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In the world since long ago, English language divided into two main forms, original and American English. This

caused people to have difficulty in using. Have you any idea to tell the language institutes of England and America?

However, as usual, you can do some mistakes in that grammar with a pardon.

 Many thanks to Google Translate and G Grammarly today again.

 

FRANCE 24 Live – International Breaking News & Top stories - 24/7 stream

https://youtu.be/IBlUM-0NZZU

................................................

A Simple Sentence with Seven Meanings

3 hours ago

Everyday Grammar: Sentence Stress
Everyday Grammar: Sentence Stress
 
A Simple Sentence with Seven Meanings
 

In some languages, speakers say each word in a sentence with equal stress. That is true for Japanese, for example. But, as you know, that is not true for English. If you are listening to this program, you just heard me add stress to the word “not” to help make that message clear.

When we talk about stress in spoken language, we are talking about saying something louder and holding the sound a little longer. English speakers use two kinds of stress together when they speak: word stress and sentence stress.

Word stress is saying one syllable of a word louder and longer than the other syllables. The word “painting,” for instance, has two syllables. The stress is on the first syllable.

Sentence stress is saying a word or words in a sentence louder and longer than the other words.

On this Everyday Grammar program, I will use a simple sentence to show you what that sounds like and how meaning can change completely when the sentence stress changes.

Rachel Smith is an American English pronunciation expert based in Philadelphia, Pennsylvania. Her YouTube channel, Rachel’s English, has become a respected tool for learning about pronunciation.

Smith notes that, in English, even when you use the same words, you can get very different meanings.

A stress exercise

Today, we will do a listening exercise to explore the connection between sentence stress and meaning.

I chose a sentence that English language teachers have been using for years. By the end of the program, you will understand its simple genius.

It goes like this:

I didn’t say he stole the money.

Naturally, some words carry a little more stress than others. That is just how English works. But notice that one single word doesn’t grab your attention. Yet, by putting stress on one word each time, we can give the seven-word sentence seven different meanings.

So, let’s get started with the exercise.

Listen to the sentence again:

I didn’t say he stole the money.

I think you can identify which word is being stressed. But do you know what the stress means?

The speaker stressed the word “I” more than all the other words. But what does she mean? She is trying to say that she is not the person who said the man stole the money. Somebody else said it.

Now, listen to what happens when we move the stress to the second word:

didn’t say he stole the money.

Here, the speaker’s meaning is, “It is not true that I said he stole the money. You think I said it but I did not.”

Now, let’s move the stress to the third word and see how the meaning changes:

I didn’t say he stole the money.

What does the speaker mean now? It sounds like she wanted to suggest that the man stole the money. But she did not want to directly say it.

Alright. Now for the next one. By now you might be able to guess the meaning. Listen here:

I didn’t say he stole the money.

Here, the speaker is suggesting that someone else stole the money, not the man identified in the sentence.

Now, we move to the fifth word in our example. Let’s hear how it sounds:

I didn’t say he stole the money.

What the speaker is trying to say here is, “Maybe he just borrowed the money. Maybe he didn’t steal it.”

Onto the next one, word number six. This one might be a little tricky, so pay attention:

I didn’t say he stole the money.

In this case, the speaker is suggesting that she is talking about some other money, not the specific money being discussed.

And, finally, we have this last example.

I didn’t say he stole the money.

Here, the speaker is suggesting that the man stole something else. For example, maybe he stole jewelry or some other valuables.

Closing thoughts

Well, I hope you enjoyed this exercise.

At home, you can practice saying the sentence seven times, moving the stress to a different word each time. Some of you may feel strange about putting stress on one specific word. But it is a communication tool that sounds perfectly natural in English when used correctly.

As you pay attention to native English speakers, you will notice that we use the tool often. You can find examples on television and in films, for example. Try repeating what the speakers say.

Native English speakers often depend on sentence stress to understand what someone else is saying. It can be just as meaningful as word choice.

So, improving your sentence stress will help you to express your intended meaning more clearly as you speak. It will also help you to understand English speakers better.

I’m Alice Bryant.

 

Alice Bryant wrote this story for VOA Learning English. George Grow was the editor.

