Revista 3corte

Semantic and amazing experience Learning to comunicate

In this edition we can learn  To improve your communicative abilities.  Learn about culture and some form to understand their languages  Practice your previosly knowledge.

Fecha: 20/03/16

Table of contents

INTRODUCTION Biography Semantic Authors Chapter 1:What is semantics?

Chapter 2: Connotations Denotation Synonyms, antonyms, Homophonyms polysemy Chapter 3: Sentences, utterances and propositions Chapter 4: Word formation: Affixes, preffixes and suffixes Chapter 5: Collocation Chapter 6: Verb Patterns Chapter 7: Compound words Chapter 8: Phrasal verbs Conclusion and thanks

Introducction This magazine has as propose to present topics such as multiple meaning words to expand the readers vocabulary and show a way to learn how use the lenguague better.

Semantic is a linguistic branch , it is the study of the meanings.

To practice Semantics, we need to follow some rules to use languague properly.

Here you’re going to find some information about semantics meanings and some examples and exercies that include all topics used to improve the meanings of English and how you can use it.

Also readers can find special and easy explanations to understand and practice about the topics that compose semantic.

It is important to note that at present the study of language allows us to expand opportunities in the changing world. For this reason, To learn about the language we can live in context to relate us to these Englishspeaking cultures.

I hope that you can apropiate this work doing it with dedication and love to get more information the learning process.

Photo taken to: http://1.bp.blogspot.com/-ulhdY8rEgX4/VfrTy4BJ6YI/AAAAAAAAK7Y/51oCrJZ810A/s1600/EDL_Logo1.jpg

BIOGRAPHY

My life across the time I was born in Bogotá , Colombia on March 15th 1983 .

I’m the second daugther in a five children.

I finished my secondary studies and I started studing a technical of text traslator in Politecnico Colombo Andino when I was studying there, I decided to be a teacher.

Today I’m preparing to get a BA in English languages.

I’ve been working since 12 years giving my heart to teaching children in all areas of knowledge.

During this time I’m getting experience to my life and how to be a better teacher too.

Now I’m working at school as a kindergarten teacher and it’s a greatful experience.

I have a beautiful family. My husband and my Little son Gabriel. I’m thankful for their pacient and love and for being a part of this.

SEMANTICS AUTHORS

Jurgen Handke 13 April 1954 (age 62) Originally studied English, Sports and Philosophy to become a teacher at Universität Hannover from 1975 to 1980 and did his Postgraduate in Linguistics at the University of Reading from 1981 till 1983.

He was Research Assistant in Hannover from 1981 till 1984. In 1984 Handke did his Ph.D., writing his dissertation on ‘Adverbial clauses in English’. From 1984 to 1991 Handke was Research Assistant at Universität Wuppertal, where he wrote his habilitation dissertation 'Natural Language Processing and Implementation in LISP' for Gisa Rauh in 1990. Since 1991 Handke has been working as a Professor of English at Philipps-Universität Marburg. His focus is on Linguistics and ELearnings.

A pioneer of digital teaching and way ahead of his time Handke started to introduce innovative, digital and interactive teaching methods in the form of CD-Roms in the early 1990s. This new way of teaching resulted in the creation of the world’s first and largest e-learning platform for linguistics, the Virtual Linguistics Campus (VLC).[1] The VLC offers more than 250 fully certified linguistic courses and course material for theoretical and applied linguistics, ranging from introductory classes such as Phonology,Morphology, Syntax und Semantics to highly specialised courses such as ‘The Use of English in Lyrics, ‘The Language and Culture of the Uyghur people’ and ‘Massive Open Online Courses’ (MOOCs)

Visit :https://en.wikipedia.org/wiki/J%C3%BCrgen_Handke

SEMANTICS AUTHORS

Geoff Leech was born in Gloucester in 1936.

He studied at University College London for his BA, MA, and PhD, and taught there as a lecturer.

