Teaching Compound Nouns In The Classroom English Language Essay

Teaching Compound Nouns In The Classroom English Language Essay This essay will discuss the way of teaching particular compound nouns in the classroom through the context of Libyan classes. The first part of the essay deals with the learners and the learning context in Libya. The second one is about the analysis and arguments of the lexical set of compound nouns according to their use, form and meaning. Part three describes the approach that has been used in the teaching procedure within the Libyan context. The last part of this essay shows some errors and feedback and suggested corrections and suggested methods for improvement in proficiency. The lesson plan and materials used to teach the classes have been attached as appendices outside the main body of the essay. A brief profile of the learners and the learning context: The students in the class are aged between 14 and 17 years and they study in a private school in Libya. Their English language proficiency level is intermediate. They study English as a second language for four classes in a week with each class being about 35 minutes in duration. The students native language is Arabic and the class is monolingual. The students started studying English at the age of around eight in primary school. English is considered a second language in Libya; although it is a compulsory part of the educational curriculum. The English syllabus material in this level corresponds fairly closely to that of the degree in New Headway courses, but there is a wider choice of classes during the week. In addition, students are sometimes required to study other supplementary material in English in order to acquire optimum language skills. Analysis of the language point for this essay: The topic of this paper is about teaching concept and lexical uses of compound nouns. The word compound has several meanings in the English language. A compound is a combination of two words or more to form a new word with a different meaning: Compounds may be classified into three types; compound nouns such as toothpaste, compound verbs such as spin-dry, and compound adjectives which are usually hyphenated such as long-haired. Most compound nouns in English are formed by nouns modified by other nouns or adjectives. Sometimes the two words are joined together (e.g. tooth + paste = toothpaste), or they are joined using a hyphen (e.g. check-in), and sometimes they appear as two separate words (e.g. full moon). The language point that will be highlighted in this essay is the teaching of compound nouns. Compound nouns consist of two or more words combined together to form a new word with a different meaning. Graver (1986) points out that compound noun can be created like phrasal verbs by adding an adverb + verb; for example, outcome, takeaway and inlet. He says that there are two different ways to compound these elements. One of these ways is to place the verb and the particle in reverse order to form a compound noun or verb. For example, take over changed to overtake (verb), and put out to output (noun). Generally, to compound two words or more is a productive process in terms of word-formation (Schmitt McCarthy, 1997). Compound nouns can be written as one word, e.g. policeman; as two words joined together by a hyphen, e.g. easy-chair or as two separate words, e.g. air space. Compound nouns are usually made up of two parts, the first part tells us about the object or person or what the purpose of the object is, simply put the first part answers the question what is the purpose or what type it is? The second part tells us what or who the object is. For instance, in the word policeman, the second part of the compound noun tells us what or who the object is, in this case its man and the first part then identifies what kind of a man this noun is, so we know that he is a police man. A list of examples and a related practice exercise is added in appendix 2 for the purpose of giving the students some practical experience of joining words to form compound nouns. Explanation and description of the teaching approach in this context: The needs and the level of the students have been taken into consideration, and the method is suitable to their abilities and communicative style. Harmer (2007) says that students should be exposed amply to the language in use, in order to improve their skills and knowledge so that they are able to interact efficiently in real situations. Advocates of Task-Based Learning (TBL) approach argue that learners must learn the target language to be able to express themselves and be understood. Engaging in real language situations is one of most effective ways of learning the target language. To make the class interactive and allow for more student interaction the teacher encourages the students to interact in the most natural possible ways. How does one normally use language? We use language in a number of ways: to respond to questions, to explain or describe things, to ask questions, to tell stories, to talk about events and for many other purposes. So to reduce teacher-talk-time and allow more student interaction a task-based approach has been adopted here. A task-based lesson usually has a preparation and planning stage called the pre-task; then the task phase is followed by a post-task phase where the teacher facilitates discussions and the students can practice their skills. Pre-task activity involves eliciting some examples of compound nouns to make the students understand what a compound noun is. Teachers can use teaching aids like hand-outs, texts, flash cards, audio-visual materials etc. so that students can familiarize themselves with the concepts learnt. The teacher can then elicit information from the students pertaining to the text or audio/visual clip provided. The elicited compound nouns are collated and written on the board. The learners are asked to recognize and specify them in the text and to use these compound nouns in suitable sentences of their own in the in-task activity. Students work in pairs to come up with some compound nouns related to the task, and then each student in the class is asked to suggest another different compound noun and try to pronounce it correctly. In the post-task stage, students are asked to practice what they have been taught and to be more fluent. The students are engaged in activities where the whole class is expected to participate. The activity uses a set of compound nouns and utilizes these words in sentences in real life contexts. The teacher facilitates small group discussions, question-answer sessions, pop-quizzes, individual or pair work so that the students have ample opportunity to practice the newly learnt compound words in varied contexts. The teacher supervises the discussions and moves around the class and corrects mistakes wherever necessary. Some expected errors and feedback from teacher with suggestions for improvement: Non-native English speakers like the Arab students of this class may confuse or misuse lexical terms particularly complex ones like compound nouns. This confusion can occur especially for speakers of Arabic because of the influence of their mother tongue, which has a different grammatical structure from English. For example, truck driver is the right form of the English compound noun referring to a person who drives a truck. However, due to grammatical composition in Arabic the name of the doer (object) driver is placed before the name of the machine (purpose) truck which will make the word driver truck and will not convey the same meaning as truck driver. Another difference between English and Arabic is that Arabic does not have hyphenated words like break-out or passer-by and the students may be confused when they see or hear this pattern until they become familiar with it. To overcome such situations, the teacher needs to spend a significant amount of time in designing activities like role-plays, story-telling and use audio-visual clips that will help minimize language barriers and reinforce the positive learning outcomes. To be able to develop fluency and a moderately grasp of the language, learners must use every opportunity outside the class to practice their skills. The more they use the language in multiple contexts the more chances will they get of receiving feedback and have the opportunity to rectify their mistakes and learn to adapt themselves to the lexical and grammatical differences between their native tongue and the target language. Pica (1992 1994, cited in Ellis 2004) suggests that negotiation provides learners with feedback on their own use of the target language. When more competent interlocutors respond to less competent speakers they frequently reformulate their statements according to the proficiency of the listener. Conclusion: The objective of teaching English as second language to non-native speakers is to be able to help students to reach a fair level of competency in the target language so that they are able to make sense of lexical and grammatical structures and concepts that may be different from their native tongue. Exposure to the target language is important as is the motivation to practice and master the language. The teacher can only provide guidance and facilitate learning. The level of adaptability and use of more complex lexical and grammatical structures will be determined by the amount of practice that is put in by the learner. It has been the endeavor of this paper to suggest ways by which learners are motivated to achieve this level of competence.