_______________________________________________________________

Words in This Story

stress – n. greater loudness or force given to a word or part of a word in speech

syllable – n. any one of the parts into which a word is naturally divided when it is pronounced

pronunciation – n. the way in which a word or name is pronounced

channel – n. a television, radio or internet station

genius – n. a part of something that makes it unusually good or valuable

grab – v. to get the attention or interest of someone or something

guess – v. to form an opinion or give an answer about something when you do not know much about it

specific – adj. special or particular

practice – v. to do something again and again in order to become better at it

intend – v. to want something to express a particular meaning

.......................................

May 16, 2019

May 16, 2019
A look at the best news photos from around the world.

Women throw earthern pitchers onto the ground to protest against the shortage of drinking wate,. outside the municipal corporation office in Ahmedabad, India.
1Women throw earthen pitchers onto the ground to protest against the shortage of drinking water. outside the municipal corporation office in Ahmedabad, India.
Kayapo tribal leader Raoni Metuktire, right, hugs French President Emmanuel Macron, after a meeting at the Elysee Palace, in Paris.
2Kayapo tribal leader Raoni Metuktire, right, hugs French President Emmanuel Macron, after a meeting at the Elysee Palace, in Paris.
Riders crash during stage six of the 102nd Giro d'Italia - Tour of Italy - cycle race, 238 kilometers from Cassino to San Giovanni Rotondo.
3Riders crash during stage six of the 102nd Giro d'Italia - Tour of Italy - cycle race, 238 kilometers from Cassino to San Giovanni Rotondo.
People carry a casket holding the body of Kendrick Castillo, a student who was killed in a gun attack last week at the STEM Highlands Ranch School, May 15, 2019, in Highlands Ranch, Colorado.
4People carry a casket holding the body of Kendrick Castillo, a student who was killed in a gun attack last week at the STEM Highlands Ranch School, May 15, 2019, in Highlands Ranch, Colorado.

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Introducing Let's Teach English

August 28, 2017
 
 
Let's Teach English
Let's Teach English

 

Summary

The Let’s Teach English video series offers free online training for English language educators worldwide. It is based on the Women Teaching Women English text for adult, beginning level learners. Voice of America and the University of Oregon are partners on this project. The course includes:

1. An introductory video which summarizes the main topics of second language teaching and shows classroom examples of the topics.

2. Ten 5-minute video episodes based on the units of Women Teaching Women English. Each of these episodes provides a model of communicative language teaching through simulated language classroom interaction. The course can be used by men and women.

3. English teaching materials from the course, Women Teaching Women English. The student book, teacher’s manual, and audio files can be accessed for each unit. This course is the result of a collaboration between the University of Oregon American English Institute and the U.S. Department of State.

 

Teaching Topics

Click on the image below for more details about the course and these teaching topics.

  1. Theory of Constructivism
  2. Communicative Language Teaching (CLT) Method
  3. Learner-Centered Practices and Active Learning

 

Let's Teach English Introduction
Let's Teach English Introduction

 

Transcript

Tra Mi: You have been watching the videos. Your assignment was to choose a teaching topic, explain it in your own words, and give an example of where you see it in the video course. Can you tell me what you chose?
 
Rebecca Sui: I chose Constructivism.
 
Linh Dan: Mine is about the Communicative Language Teaching Method.
 
Laila Azimi: I looked for some Learner-Centered Practices, such as teaching students how to use learning strategies.
 
Tra Mi: Very good. Since Let’s Teach English is built on the theory of Constructivism, why don’t you start?
 
Rebecca Sui: Sounds good to me!
 
Rebecca Sui: When I think of building or “constructing” something, I see a house or a school. To me, constructivism means my students are taking in new ideas and new words, and building their own understanding of the world around them.
I found an example of this in Unit 4.
First, the teacher prepares students to read a story by talking about the content. She has her students bring in pictures of technology that they know about. In this way, students start with things they already know about. Then they can connect that to the new information in the story. The teacher gets her students interested in the story by previewing the title and images.
 
Rebecca Sui: The students know about technology and the internet. But, they do notknow that someone could learn from the internet without having an internet connection. They read a story and learn about a mobile library called SolarSPELL, where information from the internet could be stored. Finally, her students make a picture to explain the SolarSPELL library in their own words.
 
