Excuse me, I like your _____ .Are you a friend of _____ ?
Could I ask you something?
Could/Can I ask _____ ?
Would you excuse me?
Well, I’d better be going/I should be going.
(It’s been) nice talking to you.
I hope we get a chance to talk again sometime.
First, say:
- Excuse me
- (I’m) Sorry
- Pardon (me)?
Then say something like:
- You did what?
- He went where?
- She’s coming when?
- He’s how old?
- We’ll meet who?
- Who will meet us?
- I didn’t understand what you said.
- Did you say _____ ?
- What did you say?
- It’s how far?
- There are what kind of shops?
- It opens at what time?
-They cost how much?
- Are you sure?
- Actually, I think you mean _____ .
- Actually, _____ .
- Don’t you mean _____ ?
- Excuse me, but _____ ?
- But actually, _____ is _____ , isn’t it?
- Well
e.g. “I don’t remember much about kindergarten.
Well, I remember my first day.”
- Actually
e.g. “Actually, I don’t remember the day, but I
remember on the way home I missed my bus stop.”
- I mean
e.g. “The teacher, I mean, the bus driver,
had to call and find out my address.”
- No, wait
e.g. “It happened when I was five … no, wait … I was only four.”
- I don’t know.
- I’m not sure.
- Maybe.
- It depends.
- How old are you?
- How much do you weigh?
- How tall are you?
- How much money do you make?
- Why don’t you have a boyfriend/girlfriend?
- Have you ever cheated on your boyfriend/girlfriend?
- What is your sexual orientation?
- What religion are you?
- What does your family complain most about you?
- What do you think about my looks?
- What do you think about the President?
-Are you a Republican or Democrat?
http://richardlstansfield.wordpress.com/category/conversation-strategies/
Principles of Language Learning: (Brown, 2007)
Listening comprehension is just as important as speaking in terms of communicative competence.
Strategies for Listening:
(i.e. cause and effect, compare and contrast)
(try to understand why the speaker wants to communicate a certain message)
Adapted in part from Brown (1994), Chamot (1995), Goh (1997), Mendelsohn (2000), Murphy (1987), O’Malley, Chamot, and Kupper (1989), O’Malley, Chamot, Stewner-Manzanares, Kupper, and Russo (1995), White (2007), and Willing (1987).
Copyright Linguru © 2014. All Rights Reserved
English vowels have three aspects: front-to back quality, open-to-close quality, and lip rounding.
The chart below represents the tongue’s position when making the sound.
-English:West Germanic language; spoken in U.S.A., U. K., Ireland, Canada, Australia, New Zealand
-Asian/Sino-Tibetan: includes languages of Tibetan (Lhasa, Khams, Amdo, Dzongkha, Sikkimese, Sherpa, Ladakhi), Burmese/Myanmar Chinese (Mandarin, Wu, Cantonese, Yue, Min, Xiang)
-Romance: Romanic languages, Latin languages, Neo-Latin languages; Spanish Portuguese, French, Italian, Romanian, Catalan, Occitan
-Russian/Indo-European: East Slavic language spoken in Russia, Belarus, Kazakhstan, Kyrgyzstan, Ukraine, Moldova, Latvia, Estonia, Lithuania, former USSR nations
-Semitic: Arabic, Amharic, Hebrew,Tigrinya, Aramaic (endangered, not extinct)
A root, as its name suggests, is a word or word part from which other words grow, usually through the addition of prefixes and suffixes. Understanding the meanings of the common word roots can help us deduce the meanings of new words that we encounter.The table below defines and illustrates 30 of the most common Greek and Latin roots. The letter in parentheses indicates whether the root word is Greek (G) or Latin (L).
