شرح اللغة الانجليزية بكادر المعلمين 2

Simple sentences . . .

contain only one independent clause. Example:

Mrs. Bergey enjoys teaching writing.

What are Compound Sentences?

They join two or more independent clauses (simple sentences). Compound sentences join ideas of equal importance.

Mrs. Bergey enjoys teaching writing.
Mrs. Bergey wants her students to succeed.

becomes:

Mrs. Bergey enjoys teaching writing, and she wants her students to succeed.

A compound sentence contains two sentences joined by and, or, or but. These words are called conjunctions. Compound sentences express more than one complete thought.

What are Complex Sentences?

Complex sentences join one or more dependent clauses to the independent clause. Complex sentences are useful when your writing includes some ideas that are more important than others.

Mrs. Bergey, a teacher at Twentynine Palms Elementary School, enjoys teaching writing.

A complex sentence contains a clause (a statement) that is not a complete sentence. This is in addition to the complete sentence. “a teacher at Twentynine Palms Elementary School” is not a complete sentence and would not stand on its own. (That is why it is sometimes called a “dependent” clause. It depends on the rest of the sentence.)

HINT for succesful writers:
Use a variety of sentences styles in your writing!

---

The Structure of a Sentence

Remember that every clause is, in a sense, a miniature sentence. A simple sentences contains only a single clause, while a compound sentence, a complex sentence, or a compound-complex sentence contains at least two clauses.

The Simple Sentence

The most basic type of sentence is the simple sentence, which contains only one clause. A simple sentence can be as short as one word:

Run!

Usually, however, the sentence has a subject as well as a predicate and both the subject and the predicate may have modifiers. All of the following are simple sentences, because each contains only one clause:

Melt!

Ice melts.

The ice melts quickly.

The ice on the river melts quickly under the warm March sun.

Lying exposed without its blanket of snow, the ice on the river melts quickly under the warm March sun.

As you can see, a simple sentence can be quite long — it is a mistake to think that you can tell a simple sentence from a compound sentence or a complex sentence simply by its length.

The most natural sentence structure is the simple sentence: it is the first kind which children learn to speak, and it remains by far the most common sentence in the spoken language of people of all ages. In written work, simple sentences can be very effective for grabbing a reader’s attention or for summing up an argument, but you have to use them with care: too many simple sentences can make your writing seem childish.

When you do use simple sentences, you should add transitional phrases to connect them to the surrounding sentences.

The Compound Sentence

A compound sentence consists of two or more independent clauses (or simple sentences) joined by co-ordinating conjunctions like “and,” “but,” and “or”:

Simple

Canada is a rich country.

Simple

Still, it has many poor people.

Compound

Canada is a rich country, but still it has many poor people.

Compound sentences are very natural for English speakers — small children learn to use them early on to connect their ideas and to avoid pausing (and allowing an adult to interrupt):

Today at school Mr. Moore brought in his pet rabbit, and he showed it to the class, and I got to pet it, and Kate held it, and we coloured pictures of it, and it ate part of my carrot at lunch, and …

Of course, this is an extreme example, but if you over-use compound sentences in written work, your writing might seem immature.

A compound sentence is most effective when you use it to create a sense of balance or contrast between two (or more) equally-important pieces of information:

Montéal has better clubs, but Toronto has better cinemas.

Special Cases of Compound Sentences

There are two special types of compound sentences which you might want to note. First, rather than joining two simple sentences together, a co-ordinating conjunction sometimes joins two complex sentences, or one simple sentence and one complex sentence. In this case, the sentence is called a compound-complex sentence:

compound-complex

The package arrived in the morning, but the courier left before I could check the contents.

The second special case involves punctuation. It is possible to join two originally separate sentences into a compound sentence using a semicolon instead of a co-ordinating conjunction:

Sir John A. Macdonald had a serious drinking problem; when sober, however, he could be a formidable foe in the House of Commons.

Usually, a conjunctive adverb like “however” or “consequently” will appear near the beginning of the second part, but it is not required:

The sun rises in the east; it sets in the west.

The Complex Sentence

A complex sentence contains one independent clause and at least one dependent clause. Unlike a compound sentence, however, a complex sentence contains clauses which are not equal. Consider the following examples:

Simple

My friend invited me to a party. I do not want to go.

Compound

My friend invited me to a party, but I do not want to go.

Complex

Although my friend invited me to a party, I do not want to go.

In the first example, there are two separate simple sentences: “My friend invited me to a party” and “I do not want to go.” The second example joins them together into a single sentence with the co-ordinating conjunction “but,” but both parts could still stand as independent sentences — they are entirely equal, and the reader cannot tell which is most important. In the third example, however, the sentence has changed quite a bit: the first clause, “Although my friend invited me to a party,” has become incomplete, or a dependent clause.

A complex sentence is very different from a simple sentence or a compound sentence because it makes clear which ideas are most important. When you write

My friend invited me to a party. I do not want to go.

or even

My friend invited me to a party, but I do not want to go.

The reader will have trouble knowing which piece of information is most important to you. When you write the subordinating conjunction “although” at the beginning of the first clause, however, you make it clear that the fact that your friend invited you is less important than, or subordinate, to the fact that you do not want to go.

Written by David Megginson

INFLECTIONAL VS. DERIVATIONAL MORPHOLOGY

Another important and perhaps universal distinction is the one between derivational and inflectional morphemes.

Derivational morphemes makes new words from old ones (Crystal, p. 90.) Thus creation is formed from create , but they are two separate words.

Derivational morphemes generally:

1) Change the part of speech or the basic meaning of a word. Thus -ment added to a verb forms a noun (judg-ment). re-activate means “activate again.”

2) Are not required by syntactic relations outside the word. Thus un-kind combines un- and kind into a single new word, but has no particular syntactic connections outside the word — we can say he is unkind or he is kind or they are unkind or they are kind, depending on what we mean.

3) Are often not productive — derivational morphemes can be selective about what they’ll combine with, and may also have erratic effects on meaning. Thus the suffix -hood occurs with just a few nouns such as brother, neighbor, and knight, but not with most others. e.g., *friendhood, *daughterhood, or *candlehood. Furthermore “brotherhood” can mean “the state or relationship of being brothers,” but “neighborhood” cannot mean “the state or relationship of being neighbors.”

4) Typically occur between the stem and any inflectional affixes. Thus in governments,-ment, a derivational suffix, precedes -s, an inflectional suffix.

5) In English, may appear either as prefixes or suffixes: pre-arrange, arrange-ment.

Inflectional morphemes: vary (or “inflect”) the form of words in order to express grammatical features, such as singular/plural or past/present tense. Thus Boy and boys, for example, are two different forms of the “same” word; the choice between them, singular vs. plural, is a matter of grammar and thus the business of inflectional morphology. (Crystal, p. 90.)

Inflectional Morphemes generally:

1) Do not change basic meaning or part of speech, e.g., big, bigg-er, bigg-est are all adjectives.

2) Express grammatically-required features or indicate relations between different words in the sentence. Thus in Lee love-s Kim: -s marks the 3rd person singular present form of the verb, and also relates it to the 3rd singular subject Lee.

3) Are productive. Inflectional morphemes typically combine freely with all members of some large class of morphemes, with predictable effects on usage/meaning. Thus the plural morpheme can be combined with nearly any noun, usually in the same form, and usually with the same effect on meaning.

4) Occur outside any derivational morphemes. Thus in ration-al-iz-ation-s the final -s is inflectional, and appears at the very end of the word, outside the derivational morphemes -al, -iz, -ation.

5) In English, are suffixes only.