Rebecca Sui: I think this is a good example. They knew something to start with, but they had to construct or build on their knowledge. They read about the Solar SPELL and then they told about it in their own words. They learned some new words in English and they also learned about a new place, Vanuatu.
 
Tra Mi: Okay, great start on constructivism. Who wants to talk next?
 
Linh Dan: I do! I decided to talk about the Communicative Language Teaching method.
 
Linh Dan: In Unit 5, the students do role-plays in groups, and each group has different information. That way, their role plays are all different. This is a great example of a real world task and Communicative Language Teaching. Students use their own words to shop, sell, and bargain in the marketplace.
Video clip of shopping role play
 
Linh Dan: The students were in a real-world situation in this unit. They were using English in a meaningful way to do the task. They had a clear purpose for communicating. And, just as important, the activity was learner-centered because they had choices in the language and actions that they used.
 
Tra Mi: Thank you, Linh Dan! Now, for Layla’s presentation.
 
Laila Azimi: I want to tell you what I learned about Learner-Centered Teaching and Active Learning for students. In Unit 9, the students practice an interview for a job. They each choose the job that they want to get. Then, they practice the learning strategy of “predicting” in two ways. They predict what kinds of questions can occur in their interviews. And, during the role-play, the listening group predicts what questions might come next.
 
Laila Azimi: We saw one student’s interview for the job she chose. We know that every student chose a different job, did research about that job, and wrote her own interview questions.
 
Tra Mi: What was the teacher’s role in this?
 
Laila Azimi: The teacher’s job was to support the learners in their choices and research. She also gave them more control over their learning by teaching them to apply strategies. In this case, they predicted hard questions for the interview. They can use these strategies later in other real-world situations.

Tra Mi: Thank you, all, for sharing these important topics of language teaching:

  1. Constructivism
  2. Communicative Language Teaching
  3. Learner-Centered Practices and Active Learning
Tra Mi: So, let’s start with the first unit!
 
Laila Azimi, Linh Dan, and Rebecca Sui: Yes, let’s teach English together!
 
_____________________________________________________________

 

Poll

 

Comments and Questions

We want to hear from you. Where do you teach? What are your biggest problems or successes? Write to us in the Comments section or email us with your comments or questions about Let's Teach English.

...............................................

Accessibility links

 
2

Unit 2: English You Need
Exams, news, pronunciation, teachers' tips, learners' questions

Session 4

Welcome to The Teachers' Room - the show all about teaching practice. Grab a cup of coffee, pull up an armchair and relax. Learn something new, remember something fundamental or just have a giggle.

Sessions in this unit

Session 4 score

0 / 5

Activity 1

The Teachers' Room

Top tips for error correction

Dan and Sian discuss different techniques for highlighting and correcting student errors - but why does Dan keep slapping himself?

Watch the video

 

Did you like that? Why not try these?

masterclass_opening.jpg p042tf7r.jpg Opening Title 

___________________________________________________________________

Correcting Errors

There are lots of things to take into consideration when correcting errors. It's important to think about the purpose of the activity. Are the students focussing on accuracy or fluency?

Don't give the answer
Try to avoid just giving students the answer; instead, highlight the error and encourage them to work out the answer themselves. In this way students process the error, making them realise that a mistake was made and, hopefully, reducing the chance they will make it again. Every mistake is a learning opportunity. 

On-the-spot correction
On-the-spot correction is a great idea when focusing on accuracy. Help students recognise that they have made an error using visual clues in your body language - for example, you can use your fingers, hand movements and gestures to indicate where an error has occurred.

Make a joke!
Don't be afraid to make a joke out of a mistake! Humour is essential to a good classroom atmosphere. If a student has said something amusing, make them laugh about it. If you know your students well, you know who they are and how far you can go with them. 

Peer correction
Encourage peer correction where you can. Provided it's done in the right way, it can make the class more likely to support each other and help out a student who is not sure what their mistake was. It also ensures that the other students are paying attention since you might ask them to help at any time!

Delayed correction
In some cases, such as fluency practice, on-the-spot correction would break up the flow of the class. Better to make note of errors as they occur and use them in an activity after the fluency practice has finished. You could do a grammar auction, a 'spot the mistake' activity or give the sentences out for homework and ask the students to correct them for the next day. This is great for testing their vocabulary and grammar together.

