Phonics is indespensible to understand the reading code. Phonological awareness is the base of good reading. It helps students to corelate letter and sound. It erase confusion from similar looking letters and their sounds. 

 ADORABLE MOMENTS OF THE SUN

THE SHY SUN

ENLIGHTENED 

Devine light

GOOD MORNING KISS

  

COGNATE OBJECT

Cognate object is a form of direct object. It shares the same linguistic root, meaning and form as the verb . 

She smiled a sweet smile

He dreamt a beautiful dream

For a cognate object we must remember the following points:

• Typically the verb of a cognate object is an intransitive verb. 
• Cognate object is the noun form of the verb used. 
• A cognate object acts  adverbially modifying the verb's performance.
• it sits in the noun slot and delivers the power of an adverb
• Use of a cognate object gives the power  to use an adjective instead of an adverb.
• it adds style weight and emphasis to writing 

 

Understanding Grammar

Lesson 1

OBJECT

                    Object is an important part of a sentence. It receives the action of the verb. 

However, every sentence does not need an object. Let's pay heed to the following points.

• Sentences with transitive verbs need one; intransitive verbs does not need an object.
• Linking verbs do not take an object, they take an compliment instead.
• nouns, pronouns or noun phrases Adjectives ,gerund. can be object.
• Objects can be compound. More than one of the same type can sit together in object position

Example:-

1.            The man(subject)  kills(transitive verb)  the rat(object)
2.            The man (subject)  went (intransitive verb ) abroad (adverb, not an object)
3.             She (subject) is (verb) a teacher (compliment, not an object)
4.             I (subject) love (verb) apple(objective)
5.             I (subject)  bought (verb) bread and milk (compound object).
6.             I (subject) enjoyed (verb) swimming.(object)

CLASSIFICATION OF OBJECT 

DIRECT OBJECT:

                    Directly receives  the action of the verb

                     He gave me an apple.

                  Cognate object is a form of direct object. It shares the same linguistic root,meaning and form as the verb . Typically the verb is an intransitive verb. Cognate object is the noun form of the verb used. 

She smiled a sweet smile

He dreamt a beautiful dream

INDIRECT OBJECT:

                      Indicates for whom or to whom the action is done

                      He gave me an apple.

 

RETAINED OBJECT

                      Retained object is object that remains in the object position  in a passive sentence when the active sentence has two objects.

                       The teacher gave students books (active voice)

                       Students were given books by the teacher(]assive voice)

REFLEXIVE OBJECT

                       Reflexive object occues when the subject and the object are the same object or thing. They are also called prepositional object.

                   

                     They are proud of  themselves.

ENGLISH LEARNING IN INDIA:

 

ENGLISH LEARNING IN INDIA:

 

Although initially the aim of English learning in India was to produce cheap clerks for the administration, yet the credit of starting English learning in India goes to the British government . In the course of time, English has been playing a pivotal role in the national lives of India. In the pre independence period English was a unifying force of nationalism and in the post independence scenario Indian writing in English influences the world literature. In the post independence scenario different commissions and dignitaries of India envisaged their views on English as the storehouse of knowledge. THE EDUCATION COMMISSION OF 1964-66 said that student opting for university degree should acquire some proficiency in English.

 

The term English as a language is very vast than what we ordinarily may mean by the term. English has numerous varities in terms of region, education and social standing, subject matter, medium and attitude. There is a common core among all these varities which we understand in actual hearing or reading. This common core is the grammatical and other common characteristics that run through these varities and helps to convey meaning in interaction with  different people.  Apart from having informative, expressive, directive and ceremonial function, language as a means of communication symbolizes the cultures in our societies where individuals interact with each other. People need methods of visual symbolization of speech to perform different purposeful activities such as to interact and to share common interests. The development of globalization and transportation has influenced global relation to a great extent and demand from us a more practical attitude towards teaching language so as to bring people all over the world into close contact with modern civilization. In this respect Communication is the key power not only to facilitate interactions but to build stronger relationships among individuals. To build a strong relationship with individuals of the world the importance of English language learning becomes pertinent. English as a language has great reach and influence; it is taught all over the world. Today’s world considers English as a global language. It is widely spread or spoken by people around the world. It makes news daily in many countries and is adopted by many countries. It has a special role to play in the countries where it has been accepted as the official language and is being used as a medium of communication. English is the international language of business and opens up many opportunities to non-native speakers. Teaching English as a Second Language (TESL) instructors provide a valuable service to immigrants in English-speaking countries. English is no longer language of the colonizers.

When we refer to English as a second language we focus on the order in which the language is learnt. It never weighs down the importance of the language. Teaching English as a second language is a high demand subject of instruction that continues to experience growth in schools across the country. The demand for English has been sweeping almost all the fields of national life like politics, international relations, media, Communication, travel and education. As most of the innovations of the world come down from the English-speaking countries, those who wish to update their knowledge and learn about new inventions need to learn English well. This need has resulted in a dramatic increase of the expository material in the English language. Besides all the dictionaries, encyclopedias and books of knowledge are written and printed in English. Hence, the access to new knowledge is only through the English language The English language has been an important medium of the press too. To trace the history we will have to peep back nearly 400 years from now. Right from the Weekly News (l622) and the London Gazette (1666), there has been a continuous rise of newspapers and Journals in English. According to the data compiled by the Encyclopedia Britannica (1994), about a third of the world’s newspapers are being published in the countries where the English language has a special status. In 1995-96, over 4, 00,000 candidates worldwide took English language examination. Keeping in view such importance of the language, here an attempt has been made to locate problems of English language learning and need of teacher’s training to solve the same.

 

LONG AND SHORT VOWEL

 LONG AND SHORT VOWEL

The terms "long" and "short" has relation with each other. 

• Vowels may be phonologically long or short.phonologically short vowels can be                          phonetically longer in another context.
• Their length is influenced by their context.
• Vowels are shortened if a voiceless  consonant follows in the syllable as in 'bat' .
• Vowel /iː/ in 'reach' /riːtʃ/ (which ends with a voiceless consonant) may                                          be shorter than ɪ/ in the word 'ridge' /rɪdʒ/ (which ends with a voiced consonant). 
• Unstressed vowels are both shorter and more centralized than stressed ones.
•  In unstressed syllables vowel occurring before vowels and in final position are short [i]   and [u] occur e.g. happy [ˈhæpi].

Stop Consonants

 

Stop Consonants

Stop consonants can bracket a vowel or stop its sound. The air in the vocal tract is completely stopped at some point, usually by the tongue, lips, or teeth and then the air is suddenly released to pronounce the consonant. The letters B, D, and G are the most frequently used stops, though P, T, and K also can serve the same function. Words that contain stop consonants include "bib" and "kit." Stop consonants are also called plosive sounds.

Practice for stop consonants

B-‑‑‑‑‑ Boy, Big

P------ Pot,Pig

T------ Toy,Tin

D------ Day, Dog

K------Kite,Kind

G------ Good,God