Some English morphemes, by category:

derivational	inflectional
-ation	-s Plural
-al	-s Possessive
-ize	-ed Past
-ic	-ing Progressive
-y	-er Comparative
-ous	-est Superlative

شرح اللغة الانجليزية بكادر المعلمين 2

Simple sentences . . .

contain only one independent clause. Example:

Mrs. Bergey enjoys teaching writing.

What are Compound Sentences?

They join two or more independent clauses (simple sentences). Compound sentences join ideas of equal importance.

Mrs. Bergey enjoys teaching writing.
Mrs. Bergey wants her students to succeed.

becomes:

Mrs. Bergey enjoys teaching writing, and she wants her students to succeed.

A compound sentence contains two sentences joined by and, or, or but. These words are called conjunctions. Compound sentences express more than one complete thought.

What are Complex Sentences?

Complex sentences join one or more dependent clauses to the independent clause. Complex sentences are useful when your writing includes some ideas that are more important than others.

Mrs. Bergey, a teacher at Twentynine Palms Elementary School, enjoys teaching writing.

A complex sentence contains a clause (a statement) that is not a complete sentence. This is in addition to the complete sentence. “a teacher at Twentynine Palms Elementary School” is not a complete sentence and would not stand on its own. (That is why it is sometimes called a “dependent” clause. It depends on the rest of the sentence.)

HINT for succesful writers:
Use a variety of sentences styles in your writing!

---

The Structure of a Sentence

Remember that every clause is, in a sense, a miniature sentence. A simple sentences contains only a single clause, while a compound sentence, a complex sentence, or a compound-complex sentence contains at least two clauses.

The Simple Sentence

The most basic type of sentence is the simple sentence, which contains only one clause. A simple sentence can be as short as one word:

Run!

Usually, however, the sentence has a subject as well as a predicate and both the subject and the predicate may have modifiers. All of the following are simple sentences, because each contains only one clause:

Melt!

Ice melts.

The ice melts quickly.

The ice on the river melts quickly under the warm March sun.

Lying exposed without its blanket of snow, the ice on the river melts quickly under the warm March sun.

As you can see, a simple sentence can be quite long — it is a mistake to think that you can tell a simple sentence from a compound sentence or a complex sentence simply by its length.

The most natural sentence structure is the simple sentence: it is the first kind which children learn to speak, and it remains by far the most common sentence in the spoken language of people of all ages. In written work, simple sentences can be very effective for grabbing a reader’s attention or for summing up an argument, but you have to use them with care: too many simple sentences can make your writing seem childish.

When you do use simple sentences, you should add transitional phrases to connect them to the surrounding sentences.

The Compound Sentence

A compound sentence consists of two or more independent clauses (or simple sentences) joined by co-ordinating conjunctions like “and,” “but,” and “or”:

Simple

Canada is a rich country.

Simple

Still, it has many poor people.

Compound

Canada is a rich country, but still it has many poor people.

Compound sentences are very natural for English speakers — small children learn to use them early on to connect their ideas and to avoid pausing (and allowing an adult to interrupt):

Today at school Mr. Moore brought in his pet rabbit, and he showed it to the class, and I got to pet it, and Kate held it, and we coloured pictures of it, and it ate part of my carrot at lunch, and …

Of course, this is an extreme example, but if you over-use compound sentences in written work, your writing might seem immature.

A compound sentence is most effective when you use it to create a sense of balance or contrast between two (or more) equally-important pieces of information:

Montéal has better clubs, but Toronto has better cinemas.

Special Cases of Compound Sentences

There are two special types of compound sentences which you might want to note. First, rather than joining two simple sentences together, a co-ordinating conjunction sometimes joins two complex sentences, or one simple sentence and one complex sentence. In this case, the sentence is called a compound-complex sentence:

compound-complex

The package arrived in the morning, but the courier left before I could check the contents.

The second special case involves punctuation. It is possible to join two originally separate sentences into a compound sentence using a semicolon instead of a co-ordinating conjunction:

Sir John A. Macdonald had a serious drinking problem; when sober, however, he could be a formidable foe in the House of Commons.

Usually, a conjunctive adverb like “however” or “consequently” will appear near the beginning of the second part, but it is not required:

The sun rises in the east; it sets in the west.

The Complex Sentence

A complex sentence contains one independent clause and at least one dependent clause. Unlike a compound sentence, however, a complex sentence contains clauses which are not equal. Consider the following examples:

Simple

My friend invited me to a party. I do not want to go.

Compound

My friend invited me to a party, but I do not want to go.

Complex

Although my friend invited me to a party, I do not want to go.

In the first example, there are two separate simple sentences: “My friend invited me to a party” and “I do not want to go.” The second example joins them together into a single sentence with the co-ordinating conjunction “but,” but both parts could still stand as independent sentences — they are entirely equal, and the reader cannot tell which is most important. In the third example, however, the sentence has changed quite a bit: the first clause, “Although my friend invited me to a party,” has become incomplete, or a dependent clause.

A complex sentence is very different from a simple sentence or a compound sentence because it makes clear which ideas are most important. When you write

My friend invited me to a party. I do not want to go.

or even

My friend invited me to a party, but I do not want to go.

The reader will have trouble knowing which piece of information is most important to you. When you write the subordinating conjunction “although” at the beginning of the first clause, however, you make it clear that the fact that your friend invited you is less important than, or subordinate, to the fact that you do not want to go.

Written by David Megginson

INFLECTIONAL VS. DERIVATIONAL MORPHOLOGY

Another important and perhaps universal distinction is the one between derivational and inflectional morphemes.

Derivational morphemes makes new words from old ones (Crystal, p. 90.) Thus creation is formed from create , but they are two separate words.

Derivational morphemes generally:

1) Change the part of speech or the basic meaning of a word. Thus -ment added to a verb forms a noun (judg-ment). re-activate means “activate again.”

2) Are not required by syntactic relations outside the word. Thus un-kind combines un- and kind into a single new word, but has no particular syntactic connections outside the word — we can say he is unkind or he is kind or they are unkind or they are kind, depending on what we mean.

3) Are often not productive — derivational morphemes can be selective about what they’ll combine with, and may also have erratic effects on meaning. Thus the suffix -hood occurs with just a few nouns such as brother, neighbor, and knight, but not with most others. e.g., *friendhood, *daughterhood, or *candlehood. Furthermore “brotherhood” can mean “the state or relationship of being brothers,” but “neighborhood” cannot mean “the state or relationship of being neighbors.”

4) Typically occur between the stem and any inflectional affixes. Thus in governments,-ment, a derivational suffix, precedes -s, an inflectional suffix.

5) In English, may appear either as prefixes or suffixes: pre-arrange, arrange-ment.

Inflectional morphemes: vary (or “inflect”) the form of words in order to express grammatical features, such as singular/plural or past/present tense. Thus Boy and boys, for example, are two different forms of the “same” word; the choice between them, singular vs. plural, is a matter of grammar and thus the business of inflectional morphology. (Crystal, p. 90.)

Inflectional Morphemes generally:

1) Do not change basic meaning or part of speech, e.g., big, bigg-er, bigg-est are all adjectives.

2) Express grammatically-required features or indicate relations between different words in the sentence. Thus in Lee love-s Kim: -s marks the 3rd person singular present form of the verb, and also relates it to the 3rd singular subject Lee.

3) Are productive. Inflectional morphemes typically combine freely with all members of some large class of morphemes, with predictable effects on usage/meaning. Thus the plural morpheme can be combined with nearly any noun, usually in the same form, and usually with the same effect on meaning.