He came to Lancaster in 1969 as one of the first language specialists in the English Department, and in 1974 he became the first Head of the new Linguistics Department, and its first Professor. He played a crucial role in almost all the developments in the department as it grew to be one of the major centres of linguistics. In 1996 he took early retirement, but he continued as a Research Professor, and he has remained active in research, departmental duties such as PhD supervision and examining, talks to students, and contacts with the many visitors who came from around the world to see him. He was a Fellow of the British Academy, was awarded honorary doctorates from Lund and Charles University, and had many other honours.

Geoff made major contributions to such fields as stylistics, (A Linguistic Guide to English Poetry [1969] and, with Mick Short, Style in Fiction [1981]), and semantics and pragmatics (Principles of Pragmatics [1983] remains a key text in the field, and his new book, The Pragmatics of Politeness, appeared just last week). He also contributed to the two major descriptive grammars of English, and many shorter, more accessible grammars for students and teachers. He is perhaps best known now as one of the founders of the field of corpus linguistics, the construction and study of large computerized datasets of language. This field has now become one of the major approaches to many linguistic and social science issues.

Colleagues, students, and collaborators remember Geoff as enormously encouraging and supportive; he helped launch many careers. He was remarkable in his modesty (a topic he considered in his studies of pragmatics), especially for someone so widely renowned in his field. But he also had the self-confidence to pursue huge, long-term projects until the rest of the field could see their value. And he could be fiercely angry if he thought an injustice was being done.

Visit : http://wp.lancs.ac.uk/geoffreyleech/

What is semantic?

Finding meanings Chapter 1

(introduction)

t is a h W tics? n a sem

In this chapter we’re going to understand the importance of meanings, We talk about semantic, its importance and how can we use it.

When we talk about semantics, we’re talking about the meaning of the words. The study of significance of words is called Semantic.

The semantic help us to understand how to build meanings interacting with others in our communities and how the meaning changes across the time.

Semantic is a branch of linguistics who study the meanings of the words. It has different ways to study: Pragmatics, morphology, psycholinguistics and language acquisition.

Semantic Chapter 1

Semantics in general, is the study of the relationship between words and meanings. The field of semantics has three basic concerns: the relations of words to the objects denoted by them, the relations of words to the interpreters of them, and, in symbolic logic, the formal relations of signs to one another (syntax). Let's look at this map for greater clarity:

Check the map on: text2mindmap.com/krCWTrF

Check the following video about a real context about semantics: https://www.youtube.com/watch?v=9ZDkp8dUWyw

Semantic Chapter 1

Look the following examples to be clear semantic concept:

Photo taken to: https://gritintheoyster.files.wordpress.com/2013/01/screen-shot-2013-01-05-at-3-59-22-pm.png

Photo taken to: http://languagelog.ldc.upenn.edu/nll/?p=2710

Semantic Chapter 1 test

Circle the letter next to the word or expression that best completes the sentence or answer the question. Pay special attention to the word in boldface.

1.

A person might emerge from a scuffle.

6. If I cancel my piano lesson

a.

With spaghetti and meatballls.

a.

I don’t go.

b.

With scrapes and bruises.

b.

I play very well.

c.

With dollars and cents.

c.

I repair the piano.

d.

With hugs and kisses.

d.

I arrive late.

2. Someone who has blundered would

7. A temporary problems is one that

a.

Feel embarrassed.

a.

Lasts a long time.

b.

Be confident.

b.

Goes away.

c.

Feel proud.

c.

No one can solve.

d.

Be rewarded.

d.

Anyone can solve.

3. A solitary tree would probably

8. In a veteran’s closet you might find

a.

Have needles.

a.

A skateboard.

b.

Be chopped down.

b.

A party dress.

c.

Change color in the fall.

c.

A box of marbles.

d.

Stand alone.

d.

An old uniform.

4. A continuous loud noise might

9. When a teacher distributes a test

a.

Be hard to be hear.

a.

He or she grades it.

b.

Stop and start.

b.

He or she loses it.

c.

Be soothing.

c.

He or she passes it out.

d.

Be annoying

d.

He or she collects it.

5. Which of the following is a document? a.

An old friend.

b.

A telephone call.

c.

A marriage license.

d.

A good meal

10. Which of the following is usually fragile? a.

A hammer.

b.

A pair of scissors.

c.

A lightbulb.

d.