My Best Life Trip

In 2007 our trip to Jordan was very exciting . I remember it as if it happened yesterday. It was a few years ago with my friends , and it was the best trip of my life. I remember flying to Jordan by Gulf Air . When we arrived Amman, the capital of Jordan at Queen Alia International Airport , the weather outside the airport was very nice and drizzling.We had already booked with the travel agency in Oman for a flat in a place in Amman called (Alrasheed suburb) one of the busiest tourist locations in Jordan during summer, perhaps even busier than the infamous (Dead sea beach resort) because the infrastructure there is new (new malls and theme parks ) and also from there you can go to Syria by car . In fact we are lucky because the flat we rented was near the Omani student club in Jordan. Amman hosts a huge cultural festival each year and fortunately at the time we arrived the next day the festival started.Jordan has a lot of historical locations attracting all kinds of people, whether t hey are children, adults, citizens, or foreigners. You wondered how a non-oil rich country like Jordan is so well organized . On the first day we took rest and made a schedule for out trip. The same day at night we went around in Amman malls , sitting in a traditional restaurants that present old folklore session with delicious variety of food and people there were so friendly and hospitable .In the morning we went to visit historical places like (Grash Theater ). When we reached there and saw that place we were surprised to see how old it was and we found there a lot of entertainment . Second day at night we went to the festival and attended the concerts of Arab singers who enjoy the crowd with their songs . After that we take around in the festival locations to see other activities and know Jordanian culture.Third day we decided to visit (Alpetra City) , so we rented a taxi and went there , far from Amman taking four hours . Its a beautiful historical place and we wondered how a h uman can build and carve a city in a mountain like that. We enjoyed our time there and took souvenirs with us . The day before we left we rented a car and went to see the Dead sea beach. The trip by car took around five hours but we enjoyed that because we learned how to use the GPS and that was our first time . We arrived and it’s a huge splendid resort .We ate our lunch on the warm sand and regardless that no one of us can swim but we swim in that sea because it's water salty and no one can drown there. The days passed like hours and our trip reached its end , but we gained a lot sightseeing and knowing the country's customs and traditions and mingle with different people ,besides that we learned how to depend on ourselves . Finally we departed from Jordan to Oman with big treasure of experience mixed with pleasure . It is a place one must visit at least once in their lifetime.