ROOT | MEANING | EXAMPLES |
-ast(er)-(G) | star | asteroid, astronomy |
-audi- (L) | hear | audible, audience |
-auto- (G) | self | automatic, autopsy |
-bene- (L) | good | benefit, benign |
-bio- (G) | life | biography, biology |
-chrono- (G) | time | chronic, synchronize |
-dict- (L) | say | dictate, diction |
-duc- (L) | lead, make | deduce, produce |
-gen- (L) | give birth | gene, generate |
-geo- (G) | earth | geography, geology |
-graph- (G) | write | autograph, graph |
-jur-, -jus- (L) | law | jury, justice |
-log-, -logue- (L) | thought | logic, obloquy |
-luc- (L) | light | lucid, translucent |
-man(u)- (L) | hand | manual, manure |
-mand-, -mend- (L) | order | demand, recommend |
-mis-, -mit- (L) | send | missile, transmission |
-omni- (L) | all | omnivorous |
-path- (G) | feel | empathy, pathetic |
-phil- (G) | love | philosophy, bibliophile |
-phon- (G) | sound | phonics, telephone |
-photo- (G) | light | photograph, photon |
-port- (L) | carry | export, portable |
-qui(t)- (L) | quiet, rest | acquit, tranquil |
-scrib-, -script- (L) | write | ascribe, script |
-sens-, -sent- (L) | feel | resent, sensitive |
-tele- (G) | far off | telecast, telephone |
-terr- (L) | earth | terrain, territory |
-vac- (L) | empty | evacuate, vacate |
-vid-, -vis- (L) | see | visible, video |
Prefixes always come before a word. In English, prefixes generally do not affect the part of speech. For example, they cannot change a word from being a verb to being a noun. They can only change the semantics of the word
Prefix | Meaning | Example |
a-, an- | without | amoral |
ante- | before | antecedent |
anti- | against | anticlimax |
auto- | self | autopilot |
circum- | around | circumvent |
co- | with | copilot |
com-, con- | with | companion, contact |
contra- | against | contradict |
de- | off, away from | devalue |
dis- | not | disappear |
en- | put into | enclose |
ex- | out of, former | extract, ex-president |
extra- | beyond, more than | extracurricular |
hetero- | different | heterosexual |
homo- | same | homonym |
hyper- | over, more | hyperactive |
il-, im-, in-, ir- | not, without | illegal, immoral, inconsiderate, irresponsible |
in- | into | insert |
inter- | between | intersect |
intra- | between | intravenous |
macro- | large | macroeconomics |
micro- | small | microscope |
mono- | one | monocle |
non- | not, without | nonentity |
omni- | all, every | omniscient |
post- | after | postmortem |
pre-, pro- | before, forward | precede, project |
sub- | under | submarine |
syn- | same time | synchronize |
trans- | across | transmit |
tri- | three | tricycle |
un- | not | unfinished |
uni- | one | unicorn |
http://grammar.about.com/od/words/a/comprefix07.htm
Suffixes, on the other hand, retain the meaning of the root of the word, but can change the part of speech of tense of the word.
Noun Suffixes | ||
Suffix | Meaning | Example |
-acy | state or quality | privacy |
-al | act or process of | refusal |
-ance, -ence | state or quality of | maintenance, eminence |
-dom | place or state of being | freedom, kingdom |
-er, -or | one who | trainer, protector |
-ism | doctrine, belief | communism |
-ist | one who | chemist |
-ity, -ty | quality of | veracity |
-ment | condition of | argument |
-ness | state of being | heaviness |
-ship | position held | fellowship |
-sion, -tion | state of being | concession, transition |
Verb Suffixes | ||
-ate | become | eradicate |
-en | become | enlighten |
-ify, -fy | make or become | terrify |
-ize, -ise | become | civilize |
Adjective Suffixes | ||
-able, -ible | capable of being | edible, presentable |
-al | pertaining to | regional |
-esque | reminiscent of | picturesque |
-ful | notable for | fanciful |
-ic, -ical | pertaining to | musical, mythic |
-ious, -ous | characterized by | nutritious, portentous |
-ish | having the quality of | fiendish |
-ive | having the nature of | creative |
-less | without | endless |
-y | characterized by | sleazy |
A noun is a person, place, thing, or idea.