4) Occur outside any derivational morphemes. Thus in ration-al-iz-ation-s the final -s is inflectional, and appears at the very end of the word, outside the derivational morphemes -al, -iz, -ation.

5) In English, are suffixes only.

Some English morphemes, by category:

derivational	inflectional
-ation	-s Plural
-al	-s Possessive
-ize	-ed Past
-ic	-ing Progressive
-y	-er Comparative
-ous	-est Superlative

شرح اللغة الانجليزية بكادر المعلمين 1

Word formation processes: Ways of creating new words in English

1. Affixation: adding a derivational affix to a word. Examples: abuser, refusal, untie, inspection, pre-cook.
2. Compounding: joining two or more words into one new word. Examples: skateboard, whitewash, cat lover, self-help, red-hot, etc.
3. Zero derivation: (also called conversion or functional shift): Adding no affixes; simply using a word of one category as a word of another category. Examples: Noun-verb: comb, sand, knife, butter, referee, proposition.
4. Stress shift: no affix is added to the base, but the stress is shifted from one syllable to the other. With the stress shift comes a change in category.

Noun Verb
cómbine combíne
ímplant implánt
réwrite rewríte
tránsport transpórt

Noun Adjective
cóncrete concréte
ábstract abstráct

5. Clipping: shortening of a polysyllabic word. Examples: bro (
6. Acronym formation: forming words from the initials of a group of words that designate one concept. Usually, but not always, capitalized. An acronym is pronounced as a word if the consonants and vowels line up in such a way as to make this possible, otherwise it is pronounced as a string of letter names. Examples: NASA (National Aeronautics and Space Administration), NATO (North Atlantic Treaty Organization), AIDS (Acquired Immune Deficiency Syndrome), scuba (self-contained underwater breathing apparatus), radar (radio detecting and ranging), NFL (National Football League), AFL-CIO (American Federation of Labor-Congress of Industrial Organizations).
7. Blending: Parts (which are not morphemes!) of two already-existing words are put together to form a new word. Examples: motel (motor hotel) brunch (breakfast & lunch), smog (smoke & fog), telethon (television & marathon), modem (modulator & demodulator), Spanglish (Spanish & English).
8. Backformation: A suffix identifiable from other words is cut off of a base which has previously not been a word; that base then is used as a root, and becomes a word through widespread use. Examples: pronunciate (phonological part of the word which is not interpretable as an affix or word is cut off (e.g. the ‘-essor’ of ‘professor’ is not a suffix or word; nor is the ‘-ther’ of ‘brother’. In backformation, the bit chopped off is a recognizable affix or word (‘ham ‘ in ‘hamburger’), ‘-ion’ in ‘self-destruction’. Backformation is the result of a false but plausible morphological analysis of the word; clipping is a strictly phonological process that is used to make the word shorter. Clipping is based on syllable structure, not morphological analysis. It is impossible for you to recognize backformed words or come up with examples from your own knowledge of English, unless you already know the history of the word. Most people do not know the history of the words they know; this is normal.
9. Adoption of brand names as common words: a brand name becomes the name for the item or process associated with the brand name. The word ceases to be capitalized and acts as a normal verb/noun (i.e. takes inflections such as plural or past tense). The companies using the names usually have copyrighted them and object to their use in public documents, so they should be avoided in formal writing (or a lawsuit could follow!) Examples: xerox, kleenex, band-aid, kitty litter.
10. Onomatopoeia (pronounced: ‘onno-motto-pay-uh’): words are invented which (to native speakers at least) sound like the sound they name or the entity which produces the sound. Examples: hiss, sizzle, cuckoo, cock-a-doodle-doo, buzz, beep, ding-dong.
11. Borrowing: a word is taken from another language. It may be adapted to the borrowing language’s phonological system to varying degrees. Examples: skunk, tomato (from indigenous languages of the Americas), sushi, taboo, wok (from Pacific Rim languages), chic, shmuck, macho, spaghetti, dirndl, psychology, telephone, physician, education (from European languages), hummus, chutzpah, cipher, artichoke (from Semitic languages), yam, tote, banana (from African languages).

3.5 Semantics

3.5.1 Basic Notions of Semantics

A perennial problem in semantics is the delineation of its subject matter. The term meaning can be used in a variety of ways, and only some of these correspond to the usual understanding of the scope of linguistic or computational semantics. We shall take the scope of semantics to be restricted to the literal interpretations of sentences in a context, ignoring phenomena like irony, metaphor, or conversational implicature

A standard assumption in computationally oriented semantics is that knowledge of the meaning of a sentence can be equated with knowledge of its truth conditions: that is, knowledge of what the world would be like if the sentence were true. This is not the same as knowing whether a sentence is true, which is (usually) an empirical matter, but knowledge of truth conditions is a prerequisite for such verification to be possible. Meaning as truth conditions needs to be generalized somewhat for the case of imperatives or questions, but is a common ground among all contemporary theories, in one form or another, and has an extensive philosophical justification,

A semantic description of a language is some finitely stated mechanism that allows us to say, for each sentence of the language, what its truth conditions are. Just as for grammatical description, a semantic theory will characterize complex and novel sentences on the basis of their constituents: their meanings, and the manner in which they are put together. The basic constituents will ultimately be the meanings of words and morphemes. The modes of combination of constituents are largely determined by the syntactic structure of the language. In general, to each syntactic rule combining some sequence of child constituents into a parent constituent, there will correspond some semantic operation combining the meanings of the children to produce the meaning of the parent.

3.5.2 Practical Applications of Semantics

Some natural language processing tasks (e.g., message routing, textual information retrieval, translation) can be carried out quite well using statistical or pattern matching techniques that do not involve semantics in the sense assumed above. However, performance on some of these tasks improves if semantic processing is involved. (Not enough progress has been made to see whether this is true for all of the tasks).

Some tasks, however, cannot be carried out at all without semantic processing of some form. One important example application is that of database query, of the type chosen for the Air Travel Information Service (ATIS) task For example, if a user asks, “Does every flight from London to San Francisco stop over in Reykyavik?” then the system needs to be able to deal with some simple semantic facts. Relational databases do not store propositions of the form every X has property P and so a logical inference from the meaning of the sentence is required. In this case, every X has property P is equivalent to there is no X that does not have property P and a system that knows this will also therefore know that the answer to the question is no if a non-stopping flight is found and yes otherwise.

Any kind of generation of natural language output (e.g., summaries of financial data, traces of KBS system operations) usually requires semantic processing. Generation requires the construction of an appropriate meaning representation, and then the production of a sentence or sequence of sentences which express the same content in a way that is natural for a reader to comprehend,. To illustrate, if a database lists a 10 a.m.\ flight from London to Warsaw on the 1st–14th, and 16th–30th of November, then it is more helpful to answer the question What days does that flight go? by Every day except the 15th instead of a list of 30 days of the month. But to do this the system needs to know that the semantic representations of the two propositions are equivalent.

3.5.3 Development of Semantic Theory

It is instructive, though not historically accurate, to see the development of contemporary semantic theories as motivated by the deficiencies that are uncovered when one tries to take the FOPC example further as a model for how to do natural language semantics. For example, the technique of associating set theoretic denotations directly with syntactic units is clear and straightforward for the artificial FOPC example. But when a similar programme is attempted for a natural language like English, whose syntax is vastly more complicated, the statement of the interpretation clauses becomes in practice extremely baroque and unwieldy, especially so when sentences that are semantically but not syntactically ambiguous are considered. For this reason, in most semantic theories, and in all computer implementations, the interpretation of sentences is given indirectly. A syntactically disambiguated sentence is first translated into an expression of some artificial logical language, where this expression in its turn is given an interpretation by rules analogous to the interpretation rules of FOPC. This process factors out the two sources of complexity whose product makes direct interpretation cumbersome: reducing syntactic variation to a set of common semantic constructs; and building the appropriate set-theoretical objects to serve as interpretations.

