Archive for May, 2008
If you have children of your own, or if you have a little brother or sister that you’ve watched growing up, you might have noticed how they started learning your native language.
|
|
The first words they usually speak out are the ones that they come into contact the most often, usually the name of their parents, parental appellatives such as “mama” or “papa” or “dada” and so forth. Later on, as they are encouraged to express verbally, their vocabulary base will consist of words that they meet in their “daily activities”, which for most children simply include eating, sleep and… playing. This is where I actually wanted to bring the discussion to, learning a language through playing and especially through educational games that are specifically aimed for this purpose.Since most children follow the above mentioned pattern when learning their native language many scientists claim that simulating the process at an older age can produce the same learning effects with a foreign language. The reason for this is that the brain already got used to that specific type of learning and it will adapt easier when confronted with a similar situation later on in life. That’s why learning a foreign language through children’s games has become increasingly popular among adults, despite the slight awkwardness of the situation. Flashcard games are such an example, a flashcard being a small piece of material with a picture of an item printed on it and a related word (or small text) describing the picture. The image-text correlation is extremely potent when having to memorize words. Using flashcards is a good way to start building the basic vocabulary for the language you’re learning and it gives you a first contact with the language pronunciation (you’ll need a dictionary for this of course). |
Another great way to learn a foreign language is by playing computer games. Although most games are in English (and if you’re reading this, you already know English I assume…) some computer games have translated versions for specific languages (mostly German, Spanish, French or Italian). If you can get a copy of one of these translated games it could be a great way to start learning that specific language and have fun at the same time.
A study exists in this sense, where a young English boy that couldn’t speak any language but his native one was invited to play a popular online PC game on a French server. Although he was extremely confused at first, the constant contact with the other human players in the game, combined with a natural correlation between what he saw on the screen and the game chat gradually helped him understand the French language. The game experience was almost like throwing him in the middle of say, Paris, with no knowledge of the French language. After living in a foreign environment, hearing and reading a particular language at all times and instinctively correlating words with actions and images one actually starts learning that particular language, a fact proven by the above experiment. This just proves that online educational games (well not necessarily educational ones, but simply “games”) may yet become the future language learning centers of tomorrow. To the same extent, millions of players all around the world learn and perfect their English language skills while playing the numerous online games available today.
Of course, there are still “classic” educational games out there that you can try out. Some sites offer several such educational games for languages ranging from English, German, Spanish or Italian to Polish, Romanian, Turkish or Ukrainian (and many more). If you’re thinking about beginning to learn a new language, these educational games might prove to be starting point that you need. Some are actually fun and quite addictive and they are a surefire way towards boosting your vocabulary in that particular language.
Increase your foreign language vocabulary at http://www.InternetPolyglot.com by playing online games. The site contains thousands of lessons in different languages from English, Spanish, French, Russian to Hindi, Turkish, Ukrainian and many others.
Article Source: http://www.eArticlesOnline.com
3 Ways to Improve Your Vocabulary
Building up your vocabulary is arguably the most important part of a language learning process. If you don’t have a base vocabulary to work with, you can’t study grammar, you have absolutely no use for spelling or pronunciation exercises and writing or reading is definitely out of the question.
|
|
That’s why it’s crucial to have a good vocabulary work-up at the beginning of your studies but also to keep building it up as you go. Here are a few ways to do this.1. Translated textsThis is a great method to use in the beginning of your studies, when you can’t handle reading (and understanding) a text solely in the foreign language you’re emphasizing on. Translated texts act as a natural dictionary as they will involuntarily form connections as you read the two versions of the same text. The downside however is that if the texts are too ambiguous or too complicated, you risk misunderstanding entire phrases or mistakenly attributing meanings to certain words. That’s why it’s extremely important that the translated text you’re working with is well written and doesn’t have any slang, confusing words, words with different meanings and so forth. You should also look for the most basic translated texts at first. Don’t worry if you find it silly to translate “It’s hot during the summer”, it’s a starting point and you won’t be better off skipping it. |
2. Vocabulary games
Vocabulary games are a great way to enhance your word base, but they should usually be used only as an additional method for this purpose. The fact with vocabulary games is that they cannot teach you the same amount of new words as say translated texts or other methods that deal with improving your vocabulary, but they can be a fun alternative to take during those study breaks. Also, remember that everything we learn while relaxing and having fun is assimilated a lot easier and for a longer period of time.