Early Ages Essay

The Middle Ages is a catchall phrase often used by historians alluding to the thousands of years between the fall of the Roman Empire and the period of discovery and reawakening. The term Middle Ages was coined during the period that followed it, which was the Renaissance (Roseinwein, 2008). Since people from the Renaissance period thought of themselves as â€Å"advanced and civilized,† they deemed the time between them and the earlier world as the â€Å"Middle Age† (2008). The term derived from the Latin medium, which means middle and aevium, referring to age (2008). The Early Middle Ages, which occurred from 5th – 8th centuries, was dominated by Christianity which eventually became the rationale for uniting Europe culturally and linguistically (Herrin, 2002, p. 609). It was also a period marked by distinctions of social classes- the noble, the peasants and the clergy, with peasants populating more (Kamien, 1998, p. 62). This was the reason by medieval society was often described as a period with lack of food supply, poor agriculture, and poor economic conditions (p. 612). As aforementioned, the Early Middle Ages brought forth the importance of religion, specifically that of the Roman Catholic Church. It was during this time when the Holy Roman Empire was established. . One outstanding work from this period and perhaps had the earliest record was medieval music, particularly the Gregorian chant. The Gregorian chant was the official music of the Roman Catholic Church (Kamien, 1998, p. 65). Although the Gregorian chant was named in honor of Pope Gregory I, it was said that the pope was in fact not its creator (p. 65). Historians accounted the existence of Gregorian account or what they believed was its evolution to psalm singing in Jewish synagogues in the first centuries after Christ (p. 65). However the case may be, Pope Gregory could still be held responsible for the popularity of the Gregorian chant. The Gregorian chant is actually a body of unaccompanied vocal music. It was meant to set the mood for certain religious services (Kamien, 1998, p. 65). Set in Latin, Gregorian chants swept the music of the Early Middle Ages. Gregorian chant is like no other music for has no meter nor regular rhythms (p. 65). However, it is this distinct characteristic that makes the Gregorian chant a somewhat free-flowing disposition. Listening to a Gregorian melody invokes serenity, as if disengaging the listener from any anxieties. It is considered monophonic since it is music for one line and is sung in unison. It is said that there are only few names of Gregorian chant composers. This is because composers did not think of themselves as composers but as conduits of the voice of God. One of the most known contributors of the Gregorian chant was Hildegard (p. 68). A nun, Hildegard composed O Successores (You Successors), a chant intended to give praise to the â€Å"holy confessors who are successors of Christ† (p. 68). In the period that followed the Middle Ages, the Renaissance, the predominant sound continued to be unaccompanied vocal music. However, the dawn of the Baroque period saw the musical style embracing the use of musical instruments like the harpsichord, violin and viola (Kamien, 1998, p. 104). Likewise, the melody has become wider instead of the narrow range that accompanied the Gregorian chant. While the Renaissance period still had Mass music, the Baroque period ushered in opera, sonata and concertos (pp. 100-115). Church music, especially the Lutheran service, was called a church cantata (p. 129). Whereas the Middle Ages was limited to the culture of the Church, the succeeding periods created new attitudes- that of showing that people have the capacity to create and shape their world instead of merely serving as conduits. The Gregorian chants, which was passed on by oral traditions, ebbed away slowly until a 1994 release of ‘Chant† by the Benedictine monks of Santo Domingo de Silos. This made Gregorian chant popular again due its similarity with New Age Music- smooth, uniform and non confrontational. The Early Middle Ages may have focused on sublime spirituality but the beauty of it has emanated throughout the centuries. Listen to a church hymn and feel how it has evolved from a simple, monophonic music to the finely crafted yet polyphonic texture of today. References Herrin, J. E. (2002). Early Middle Ages. In The new encyclopedia Britannica (Vol. 16, pp. 609-612) USA: Encyclopedia Britannica, Inc. Kamien, R. (1998). Music an appreciation 3rd ed. USA: McGraw-Hill. Rosenwein, B. (2008). Middle Ages. Retrieved February 5, 2009, from Microsoft Encarta Web site: http://encarta. msn. com/text_761578474___0/Middle_Ages. html

Overview of Lapse Rate the Two Primary Types

As a hypothetical parcel of air cools as it rises in the atmosphere and warms as it descends in the atmosphere. This cooling and warming of the air is known as the lapse rate. There are two primary types of lapse rate - the dry adiabatic lapse rate and the wet or saturated adiabatic lapse rate. Dry Adiabatic Lapse Rate Saturated Adiabatic Lapse Rate If youre having trouble thinking about a parcel of air rising, think of a invisible balloon of air rising. As it rises, it cools as it expands. If it begins to descend it will compress and the temperature will increase.