The first large scale semantic description of this type was developed by Montague made a further departure from the model provided by FOPC in using a more powerful logic (intensional logic) as an intermediate representation language. All later approaches to semantics follow Montague in using more powerful logical languages: while FOPC captures an important range of inferences (involving, among others, words like every, and some as in the example above), the range of valid inference patterns in natural languages is far wider. Some of the constructs that motivate the use of richer logics are sentences involving concepts like necessity or possibility and propositional attitude verbs like believe or know, as well as the inference patterns associated with other English quantifying expressions like most or more than half, which cannot be fully captured within FOPC

For Montague, and others working in frameworks descended from that tradition (among others, Partee, e.g., Krifka, and Groenendijk and Stokhof, the intermediate logical language was merely a matter of convenience which could in principle always be dispensed with provided the principle of compositionality was observed. (I.e., The meaning of a sentence is a function of the meanings of its constituents, attributed to Frege, For other approaches, (e.g., Discourse Representation Theory, an intermediate level of representation is a necessary component of the theory, justified on psychological grounds, or in terms of the necessity for explicit reference to representations in order to capture the meanings of, for example, pronouns or other referentially dependent items, elliptical sentences or sentences ascribing mental states (beliefs, hopes, intentions). In the case of computational implementations, of course, the issue of the dispensability of representations does not arise: for practical purposes, some kind of meaning representation is a sine qua non for any kind of computing.

3.5.4 Discourse Representation Theory

Discourse Representation Theory (DRT) as the name implies, has taken the notion of an intermediate representation as an indispensable theoretical construct, and, as also implied, sees the main unit of description as being a discourse rather than sentences in isolation. One of the things that makes a sequence of sentences constitute a discourse is their connectivity with each other, as expressed through the use of pronouns and ellipsis or similar devices. This connectivity is mediated through the intermediate representation, however, and cannot be expressed without it.

3.5.5 Dynamic Semantics

Dynamic semantics (e.g., takes the view that the standard truth-conditional view of sentence meaning deriving from the paradigm of FOPC does not do sufficient justice to the fact that uttering a sentence changes the context it was uttered in. Deriving inspiration in part from work on the semantics of programming languages, dynamic semantic theories have developed several variations on the idea that the meaning of a sentence is to be equated with the changes it makes to a context.

Update semantics approaches have been developed to model the effect of asserting a sequence of sentences in a particular context. In general, the order of such a sequence has its own significance. A sequence like:

Someone’s at the door. Perhaps it’s John. It’s Mary!

is coherent, but not all permutations of it would be:

Someone’s at the door. It’s Mary. Perhaps it’s John.

Recent strands of this work make connections with the artificial intelligence literature on truth maintenance and belief revision

Dynamic predicate logic extends the interpretation clauses for FOPC (or richer logics) by allowing assignments of denotations to subexpressions to carry over from one sentence to its successors in a sequence. This means that dependencies that are difficult to capture in FOPC or other non-dynamic logics, such as that between someone and it in:

Someone’s at the door. It’s Mary.

can be correctly modeled, without sacrificing any of the other advantages that traditional logics offer.

3.5.6 Situation Semantics and Property Theory

One of the assumptions of most semantic theories descended from Montague is that information is total, in the sense that in every situation, a proposition is either true or it is not. This enables propositions to be identified with the set of situations (or possible worlds) in which they are true. This has many technical conveniences, but is descriptively incorrect, for it means that any proposition conjoined with a tautology (a logical truth) will remain the same proposition according to the technical definition. But this is clearly wrong: all cats are cats is a tautology, but The computer crashed, and The computer crashed and all cats are cats are clearly different propositions (reporting the first is not the same as reporting the second, for example).

Situation theory has attempted to rework the whole logical foundation underlying the more traditional semantic theories in order to arrive at a satisfactory formulation of the notion of a partial state of the world or situation, and in turn, a more satisfactory notion of proposition. This reformulation has also attempted to generalize the logical underpinnings away from previously accepted restrictions (for example, restrictions prohibiting sets containing themselves, and other apparently paradoxical notions) in order to be able to explore the ability of language to refer to itself in ways that have previously resisted a coherent formal description

نماذج لاختبارات كادر المعلمين-اللغة الانجليزية2

Proficiency Test

for

English Language Teachers

(B)

Section Three : Grammatical Structure

Directions : Questions 94-107 are incomplete sentences. Beneath each sentence you will see four words or phrases, marked (A), (B), (C), and (D). Choose the one word or phrase that best completes the sentence.

94- I will have been there _______________ .

a) for 3months

b) during 3 months

c) since 3 months

d) whilst 3 months

95- I haven’t ____________ this week.

a) much people

b) anybody

c) no people

d) someone

96- Send him to the baker’s ____________ some bread.

a) in order he buys

b) for to buy

c) to buy

d) for buying

97- __________ the baby while I’am in the kitchen.

a) Look to

b) Take care

c) Look after

d) Care

98- It looks ____________ it’s going to rain.

a) that

b) as if

c) as

d) like that

99- He was very angry ____________ his wife.

a) on

b) to

c) at

d) upon

100- When we arrived at the office we found that someone _______ during the night.

a) had broken in

b) has broken in

c) broke in

d) have broken in

101- Studying English is hard at first , but you soon _________ .

a) are used to it

b) get use it

c) are use it

d) get used to it

102 – Not only ___________ to London , but she also visited other less well known cities in England.

a) she went

b) went she

c) did she go

d) she did

103- Now remember, you ___________ the test until the teacher tells you to.

a) are not starting

b) are not to start

c) haven’t started

d) needn’t start

104- __________ had we started watching the film when our friends came round for a chat.

a) Hardly

b) Slightly

c) Little

d) Rarely

105- She was thought _____________ the car in London.

a) to buy

b) buying

c) to have bought

d) might buy

106- Our house ___________ as soon as possible. It’s in an awful state.

a) needs redecorating

b) to redecorate

c) redecorated

d) is redecorated

107- He eventually managed ___________ the door by kicking it hard.

a) open

b) opening

c) to open

d) to have opened

Section Four : Vocabulary

Directions : Items 108-112 include sentences with missing words or phrases. From the words or phrases below each choose the one that best completes the sentence.

108- The initials G.C.C. ____________ Gulf Cooperative Council.

a) look for

b) account for

c) make for

d) stand for

109- You don’t have to be worried about the journey to the airport. Your brother is going to _________________ .

a) take you off

b) see you off

c) bring you up

d) give you for

110– My father and I have the same character, I _________ him much more than my brother.

a) look at

b) take off

c) look up

d) take after

111- Stop thinking about it. Don’t let this result ____________ .

a) get you off

b) get you down

c) get you on

d) get you up

112- Please make your check _________ to Saudi Business Machine.

a) payment

b) paid

c) payable

d) pay

Directions : In each sentence below there is a word in boldface. From the words below each choose the one that has the nearest meaning to the boldfaced word.