3. Foreign language media
Media is obviously a strong source of vocabulary gain and the fun fact about it is that you won’t be shedding a sweat learning the new words, as they will come naturally. Every bit of radio, TV, stationary ad, computer game or any other type of media you can watch or hear in the foreign language you’re studying should be treated as an opportunity to improve vocabulary. Obviously, some languages will be harder to learn through this method, whereas others will be extremely easy (English/Spanish anyone?). If you find a good learning source, you could use foreign language media as a main method of vocabulary increase, but if these sources are scarce, you shouldn’t rely solely on it.
Once you have a relatively good grasp on that language’s vocabulary and you formed a solid word database with which you can work with, feel free to move on to more complex elements of the language, such as spelling, pronunciation, writing, grammar and so forth. As to where you can find translated texts, vocabulary games and even language-specific media, know that there are several language learning sites out there that provide such content for both novice and advanced students.
Increase your foreign language vocabulary at http://www.InternetPolyglot.com by playing online games and become a true polyglot. The site contains thousands of lessons in different languages from English, Spanish, French, Russian to Hindi, Turkish, Ukrainian and many others.
Article Source: http://www.eArticlesOnline.com
Preparing Your Child Cognitively to Read
The ultimate goal of reading instruction is to enable children to understand what they read, so reading instruction has to be about more than simply matching letters and sounds — it also has to be about connecting words and meaning.
|
|
It is clear from research on emerging literacy that learning to read is a relatively lengthy process that begins very early in development and clearly before children enter formal schooling.Children who receive stimulating literacy experiences from birth onward appear to have an edge when it comes to vocabulary development, understanding the goals of reading, and developing an awareness of print and literacy concepts.
Children who are read to frequently at very young ages become exposed in interesting and exciting ways to the sounds of our language, to the concept of rhyming, and to other word and language play activities that serve to provide the foundation for the development of phoneme awareness.
As children are exposed to literacy activities at young ages, they begin to recognize and discriminate letters. Without a doubt, children who have learned to recognize and print most letters as preschoolers will have less to learn upon school entry. The learning of letter names is also important because the names of many letters contain the sounds they most often represent, thus orienting youngsters early to the alphabetic principle or how letters and sounds connect. |
The earlier you begin working on language with your child — simply speaking to your child, reading to your child, and then listening and responding to your child’s communications — the better off your child will be when the time comes to learn to ready.
Studies show a strong connection between early language development and reading. Language and reading require the same types of sound analysis. The better babies are at distinguishing the building blocks of speech at six months, the better they will be at more complex language skills at two and three years old, and the easier it will be for them at four and five years old to grasp the idea of how sounds link to letters.
However preparing your child to become a reader needs to go beyond this to cognitive readiness.
Cognitive readiness is essentially making sure your child has the essential foundations for reading. This includes the development and understanding of language, such as vocabulary, sentence structure, and grammar; but also includes background knowledge and experience.
For example, a child can easily make the transition from seeing the neighbor’s cat to the parent connecting the word “cat” with the animal. Then later when the child is learning the alphabet and connecting sounds with various letters the cat is again brought into play. Finally, when it is time to begin reading text the child is already well on her way to understanding the written word “cat” through her experience of seeing and hearing it.
However children need help learning these concepts. A child will not learn the names, sounds, and shapes of letters simply by being around adults who like to read and who engage in reading. Children learn these concepts when adults take the time and effort to share experiences with oral and written language.
Preparing your child to read must take a step beyond this as well. Children’s cognitive skills and knowledge are frequently thought of as core ingredients in the recipe for success in school. Children’s language/literacy refers to both their oral communication (language) and understanding of the written word (literacy). The concept of general knowledge refers to children’s conceptions and understandings of the world around them.
As children enter kindergarten for the first time, they differ in their cognitive skills and knowledge. Studies of first-time kindergartners indicate that children’s reading, mathematics, and general knowledge are related to their age as they enter kindergarten, the level of their mother’s education, their family type, the primary language spoken in the home, and their race/ethnicity.
