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Lesson Posted on 19/08/2017 Tuition/Class XI-XII Tuition (PUC)/English Tuition/Class VI-VIII Tuition/English Tuition/Class I-V Tuition/English +1 Tuition/Class IX-X Tuition/English less

Eight Parts Of Speech In English Language

Anurag Yadav

Analyst with an Industry Experience of Close to 7 Years, - Looking forward to Make Some Bright Mark into...

1. Noun: Name of a Person, Place, Thing Or Idea, Ex: Car, or City, or Teacher and so on.Tom Hanks is very Versatile. 2. Pronoun: Replacement for a NounEx: I, it, he, she, mine, his, hers, we, they, theirs, and ours.We are number one. 3. Verb: A word that shows an Action (Physical or Mental) Or State... read more

1. Noun: Name of a Person, Place, Thing Or Idea,
Ex: Car, or City, or Teacher and so on.
Tom Hanks is very Versatile.

2. Pronoun: Replacement for a Noun
Ex: I, it, he, she, mine, his, hers, we, they, theirs, and ours.
We are number one.

3. Verb: A word that shows an Action (Physical or Mental) Or State of being of the Subject in a sentence.
Ex: Am, is, was, are, and were
They are always prepared in emergencies.

4. Adjective: This part of a speech is used to describe a Noun or a Pronoun
Ex: Wow! That doughnut is huge!

5. Adverb: Just like adjectives, adverbs are also used to describe words, but the difference is that adverbs describe adjectives, verbs, or another adverb.
Ex: She came yesterday.
Annie danced gracefully

6. Preposition: This part of a speech basically refers to words that specify location or a location in time.
Ex: Above, below, throughout, outside, before, near, and since and so on.

7. Conjunction: The conjunction is a part of a speech which joins Words, Phrases, or Clauses together.
Ex: And, yet, but, for, nor, or, and so
This cup of tea is delicious and very soothing.

8. Interjection: This part of a speech refers to words which express emotions
Ex: Wow! That doughnut is huge!
Ouch! That must have hurt.

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Lesson Posted on 16/06/2017 Tuition/Class I-V Tuition Tuition/Class I-V Tuition/English Tuition/Class VI-VIII Tuition +1 Tuition/Class VI-VIII Tuition/English less

Adjective Degrees Of Comparison

Padmini R.

I am an experienced, qualified teacher and tutor with over 15 years of experience in teaching Maths and...

Comparative and Superlative Adjectives Here are examples of comparative and superlative adjectives that kids might enjoy and find familiar. The adjective is listed first, followed by the comparative adjective and then the superlative adjective: Angry - angrier - angriest Anxious - more anxious - most... read more

Comparative and Superlative Adjectives

Here are examples of comparative and superlative adjectives that kids might enjoy and find familiar.

The adjective is listed first, followed by the comparative adjective and then the superlative adjective:

  • Angry - angrier - angriest
  • Anxious - more anxious - most anxious
  • Big - bigger - biggest
  • Brave - braver - bravest
  • Bright - brighter - brightest
  • Broad - broader - broadest
  • Calm - calmer - calmest
  • Cold - colder - coldest
  • Cool - cooler - coolest
  • Curly - curlier - curliest
  • Dark - darker - darkest
  • Dirty - dirtier - dirtiest
  • Dull - duller - dullest
  • Dry - drier - driest
  • Early - earlier - earliest
  • Easy - easier - easiest
  • Embarrassed - more embarrassed - most embarrassed
  • Evil - more evil - most evil
  • Famous - more famous - most famous
  • Fine - finer - finest
  • Fresh - fresher - freshest
  • Hard - harder - hardest
  • Heavy - heavier - heaviest
  • Immense - more immense - most immense
  • Late - later - latest
  • Light - lighter - lightest
  • Long - longer - longest
  • Lovely - lovelier - loveliest
  • Nervous - more nervous - most nervous
  • New - newer - newest
  • Old - older - oldest
  • Perfect - more perfect - most perfect
  • Quick - quicker - quickest
  • Rich - richer - richest
  • Sad - sadder - saddest
  • Simple - simpler - simplest
  • Small - smaller - smallest
  • Smart - smarter - smartest
  • Soft - softer - softest
  • Sweet - sweeter - sweetest
  • Thin - thinner - thinnest



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Lesson Posted on 30/05/2017 Tuition/Class VI-VIII Tuition Tuition/Class VI-VIII Tuition/English

Unenglish & Superfluous Expressions.