113- The Roman armies were defeated in 622 A.D.

a) inscribed

b) enlisted

c) retreated

d) beaten

114- Bad deeds are disgraceful.

a) shameful

b) beautiful

c) shy

d) happy

115- He is an aggressive person. he does not care about other people’s feeling .

a) passive

b) offensive

c) attacking

d) opponent

116- Sorry! The general director is not available today.

a) active

b) passive

c) around

d) connected

Section Five : Reading Comprehension

Directions : Read the following text carefully. Then answer the questions on the basis of what is stated or implied by the text. Choose the word or phrase that best completes the sentence :

1- Visitors to America are immediately struck by the tremendous numbers of automobiles filling the highways and crowding the city streets. The automobile, which has transformed the American way of life, is the almost indispensable workhorse of the family. During the week, the father drives it to his job in the city, alone, or in a “car pool” arrangement with several of his fellow workers. When he leaves it at home, his wife uses it constantly to do errands, to haul groceries, to drive children to lessons or appointments, to shops or swimming pools. On weekends, the family drives out to the country for a picnic lunch or may take a trip of several hundred miles. On vacations, no corner of the country is beyond the family’s reach.

2- All of America has felt the changes, which came with the automobile and with the network of highways that have been built to serve it. Farmers, who live far from their neighbors, are no longer isolated. Tractors of the work of the many farmlands they cannot afford to hire, trucks carry their products to market, to storage elevators or to railroads.

3- Traffic jams in cities and along the approaches to cities, especially at morning and evening rush hours and at the start and end of weekends, are difficult problems. How to find out enough parking space in the cities, even with underground parking lots and many-storied “pigeonhole” parking structures in another. More highways and wider ones are needed as fast as they can be built.

117- The main topic of this passage is __________________ .

a) The American Family

b) The American highways

c) Major American cities

d) Cars and the American Life

118- The automobile has had ______________ on the American society.

a) A little effect

b) hardly any effect

c) an obvious effect

d) no effect whatsoever

119- The American father ________________________ .

a) always drives alone to work

b) may share his car with other colleagues

c) drives his children to lessons

d) drives his wife to haul groceries

120- The American family may spend the weekend ____________ .

a) abroad

b) in downtown

c) out of town

d) in a family gathering

121- Thanks to the automobile, all American States have become ____________.

a) within reach

b) more isolated

c) beyond reach

d) torn apart

122- Most American families __________________ cars.

a) cannot afford

b) do not badly need

c) do not have

d) cannot do without

123- The word ‘which‘ in the firs line of the second paragraph refers to _________________.

a) all Americans

b) automobiles

c) changes

d) traffic

Section Six : Linguistics and Pedagogy

124- Phonetics deals with the properties of sounds as represented in variations in the sound wave.

a) Acoustic

b) Articulatory

c) Auditory

d) Generative

125- When a speech sound undergoes a change in articulation in connected speech, becoming more like a neighboring sound, this process is known as .

a) Assimilation

b) Aspiration

c) Adaptation

d) articulation

126- The strong version of the Contrastive Analysis Hypothesis

.

a) attempts to predicat all errors produced by L2 learners

b) deals only with errors resulting from L1 interference

c) does not predict L2 errors but only explains them

d) All of the above

127- According to the nativist theory, the key factor that determines success in first language acquisition is .

a) child general inteligence

b) amount of exposure to language

c) imitation of parents

d) teaching techniques employed

128- In standardized test .

a) the writing and evaluation of the test are done by the same person.

b) the number of subjects tested is usually large.

c) We make use of composition and short answer techniques.

d) All of the above

129- serve to indicate the extent to which an individual has mastered specific skills or body of information acquired in a formal situation.

a) Proficiency tests

b) Aptiude tests

c) Achievement tests

d) Objective tests

130- Dictation is a useful testing technique that can be used to test

.

a) spelling

b) listening comprehension

c) general proficiency

d) all of the above

131- Objective tests are those in which individual items .

a) have only one correct answer

b) can discriminate among examinees

c) are balanced in length and difficulty

d) have appropriate distractors

132- According to Dell Hymes, the knowledge of rules for the conduct and interpretaion of speech is known as .

a) distinctive competence

b) grammatical competence

c) communicative competence

d) linguistic competence

133- In my opinion the errors that L2 learners produce are .

a) signs of imperfect learning and should be eradicated

b) natural by product of the learning process

c) signs of poor teaching

d) the result of L1 interference

134- The ideal linguistic input (i.e. speech addressed to L2 learners) for acquiring a second language should be .

a) comprehensible

b) relevant to the learners’ immediate interests

c) not too comples

d) all of the above

135- Individualized instruction is basically the recognition that

.

a) students have different needs and abilities

b) a single method may not be successful or appropriate to all students

c) students learn at different rates of speed

d) all of the above

136- Gardner defines integrative motivation as the learner’ desire to

.

a) be identified as a member of the target culture

b) get a high pay job

c) obtain a prestigious social status

d) B & C

137- In learning foreign languages, the critical period hypothesis stipulates that .

a) children are superior to adults

b) adults are superior to children

c) children and adults are equal

d) None of the above.

138- In the approach, there is dependence on mimicry, memorization of set phrases, and overlearning.

a) communicative

b) audiolingual

c) cognitive

d) linguistic

139- In the audiolingual approach, there is emphasis on .

a) pronunciation.

b) communication

c) intonation

d) both A & C

140- Of the four skills of language in the one that is least understood.

a) listening

b) speaking

c) reading

d) writing

141- Using monolingual dictionary work, and the key word method are widely used to teach .

a) speaking

b) reading

c) writing

d) vocabulary

142- Teaching grammar goes into the following three stages :

a) Presentation, demonstration and practice.

b) Teaching rules, providing examples and doing exercise.

c) Teaching, demonstration and homework .

d) Reading, demonstration and writing.

143- A literate student can acquire the details of reading in a second language an illiterate one.

a) shower than

b) as fast as

c) as slow as

d) faster than

144- Teaching receptive skills means teaching .

a) speaking and reading

b) listening and reading

c) speaking and writing

d) writing and speaking

145- Grammar teaching is concerned with explicit teaching of language .

a) forms

b) meaning

c) use

d) words

146- When we ask students to read a text, evaluate it, and react to it, we are teaching .

a) thorough reading

b) critical reading

c) scanning

d) skimming

147- The purpose of teaching speaking is to allow students to

.

a) express themselves

b) repeat sentences

c) repeat what they heard in the classroom

d) express language function

148- A test that measures the learning of material in a particular course is called a (n) test.

a) close

b) multiple choice

c) aptitude

d) achievement

149- are not based on a particular program.

a) Progress Tests

b) Placement Tests

c) Achievement Tests

d) Proficiency tests

150- A test that requires filling in words in words that have been deleted from a paragraph is called a (n) test.

a) close

b) achievement

c) multiple-choice

d) true.valse

151- Testing experts consider dictation as a test of .

a) spelling

b) general language proficiency

c) listening

d) all the above

152- A close test is generally used to test the skill.

a) reading

b) writing

c) listening

d) speaking

153- Language test results are beneficial for .

a) teachers and the administration

b) students and parents

c) curriculum and syllabus designers

d) using word functions and meanings

154- While one prepares his test, one should .

a) spend adequate time in development

b) match his tests to the content

c) make his test valid, reliable, and balanced

d) be all the above

155- The language lab is best used in the teaching of .

a) good writing

b) reading comprehension

c) free conversations

d) listening comprhension

156- An overhead projector can effectively be used to teach .

a) reading and writing only

b) speaking and other skills

c) listening comprehension especially

d) grammatical structures mainly

157- Flash cards are commonly used to teach .

a) grammatical structures

b) vocabulary items

c) writing exercises

d) reading aloud

158- We can use both flannel boards and magnetic boards to display pictures and cards. However, .

a) flannel boards are more effective

b) magnetic boards are easier to use

c) they are similar

d) chalkboards are better than both

159- Composite pictures may be effectively used in the teaching of

.

a) speaking and writing

b) reading comprehension only

c) grammatical structures mainly

d) young learners only

160-Using technology in teaching help to .

a) present demonstrations

b) enhance course content

c) provide additional illustrations

d) all the above

نماذج لاختبارات كادر المعلمين-اللغة الانجليزية2

Proficiency Test

for

English Language Teachers

(B)

Section Three : Grammatical Structure

Directions : Questions 94-107 are incomplete sentences. Beneath each sentence you will see four words or phrases, marked (A), (B), (C), and (D). Choose the one word or phrase that best completes the sentence.