The undisputed purpose of learning to read is to comprehend. Even before children can read for themselves, it can help them to build vital background knowledge by having adults read to them interactively and frequently. This means not only is the book or story shared with the child — but then the reader and the child discuss the book and the world, characters, and events it introduces. It is important for parents who want to build their child’s cognitive readiness to actually choose of variety of texts that will expand what their children know about the world around them. Further, comprehension is enhanced through discussion of the text which in turn might lead to seeking out further text on this or related subjects. Effective instruction will help the reader actively relate his or her own knowledge or experience to the ideas written in the text, and then remember the ideas that he or she has come to understand.
Helping your child become cognitively ready for reading will also include giving your child diverse experiences in the world and with events and people so they can make connections between the real world and their reading. This does not have to mean extensive travel or expensive outings. Many times simply taking children to various events and places within your community can provide experience with people of different ages and ethnic backgrounds, for example.
Ultimately, children’s ability to understand what they are reading is inextricably linked to their background knowledge. Very young children who are provided opportunities to learn, think, and talk about new areas of knowledge will gain much from the reading process. With understanding comes the clear desire to read more and to read frequently, ensuring that reading practice takes place.
Some things you can do to help cognitively prepare your child for reading:
* Read new stories and reread old stories every day.
* Help extend their experience with the words, language, and ideas in books by interactively reading to them every day.
* Relate information in books to other events of interest to children, such as holidays, pets, siblings, and games. Engage children in discussion of the topics.
* In both stories and informational texts, encourage wondering. For example, “What will happen next?” or “Have you ever seen someone do that?”
* Point out how titles and headings as well as text when you are reading.
Deanna Mascle is the publisher of Preschoolers Learn More. Visit for more tips and resources for teaching your preschooler including Learning to Read through Rhyme Submitted with Article Distributor.
Home-and-Family Article Source: http://www.eArticlesOnline.com
Effects Of Children Art Work In Their Life
Strokes of brushes lying scattered, petri dishes filled with unused colors and little smudges of color decorating, [or is it spoiling ?] your walls. Well, if you have a small budding artist, then the above-mentioned scenario might not be a new one for you.
|
|
Children love to create artwork. Though, at times their work might not make much sense to adults, the fact remains that children find art an amusing little hobby. But why are children attracted to art. What effect does it have in their life?For many young minds, art remains a medium to express their deep buried feelings. Many children use art to articulate their sub-conscious thoughts. Not many adults are interested in knowing what is going in young minds, hence, children use art to let the world know about their feelings. |
Art also has a sedating effect on young minds. Take for instance war. Today the world is witnessing sectarian, racial and religious strife. Children are the most vulnerable victims of these wars. Many of them experience horrors that cannot be put in words. Often, these horrors remain buried inside, and continue to haunt children in their adulthood as well. Art makes sure that these pent-up feelings find a way to come out. A report that appeared in PBS, a non-profit media enterprise, states the healing effects of art on children in the war-torn region of Darfur. According to the report, when the children were presented with crayons and paper, they came up with drawings that summed up the horrors of the war. The report also states how Dr. Annie Sparrow, one of the pediatric at the refugee camps , feels that the picture , ? has all the integrity of literally expressing what is inside their head, that it’s their own visual vocabulary of war”. She also states, ?For the children of Darfur, creating the drawings has a therapeutic effect. For the rest of us, the works offer a window into their troubled world.”
John Toth in his essay titled ‘Traveling through Arts’ offers more insights on this subject. According to him, art helps children to ‘reconnect with their own experience’ he also states that ‘these questions further learning by linking cognition with affect, drawing upon prior experience, verbal, kinesthetic, auditory and other sense memories.’ Toth also makes a mention of how art helps children to voice their own opinions and appreciation as well as developing the patience to listen to others’ perspective.
Art often helps children to regain their emotional balance. Artwork, often, helps children to paint a picture of their immediate surroundings. Art therapists believe this helps them to reconcile with their troubled present and addresses their emotional anxieties. A report from earthtimes.org states how Los Angeles students regained their emotional balance after becoming traumatized by gang violence. The rescuer was none other than art therapy. The report states that by using as art therapy, Suzanne Silverstein, a registered art therapist, hopes to break the vicious cycle of violence and backlash. According to her, art provides children with a healthier form of expressing their opinion and hence can prevent children from stinking back with violent acts, in case, they are traumatized by gang violence.