A padlock.

Connotation and denotation Chapter 2: introduction

We mentioned different ways to study semantic: Its time to be more specifical. To understand meanings we need to understand how semantic works, for that reason we need to talk about denotation and connotation to take a basic idea about meanings.

Comic taken on: http://t3dailygrammar.weebly.com/5-denotation--connotation.html

Connotation and denotation Chapter 2:

Connotation is when there are lot of words associated to one by similar meanings.

When we think in a word; It is makes words come to our mind. These words has a close relation like emotional or experiential.

A person heard the word sweet. At the moment a person thought about relationship, candies, his family, a son, etc.

The real fact is to know the importance of meaning that we can define a word.

In other words connotation refers to the associations that are connected to a certain word or the emotional suggestions related to that word. The connotative meanings of a word exist together with the denotative meanings.

Example: The connotations for the word snake could include evil or danger.

Connotation and denotation Chapter 2

 “House” versus “Home”: Both words refer to the structure in which a person lives, yet “home” connotes more warmth and comfort, whereas “house” sounds colder and more distant.

 “Cheap” versus “Affordable”: While both words mean that something does not cost a lot, “cheap” can also connote something that it not well-made or of low value, while “affordable” can refer to a quality item or service that happens to be well-priced. //www.literarydevices.com/connotation/

Denotation When we talk about denotation we are talking about the specific meaning of a word. It suggests

the literal, explicit or dictionary meanings of the words without using associated meanings. It also uses symbols in writing that suggest expressions of writers such as an exclamation mark, quotation mark, apostrophe, colon, and quotation mark etc

This video will explain better denotation and connotation concepts: https://www.youtube.com/watch?v=UHMmrWOXv-A

Connotation and denotation Chapter 2 Examples

puppy Denotation: A dog less one year.

Connotation: Sweet, cuddly, adorable.

Denotation: Low in cost.

Connotation: poorly made, made with inferior ingredients or products.

Cheap

Red

Denotation: A color in the chromatic table.

Connotation: Love, danger, blood, fire...

Connotation and denotation Chapter 2 Summary

http://www.easel.ly/create?id=https://s3.amazonaws.com/easel.ly/all_easels/1681428/1462840410&key=pri#

Connotation and denotation Chapter 2 test

Take a look at this article - what does it make you think about? http://money.cnn.com/2004/09/07/pf/autos/car_name_decoder/index.htm

Activity 1: Working with Negative Connotation For each of the underlined adjectives below, write a new word with a more negative connotation: a. a youthful attitude b. an eloquent salesperson c. a unique approach d. a glamorous outfit Activity 2: Working with Positive Connotation For each of the following sentences, replace the underlined word with a word that has a more positive connotation a. John and his friends are fanatical about their band. b. They are obsessed with making it in the music world. c. The monotonous beat of the drum and the mournful guitair. d. On weekends they waste hours putting up posters.

Activity 3: Why it all Matters Choose any ONE of the following less-than-creative sentences and rewrite it infusing it with words with negative OR positive connotations. You may add as many descriptive words you like - just make sure the negative or positive connotation comes through. a. John sat in the cafeteria and ate his lunch b. It was a Friday afternoon when I lost my bike. c. Waking up in the morning, Sally brushed her hair.

Activity taken on: http://t3dailygrammar.weebly.com/5-denotation--connotation.html

Synonyms, anthonyms, polysemy, Homophones Chapter 2: Introduction

In this unit we’re going to learn about how the words work. Synonyms, antonyms, polysemy and homophones give us a close perception about the meaning of words in context and help us to have and specific meaning of a Word mean in context.

Synonyms, anthonyms, polysemy, Homophones Chapter 2: Introduction

Synonyms: Is a word with the same meaning than the other. A synonym word

can be

write different but in essence the meaning is the same one. Example:

https://www.tes.com/lessons/UL7wUN8ybngpRA/synonyms-and-antonyms-3-4b

https://www.pinterest.com/pin/372602569146831688/

Synonyms, anthonyms, polysemy, Homonyms Chapter 2

Antonyms: Words to opposite meanings. The contrary meaning of a word or sentences too.Only certain words and concepts have opposites. The one part of speech that almost never has an antonym is the noun.

