- •Explanation
- •Modern Usage
- •Developments & Problems
- •Summary
- •1. Brainstorm bonanza
- •2. Problem-solving as a group
- •3. Clue me in
- •4. Survivor scenarios
- •5. Moral dilemma
- •Communicative Language Teaching
- •Explanation
- •Misconceptions
- •Using the Method
- •Summary
- •Four sound reasons to teach grammar with games
- •Children are more motivated to learn grammar with games
- •What kinds of games work best?
- •Comparative adjectives
- •Examples
- •Superlative adjectives
- •Examples
- •Forming regular comparatives and superlatives
- •One syllable adjectives
- •Two syllables
- •Three or more syllables
- •Irregular comparatives and superlatives
- •Advantages of role playing
- •Steps and tips for using role playing
- •1. Syntax. The definition of the phrase. Types of phrases and ways of expressing syntactic relations
- •2. The Direct Method
- •3.The Information gap technique
- •Homonymy: definition and classification
- •The Natural Approach
- •1. Simple sentence. Types of sentences according to their structure. Communicative types of sentence
- •2.Communicative competence and its elements
- •3. The Concept of Polylingual Education in the Republic of Kazakhstan
- •Composite sentences. Types of composite sentences according to their structure
- •The Silent Way
- •Backward Build-up. Expansion Drill
- •The Suggestopedia method
- •3. The Repetition Drill
- •General Notes on Styles. Styles of the English Language
- •3.Chain Drill
- •2. The Community Language Learning
- •1. Expressive Means and Stylistic Devices
- •2. The Content and Language Integrated Learning
- •2.Strategies-based instruction
- •1.Stylistic Classification of the English Vocabulary
- •2. "Total immersion technique"
- •3.Drama Techniques for Teaching English
- •1. The influence of the Latin and French languages upon English
- •2. Give the background of silent way method
- •Конец формы
- •General Notion and Peculiarities of the English Phonetics. Connection with other sciences
- •2. English for Specific Purposes teaching
- •3. Intensive and extensive reading in flt
- •Intonation of declarative type of sentences
- •Intonation of interrogative type of sentences.
- •Intonation of imperative type of sentences:
- •17Билет
- •18Билет
- •Listening Carefully
- •Pronouncing the Word
- •Methods of Grasping the Meaning
- •19Билет
- •20Билет
- •1) Phonetic stylistic devices
- •II phonetics of sequences
- •1.Alliteration
- •2. Onomatopoeia
- •3. Assonance
- •2. Effective Methodologies of teaching speaking
- •2. Effective Methodologies of teaching listening
- •Using Authentic Materials and Situations. Authentic materials and situations prepare students for the types of listening they will need to do when using the language outside the classroom.
- •3. Blended learning activities
- •1. The Old and Middle English written records
- •2. Effective Methodologies of teaching writing
- •3. Project activities
- •1. The phonetic system of Old, Middle and Modern English
- •2. Effective Methodologies of teaching reading
- •Integrating Reading Strategies
- •Using Authentic Materials and Approaches
- •3. Using computer/internet games for young learners
- •1. The laws of Carl Verner and Jacob Grimm
- •2. Reflective teaching
- •3. Brainstorming technique
- •Using the Technique
1. The influence of the Latin and French languages upon English
Latin influence in English
English is a Germanic language, with a grammar and a core vocabulary inherited from Proto-Germanic. However, a significant portion of the English vocabulary comes from Romance and Latinate sources. A portion of these borrowings come directly from Latin, or through one of the Romance languages, particularly Anglo-Norman and French, but some also from Italian, Portuguese, and Spanish; or from other languages (such as Gothic, Frankish or Greek) into Latin and then into English. The influence of Latin in English, therefore, is primarily lexical in nature, being confined mainly to words derived from Latin roots.
Early Middle Ages
The Germanic tribes who would later give rise to the English language (the Angles, Saxon and Jutes) traded and fought with the Latin speaking Roman Empire. Many words (some originally from Greek) for common objects therefore entered the vocabulary of these Germanic people via Latin even before the tribes reached Britain (what is known as the Continental or Zero Period): anchor, butter, camp, cheese, chest, cook, copper, devil, dish, fork, gem, inch, kitchen, mile, mill, mint (coin), noon, pillow, pound (unit of weight), punt (boat), sack, street, wall, wine.[1] Cognates of virtually all of these English words exist in the other Germanic languages.