Studies have also shown that involving children in artwork helps them to increase attention span. It is often observed that abused children have lower attention span. Art forces them to concentrate and this addresses the issue of attention span.
Art can, thus, have a positive effect on children.
Nina McCaulley is an artwork Enthusiast and creator of artworkandposters.com. The Internet’s hottest resource for discounted artwork and posters. If you would like to discover new trends in art then go to Artwork and posters now and Claim Your free artwork newsletter.
Arts-and-Entertainment Article Source: http://www.eArticlesOnline.com
How to Help Your Child Learn To Read
Words are the tools of thinking and expression. Perhaps one of the greatest home-aids to a child’s reading is helping the child develop the art of marking and underlining in order to identify easily the significant material to be remembered. This practice is called “reading with a pencil in hand.” It is a practice so valuable as to be worth buying books to be marked.
|
There are three important underlinings which should be used. The child should be taught to underline fundamental vocabulary words, and this can be started with the very first book that deals with subject matter. The method suggested for fundamental vocabulary words is a line above a shorter line (number, add, count, subtract, multiply, fraction, arithmetic, problem, divide).The longer line stands for definition, and the shorter line stands for spelling. The second grader who underlines number in his book Fun With Numbers will not be spelling it (nomber) when he is a junior in secondary school, and the fourth grader who learns the definition of the word fraction will not be having trouble with fractions as an eighth grader, because he only learned about fractions, but really never knew what the word meant in terms of whole experience. |
The second kind of under lining can be a broken line to designate details, facts, and significant word pictures which are interesting, but perhaps not of primary importance to understanding the content of the subject. This is a splendid way to introduce the child to the excitement of independent study: “Here is a fact. Here is a description which interests me. It is not important for a question, but I like it and I want to remember it.”
The third kind of underlining is the long solid line that points out the solid information: such essentials as topic sentences, specific details, definitions, and summary sentences.
Practices in Better Reading
Emphasize a positive approach to reading - to concentrate, to remember, and to apply. Reading for pleasure and reading for work, used in the early years, should be converted, at about fourth or fifth grade level, into the three methods - skimming, careful reading, and intensive reading.
Use questions and tests in all reading. Teach the child to look for possible questions and answers.
Underline important words and details; make marginal symbols to point out important material. The child who reads “with a pencil in his hand” is the child who thinks about what he is reading.
It is well for the child to be reminded frequently that reading is not a simple process, learned in one year, but that the really good reader is constantly disciplining himself to improve.
There are no predetermined reading levels for children, such as third grade level or fifth grade level. Help your child choose what is interesting to him. With a little guidance he will always be beyond his grade level.
After the pattern of words has been mastered, the sentence must then be divided into fixations and ideas, and read for ideas.
Knowledge of paragraph structure is necessary for all methods of reading; and the ability to find the essential ideas of topics is a practice built almost entirely upon this knowledge.
Teach your child to make a Preliminary Survey before reading - the title, the section headings, the main topics of paragraphs. This should provide the answer to the question: What am I going to learn?
No reading assignment in school work is complete until it has been summarized with the book closed; this is best done by paragraphs or sections rather than by whole assignments.
Books are the memory of mankind, and their function is memory; they make available for us what is known. Whatever can be done to teach a deeper appreciation of them will add much to the life of the fortunate one being taught.
The very physical structure, parts, etc., of a book should be taught in the early years; much help is provided by knowing and using properly the separate parts.
Help your child in these ways and you will be adding to his life skills.
New Exciting Way To Help Get Your Child To The Top Of The Class In The Quickest Possible Time Click here for FREE online ebook! http://www.freehomeschool.net/
Article Source: http://www.eArticlesOnline.com
Lessons in literacy: How to raise a reader
You want to raise a reader. That much you know. But how? That’s the $20,000 question. You could probably spend that $20,000 on how-to books for you, readers for your child, flash cards and other accessories, and specialized reading programs promoting every possible avenue to full literacy.
|
You could, but you don’t have to do all that. The facts are simple. Between 80-85 percent of children learn to read by the middle of first grade and most of those children will learn without the benefit of fancy reading programs and books. Many of those children will learn to read as the result of simple preliteracy activities they encountered at home and/or school.In fact, studies show that starting early is not necessary and could do more harm than good. Formal reading instruction, especially if introduced too early and if focused on “skill and drill,” can actually interfere with emergent literacy. However there are things you can do before you get to that point–and these activities are fun and can lay a strong early literacy foundation to make it easier for your child to learn to read later on.