94- I will have been there _______________ .

a) for 3months

b) during 3 months

c) since 3 months

d) whilst 3 months

95- I haven’t ____________ this week.

a) much people

b) anybody

c) no people

d) someone

96- Send him to the baker’s ____________ some bread.

a) in order he buys

b) for to buy

c) to buy

d) for buying

97- __________ the baby while I’am in the kitchen.

a) Look to

b) Take care

c) Look after

d) Care

98- It looks ____________ it’s going to rain.

a) that

b) as if

c) as

d) like that

99- He was very angry ____________ his wife.

a) on

b) to

c) at

d) upon

100- When we arrived at the office we found that someone _______ during the night.

a) had broken in

b) has broken in

c) broke in

d) have broken in

101- Studying English is hard at first , but you soon _________ .

a) are used to it

b) get use it

c) are use it

d) get used to it

102 – Not only ___________ to London , but she also visited other less well known cities in England.

a) she went

b) went she

c) did she go

d) she did

103- Now remember, you ___________ the test until the teacher tells you to.

a) are not starting

b) are not to start

c) haven’t started

d) needn’t start

104- __________ had we started watching the film when our friends came round for a chat.

a) Hardly

b) Slightly

c) Little

d) Rarely

105- She was thought _____________ the car in London.

a) to buy

b) buying

c) to have bought

d) might buy

106- Our house ___________ as soon as possible. It’s in an awful state.

a) needs redecorating

b) to redecorate

c) redecorated

d) is redecorated

107- He eventually managed ___________ the door by kicking it hard.

a) open

b) opening

c) to open

d) to have opened

Section Four : Vocabulary

Directions : Items 108-112 include sentences with missing words or phrases. From the words or phrases below each choose the one that best completes the sentence.

108- The initials G.C.C. ____________ Gulf Cooperative Council.

a) look for

b) account for

c) make for

d) stand for

109- You don’t have to be worried about the journey to the airport. Your brother is going to _________________ .

a) take you off

b) see you off

c) bring you up

d) give you for

110– My father and I have the same character, I _________ him much more than my brother.

a) look at

b) take off

c) look up

d) take after

111- Stop thinking about it. Don’t let this result ____________ .

a) get you off

b) get you down

c) get you on

d) get you up

112- Please make your check _________ to Saudi Business Machine.

a) payment

b) paid

c) payable

d) pay

Directions : In each sentence below there is a word in boldface. From the words below each choose the one that has the nearest meaning to the boldfaced word.

113- The Roman armies were defeated in 622 A.D.

a) inscribed

b) enlisted

c) retreated

d) beaten

114- Bad deeds are disgraceful.

a) shameful

b) beautiful

c) shy

d) happy

115- He is an aggressive person. he does not care about other people’s feeling .

a) passive

b) offensive

c) attacking

d) opponent

116- Sorry! The general director is not available today.

a) active

b) passive

c) around

d) connected

Section Five : Reading Comprehension

Directions : Read the following text carefully. Then answer the questions on the basis of what is stated or implied by the text. Choose the word or phrase that best completes the sentence :

1- Visitors to America are immediately struck by the tremendous numbers of automobiles filling the highways and crowding the city streets. The automobile, which has transformed the American way of life, is the almost indispensable workhorse of the family. During the week, the father drives it to his job in the city, alone, or in a “car pool” arrangement with several of his fellow workers. When he leaves it at home, his wife uses it constantly to do errands, to haul groceries, to drive children to lessons or appointments, to shops or swimming pools. On weekends, the family drives out to the country for a picnic lunch or may take a trip of several hundred miles. On vacations, no corner of the country is beyond the family’s reach.

2- All of America has felt the changes, which came with the automobile and with the network of highways that have been built to serve it. Farmers, who live far from their neighbors, are no longer isolated. Tractors of the work of the many farmlands they cannot afford to hire, trucks carry their products to market, to storage elevators or to railroads.

3- Traffic jams in cities and along the approaches to cities, especially at morning and evening rush hours and at the start and end of weekends, are difficult problems. How to find out enough parking space in the cities, even with underground parking lots and many-storied “pigeonhole” parking structures in another. More highways and wider ones are needed as fast as they can be built.

117- The main topic of this passage is __________________ .

a) The American Family

b) The American highways

c) Major American cities

d) Cars and the American Life

118- The automobile has had ______________ on the American society.

a) A little effect

b) hardly any effect

c) an obvious effect

d) no effect whatsoever

119- The American father ________________________ .

a) always drives alone to work

b) may share his car with other colleagues

c) drives his children to lessons

d) drives his wife to haul groceries

120- The American family may spend the weekend ____________ .

a) abroad

b) in downtown

c) out of town

d) in a family gathering

121- Thanks to the automobile, all American States have become ____________.

a) within reach

b) more isolated

c) beyond reach

d) torn apart

122- Most American families __________________ cars.

a) cannot afford

b) do not badly need

c) do not have

d) cannot do without

123- The word ‘which‘ in the firs line of the second paragraph refers to _________________.

a) all Americans

b) automobiles

c) changes

d) traffic

Section Six : Linguistics and Pedagogy

124- Phonetics deals with the properties of sounds as represented in variations in the sound wave.

a) Acoustic

b) Articulatory

c) Auditory

d) Generative

125- When a speech sound undergoes a change in articulation in connected speech, becoming more like a neighboring sound, this process is known as .

a) Assimilation

b) Aspiration

c) Adaptation

d) articulation

126- The strong version of the Contrastive Analysis Hypothesis

.

a) attempts to predicat all errors produced by L2 learners

b) deals only with errors resulting from L1 interference

c) does not predict L2 errors but only explains them

d) All of the above

127- According to the nativist theory, the key factor that determines success in first language acquisition is .

a) child general inteligence

b) amount of exposure to language

c) imitation of parents

d) teaching techniques employed

128- In standardized test .

a) the writing and evaluation of the test are done by the same person.

b) the number of subjects tested is usually large.

c) We make use of composition and short answer techniques.

d) All of the above

129- serve to indicate the extent to which an individual has mastered specific skills or body of information acquired in a formal situation.

a) Proficiency tests

b) Aptiude tests

c) Achievement tests

d) Objective tests

130- Dictation is a useful testing technique that can be used to test

.

a) spelling

b) listening comprehension

c) general proficiency

d) all of the above

131- Objective tests are those in which individual items .

a) have only one correct answer

b) can discriminate among examinees

c) are balanced in length and difficulty

d) have appropriate distractors

132- According to Dell Hymes, the knowledge of rules for the conduct and interpretaion of speech is known as .

a) distinctive competence

b) grammatical competence

c) communicative competence

d) linguistic competence

133- In my opinion the errors that L2 learners produce are .

a) signs of imperfect learning and should be eradicated

b) natural by product of the learning process

c) signs of poor teaching

d) the result of L1 interference

134- The ideal linguistic input (i.e. speech addressed to L2 learners) for acquiring a second language should be .

a) comprehensible

b) relevant to the learners’ immediate interests

c) not too comples

d) all of the above

135- Individualized instruction is basically the recognition that

.

a) students have different needs and abilities

b) a single method may not be successful or appropriate to all students

c) students learn at different rates of speed

d) all of the above

136- Gardner defines integrative motivation as the learner’ desire to

.

a) be identified as a member of the target culture

b) get a high pay job

c) obtain a prestigious social status

d) B & C

137- In learning foreign languages, the critical period hypothesis stipulates that .

a) children are superior to adults

b) adults are superior to children

c) children and adults are equal

d) None of the above.