Charu g.

I can teach each and every topics very easily and make it stronger for the students.

Incorrect usage - Correct usage: 1. Females - Women. 2. Family man - A man with a family. 3. Family member - A member of family. 4. To give key to the watch - To wind the watch. 5. Cousin brother/ Cousin sister - Cousin. 6. Passing marks - Pass marks. 7. What to speak of - Not to speak of. 8. An English... read more

Incorrect usageCorrect usage:

1. Females - Women.

2. Family man - A man with a family.

3. Family member - A member of family.

4. To give key to the watch - To wind the watch.

5. Cousin brother/ Cousin sister - Cousin.

6. Passing marks - Pass marks.

7. What to speak of - Not to speak of.

8. An English teacher - A teacher of English.

9. Recall back - Recall.

10. Final Conclusion - Conclusion.

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Lesson Posted on 17/12/2016 Tuition/Class I-V Tuition Tuition/Class I-V Tuition/English Tuition/Class IX-X Tuition +3 Tuition/Class IX-X Tuition/English Tuition/Class VI-VIII Tuition Tuition/Class VI-VIII Tuition/English less

99.9% of teachers in India have fail this test.

Readmyscript Outreach Program

read, speak and spell like an expert. Become expert spellers and identify the right pronunciation of...

Click here to take the test. Everybody blames the education system & yet everybody wants to bring change. In an attempt to bring change in the way our future is learning today at school, I request you to ask your English language teachers to take this test. We have created this quiz to make it a... read more

Click here to take the test.

Everybody blames the education system & yet everybody wants to bring change.

In an attempt to bring change in the way our future is learning today at school, I request you to ask your English language teachers to take this test.

We have created this quiz to make it a little interesting.

Please share this quiz with the most confident, learned or fluent speaker you can find in India. We are 100% sure that only 1% would be able to identify the right pronunciation of these words.

It is not that these are difficult words or we have a different accent. The fact is that we just don’t know how to read. And on the top of it, we waste a lot of time memorizing spellings & pronunciation.

Once you’re done, please share your score & feedback. Also share this test with your English teachers, parents & friends. You can always check the performance & publish scores.

A good teacher is a good learner first and is always open to learning. This test is to encourage English teachers to explore the benefits of readmyscript program. It's an attempt to bring focus of educators on the importance of research in education. "I have got a test for you Ma'am" series of test are a real challenge for learners who rely on memorization skills. We want English teachers to explore the benefits of experiential learning through readmyscript outreach program.

If you like the things we do, please spread the word & enroll your kids for upcoming workshop in your city & refer it to your friends.

Happy learning!

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Lesson Posted on 16/12/2016 Tuition/Class VI-VIII Tuition Tuition/Class VI-VIII Tuition/English Tuition/Class I-V Tuition +3 Tuition/Class I-V Tuition/English Tuition/Class IX-X Tuition Tuition/Class IX-X Tuition/English less

I blame you, Mom.

Readmyscript Outreach Program

read, speak and spell like an expert. Become expert spellers and identify the right pronunciation of...

I blame you, if you can’t tell me of the reasons.I blame you, if you force me to memorize.I blame you, if I score low. Spellings are a torture for native & non-native speakers. Here in India, teachers want us to memorize spellings & pronunciation as well. However, teachers themselves... read more

I blame you, if you can’t tell me of the reasons.
I blame you, if you force me to memorize.
I blame you, if I score low.

Spellings are a torture for native & non-native speakers. Here in India, teachers want us to memorize spellings & pronunciation as well. However, teachers themselves don’t know of an easy way out.

On the top of it, they ask us to break words into smaller chunks & read. If we do that it hampers our pronunciation.