Praise them!
Don't forget to praise your students for good language examples! Otherwise, they may become demotivated and stop trying.

To do

Try our quiz to see if you've picked up our tips.

 

The Teachers' Room Quiz

5 Questions

Check what you've learned by selecting the correct answer to each question.

 
 

Get involved

Well, those were just a few ideas that we here at BBC Learning English had, but we know that you teachers out there have lots of fantastic ideas too, and we'd like you to share them with us and everybody else.

If you have a great tip or technique for teaching word stress, or anything else, please email us at learningenglish@bbc.co.uk. We’ll publish our favourites here on our website or on our other social media platforms - and we may even mention them on the show. While we can’t respond to each email individually, we do read every one you send.

We are also looking for your video tips to include in the programme. If you would like to send us your favourite teaching tip via an online video call please include a line in your email saying that you're interested in this.

We’d really love to hear from you all.

..................................................

Thanathorn Juangroongruangkit Future Forward Party leader
Thanathorn Juangroongruangkit Future Forward Party leader

Thanathorn aims for PM, might be lucky to remain MP

politics May 17, 2019 01:00

By THE NATION

With rival camps’ potential allies wavering over next step, EC approaches court to disqualify Future Forward leader.

FUTURE Forward Party leader Thanathorn Juangroongruangkit announced yesterday he was ready to serve as prime minister, even as the Election Commission (EC) was asking the Constitutional Court to disqualify him as a member of Parliament.

  The EC cited his alleged ownership of stakes in a media company. Being found guilty of the charge would not only block his political ambitions but also send him to jail for 10 years.

Unfazed by the challenge, Thanathorn declared that his party was ready to take the lead in forming the next government. “I am ready to be the next prime minister in order to stop the continuity of power of the National Council for Peace and Order,” Thanathorn told reporters, referring to the military junta.

He said the March 24 election was tilted to favour the pro-junta Phalang Pacharat Party and there was no other way to stop the military from clinging to political power. General Prayut Chan-o-cha has strong support to continue as premier, he said.

Thanathorn said Future Forward would compete with the pro-junta camp in mustering support in Parliament to form the government. 

The party has a signed an agreement with the Pheu Thai, Puea Chart, Prachachat, Seri Ruam Thai, Phalang Puang Chon and New Economics parties to do so. But, by the EC’s calculations of party-list MPs, the rival camp led by Phalang Pracharat, buttressed by a string of “micro-parties”, commands 255 seats in the Lower House, enough for a working minority government. 

The Constitution requires more than half of the combined 750 seats in both houses to install a prime minister. The junta has handpicked loyalists to occupy Senate seats, who would likely block the anti-junta coalition from forming a government. 

Pheu Thai, which won the most seats in the Lower House, yesterday summoned key members such as Khunying Sudarat Keyuraphan and Phumtham Wechayachai to discuss strategies for countering Phalang Pracharat. The preferred solution, according to a party source, was to bring the Democrat and Bhumjaithai parties, which have a combined 103 seats, into the anti-junta camp. 

The two could decide between them who gets the premier’s post, the source said. 

Bhumjaithai leader Anutin Charnvirakul said yesterday his party would make a decision on Monday about which camp to join. “There’s a lot of strong pressure to decide because the political community is so heavily focused on the pro- versus anti-democracy camps,” he said. “The people made their decision in the election, so there should be no division anymore.”

The Democrats, who elected Jurin Laksanawisit the party’s new leader on Wednesday, are also going to wait until next week to decide which camp to join. 

Thanathorn’s defiant declaration came hours after the EC asked the charter court to revoke his MP status. A month after the election, the EC accused the billionaire of violating electoral laws by owning or holding 675,000 shares in V-Luck Media Co when he registered as a party-list candidate for the election. 

Both the Constitution and the MPs Election Act prohibit MP candidates from holding shares in media companies. If found guilty, Thanathorn would be disqualified as an MP and could be jailed for one to 10 years, as well as being banned from elections for 20 years.

Thanathorn, who became a member of Parliament when his party won a surprise 80 seats in the House, insists he has done nothing wrong, as proven in the documentation and other evidence he has submitted to the authorities. 