Photo taken to:http://study.com/academy/lesson/antonyms-lesson-for-

Polysemy: Is the association of one word with different meanings, or a sentence with different interpretation.

Example: mole - an animal that burrows in the ground or a spy that burrows into an organization milk - to extract liquid from a cow or to extract all the information you can get from a person ship - a vessel for transporting people or goods or a means of transporting goods gloss - shine or to try to make something look better newspaper - the firm that produces it or the item produced

To take more information you can watch the video on: https://www.youtube.com/watch?v=NGvkBuLCqU8

Synonyms, anthonyms, polysemy, Homonyms Chapter 3

Homonyms: These words has different writing and similar phoneme. We can named as multiple-meaning words and these words are words with more tan one meaning, If you look up Vanity in a dictionary, you will find the word with different meaninigs.

Vanity: 1. The quantity of being stuck up or vain. Example: The actor strutted across the stage in a shadow of vanity. 2. a dressing table: My grandmother sat a vanity to put on makeup.

Let’s practice Use the links to practice about these topics http://www.usingenglish.com/quizzes/38.html http://www.englishmaven.org/HP6/Beginning%20Synonyms%20Exercise%201.htm

Synonyms, anthonyms, polysemy, Homonyms Chapter 32 Test

synonyms For each ítem below, choose the word that is most nearly the same in meaning as the word or phrase in boldface. Then write your choise on the line pointed 1.

the beggar’s ragged clothing a. previous

b. dependable

c. shabby

d. attractive

___________

c. response

d. thaw

___________

c. attractive

d. urgent

____________

2. the pressure of many responsabilities a. vanity

b. burden

3. an appealing display flowers a. dependable b. shabby 4. Certified to fly an airplane a. thawed

b. burdened c. qualified

d. indicated

____________

d. consent

____________

5. received and answer to my letter a. response

b. burden

c. vanity

Antonyms For each ítem below, choose the word that is most nearly opposite in meaning to the word or phrase in boldface. Then write your choise on the line pointed 1.

an unimportant message a.previous

b. urgent

c. attractive

d. dependable

____________

c. shabby

d. dependable

____________

d. shabby

____________

d. thaw

____________

2. unreliable information a.previous

b. urgent

3. the following question a.urgent

b. attractive c. previous

4. began to freeze a.indicate

b. qualify

c. consent

Taken by “Vocabulary workshop” (Sandler, 2011)

Synonyms, anthonyms, polysemy, Homophony Chapter 3: Key Words

http://www.easel.ly/create?id=https://s3.amazonaws.com/easel.ly/all_easels/1681428/1462840410&key=pri

Sentences, prepositions and utterances Chapter 3

This unit introduces some basic notions in semantic.

We’re going to learn about the senteces, utterances and propositions meanings and how can we diferenciate them to each other.

Here you going to find specifical ideas and practice exercices to be clear the semantic world.

Photo taken of: https://travellinguist.files.wordpress.com/2014/05/culdesacp.jpg

Sentences, prepositions and utterances Chapter 3

Sentence :

Is a grammmatically complete strings of words expressing a complete thought. (traditional definition) This excludes any strings of words that does not have a verb, as well as others strings.

Some examples will help to get an idea of the meaning of sentence:

“The frog jump into the pond”

“The birds fly in the sky”

“The apples are fresh”

“Children study at home”

Sentences, prepositions and utterances Chapter 3

Utterance

is any stretch of talk, by one person, before and after which there is silence on the part of that person. An utterance is the use by a particular speaker, on a particular occasion of a piece of language , these are phisycal events, such as a sequence of sentences, or a single phrase, or even a single word.

For example:

not much

http://mlp.wikia.com/wiki/File:Not_much_food_S02E12.png

hello

“grr

rrr�

it is not an utterance because this string of sounds is not from any language.

Utterances of non-sentences, short phrases or single words are used by people in comunication all the time. People do not converse wholly in all well formed sentences. (taken by semantics cousebook, Cambrige)

Sentences, prepositions and utterances Chapter 3

Proposition:

A proposition is that part of the meaning of sentence that is constant. These propositions can be declarative sentences, these are involve in the meaning of the sentence are used by asking something.