Mom also has this old technique of breaking words into smaller checks & reading. Phonics also doesn’t work. We don’t struggle with individual letter sounds to that extent. Our challenge is memorizing spellings & pronunciation.

Our challenge is how to identify the right pronunciation of words, how to develop automaticity in reading & memorizing spellings.

There is no interest in reading. I hate books because I hate reading.
So, I pretend that I am studying but I don’t.
I don’t because I don’t want to.
I don’t because it’s a torture and nobody understands.

They also pretend! Why do they refer to dictionary every time?
Teachers look up for the right pronunciation in dictionary and ask us to memorize. Why can’t they memorize themselves? And why do they have to refer to dictionary?

I also know that if I don’t read, I won’t learn.
It's their fault as well if they can't help.
It's their fault if they ask me to waste time & memorize spellings & pronunciation.

It's their fault if I don't enjoy reading.
It's their fault if I don't get good scores.

I blame you, if you can’t tell me of the reasons.
I blame you, if you force me to memorize.
I blame you, if I score low.

 

 

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Lesson Posted on 16/12/2016 Tuition/Class VI-VIII Tuition Tuition/Class VI-VIII Tuition/English Tuition/Class I-V Tuition +3 Tuition/Class I-V Tuition/English Tuition/Class IX-X Tuition Tuition/Class IX-X Tuition/English less

English grammar (VOICE).

Sudeshna C.

B.A in English honours from Calcutta University and M.A in English.. also have experience in teaching...

The voice of a verb may be defined as that form of the verb which shows whether the subject is the doer of the action of the verb or the action of the verb happens to the subject. Compare the following two sentences:The old man caught the thief.The thief was caught by the old man. Active voice- When... read more

The voice of a verb may be defined as that form of the verb which shows whether the subject is the doer of the action of the verb or the action of the verb happens to the subject.

Compare the following two sentences:

The old man caught the thief.
The thief was caught by the old man.

Active voice- When the subject of s verb is the doer of the action of the verb, the verb is in the active voice.hence,the 1st sentence is in active voice.

Passive voice- When the action of a verb happens to its subject, and it is denoted by the reciever of the action, the verb is in the passive voice.

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Lesson Posted on 07/12/2016 Language/Spoken English Tuition/Class XI-XII Tuition (PUC) Tuition/Class XI-XII Tuition (PUC)/English +6 Tuition/Class VI-VIII Tuition Tuition/Class VI-VIII Tuition/English Tuition/Class IX-X Tuition Tuition/Class IX-X Tuition/English Tuition/Class I-V Tuition Tuition/Class I-V Tuition/English less

Language acquisition is no puberty.

Readmyscript Outreach Program

read, speak and spell like an expert. Become expert spellers and identify the right pronunciation of...

Articulation & the movement of articulators is corollary, not causation. http://www.sbwresearch.com/single-post/2016/08/09/Articulation-the-movement-of-articulators-is-corollary-not-causation Do we decide the movement of articulators first or we simply leave it to our head? We... read more
 
 

 

Do we decide the movement of articulators first or we simply leave it to our head?

We can never be smarter than our head!
The fact is that our nervous system performs so many functions by itself which we may not be aware of. The production of sound, or to be specific, the articulation or the movement of peripheral organs or articulators is the last thing that happens in the entire process of speech generation. All these muscular movements are observed after the production of a particular sound, as are the outcomes of a phenomenon that is much more intricate than the corollary.

Muscular movements are not the causation. It is just not more than the fact that we use muscles, contract and expand them, etc., for the production of sound. We can never teach a kid to raise or lower his tongue, soft palate, taut other muscles to produce a sound, when she does not even know the language. However, they still learn to speak as they grow!

How do they learn?

They first learn to detect sound, analyze the sounds, differentiate between different sounds, interpret and try to memorize them to form and retain the memory of past information. It is quite difficult to twig with exactitude the magnitude of the impulse/movement of every muscle involved. If learning of sounds based on the movement of articulators had some practical implications, and if the speech production occurred if we had learned to regulate muscular movement of articulators, and to regulate airflow, etc., first, correcting speech disorders would be much easier.