As a basic foundation for learning to read and write, kids need strong speaking and listening skills. When you and other adults around your kids encourage them to talk, ask questions, and use dramatic play, it increases their vocabulary, allows them to hear and practice building sentences, and gives them more knowledge to understand spoken and written language. |
Simply reading, talking, and listening to a young child in a warm and positive environment at every opportunity are among the most important things you can do.
There are three skill areas that form the foundation for reading. Kids who develop strong skills in these areas have greater success learning to read: Print Knowledge, Literacy Awareness, and Language Understanding.
Print knowledge is simply the understanding that print (letters, words, symbols, and printed media such as books and signs) carries a message. This encompasses learning that people read text rather than pictures and the correct way to read a book or page (right side up, left to right, top to bottom).
Literacy awareness encompasses a child’s first efforts to use print in a meaningful way. This includes recognizing letters and groupings of letters (the child recognizes his or her name or the name of a store) and attempts to write letters and words such as his or her name.
Language understanding is just that-understanding how language works. This includes being able to sound out individual letters in a word and counting the words in a spoken sentence.
Children develop these skills by having many early experiences with language, books, and print. They can have these experiences as part of everyday life, through play, conversation, and a wide range of activities. Young children use play and talk as a way to expand, explore, and make sense of their world. When kids talk about daily tasks and special events, tell stories, sing songs, and scribble, they are laying the groundwork for reading and writing.
The primary reason many children struggle with learning to read is because they simply do not have enough experiences with language, books, and print. They need more time at home and in their early childhood programs devoted to helping them develop the skills that lead to reading. A lack of developmentally appropriate skill-building at an early age can significantly limit the reading and writing level a child attains.
Becoming literate
Becoming a literate person is something that every human begins almost from birth. In essence, we are actually programmed to become literate. However, that does not mean the path to literacy is smooth and easy.
While the progression to literacy is a natural evolution we are all programmed to follow, literacy does not occur in a vacuum. Literacy emerges in individuals only when they are immersed in a community of literacy. Interactions such as sharing a picture book, telling a story, and talking about experiences are central to emergent literacy.
Most parents are aware of the importance of reading to their child, but it is so important that it cannot be emphasized enough. According to the Partnership for Reading, a project administered by the National Institute for Literacy, “Reading aloud to children has been called the single most important activity for building the knowledge required for success in reading.”
Typically, parents play an important role in developing this skill by reading to children and showing how important reading is to their daily life. Find time to read aloud with your child every day. Lap time with picture books and stories can strongly motivate your child to enjoy reading.
Studies focusing on parents of successful readers found that they do more than simply read to their children. They also engage in specific strategies, which maximize the reading experience. These strategies are actually fairly simple: talk about the book with your child before reading it; read aloud using an enthusiastic voice; and let your child ask questions about the book. Parents can also encourage their child to “read” the story back to them (especially if it is a favorite that has been read many times to the child) and/or share fun variations of the story.
However, while this is significant, this is not the only way your child learns. Knowledge is constructed as a result of dynamic interactions between the individual and the physical and social environments. In a sense the child discovers knowledge through active experimentation. Try to make books available for your child to explore and enjoy on their own as well as with you.
It is important to remember that literacy is much broader than simply reading. Allowing a child to draw or color and playing word games and singing songs are also a part of literacy. Sometimes literacy development does not actually involve print. There are many ways of learning to read and write. Some of these ways may look suspiciously like play which makes them all the more effective.
Children learn through play. Play provides opportunities for exploration, experimentation, and manipulation that are essential for constructing knowledge and contributes to the development of representational thought. During play, children examine and refine their learning in light of the feedback they receive from the environment and other people. It is through play that children develop their imaginations and creativity. During the primary grades, children’s play becomes more rule-oriented and promotes the development of autonomy and cooperation which contributes to social, emotional, and intellectual development.