Example The tall, stately building fell is said to express propositions corresponding to the following: 

"The building is tall."



"The building is stately."



“The building fell.

The common content of each of the following utterances is a proposition:    

Alec ate the banana.

The banana was eaten by Alec.

Did Alec eat the banana?

Alec, eat the banana.

All these utterances may be analyzed as consisting of a predicate naming an event or state and one or more arguments naming referents that participate in that event or state.   

The activity is eat.

The agent is Alec.

The patient is a banana

Examples taken of:http://www-01.sil.org/linguistics/GlossaryoflinguisticTerms/ WhatIsAProposition.htm

Sentences, prepositions and utterances Chapter 3

http://www.easel.ly/create?id=https://s3.amazonaws.com/easel.ly/all_easels/1681428/1462838232&key=pri

https://goldenageesgblog.wordpress.com/category/word-formation/

word formation Chapter 4: INTRODUCTION

As you know there are different ways we can form new words. In this unit we’re going to learn how can we form words following some easy rules to do it.

We’re going to know what is an affixes, suffixes and prefixes, how they work and how to use them.

Photo taken of: http://sportsforingles.blogspot.com.co/2013/10/word-formation-prefixessuffixes.html

word formation Chapter 4

PREFIXES, SUFFIXES AND AFFIXES A basic word to which affixes (prefixes and suffixes) are added is called a root word because it forms the basis of a new word. The root word is also a word in its own right. For example, the word lovely consists of the word love and the suffix -ly.

In contrast, a root is the basis of a new word, but it does not typically form a standalone word on its own. For example, the word reject is made up of the prefix re- and the Latin root ject, which is not a stand-alone word.

Whatch the following video to clarify how the words form: https://www.youtube.com/watch?v=RPqxNqO8u-A There are many preffixes that you can use in different contexts:

Taken photo of :https://goldenageesgblog.files.wordpress.com/2014/11/prefixes-for-negative-adjectives.jpg

word formation Chapter 4

A prefix is a word part that is added to the beginning of a base word to make a new word You can add the preffix: In (often means not)

incredible In + credible = Incredible

inactive In + active = inactive

word formation Chapter 4

Im

(mean “not”)

Improper Im + proper= improper Here we have some examples:

The prefix in—often means “not” In + accurate = inaccurate

means “non specific”

The prefixes um–, im-, and non– can also mean “not”.

Un + fortunate = unfortunate

means “ not fortunate”

Im + possible = impossible

means “not possible”

Non + specific = nonspecific

means “ not specific”

word formation Chapter 4

Common Prefixes Prefix

Definition

Examples

anti-

against

anticlimax

de-

opposite

devalue

dis-

not; opposite of

discover

en-, em-

cause to

enact, empower

fore-

before; front of

foreshadow, forearm

in-, im-

in

income, impulse

in-, im-, il-, ir-

not

indirect, immoral, illiterate, irreverent

inter-

between; among

interrupt

mid-

middle

midfield

mis-

wrongly

misspell

non-

not

nonviolent

over-

over; too much

overeat

pre-

before

preview

re-

again

rewrite

semi-

half; partly; not fully

semifinal

sub-

under

subway

super-

above; beyond

superhuman

trans-

across

transmit

un-

not; opposite of

unusual

under-

under; too little

underestimate

Chart taken of :http://www.readingrockets.org/article/root-words-roots-and-affixes

word formation Chapter 4

A suffix is a word part that is added to the end of a base word to make a new word.

Remember that base word are complete and make sense as independient words.