Christian missionaries coming to Britain in the 6th century and 7th century brought with them Latin religious terms which entered the English language: abbot, altar, apostle, candle, clerk, mass, minister, monk, nun, pope, priest, school, shrive. Some of these words are ultimately of Greek origin, as much of the technical language of Christianity developed from the Greek of the New Testament and the works of those Fathers of the Church who wrote in Greek.
During this time, the Catholic Church had great influence on the development and expansion of the Old English language. Catholic monks mainly wrote or copied text in Latin, the prevalent Medieval lingua franca of Europe. However, when monks occasionally wrote in the vernacular, Latin words were translated by finding suitable Old English equivalents. Often, a Germanic word was adopted and given a new shade of meaning in the process. Such was the case with Old English gōdspell ("gospel") for Latin evangelium. Previously, the Old English word simply meant "good news," but its meaning was extended in Old English to fit a religious context. The same occurred for the Old Germanic pagan word blētsian, which meant "to sacrifice, consecrate by shedding blood". It was adapted by Old English scribes and christened to become the word bless. Similarly fullwiht (literally, "full-being") and the verb fullian came to mean "baptism" and "to baptize" respectively, but probably originally referred to some kind of rite of passage.
Whenever a suitable Old English substitute could not be found, a Latin word could be chosen instead, and many Latin words entered the Old English lexicon in this way. Such words include: biscop "bishop" from Latin episcopus, Old English teped "carpet" from Latin tapetum, and Old English sigel "brooch" from Latin sigillum. Other words came in, even though an adequate Old English term already existed, and this caused enrichment of the Old English vocabulary: culcer and læfel "spoon" from Latin coclearium and labellum beside Old English spōn and hlædel (Modern English ladle); Old English forca from Latin furca "fork" next to Old English gafol; Old English scamol "chair, stool" from Latin scamellum beside native stōl, benc and setl. All told, approximately 600 words were borrowed from Latin during the Old English period. Often, the Latin word was severely restricted in sense, and was not widespread in use among the general populace. Latin words tended to be literary or scholarly terms and were not very common. The majority of them did not survive into the Middle English Period.
The Influence of French on the English Language
The Norman invasion of England in 1066 had a major impact not only on the country, but also on the English language. William the Conqueror and his merry band of Normans brought with them Norman French, which became the language of the court, government and the upper class for the next three centuries. English continued to be used by ordinary people, and Latin was the language of the church.
During the period when Norman French was the dominant language, English was rarely used in writing, and started to change in many ways. Before the conquest English had a much more complex grammar, however 70 or 80 years later, the grammar had become much simpler. This change is known as the transformation from Old English to Middle English. At the same time Norman French became Anglo-Norman as it was itself affected by English.
More than 10,000 French words found their way into English – words associated with government, law, art, literature, food, and many other aspects of life. About three quarters of these words are still used, and words derived directly or indirectly from French now account for more than a third of English vocabulary. In fact English speakers know around 15,000 French words, even before they start learning the language.
Quite a lot of the words of French origin used in English sit alongside native English ones, and in some cases there are words of Latin and/or Greek origin with similar meanings. Beef (from French boeuf) is meat from a cow (from Old English cu), a type of bovine (from Latin bovinus via French bovin). A king (from Old English cyning) can be kingly, royal (from French roial) and regal (from Latin regalis).
In some cases words with the same or similar meanings were borrowed from both Norman French and Parisian French at different times. For example warden comes from Norman French, while guardian comes from Parisian French.
The pronunciation of English changed to some extent under the influence of French, as did the spelling. For example, the Old English spellings cw, sc and c became qu, sh and ch, so we now write queen rather than cwen, ship rather than scip, and should rather than scolde.
English grammar did take on a few French structures, such as putting in adjectives after nouns in some expressions – attorney general, secretary general, surgeon general.