“This is a last-ditch effort by the junta to block Future Forward, but I believe the court will be just,” he told reporters.

Thanathorn had earlier said the shares he owned were transferred to his mother long before he signed up as a candidate.

............................................

File photo
File photo

More women, youths dying drunk on roads

national May 17, 2019 07:00

By THE NATION

WOMEN ARE increasingly being involved in drunk-driving accidents resulting in death and injury says the Public Health Ministry, citing data on this year’s Songkran road mayhem.

There were 3,338 traffic accidents across the country during the “seven dangerous days” of Songkran – April 11-17 – resulting in 3,442 injuries and 386 deaths, it reported. 

That was an improvement over 2018, when there were 3,724 crashes, 418 deaths and 3,897 injuries during Songkran.

Dr Sukhum Kanchanapimai, the ministry’s permanent-secretary, credited the decrease in the number of accidents this year to the fact that more people opted to travel upcountry a day in advance, lessening road congestion by 3.38 per cent along with the crash risk. 

He confirmed that most of the accidents, 79.15 per cent, involved motorcycles and, in terms of locations, most, 42.24 per cent, took place on highways.

Most highway fatalities during Songkran occurred in Lop Buri and Udon Thani, which had 15 each, while Nakhon Si Thammarat witnessed the most injuries (involving 136 people), followed by Chiang Mai (126) and Roi Et (99).

Police administered blood-alcohol tests to 1,917 drivers and breath analyses to 3,142 others. More than 40 per cent of those tested were found to be above the legal limit and charged, Sukhum said.

Random checks conducted during that period on establishments licensed to sell alcohol found 1,487 in violation of the law, chiefly for sales outside defined hours, illegal advertisements and illegal marketing activities.

“The in-depth analysis of the accident data reveals an increase in the number of female drunk drivers who were injured or killed in accidents,” Sukhum said. 

“There was also a rise in the number of youths under 20 being injured or killed in drunk-driving accidents – despite the law prohibiting sales of alcohol to youths.”

He said the ministry would meet relevant agencies to find measures to reduce the number of drunk drivers.

..............................................

FINISHED 

May 17, 2019

 



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กฎกติกาการเขียนเรื่องและแสดงความคิดเห็น
1 การเขียน หรือแสดงความคิดเห็นใด ๆ ต้องไม่หมิ่นเหม่ หรือกระทบต่อสถาบันชาติ ศาสนา และพระมหากษัตริย์ หรือกระทบต่อความมั่นคงของชาติ
2. ไม่ใช้ถ้อยคำหยาบคาย ดูหมิ่น ส่อเสียด ให้ร้ายผู้อื่นในทางเสียหาย หรือสร้างความแตกแยกในสังคม กับทั้งไม่มีภาพ วิดีโอคลิป หรือถ้อยคำลามก อนาจาร
3. ความขัดแย้งส่วนตัวที่เกิดจากการเขียนเรื่อง แสดงความคิดเห็น หรือในกล่องรับส่งข้อความ (หลังไมค์) ต้องไม่นำมาโพสหรือขยายความต่อในบล็อก และการโพสเรื่องส่วนตัว และการแสดงความคิดเห็น ต้องใช้ภาษาที่สุภาพเท่านั้น
4. พิจารณาเนื้อหาที่จะโพสก่อนเผยแพร่ให้รอบคอบ ว่าจะไม่เป็นการละเมิดกฎหมายใดใด และปิดคอมเมนต์หากจำเป็นโดยเฉพาะเรื่องที่มีเนื้อหาพาดพิงสถาบัน
5.การนำเรื่อง ภาพ หรือคลิปวิดีโอ ที่มิใช่ของตนเองมาลงในบล็อก ควรอ้างอิงแหล่งที่มา และ หลีกเลี่ยงการเผยแพร่สิ่งที่ละเมิดลิขสิทธิ์ ไม่ว่าจะเป็นรูปแบบหรือวิธีการใดก็ตาม 6. เนื้อหาและความคิดเห็นในบล็อก ไม่เกี่ยวข้องกับทีมงานผู้ดำเนินการจัดทำเว็บไซต์ โดยถือเป็นความรับผิดชอบทางกฎหมายเป็นการส่วนตัวของสมาชิก
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