138- In the approach, there is dependence on mimicry, memorization of set phrases, and overlearning.

a) communicative

b) audiolingual

c) cognitive

d) linguistic

139- In the audiolingual approach, there is emphasis on .

a) pronunciation.

b) communication

c) intonation

d) both A & C

140- Of the four skills of language in the one that is least understood.

a) listening

b) speaking

c) reading

d) writing

141- Using monolingual dictionary work, and the key word method are widely used to teach .

a) speaking

b) reading

c) writing

d) vocabulary

142- Teaching grammar goes into the following three stages :

a) Presentation, demonstration and practice.

b) Teaching rules, providing examples and doing exercise.

c) Teaching, demonstration and homework .

d) Reading, demonstration and writing.

143- A literate student can acquire the details of reading in a second language an illiterate one.

a) shower than

b) as fast as

c) as slow as

d) faster than

144- Teaching receptive skills means teaching .

a) speaking and reading

b) listening and reading

c) speaking and writing

d) writing and speaking

145- Grammar teaching is concerned with explicit teaching of language .

a) forms

b) meaning

c) use

d) words

146- When we ask students to read a text, evaluate it, and react to it, we are teaching .

a) thorough reading

b) critical reading

c) scanning

d) skimming

147- The purpose of teaching speaking is to allow students to

.

a) express themselves

b) repeat sentences

c) repeat what they heard in the classroom

d) express language function

148- A test that measures the learning of material in a particular course is called a (n) test.

a) close

b) multiple choice

c) aptitude

d) achievement

149- are not based on a particular program.

a) Progress Tests

b) Placement Tests

c) Achievement Tests

d) Proficiency tests

150- A test that requires filling in words in words that have been deleted from a paragraph is called a (n) test.

a) close

b) achievement

c) multiple-choice

d) true.valse

151- Testing experts consider dictation as a test of .

a) spelling

b) general language proficiency

c) listening

d) all the above

152- A close test is generally used to test the skill.

a) reading

b) writing

c) listening

d) speaking

153- Language test results are beneficial for .

a) teachers and the administration

b) students and parents

c) curriculum and syllabus designers

d) using word functions and meanings

154- While one prepares his test, one should .

a) spend adequate time in development

b) match his tests to the content

c) make his test valid, reliable, and balanced

d) be all the above

155- The language lab is best used in the teaching of .

a) good writing

b) reading comprehension

c) free conversations

d) listening comprhension

156- An overhead projector can effectively be used to teach .

a) reading and writing only

b) speaking and other skills

c) listening comprehension especially

d) grammatical structures mainly

157- Flash cards are commonly used to teach .

a) grammatical structures

b) vocabulary items

c) writing exercises

d) reading aloud

158- We can use both flannel boards and magnetic boards to display pictures and cards. However, .

a) flannel boards are more effective

b) magnetic boards are easier to use

c) they are similar

d) chalkboards are better than both

159- Composite pictures may be effectively used in the teaching of

.

a) speaking and writing

b) reading comprehension only

c) grammatical structures mainly

d) young learners only

160-Using technology in teaching help to .

a) present demonstrations

b) enhance course content

c) provide additional illustrations

d) all the above

نماذج لاختبارات كادر المعلمين-اللغة الانجليزية1

1- Professional Competency

1.1- Theoretical Background

I-General information on language acquisition and learning, including factors affecting them:

1 -Familiarity with basic theories of first language acquisition:

– Behavioristic

– Cognitive-Code learning

2- Knowledge about main factors that affect 2nd language learning:

– Amount of exposure

– Motivation

– Attitude

– Aptitude

II- General information on different language teaching methods:

1- Grammar Translation Method

2- Audio-lingual Method

3- Communicative Approach

4-Community language learning

5-Eclectic method

III- Contrastive and Error Analyses:

1-Transfer of first language

2-Error identification and classification

3-Remedial procedures

IV-Information on main type English language tests.

– Proficincy

– Acheivement

– Aptitude

– Diagnostic

1.2- Practical Background:

I- Techniques of teaching:

(A) Language Elements:

-Pronunciation

[ discrimination exercises, minimal pairs, production….]

[types of exercises: mechanical , meaningful communicative]

-Grammar & Structure:

(Types of exercises; mechanical, meaningful, communicative )

-Vocabulary:

[ recognition and production :synonyms, antonyms, use of words in

sentences, guessing meaning from context….]

(B) Skills

– Listening:

[listening comprehension: sentences, dialogues, extended texts]

– Speaking:

[ teaching dialogues, activities that promote speaking: pair work,

team work, games ……..]

– Reading:

[ loud reading, intensive and extensive reading , reading strategies: scanning, skimming ……]

– Writing:

[ copying , controlled, guided and free composition; mechanics and paragraph writing ]

(C) General knowledge about learning-teaching strategies

II-Techniques of testing:

-Techniques of testing students performance on English language elements and skills(sound system, grammatical structures, vocabulary, listening, speaking, reading and writing).

III- Use of educational aids in language teaching:

Ø Visual aids: pictures, maps, graphs…etc

Ø Audio aids: radio, tape recorder, language labs…etc.

Ø Video recording and computers

2. Linguistic Competency

2.1. Competencies in Language Skills and Functions

2.1.1. Listening Comprehension:

Ability to:

(1) understand face-to-face communication.

(2) follow speech and conversations about most survival needs and limited social conventions.

(3) follow an extended stretch of speech on general topics.

Level of performance:

Vocabulary permits understanding of topics beyond basic survival needs such as personal history and leisure-time activities. Evidence of understanding all basic grammatical structures.

2.1.2. Speaking:

Ability to:

(1) satisfy most survival needs and social demands.

(2) initiate a conversation, and handle with confidence most social situations, including introductions and casual conversations about current events.

(3) give a short presentation on a general topic.

(4) reasonably describe and give precise information.

Level of performance:

Ø Articulation is comprehensible.

Ø Has sufficient working vocabulary to permit discussion of topics beyond basic survival needs.

Ø Has sufficient control of basic grammatical patterns.

2.1.3. Reading:

(1) Sufficient comprehension abilty to understand a passage for personal communication, information or recreational purposes.

(2) Has ability to read with understanding social notes, letters and invitations.

(3) Has ability to skim and scan texts to locate and derive main ideas of passages on familiar topics.

(4) Is able to read aloud in a proper manner with correct pronunciation of English sounds, observing prosodic features such as stress and intonation.

(5) Shows spontaneity in reading by ability to guess meaning from contexts.

Level of performance:

Ø Has a reasonable stock of passive vocabulary required to understand a text on a common topic.

Ø Has the knowledge of all grammatical structures needed for understanding any text of a general nature.

Ø Has a reasonable knowledge of common cohesive devices and their functions and meanings.

2.1.4. Writing:

(1) Has sufficient control of writing system to meet most survival needs and social demands.

(2) Has ability to write simple social correspondence.

(3) Has ability to take notes on familiar topics.

(4) Has ability to write cohesive summaries, and resumes, short narratives and descriptions on familiar topics.

