publishing houses were, became the standard. In 1604 the first English dictionary was published.
Late Modern English (1800-Present)
The main difference between Early Modern English and Late Modern English is vocabulary. Late Modern English has many more words, arising from two principal factors: firstly, the Industrial Revolution and technology created a need for new words; secondly, the British Empire at its height covered one quarter of the earth's surface, and the English language adopted foreign words from many countries.
Varieties of English
From around 1600, the English colonization of North America resulted in the creation of a distinct American variety of English. Some English pronunciations and words "froze" when they reached America. In some ways, American English is more like the English of Shakespeare than modern British English is. Some expressions that the British call "Americanisms" are in fact original British expressions that were preserved in the colonies while lost for a time in Britain (for example trash for rubbish, loan as a verb instead of lend, and fall for autumn; another example, frame-up, was re-imported into Britain through Hollywood gangster movies). Spanish also had an influence on American English (and subsequently British English), with words like canyon, ranch, stampede and vigilante being examples of Spanish words that entered English through the settlement of the American West. French words (through Louisiana) and West African words (through the slave trade) also influenced American English (and so, to an extent, British English).
Today, American English is particularly influential, due to the USA's dominance of cinema, television, popular music, trade and technology (including the Internet). But there are many other varieties of English around the world, including for example Australian English, New Zealand English, Canadian English, South African English, Indian English and Caribbean English.
The Germanic Family of Languages

English is a member of the Germanic family of languages.Germanic is a branch of the Indo-European language family.
A brief chronology of English
BC 55
Roman invasion of Britain by Julius Caesar.
Local inhabitants speak Celtish
BC 43
Roman invasion and occupation. Beginning of Roman rule of Britain.
436
Roman withdrawal from Britain complete.
449
Settlement of Britain by Germanic invaders begins
450-480
Earliest known Old English inscriptions.
Old English
1066
William the Conqueror, Duke of Normandy, invades and conquers England.
c1150
Earliest surviving manuscripts in Middle English.
Middle English
1348
English replaces Latin as the language of instruction in most schools.
1362
English replaces French as the language of law. English is used in Parliament for the first time.
c1388
Chaucer starts writing The Canterbury Tales.
c1400
The Great Vowel Shift begins.
1476
William Caxton establishes the first English printing press.
Early Modern English
1564
Shakespeare is born.
1604
Table Alphabeticall, the first English dictionary, is published.
1607
The first permanent English settlement in the New World (Jamestown) is established.
1616
Shakespeare dies.
1623
Shakespeare's First Folio is published
1702
The first daily English-language newspaper, The Daily Courant, is published in London.
1755
Samuel Johnson publishes his English dictionary.
1776
Thomas Jefferson writes the American Declaration of Independence.
1782
Britain abandons its American colonies.
1828
Webster publishes his American English dictionary.
Late Modern English
1922
The British Broadcasting Corporation is founded.
1928
The Oxford English Dictionary is published.

۱۳۸۶ بهمن ۱۸, پنجشنبه

What is vocabulary?
Vocabulary is defined as the words we teach in the foreign language.

3 steps to present a new word:
1. Conveying the meaning.
2. Checking meaning.
3. Consolidating the meaning.

What needs to be taught?

1. Form:
a) Pronunciation: What the word sounds like.
b) Spelling: What the word looks like.

2. Grammar: The grammar of a new item will need to be taught.
a)Teaching a new verb(we give the past form if it is irregular.) e.g. give, gave.

b) Teaching a noun,we may wish to present its plural form if it is irregular. e.g. man, men.

c) Draw students’ attention to the fact it has no plural. e.g. police, people, fish, homework, information, advice,…

d) Teach verbs and adjectives with the preposition after them. e.g. look at, point to, hurry up, arrive at, …

e) Teach verbs with the verb forms that follows them. e.g. want to …
enjoy ….ing. Let’s + bare infinitive.(Let’s take a taxi.)

3. Collocation: It is talking about words that are usually paired.
e.g. do homework, read a newspaper, watch TV, …

4. Aspects of meaning:
a) Synonyms
b) Antonyms
c) Hyponyms
d) Homonyms
e) Super ordinates
f) Translation

۱۳۸۶ بهمن ۱۵, دوشنبه

How to teach handwriting
1. What style do you teach?
1.1. There are three styles of handwriting:
A) Printing: Every letter is separated from one another.
B) Simple cursive: It is taught in British Schools and many American Schools. Letters are written separately but somehow joined together.
C) Full cursive: Adults use this kind of writing and it’s difficult to understand.

2. Teaching a new letter:
Imagine you are teaching a new letter which of these steps are important and which are not important?
A) Draw lines on the board
B) Write the letter clearly on the board.
C) Describe how the letter is formed?
D) Say the name of the letter.
E) Give the sound of the letter.
F) Students repeat the name of the letter.
G) Students repeat the sound.
I) Students draw the letter in the air.
J) Students copy the letter in their books.
There are 2 components in handwriting:
1. Correct letter formation
2. Uniform letter size

Important:
Oversee practice so children don’t fill a page with improper work simply to finish quickly. Praise letters and words written well and have the students erase and rewrite anything unacceptable. While this may seem time consuming, remember that it will actually take more time to undo bad habits.

What can be done for a better control?
Young children should use large writing or painting tools for better control. Don’t be concerned about letter size at first, instead emphasize form, letting them draw on blank paper with easy-to-hold “fat” markers, crayons, or paintbrushes which allow less pressure to be used in drawing a solid looking line. Be sure the children use the same grip required later for paper and pencil work.

How can we begin?
Begin with lines and shapes. Encourage children to draw all vertical lines from the top to the bottom.
All circular shapes should begin at 2 o’clock position, moving up, left, and around-like the letter c. (Kids tend to start at the top and make egg shapes.)
Every line should be drawn left to right or top to bottom. Vertical lines are drawn first, left side, then right side, and then the connecting horizontal lines. The horizontal on top are first, and all horizontal lines should begin at the left. Kids have their own short cuts, so these basics do need to be taught.

Lower case-letter or upper-case letter?
Teach a few lower-case letters and short words.

What can be done after teaching letter formation?
Once letter formation is acceptable, children should practice on paper with wide guide lines in order to learn to control size as well as to develop uniformity in size. For a better result four-lined note books are suggested. Write the letter or word on the paper few times for the students to trace and then copy.
Important:
Handwriting does not have to be a battleground. By targeting specific and narrow objective, praising efforts that are well-done as well as pointing out errors to be corrected, and scheduling regular, supervised practice, progress can be made much more rapidly than if children are left on their own to complete handwriting workbooks. Young children want to write well, but are often frustrated by their own lack of coordination and discouraged because it requires so much more effort to please either the teacher or themselves than they taught it would. Older students often rush to complete assignment and argue that neatness is irrelevant. In either case, the teacher must be patient, choose reasonable objectives, and stand firm. Legible handwriting is a worthy cause.
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