Make-believe among peers also plays an important role in emergent literacy. Pretending is, in fact, an ideal area in which children can develop literacy-related language skills. In pretend play, children use language to create imaginary worlds; and the manner in which language is used when pretending has much in common with reading. It is important to provide children time and settings in which they can use language with each other in a variety of social dramatic play activities.
Block play, too, can serve as a foundation for literacy. While reading and writing and playing with blocks seem miles apart at first glance, block play offers the literacy-related benefits of helping children understand symbolization, refine visual discrimination, develop fine-motor coordination, and practice oral language.
So remember, your goal is not to teach your child to read so much as it is to help them become literate. Immerse your child in literacy by talking, reading, singing, pretending, and playing and you will have done a great deal to prepare your child to become a reader.
Visit Teach Your Child the Alphabet at http://teachyourchildthealphabet.com for preschool learning resources. Submitted with Article Distributor.
Home-and-Family Article Source: http://www.eArticlesOnline.com
The American English Accent:: The Voiced And Unvoiced
The voiced and unvoiced consonants
In this section we will try to clarify the difference between the voiced consonants and the unvoiced consonants.
|
If you want to master English pronunciation you have to able to distinguish between these two types of consonants. This is necessary for you to learn the proper pronunciation when you learn new vocabulary. And more importantly you need to know the difference between voiced and unvoiced consonants to be able to pronounce the words of English correctly. What makes one consonant be voiced and another not?A consonant is voiced when it makes the vocal cords vibrate. It is voiceless when it is pronounced without vibrating the vocal cords.
The sound of the letters “p” and “b”
For example, the sounds indicated by the letters “b” and “p” differ only in their vocalization (voicing). The are both “bilabials”, that is, they are produced by closing both lips. But the “b” is voiced and the “p” is unvoiced. In this article, we will follow common practice and indicate the letters of the alphabet with quotes (?b” and ?p”) and the sounds with slashes (/b/ and /p/) |
You can appreciate the difference by lightly touching with the tips of your fingers your “Adam’s Apple” (the voice box that you can see in the front of your throat) as you pronounce the word bowl . You can feel the vibration with the tips of our fingers. Concentrate on the first sound, the consonant /b/ before passing to the vowel represented by the “o”. Notice that you can lengthen the sound (something is heard!) without the “o”. This is because /b/ is a voiced consonant.
Now pronounce the word pole. Do you feel the vibration in the vocal cords? No. The reason is that /p/ is an unvoiced consonant. Notice that you you can’t lengthen the sound or hear anything.
When you pronounce these sounds, don’t forget the advice we already gave you in other articles: exaggerate the value of the vowel “o” with a strong English accent!
Listen to the following exercise until you can distinguish betwen the two sounds and produce them yourself.
You should be able to telll the difference between the /p/ and the /b/ in the sentence The doctor said: “Bill, take your pill!
Try it now!
The sounds of the English letters /k/ (sometimes “c”) and /g/
It is not only the sounds /p/ and /b/ that are voiced or unvoiced. The same distinction holds for the sounds represented by the letters “k” y “g” in the International Phonetic Alphabet. By the way, do you see that it will not be hard for you to learn the symbols of the IPA? Many of the symbols, like the k and the g are already familiar to you. They are the normal letters of the alphabet.
The IPA symbol k interests us now. It is the “hard” sound of the letter “c”, the sound that the letter “c” usually takes before the letters “a”, “o”, and “u”, for example in the words car, coat, cube.
Now can you see how the IPA system makes it easy for you to learn the pronunciation of new words? Now, we don’t have to worry that sometimes the letter “c” has the sound of the IPA symbol k (as in the word cold) or that sometimes the same letter “c” of the English alphabet is pronounced as the IPA s (as in the words cell ).
!
Now try to feel in your voice box the vibration in the word coal! You can’t because it is the unvoiced partner in the pair. If you touch your voice box while you pronounce the word goal, you do feel the vibration because the sound g is voiced.
Practice the two words coal and goal. But keep on pronouncing the the English vowel with its lengthening. Exaggerate the English language character of the vowel. Don’t pronounce it as if it were col or gol in your language. And also remember the explosive nature of the consonant represented by the “c” in English when it is pronounced as the IPA k. Blow out the candle when you say coal.