Cultural Norms About Parenting Practices - 984 Words

The concept of a good parent and what it means to embody one is highly opinionated and extremely difficult to define. In a country like the U.S, young children are becoming more racially and ethnically diverse everyday due to a widespread range of different cultures. This makes it a nightmare to determine what is considered good parenting. Cultural norms about parenting practices and values typically stem from a person’s country of origin and how they were raised. In general, a common theme that emerges across cultures is a desire for a child to be obedient, respectful, polite, honest, and successful especially in school. In the stories Two Kinds by Amy Tan and Who’s Irish by Gish Jen the concept of a good parent in an Asian orientated culture is highlighted. In addition, both stories illustrate the cultural division between an immigrant mother and her Asian-American daughter. Although the actions of these mothers are a bit extreme at times by U.S standards, regardless they can be considered good parents because they have their child s best interest in mind and simply want the best for them. Expectations and disappointments are a normal part of parenting. Every parent in one way or another wants to see their child succeed and excel. Jing-mei’s mother in the story Two Kinds is no exception to this desire. In a line near the beginning of the story her mother tells her, You can be best anything† (pg. ). It makes sense why her mother is so optimistic and hopeful aboutShow MoreRelatedWhat s Taking Place Around The World? Essay1631 Words   |  7 Pagesfocus on globalization and educations. For this reason, issues of culture are brought up. 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Benefits And Harms Of International Education For Both...

According to Ninnes and Hellsten, the international movement of student or academic staff between countries. It can be understood as the international link between nation states, governments or institutes to achieve better education program. (Ninnes P. Hellsten M. (eds.), Internationalizing Higher Education, 120-121). The International Education has grown strongly in Australia for the last few years. At the same time, it has a direct impact on Australia and home countries such as China. Based on the research, this essay argues that there are some benefits and also harms of international education for both home and host countries. This essay first shows what is the Internationalisation. Then, it gives information about the benefits and†¦show more content†¦A plan that involves the interests of Australia s â€Å"soft diplomacy† Colombo Plan. This plan has funded foreign students in Asia to study in Australia. Plans is to be created from 1951, and by 1985, this plan has trained about 40,000 students. Many of which have achieved significant accomplishments, achieved leadership positions in not only the industry but also the government, especially in Malaysia, Singapore, and Indonesia. After planning Colombo, Australia began providing international long-term education. Currently, Australia has a network of approximately 2.5 million international students from many diverse fields at the university (Byrne Hall, 2014). These students are the people that have contributed to long-term support and important for Australia as they have achieved a leadership position in the industry and the government. Found that Australian students should be encouraged to study to reinforce soft diplomatic interests, the Australian government has created a new plan to support Australians to study and long-term studies. 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Lion king free essay sample

The Lion King was first made in 1994 directed by Roger Allers and Rob Minkoff. The original Disney cartoon of a lion cub blamed for his fathers death has been remade into a Broadway musical acclaimed all over the world. The Lion King is a musical based on the 1994 Disney animated film of the same name with music by Elton John. Directed by Julie Taymor, the musical features actors in animal costumes as well as giant, hollow puppets. The show is produced by Disney Theatrical. The director works closely with the performers in the theatre, guiding them in sharping their performance. The director also works closely with the playwright, and is responsible, as well, for coordinating other aspects of the production. When Julie Taymor the director was faced with a problem of whether to create humans or animals playing the part and she decided to make masks that show the animal face, as well as, show the human face giving the character his or her personality. We will write a custom essay sample on Lion king or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The costumes have a value of their own, adding color, shape, texture, and symbolism to overall effect. Other element such as; make up, hairstyles, mask and personal items like bracelets and necklaces and also very important. As for expressing other animals that are not part of the main cast or to express a certain theme, 2 different kinds of puppetry were used to express an African theme. Masks are considered functional works of art and play a social purpose in Africa. They are used in storytelling and ceremonies and are made to be worn over the head rather than cover the face. This technique is also used in The Lion King so that the human facial expression is not lost and to support the beadwork, corsets and armor used to show the human qualities of a lion. The costumes on the other hand are made of silk cloth to hide the human form, break the shoulder line and to enhance the powerful joints and thighs.