Level of performance:

Ø -Has sufficient writing vocabulary to allow a person to express himself in different life situations.

Ø -Shows good control of basic grammatical constructions.

2.1.5. Translation:

(1) Has ability to translate a short and simple passage on a familiar topic from English into idiomatic Arabic and from Arabic into English.

(2) Shows ability to translate short oral communications between English and Arabic.

Appendix

2.2. Language Components

2.2.1.Competency in Pronunciation:

Ability to recognize and produce the following:

Intonation

Statements Falling

Requests

Wh-Questions

Yes/No questions Rising

Confirmation Question

Repetition Question

Challenge

Protest

Long utterances sustained + Falling/ Rising

Question Tag

Stress

Placement of primary stress ( especially in bisyllabic words)

Phrasal stress ( normal x for emphasis)

Rhythm

Stress timed x syllable timed (English vs. Arabic)

Vowels

i: seat, see

i x e sit x set

e: late

e let

æ x a cat x father

above

cut, mother

a father

u: pool, fool

u pull, full

xu pot x put

o x boat, coal, sow

bought, call, saw

ay high, light

au now, house

y boy, foil

Consonants

p x b pin x bin

b

t

d

k

g

č x š chair x share

j x ž ‍ large x mirage

f x v

θ x s bath x bass (for speakers of some Arabic dialects)

ð x z though x zoo ( = = = = = = = )

s

z

š fish

ž measure , vision

h

m

n

h x ng long

l x l (clear x dark l) low x law

r ( retroflex in American English)

y and w yet, win

————————————————-

N.B. X means “in contrast with”

Consonant clusters

Initial consonant clusters:

especially s+consonant (+consonant) as in street , star, special

Morphophonemics

Realization of the {Z} and {D}morphemes

1- {Z} plural, Possessive, 3rd Person.

-s: /s/,/z/,/ iz/ ( books, figs, matches)

2- {D} past and past participle

–ed: / t/, /d/, / Id/ ( looked, rubbed, seated)

Allophonic Variants

(Discrimination for comprehension)

I. Inter vocalic t and d : matter, ladder (in American English)

II. Assimilation of t to (n) and (r) : center, twenty, thirty, forty (in American English)

Competency in Grammatical Structures

Ability to distinguish and use the following:

Sentence types

Types

1- Declarative sentences ( affirmative and negative)

2- Interrogative sentences ( affirmative and negative)

2.1 Yes/no questions

2.2 Question-word sentences

3-Imperative sentences ( affirmative and negative)

3.1 Commands

3.2 Polite requests

4-Exclamatory sentences

Short sentences

1-Short answers (type: (Yes,) I am; (No,) I cannot)

2-Short questions (type: Are you? Can’t you)

3-Question-tags ( type: You aren’t afraid, are you?)

Sentence Types:

1–Simple sentences, up to those containing two complements

2- Compound sentences: Co-ordination with and, but, or

3-Complex sentences: Sentences containing object-clauses, Subject- clauses (type: It is a pity that you cannot ), adverbial clauses of time, place, condition, cause/ reason, relative clauses

Verbs

1- Main verbs ( see vocabulary list)

2- Copula: BE

Semi-copulas:

BECOME (I may become a doctor)

GET( He’s getting old)

FALL( He’s fallen ill)

FEEL ( I don’t feel quite well)

REMAIN ( Will it remain dry today)

STAY ( It won’t stay dry for long)

3- Auxiliaries and semi-auxiliaries:

tense/aspect:

HAVE: perfect and pluperfect

BE: present continuous and past continuous

BE GOING TO: future

WILL future

voice: BE

periphrasis : Do

modality : CAN: ability, capability, possibility, permission

COULD: see CAN; also: suggestion

BE ABLE TO: ability, capability

BE GOING TO: intention ; future

MAY: uncertainty ; permission

MIGHT: see MAY

BE ALLOWED TO: permission

BE SUPPOSED TO: permission

MUST: logical conclusion ; obligation

HAVE TO: obligation

NEED (+ not)absence of obligation

OUGHT TO: advisability; right/wrong

SHALL:(in questions): offer, suggestion

SHOULD: right/wrong; disapproval

WILL: intention; request, capacity; future

WOULD: see WILL ; also enquiry, request

Forms

1- Finite forms

2- Infinitive:

2-1 plain infinitive ( V _inf): with auxiliaries; with let’s, let me, I’d rather .

infinitive with ( V _to): with semi- auxiliaries ( have to, ought to, be going to, etc); with main verbs ( hate, like, try, want); with predicative adjectives (how nice, be sorry, be glad, be delighted)

3- Imperatives

4- Past participle ( V _ed): in perfect and pluperfect; in passive; after causative HAVE

5- Present participle/gerund ( V _ing): in continuous tenses; after come, enjoy, go, hate, like, remember; after prepositions

Voice:

1-Active

2-Passive

Aspect :

1-Simple

2-Perfect

3-Continuous

Tenses:

1-Present

2-Past ( including ‘ modal past’ of auxiliaries : COULD, MIGHT, OUGHT TO, SHOULD, WOULD )

3-Future ( with will, be going to, and continuous tenses of verbs of motion)

Nouns

Number:

1-Singular

2-Plural

Function:

1-Nouns as head of NP

2-Attributive nouns, especially material nouns

Adjectives

Function:

1-Attributive

2-Predictive

Form:

1-Positive degree

2-Comparative degree ( -er, more ); irregular forms of those ‘irregular’ adjectives, such as better.

Superlative degree ( -est, most ); irregular forms of those ‘irregular’ ajectives such as best.

Comparison:

1-Equality as ………….as

2-Inequality: not so… as; comparative + than; superlative

Adverbs

Forms:

1- derivation with –ly

2- Non-derived adverbs, eg soon, fast: see the vocabulary list.

Comparison:

See under Adjectives

Articles

Definite article: the

Indefinite article: a (n)

Absence of definite article in cases such as to go to school, in summer, to have dinner

Pronouns( including pronominal adjectives)

1- personal: subject forms and object forms

2- possessive

2.1 adjectives: my, your, their, etc

2.2 pronouns: mine, yours, theirs, etc; used as complement, used as subject

3- demonstrative

3.1 adjectives: this, that, these, those, such

3.2 pronouns: this, that, these, those

4- interrogative

4.1 adjectives: whose, what, which

4.2 pronouns: who, whom, whose, what, which

5- relative: who, whose, whom, which, that

6- definite: someone, somebody, no-one, not … anyone, nobody, everybody, something, nothing, everything, all (as in: They all went home; and in: I want all of it ) some (as in Some of them went home ), any ( as in Have you got any money? I haven’t any money ), it ( as in: It is raining )

7- emphatic: myself, yourself, etc. (example: I’ve done it myself)

8- prop-word: one ( example : I like the red one better)

Numerals

1- Cardinal: up to four digits, up to nine digits

2- Ordinal : up to two digits(first to 99th)

Also : half, quarter

Word order

Basic pattern:

Subject-predicate complement(s)

Derived patterns:

Yes/no question pattern

Wh-question pattern

Negative sentence pattern with not

Passive voice pattern

Imperative pattern

Indirect object replacement by to-adjunct

Position of adverbials : initial position, final position, after auxiliaries

Word formation

Adverb-derivation with –ly

Compounds and derivatives

2.2.3. Competency in vocabulary Has a reasonable stock of passive vocabulary required tounderstand a written or heared a text on common topics.

Has a reasonable stock of active vocabulary required to express himself in speaking and writing in topics beyond basic survival needs such as history and leisure time activities.