Pero? ?Qu? no suene como si hablaras de repollo (la col en el Per?) o del f?tbol (el gol)!
?Cuidado con tu acento hispano!
Did you notice that we review various important things about the English sounds as we move along in this book. From now on, in your listening and in your practice, you must remember the explosive consonants, the special English vowels, and the voiced or unvoiced consonants.
Listen and practice all these essential elements of English pronunciation.
The sound of the letters “t” and “d”
Consider the pair of words tear and dear. Do the same with these words as you did above with the pairs of words coal and goal, and pole and bowl. Can you distinguish which of the initial sounds is voiced and which is unvoiced? Both are pronounced in almost the same place in the mouth but the initial sound of these two words is different in that the letter “t” is usually voiceless and the “d” is usually voiced. However, do NOT think that the letter “d” in English is always voiced. You will see that sometimes this letter “d” represents a voiceless sound. This is a VERY important lesson in the pronunciation of English and when you learn how and when the “d” is unvoiced it will be a valuable tool for you in your mastery of English.
This difference between the letters “d” and “t” in English is very important in the matter of the past tense of verbs. We will treat this elsewhere.
Also there is another pair of voiced and unvoiced consonants, the sounds represented in English by the letters “s” and “z”. We will study them in their most important contexts, that of the third person singular of the present of verbs, and that of the plural of nouns.
But for now, concentrate on the consonants we just looked at.
Now listen and practice! Listen wherever you can (or listen in our book) to the different pairs of voiced and unvoiced consonants. Then make them yourself.
P and B
K and G
T and D
This lesson is taken from the book, ?Word Power” which contains sound files that let you hear the vowels and consonants and practice their pronunciation.
Frank Gerace Ph.D has worked in Latin America in UN and national Educational and Communication Projects, and has taught in Bolivian and Peruvian Universities. He currently teaches English in New York City at La Guardia College/CUNY. He provides resources on accent reduction and the proper American English accent at http://www.GoodAccent.com.
Reference-and-Education Article Source: http://www.eArticlesOnline.com
Icebreaker Bingo
Most people enjoy the fun and entertainment parties offer. It does not matter whether it is a birthday party, Christmas party or a reunion, it is always fun. But, having a party can become a nightmare to the host. Not only does the host have to keep all the guests happy, he/she should also introduce everyone and make sure all the guests are comfortable in each others company.
|
What the host needs is something to break the ice and get the guests to mingle and talk to each other. The solution is an icebreaker game, such as icebreaker bingo. Not only are icebreaker bingo lots of fun, it can keep guests busy for hours and help the host to introduce all the guests to each other.The goal of the icebreaker bingo game is to get guests to ask each other questions in order to fill their bingo cards. This way guests can speak to each other and get to know each other without feeling pressured or uncomfortable. They learn personal details of each other’s lives and will soon feel they have something in common.
Making icebreaker bingo cards is easy, but do require a bit of time. The same amount of cards as guests is needed, although it is always a good idea to prepare a few extra cards in case unexpected guests arrive at the party. An icebreaker bingo card usually consists out of 25 (5X5) or 36 (9×9) even-sized blocks. Inside every block the host can write short phrases like ?played college football”, ?has a pet reptile”, ?has been to Hawaii”, ?loves reading” and ?has a tattoo”. Another option is to search for ready-made cards online. Most of these sites use a random card generator, which means that all the cards will be different. |
The aim of the game is to have the guests ask each other the questions on their cards. As soon as they find someone with, for example, a tattoo, they write that person’s name on the appropriate block. The first guest to fill their bingo card is the winner of the game. Another good idea is to offer a prize to the winner of the icebreaker bingo game. The prize can be anything from a yearbook if it is a reunion to a special gift at a Christmas of birthday party.
The amount of icebreaker bingo games the guests play depends on the host and the amount of time set aside for the icebreaker bingo game. The intention is to let game last as long as possible, because guests are talking and interacting with each other.
Icebreaker bingo is a must-have for every party. It is fun, entertaining and an easy, comfortable way to meet other people.
Emma Madison has been an online bingo fanatic for over 7 years. She has written many informative and original articles for the website Online-Bingo.net including information on icebreaker bingo.