People with speech disorders do not necessarily have difficulties in the muscular movements, or blowing air or regulating the airflow. The problem with people with speech disorders is more of the interpretation, or relay of the stimulus by various nerve centers, except for the peripheral organ damage (where the impulses are generated and relayed by motor nerves but the peripheral organs could not read the impulse, cases with cleft tongue or cleft palate).

How does a mimic or a ventriloquist defy the need to learn articulatory phonetics? 

When we start to learn a language, let’s say a kid, who doesn’t even know how to speak, do we teach her to control the muscular movement or air flow? How would we teach when she cannot understand whatever we may say?

Proponents of articulatory phonetics say that we develop a certain set of phonemes. It’s fine, is true! But how do we develop that?

We actually learn to differentiate between different sounds. Till the time we do not interpret the sound, how would we be able to generate particular impulse for the production of a particular sound which is very specific for that particular sound?

All this happens with the coordination between various nerve centers!

The Hypoglossal canal has been neglected hither to in the search for clinical evidence for the evolution of language to communicate, and the human vocal abilities. Hypoglossal nerves from the hypoglossal nucleus in the dorsal medulla of the brain stem traverse the hypoglossal canal shows the clinical evidence of the evolution of vocal abilities. The size of the hypoglossal canal has increased relatively with time. The size of hypoglossal in human is relatively larger in humans than other animals. The development of language is one of the important attributes that distinguishes us from other animals. This does not mean that other animals do not communicate, they do. You might have seen on Discovery how birds and other animals react when a lion or any ferocious carnivore is around. All of them start to panic; and they communicate the presence of the carnivore among themselves. Even though the lion tries to sneak in undetected, someone would detect its presence and communicate it.

Human ear can detect sound, locate its direction, estimate its loudness and the pitch ranging from 16 to 20,000 cycles per second; but a bat can produce and detect ultra-sonic sounds far above human audibility. How other animals communicate, produce and hear sounds is a promising field for research!

Now the big question is, can we produce sounds we cannot hear using the peripheral organs? No, we cannot deliberately produce sounds we cannot hear. Human tongue is supplied with more motor nerves than those of the living apes, who cannot speak. Motor nerves relay the impulse generated from the hypoglossal region for the movement of tongue. A child born with auditory defects may produce emotionally stimulated sounds only. He may not have any problem with the generation of stimulus and the relay to the peripheral organs or the coordination between nerve centers. But how would she learn to speak when she cannot hear? A child who is born with neurological disorders could have both speech and auditory defects. Such a child would be dumb!

Hearing is the ability to detect, process, analyze and interpret different sounds. Also, there is every possibility that a person who knew how to speak perfectly may not be able to speak after brain damage from an accident. Because of brain damage, different regions in the brain would not able to coordinate properly. This does not necessarily mean that after the brain damage he won’t be able to perform other functions (move or lose the sense of the peripheral organ needed for the production of sound). Say, if the motor nerves from the hypoglossal region to the tongue are damaged from somewhere (the link is broken), the person would still be able to taste his food. It is very much possible that she would be able to move her tongue, regulate the airflow, and every other thing related to the movement of peripheral organs separately, and other sensory response to any external stimulus. However, the coordination would be lost because of the neuro-muscular damage.

Neuro-muscular disorders hinder the speech mechanism. Mental retardation could also be a cause of speech disorders. Lisp, stutter, rhotacism, spasmodic dysphonia, apraxia, dyspraxia, dysarthrias, etc., are all speech disorders related to neuro-muscular disorders. Either the coordination is weak or the nerves are damaged or under-developed.

The possible cause of speech disorders could be:

  • Hearing loss.

  • Brain damage.

  • Under-developed nerves.

  • Weak coordination.

  • Peripheral damages like, cleft tongue or palate, etc, where the stimulus is generated to the peripheral organ but the motor-end- plates are damaged.