A pronoun is a word that replaces a noun.
subject -(before verb) | object-(after verb) | possessive | |
I | me | mine | |
Singular | you | you | yours |
he | him | his | |
she | her | hers | |
it | it | its | |
we | us | ours | |
they | them | theirs | |
Plural | you | you | yours |
Adjectives modify nouns and pronouns.
Determiner | Observation | Physical Description | Origin | Material | Qualifier | ~NOUN~ |
psychological | sight-size, shape, age, color | touch-texture | | |||
(5 senses) | | |
http://grammar.ccc.commnet.edu/grammar/adjective_order.htm
Rueben was ashy, small, short, old, grey,German,furry,hunting, Schnauzer dog.
Verbs express actions or states of being.
The present simple tense expresses habits and habitual truths— actions that always or never take place.
The present continuous tense is formed by using the appropriate present simple form of to be followed by the present participle. This tense is used when the action occurs at the moment of speech and is often accompanied by an adverbial phrase of time. The present continuous tense is also used for actions that will take place imminently or soon in the future.
The present perfect tense is used to indicate that the verbal action began in the past and either has not yet ended, or has ended but has some relevance for the present; this tense is often used to talk about experiences, changes, and continuing situations.
The present perfect tense is formed by using the appropriate present simple form of the verb to have followed by the past participle of the verb in question.
The present perfect continuous tense is used to indicate that the verbal action was continuous in the recent past and continues up to the present; it indicates actions that occurred continuously in the recent past.
The past simple (sometimes called the “simple past”) tense is used to express that the verbal action began and ended in the past.
The past continuous tense is formed by using the appropriate past simple form of to be followed by the present participle. This tense is used to express an action that was in progress (and not finished) at a time in the past, and is often used to report an action that was in progress at a particular time in the past. This tense is also used to describe a situation that took place over a period of time in the past. The past continuous tense is also used to describe a state, event, or action that was planned in the past. In addition, the past continuous tense is used for past actions that were interrupted or already in progress at a given time in the past.
The past perfect tense, is used to express that one action began in the past before another past action. The past perfect tense is formed by using the appropriate past tense form of the verb to have followed by the past participle.
The past perfect continuous tense is used to indicate that the verbal action began in the past before another past event and persisted over a period of time.
Future simple of all verbs is formed simply by adding the modal verb will before the infinitive without ‘to’. Future actions can also be expressed by using the phrase to be going to before the verb in question.
The future continuous/progressive tense involves continuous actions happening at a specific time in the future. It is formed with will/won’t + be + present participle.
The future perfect tense is used to express that one action will begin in the future before another (future) action. The future perfect tense is formed by using the future tense form of the verb to have (i.e., will have) followed by the past participle.
The future perfect tense refers to an action, which isn’t finished yet, but will be completely/partially finished by a specified future time. It is formed with will/won’t + have + past participle.
The future perfect continuous tense is used to indicate that the verbal action will begin in the future before another future event and will continue over a period of time. It is formed with will/won’t + have + been + present participle.
For classifying and grouping, students learn to use a Tree Map. Things or ideas are sorted into categories or groups. On the top line, write the category name. Below that begin writing sub-categories. Below each sub-category write specific members of the group
Circle Maps are tools used to help define a thing or idea. It is used to brainstorm ideas. In the center of the circle, use words, numbers, pictures, or any other sign or symbol to represent the object, person, or idea you are trying to understand or define. In the outside circle, write or draw any information that puts this thing in context.
Thinking Maps® integrate thinking skills and mapping techniques. Learning to use these strategies helps students develop good writing skills. Thinking Maps® uses basic mental operations involved in perceiving, processing and evaluating information. They describe, classify, and sequence.
http://www.nhcs.k12.nc.us/parsley/curriculum/ThinkingMaps.html
What do you say if someone asks you an awkward question?
- If you want to end the conversation or change the topic, use a “Conversation Killer.”
- If you want to continue the conversation, use a “Conversation Killer” and then a “Conversation Keeper.”
- I don’t really know.
- That’s a good question.
- I’m not sure.
- I have no idea.
- I’d have to think about that.
- Umm, ahhh, I’d rather not say.
- What do you think?
- How do you feel?
- How about you?