Recreation-and-Sports Article Source: http://www.eArticlesOnline.com
Condolence Gifts For Bereaved Family And Friends
When we hear that a family member or friend has passed, we want to do or say something that is meaningful to the family. Sometimes actions speak louder than words when it comes to expressing our condolences for another’s loss. Giving a sympathy gift basket will speak volumes to the loved one’s family.
|
Condolence food gift baskets should be filled with items that are not readily perishable. The family will receive lots of food, mostly perishable items that need to be refrigerated. Offer them gifts that they can partake of at anytime without having to worry about spoilage. Homemade items that can sit in a cool dry place such as zucchini, banana, or other loaf breads need to be wrapped in foil so they won’t sweat. Include paper plates, plastic silverware and napkins. Give them utensils that they can throw away so they don’t have to worry about washing dishes during their period of mourning. Choose applesauce, fruit cups, snack bars, small bags of chips, and individually bottled water and juices that need no refrigeration. Small snacks may be all they want or need to keep up their strength, so provide as many as you can.When the time comes, the family will want to send thank you cards to those who helped them during their bereavement. A sympathy gift basket filled with everything needed to make this task easier would be appreciated. Include cards, pens, stamps, return address labels, note paper, and envelopes. Most families place a picture of the deceased on the cover of the funeral program. Minimize the picture and make copies with the birth and death dates to include with the thank you cards. |
A spiritual sympathy gift basket can help a mourning family find closure. Fill the basket with packs of tissues, books on prayer and grieving, and journals with pens to record their feelings. For the in-between moments, a portable CD player with soothing music will bring calmness to the wounded heart. Include symbols of faith like cross pendants, and/or rosary beads if they are Catholic.
If the family has pets, they will need care. Save the family a trip to the store for pet supplies. A sympathy gift basket full of pet foods, toys, and grooming supplies will keep the family from worrying about their pets.
A unique idea for a sympathy gift basket to show your condolences is a ?celebration of life” basket. If the friend or family member was close to you, there should be pictures of them in photo albums you own or tokens of special times you shared. Gather these things together in a gift basket for the grieving family. Frame the pictures in a collage frame or individual picture frames of varying sizes. Ask others who knew the deceased to provide a few memorabilia to the basket as gifts of sympathy. Each person should include a letter telling how they knew the deceased. Include funny stories and how the deceased affected their lives. Include a scrapbook of the person’s accomplishments in life, leaving a page free for each of their immediate family members to add their reflections to the scrapbook.
The need to provide sympathy goes beyond the funeral. The period of mourning is unpredictable. Gift baskets of food, favorite memories, and household necessities help the family to heal after their loss.
Reni Vaileva is a successful Webmaster of MyGiftBasketsMart. For more information about sympathy gift baskets you can find on her website.
Arts-and-Entertainment Article Source: http://www.eArticlesOnline.com
Thank God For Sympathy Cards
Losing someone you love is never easy. When my beloved mother passed away last fall I wasn’t sure how I would find the strength to go on. So many of my greatest memories were filled with the beauty and grace of my mom. It was wonderful to be supported by so many friends and family at the funeral, but ended up being the sympathy cards that I received in the mail everyday for weeks afterward that gave me the strength to keep living.
|
My mom’s best friend from high school contributed to the growing pile of sympathy cards on my table by sending me a letter everyday for a month. Each day these letters taught me new stories my mom had never told and helped me to see past the sting of her death by enjoying the fullness of her life. In some ways I think the love I had for my mom grew deeper after her death because of sympathy cards like these.In the strangest way the sympathy cards I received after her death have given me a whole new perspective on living. After reading about all of the ways that my mother’s life brought life and joy to people around her, I have begun trying to make my life count for similiar things. I was inspired by the sympathy cards to make my own life a life that could be celebrated and remembered positively by all of the people I know. I only wish I would have learned more about living well from watching my mother’s life rather than by waiting to read about her life in sympathy cards written after her death. |
Triston Huntsmin has become an expert in allowing sympathy cards to help him celebrate life. He shares her experience with the hope that others will learn to celebrate life as well. Learn more about sympathy cards at www.mysympathycards.info
Home-and-Family Article Source: http://www.eArticlesOnline.com
Previous Posts