You can add the suffix:

colorful Color + ful = colorful

Fearless Fear + less = fearless

word formation Chapter 4

Here you can learn some suffixes: Common Suffixes Suffix

Definition

Examples

-able, -ible

is; can be

affordable, sensible

-al, -ial

having characteristics of

universal, facial

-ed

past tense verbs; adjectives

the dog walked, the walked dog

-en

made of

golden

-er, -or

one who; person connected with

teacher, professor

-er

more

taller

-est

the most

tallest

-ful

full of

helpful

-ic

having characteristics of

poetic

-ing

verb forms; present participles

sleeping

-ion, -tion, -ation, -tion

act; process

submission, motion, relation, edition

-ity, -ty

state of

activity, society

-ive, -ative, -itive

adjective form of noun

active, comparative, sensitive

-less

without

hopeless

-ly

how something is

lovely

-ment

state of being; act of

contentment

-ness

state of; condition of

openness

-ous, -eous, -ious

having qualities of

riotous, courageous, gracious

-s, -es

more than one

trains, trenches

-y

characterized by

gloomy

word formation Chapter 4

These links below can help you to practise and update your knowledge: http://speakspeak.com/english-grammar-exercises/upper-intermediate/prefixes http://usefulenglish.ru/writing/spelling-exercise-four http://www.eltbase.com/quiz/008_03.htm

Write the missing prefix, base word or new word. Then write the meaning of the new word.

Prefix

Base word

New word

Meaning

1. in

+

___________________

=

inexpensive

____not expensive__

2. ________________

+

____practical________

=

inpractical

__________________

3. _____non________ +

____living___________

=

__________

__________________

4. _____un ________ +

___________________

=

unpleasant

__________________

Complete each sentence with a word that contains the prefix un-, in-, or non_, Chose from the box above 5. The odor coming from the garaje was ______________________.

6. Rocks and minerals are examples of things that are ______________.

7. The watch was ____________, so it is ____________ to spend $100 to fix it.

8. It is ______________ that the window measurements were ________________.

Now we must wait another week for new window.

word formation Chapter 4

Write the missing prefix, base word or new word. Then write the meaning of the new word.

Base word 1. correct

suffixes +

New word

Meaning

________ion_______

=

correction

___not expensive__

2. ________________

+

__________y_______

=

lucky

_________________

3. _____pollute_____

+

_________ion_______

=

__________

_________________

4. _____Ssweet_____

+

________en_______

=

unpleasant

_________________

5. ________________

+

________tion______

=

definition

_________________

Complete each sentence with a word that contain the suffix -ion, -sion, -y, or -en.

Choose from the words above.

6. The Wall marks the _______________ between kitchen and the dining room.

7. A spoonful of sugar will ______________ iced tea.

8. We are ___________________ that the editor saw the mistake and had time to make the _________________.

9. I hope the town will __________________ the laws against __________________ in our lakes and streams.

Now try some practical exercises: http://www.eltbase.com/quiz/438_01.htm http://www.eltbase.com/quiz/438_02.htm http://www.english-in-chester.co.uk/e-learning/lesson/suffixes/ http://www.eltbase.com/quiz/008_05.htm

Collocations Chapter 5

In language there are words that go naturally together. For example, in English we “make a cake”, “do business”, “take a photo”, “have a drink”. In another language, the verb that goes with those nouns could be different.

In this unit we will learn some words that we use together in the proper way of meaning.

Here you will find some exercices to practice and a lot of examples to improve your knoledge.

Photo taken of: http://madremiraqueluna.blogspot.com.co/2011_04_03_archive.html

Collocations Chapter 5

This is called “collocation”. The Cambridge Dictionary describes collocation as: “a word or phrase that is often used with another word or phrase, in a way that sounds correct to people who have spoken the language all their lives, but might not be expected from the meaning“ So, in one of the examples above “take a drink” would not sound as natural as “have a drink”.

Look some examples about collocations:

Collocations Chapter 5

There are here some examples:

Photo taken of: https://es.pinterest.com/pin/468163323745394576/

Collocations Chapter 5

Let’s practice Click on the next link to solve some activities to will help you: http://www.better-english.com/strongcoll.htm The following video clarify some ideas about collocations https://www.youtube.com/watch?v=nh8r9SDmHn4 Complete the sentences using the correct collocation form: 1. Sam needs to _____________math homework.

2. I’m learning to drive but I’m _______ mistakes all the time.

3. It’s late, the bus is lately, I prefer to _________ a taxi.

4. I have worked all day, I’m going to go to ________ lunch at home.

5. This dog is dirty, it needs to _______ a shower right now.

Write five words to each collocation.