- What about you?
Rejoinders are special phrases. We use them for three reasons:
-to show that we are listening
-to show that we understand
-to show that we are interested
- That’s great!
- Terrific!
- Wonderful!
- That’s too bad.
- I’m sorry to hear that.
- Oh, no!
- I see.
- That’s nice.
- Oh, yeah?
- You’re kidding!
- I can’t believe it!
- Oh, really! / Oh, really?
When talking, first use a Rejoinder, then a Follow-Up Question.
Use Follow-Up Questions to:
- show that we are listening.
- show that we understood.
- show interest.
- continue the conversation.
- get more details about a topic.
What … ?
Where … ?
When … ?
What kind of … ?
How … ?
(How long … ? / How far … ? / How late … ? / How big … ? )
Bridge Maps give students a tool for applying the process of seeing analogies. On the far left, write in the relating factor. The relating factor is the similar phrase that fits both sides of an analogy. On the top and bottom of the left side of the bridge, write in the first pair of things that have this relationship. On the right side of the bridge, write in the second pair of things that have the same relationship.
The bridge can continue with more relating factors.
Cause and effect is represented in a Multi-Flow Map. In the center rectangle, list the event that occurred. In the rectangle to the left, list the causes of the event. Write the effects/consequences of the event in the rectangles to the right of the center rectangle.
Bubble Maps are used to describe qualities using adjectives. In the center circle, write the word or thing being described.
Write the adjectives in the outside circles.
Adverbs modify verbs, adjectives, and other adverbs
0% | 5% | 25% | 50% | 75% | 95% | 100% |
totally not | hardly | fairly | quite | really | extremely | totally |
completely not | reasonably | rather | very | completely | ||
absolutely not | somewhat | pretty | so | absolutely | ||
relatively |
Prepositions describe a relationship between a noun and the rest of the sentence.
A common meaning of ‘in’ A common meaning of ‘on’
Within the limits, bounds, or area of. Indicating position above and supported by or in contact with.
He was hit in the face; I was born in France. The money is on the table. We sat on a stool.
up down
in front of in back of, behind
on, on top of off, off of
out, outside, out of in, inside, within
over, above under, below, beneath, underneath
near, close to, by far, away, far away from, beyond
left-hand side right-hand side
next to, beside along
among between, in the middle of, either side of
across around
through throughout
One of the first aspects of structure that we can look at is the linear order of words.
All spoken utterances are in a chronological and linear order. While many languages
allow considerable freedom in their word order (Russian, Latin, and Aboriginal Australian
languages), there is no language in the world in which the linear order of words does
not matter at all.
- SUBJECT-VERB-OBJECT (SVO)
- English, Chinese
- “The man saw the dog”
- SUBJECT-OBJECT-VERB (SOV)
- Japanese, Turkish, Russian
- “Pensive poets painful vigils keep.” (–Pope)
- VERB-SUBJECT-OBJECT (VSO)
- Arabic, Irish, Welsh
- “Govern thou my song.” (--Milton)
- OBJECT-SUBJECT-VERB (OSV)
- Jamamadi
- “When nine hundred years you reach, look as good you will not.” (--Yoda)
- OBJECT-VERB-SUBJECT (OVS)
- Apalai - Amazon basin
- VERB-OBJECT-SUBJECT (VOS)
- Malagasy- Madagascar
Akmajian, Adrian, et al. Linguistics: An Introduction to Language and Communication, fifth edition. MIT Press: Cambridge, MA. 2001.
Flow Maps sequence and order a process. They can be used to explain the order of events. In the outside rectangle, write
the name for the event or sequence. Rectangles to follow list
the steps or events that follow from beginning to end. Smaller
rectangles may be written below to list substages or each major stage.
When comparing and contrasting, we use Double Bubble Maps. This is similar in concept to a Venn Diagram. Two items being compared are written in the two center circles. Outside bubbles show items that share qualities with only one object - these are contrasting qualities. Center bubbles (that connect to both circles) show similarities between the two items being compared.
Writing is a culturally specific learned behavior.