You might have observed that when you are inebriated extensively, you are not able to speak properly. There is every possibility that you will slip up. Also, excessive drug misuse could even lead to permanent speech disorders. The coordination between different nerve centers in the brain is lost. You are not able to detect, process, differentiate sound, not able to memorize, not even able to respond properly. Even if you try real hard to get the sound, you won’t be able to, as you are not able to channelize the thoughts to produce a speech.

If we talk of native speakers, the way they learned the language, nobody was taught with articulatory phonetics; is not the way we all learn languages.

You tell me, did you learn it with articulatory phonetics?

Our brain is much smarter than what we thought while choosing articulatory phonetics. We know more about speech acoustics than we could ever know about the movement of articulators. Spectrograph analysis of speech sounds is any day better than the vague description of peripheral organ movement.

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Lesson Posted on 07/12/2016 Tuition/Class I-V Tuition Tuition/Class I-V Tuition/English Tuition/Class VI-VIII Tuition +4 Tuition/Class VI-VIII Tuition/English Tuition/Class IX-X Tuition Tuition/Class IX-X Tuition/English Language/Spoken English less

Develop automaticity in reading with readmyscript.

Readmyscript Outreach Program

read, speak and spell like an expert. Become expert spellers and identify the right pronunciation of...

Develop automaticity with readmyscript program. Automaticity or automatic word recognition is the ability to look at words and read without thinking. Even mild difficulties in automatic word recognition affect a reader’s ability to comprehend text. It diverts attention, reduces reading... read more

Develop automaticity with readmyscript program.

 

Automaticity or automatic word recognition is the ability to look at words and read without thinking. Even mild difficulties in automatic word recognition affect a reader’s ability to comprehend text. It diverts attention, reduces reading speed and creates the need to reread the text to grasp meaning.

According to ASER’s 2014 report on status of education in India, about 25% of 8th graders and about 52% of 5th graders can’t read 2nd grade level text. It is embarrassing and devastating to read with difficulty in front of peers & teachers. According to the research conducted by NICHD ( National Institute of Child Health & Human Development) in America, children who read well read at least 10,00,000 words per year and children with reading difficulties read less than 1,00,000 words.

Their difficulties understanding what they have read occur because it takes far too long to read words. Leaving little energy to remember and comprehend what was read. Inability to read and comprehend text makes children feel less motivated to read to learn which in turn impacts their overall academic performance. It affects their self esteem.

They just do not read! They avoid reading to learn and avoid assignments that require reading. In simple words, if they are not able to learn to read they won’t read to learn.
And here in India everybody says that English is a funny language.
Is it really funny?
No! It’s funny because we made it funny.
We made it funny because we believe that there is no reason behind spellings & the right pronunciation of words we have in English. It’s too complicated. It doesn’t make sense and we can’t do anything about. All we can do is just memorize. So, we rely on memorization skills & waste a lot of time & efforts memorizing spellings & their pronunciation.

We often find our students struggling, hesitating, stumbling and taking time to decide on the right way of pronouncing words while reading or speaking. Not being adept at spelling restricts their overall academic performance and employment prospects.
Can anybody help? Can our teachers help?
There is no school, no university, no dictionary which can give our kids reasons behind spellings & pronunciation of words we have in English, but us.

What is our solution?
With our well researched program, learners would not need to waste time & efforts endlessly memorizing spelling & pronunciation of words. They would become expert spellers and be able to identify the right pronunciation of almost all of the words. They would also never need to refer to dictionaries for pronunciation & cram spelling; would save a lot of time and can concentrate on core subjects instead.

Also published in website SBW Research.

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Answered on 19/07/2016 Language/Spoken English Tuition/Class VI-VIII Tuition Tuition/Class VI-VIII Tuition/English

How can I be a good teacher?

Kobier Roy

Maths,Phy. and Chem Teacher

Learn to understand the language of the student, you will become a good teacher.
Answers 30 Comments
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Answered on 27/08/2016 Tuition/Class VI-VIII Tuition Tuition/Class VI-VIII Tuition/English

how i should take cbsc online coaching class

Sruthi R.

U can use Skype for the same.
Answers 4 Comments
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