Do: _________, ___________, ___________, __________, _________ Make: __________, _________, ___________, __________, _________ Have: __________, _________, ___________, __________, _________ Take: __________, _________, ___________, __________, _________

Verb pattern Chapter 6

It’s time to check the verbs in this unit. Verbs are actions, but sometimes these work together to bring us the full meaning or intention that needs to comunícate.

We’re going to understand the meanings of sentences when we write two or more of them in it.

Verb pattern Chapter 6

Verb pattern: When we use two or more verbs in the same sentence we are using verb patterns.

Verb patterns are the way you are going to use the second verb when it is dependent on the first verb. For example: I like drinking green tea after dinner or I like to drink green tea after dinner In this example you’ll see that in one of them I am using the “ing form” and in the other I’m using the “to infinitive.” In this example both forms are correct and both forms mean the exact same thing.

Verb patterns are combinations of verbs, adjectives, prepositions and various expressions followed by either gerund or infinitive. Here is the mind map when we can undertsand better follow the link below https://www.text2mindmap.com/

Verb pattern Chapter 6: Test

Based on the video, write ten sentences using pattern verbs in gerund and ifinitive form. https://www.youtube.com/watch?v=qnsE9QQZhjo 1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Compound words Chapter 7: Introduction

In this unit we will use our imagination while learning semantic skills. We will learn who words are compound and we will enjoy practicing with them.

Photo taken of: http://www.twinkl.co.uk/resource/t2-e-096-compound-words-jigsaw-paring-game

Compound words Chapter 7

A compound word is made up of two or more smaller words.

Examples:

Compound words Chapter 7

Let’s practice Combine two words from the box to name the picture. Write the compound word.

Back Mall

ball

bone

box

coat

foot

lace

mil

pack

rain

shoe

wind

wish

Write a compound word from above for each definition. Take turns reading the definition and compound words with a partner.

1.

This is a ball you kick with your foot

________________

2.

This is a bone you make a wish on

________________

3.

This is a lace used to tie a shoe

________________

4.

This is a coat that protects you from rain

________________

5.

This is a mil that is worked by the wind

________________

6.

This is a pack you wear on your back

________________

7.

This is a box in which you mail letter s

________________

To play and paractice visit the following link: http://www.vocabulary.co.il/compound-words/intermediate/break-it-up-compound-words/

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Phrasal verbs Chapter 8

In this unit we’re going to talk about phrasal verbs. Those are using colloquially in our context.

This exercise help us to improve our vocabulary and we will bring us even more to our purpose of language learning.

Phrasal verbs Chapter 8

Phrasal verbs: Those are composed by a verb with a proposition or an adverb, these change the meaning and are useful to improve our English vocabulary.

Follow the video below to indentify some phrasal verbs in real context: https://www.youtube.com/watch?v=IW-bMDvfdRk Here we can find some examples:

Give away: 

To give something without wait for reward.

My grandfather gave away most of his money to help poor people in developing countries.



New York Restoration Project will give away hundreds of free trees to New Yorkers.



I will not give you away any of my pets.

Pick up:

To clean, to learn/obtain; to get visit, to go faster.



I picked up the pices of plate when my mom calls me.



The students of the classroom picked up the toys into the shelf.

To practice visit: http://www.usingenglish.com/glossary/phrasal-verb.html and practice the quiz in it.

On the next pages you will find some examples about the topic.

Phrasal verbs Chapter 8

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Phrasal verbs Chapter 8

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Photo taken of: http://englishlg-inf-ua.1gb.ua/wp-content/uploads/2015/12/GfCqi7YvkTY.jpg

Phrasal verbs Chapter 8

Let’s practice Whatch the follow video below and write the phrasal verbs used in it. https://www.youtube.com/watch?v=9cnMJitvQWQ

Now, try to write some sentences using the phrasal verbs in the video:

I thank God for giving me the opportunity to meet and learn from an excellent teacher who through his classes guided us in this interesting branch of linguistics that is semantics. This is also an opportunity to thank my family, especially my husband and son for their waiting and patience in each of these processes.