. | Front | Central | Back | |||
High | ![]() | beet, peak | .... | .. | ![]() | boot, due |
![]() | bit, pick | .. | .. | ![]() | book, hood | |
Mid | ![]() | bait, take | ![]() | of, the | ![]() | boat, poke |
![]() | bet, peck | ![]() | but, puck | ![]() | caught, dawn | |
Low | ![]() | bat, pack | .... | .. | ![]() | hot, don |
Front | Back | |||
High | ![]() | beet, peak | ![]() | boot, due |
Mid | ![]() ![]() | bait, take | ![]() ![]() | boat, poke |
Brace Maps help learners understand the relationship between a whole physical object and its parts. They are used to analyze the structure of an item. On the line to the left, write the
name of the whole object. On the lines within the first brace
to the right, write the major parts of the object, then follow
within the next set of braces with the subparts of each major
part.
Continue a conversation by using the
5 Wh- question words & the one H question word:
(Who, What, When, Where, Why, How)
Answer the question and ask your partner, " How about you ? " or " And you ? "
Answer the question and then give more information.
Ask more questions about what you and your partner are talking about.
Use words such as:
( Really, Wow, Right, Yeah, That’s great, Ok, Got it )
to show you are interested in what your partner is saying.
http://www.eflsensei.com/?category=18
(1) Question
Readers ask good questions about the things they read:
Why is something happening? Or not happening? Why is a character feeling or
acting a certain ways? Why did the author use a particular word? And so on.
Questions help readers clarify their understanding.
(2) Predict
No reader, it seems, can resist thinking about what a writer is going to
write next. Predicting helps readers sort out important information from unimportant
information. It also helps them organize their thinking as they encounter new material.
(3)
Readers figure out things that aren’t actually written in the text. There’s almost always more to a text than just the words on the page. Often, writers leave “clues” that good readers can use to discover important information.
Question | It Says | I Say | And So |
---|---|---|---|
Read the question | Find information from the text to help answer each question — paraphrase or quote answers from text. | Consider what you know about the information. | Put together the information from the text with what you know, then answer the question. |
http://www.thinkfinity.org/servlet/JiveServlet/previewBody/5823-102-1-10074/Making%20Inferences.pdf
(4) Connect
We can’t help but be reminded of our own lives as we read. We’re also reminded of similar things we’ve read in other texts and other parts of the same text.
(5) Feel
Readers have feelings while they read. Sometimes, it seems like we have a direct connection to what we’re reading: sad parts make us feel sad, happy parts make us feel happy, scary parts scare us, and so on. But often, the feelings we have are more subtle. Much of the meaning we get from a text comes from the emotions we feel when read it.
(6) Evaluate
Readers make judgments while they read: Is this good? If so, what’s good about it? Do I like it? Why? Should I keep reading or should I put this down and get something else? The evaluations they make help them decide whether or not what they are reading is
valuable.
Here’s what was on my mind as I read like a reader through the first paragraph of a short story called “Eddie Takes Off”:
Eddie had always been able to fly, but it wasn’t until his fifth birthday party that he realized that it would turn out to be a bit of a social problem. Until that embarrassing day on the Johnsons’ lawn, Eddie’s parents had treated his airborne peculiarity as something of a childish whim. “Boy’s gotta stretch out, learn what he can do,” said his father. “I just worry that he’ll hurt himself, you know, bump into the ceiling or get his eye poked out by a bird, I don’t know...” said his mother. For the young Eddie, flying was just another discovery about his developing body, like learning that he could reach out his arm and ring the bell on his cradle railing, or finding that he loved the taste of peas. The first time his parents came into the nursery and found Eddie hovering a foot or two off the floor it came as a bit of a shock. But, after all, parents are forever discovering special little things about their children. Eddie’s mother thought that perhaps they should take their son to see a specialist, but his father vetoed the idea. “It’s not like anything’s wrong with him, and I don’t want him getting a complex about it.”
- From Eddie Takes Off by Ben Hippen
Or is the author using the idea of flying to stand for something else?
But it also makes me think of other kids I have seen who may be different.