Thursday, April 30, 2020

Grammar Test for Grade 09/10/OL/AL/FCE/CAE/IELTS/Senior Nurses. Aloysius College Anuradhapura 01.05.2020

Complete the following sentences using the correct verb.


1.   When I ------------- (go) to the bus stand, the bus --------- (leave). So, I ------- (go) to Colombo by train.
2.   Please be silent. We -------- (read).
3.   The curfew -------- (lift) next Monday.
4.   They ------- (begin) to play at 9.00 am. They are still playing. It is now 2.00 pm. They -------- (play) for five hours.
5.   The curfew ------- (impose) last night.
6.   When I visit Kandy next week, I --------- (meet) my friend.
7.   “Teacher, please check my homework. I --------- (do) it.”
Please do the Grammar Test and send me your voice messages. When I give you the correct sentences, you can correct them and send me the marks out of 100. This is for all the students, who are in Grade 09/10/OL/AL/FCE/CAE/IELTS/Senior Nurses.

D.N. Aloysius
01.05.2020


AL.Literature August, 2020 Aloysius College 01.05.2020

Activity-1     Diagnostic Test 

Make sentences using the following conjunctions. Your sentences should be based on your literature books. eg. Othello and Desdemona are lovers. Tess goes upstairs and kills Alec. Nathan loves both his wife and children. Write three sentences as given in the examples.

1. and
2. or
3. but/yet/still/however/nevertheless/nonetheless (all words have the same meaning) Make different sentences.
4. On the one hand/on the other hand

Visit the relevant websites and do the activities.

Activity-2 
Activities for the students.

1. Sumudu-Summary of The Thing around your Neck
2. Nethmi- Theme of The Thing around your Neck
3. Buddhima- Analysis of The Thing around your Neck
4. Pamudini-Literary Techniques of the poem, Chimney Sweepers
5. Achini-Theme of the poem, Chimney Sweepers
6. Thathsarani-Summary of the poem, Chimney Sweepers
7. Sajeewani- Analysis of the poem, Chimney Sweepers
8. Thimothi not in the Group
9. Anusha not in the Group
10. Nadev not in the Group

You are required to listen to the relevant videos on your activities.

Send your voice messages to the group. All the students are expected to listen to the voice messages of the other students.

D.N. Aloysius
















Monday, April 27, 2020

AL English Literature August, 2020 (28.04.2020) Aloysius College


Part-1
Activities (Take time and do the activities given below.)
1.     Find important extracts from two novels, two dramas, two short stories, two poems, we have so far discussed and send them to the group. Later, you can select any four extracts and comment on them representing novel, drama, short story and poetry.
2.     Is it Othello’s deep love towards Desdemona or his selfishness, which ultimately results in the tragic death of an innocent woman? Support your answer.
3.     Select any prominent social issue from the novel, Nectar in a Sieve and investigate and analyze it.
4.     Examine the social factors, which compel Angel to leave Tess. Do you justify his decision?
5.     Who should be responsible for the misery of Laura’s family? Illustrate your answer.
6.     Select any short story and discuss its relevance to the present society.
7.     Select any three poems, which are related to the same theme, and comment on them.
Part-2
1.     Guess any topic for the forthcoming examination and write on it.
2.     Develop the following sentence into a short story. “She did everything possible to destroy me and my family, but one day…………”
3.     Comprehension based on an unseen poem.
4.     Comprehension based on a prose.
5.     PrĂ©cis writing
Please keep in your mind that all these answer scripts should be there in your file for correction.


Aloysius College No.22, Jaffna Junction, Anuradhapura Primary Classes-28.04.2020



Do the following Activities.
Activity-01
No
eat/drink/read/
wash/sleep/watch
01
I eat rice.
I wash my hands.
02
You ------ tea.
We -----on the bed.
03
They------ books.
I ---------- TV.
04
I ------- milk.
You --------your face.
05
We ------ bread.
They ------- at night.

Activity-02 (Loud Reading and Speaking)
My Country
My country is Sri Lanka. It is an island. It is very beautiful. I love my country.



Thursday, April 23, 2020

Rajarata University First Year Students 2020 23.04.2020


Assignment-3

Though there are many assignments, you have to write only 04.
Please collect more information from the internet and write an assignment  on Voiced and Voiceless Sounds (06-10 pages). Select the easiest questions .


Voiced and Voiceless Sounds

There are 26 letters in the English alphabet, but there are 38 sounds (14 vowel sounds and 24 consonant sounds) produced by these letters.
A vowel is a sound where air coming from the lungs is not blocked by the mouth or throat. All normal English words contain at least one vowel.
 All the sounds produced in the English are either voiced or voiceless (unvoiced). Voiced sounds occur when the vocal cords vibrate when the sound is produced. There is no vocal cord vibration when producing voiceless sounds. To test this, place your fingertips hand on your throat as you say the sounds. When saying the voiced sounds, you should be able to feel a vibration. When saying the voiceless sounds you sound not be able to feel a vibration.
Sometimes, it is very difficult to feel the difference between a voiced and voiceless sound. Another test may help. Put a piece of paper in front of your mouth when saying the sounds- the paper will move when saying the unvoiced sounds.
All vowels in English are voiced. Some of the consonant sounds are voiced and some are voiceless. Some of the consonant sounds produced in English are very similar. Many times the difference between them is because one is voiced and the other is voiceless. Two examples are ‘z’, which is voiced and‘s’, which is voiceless. See the chart below for a listing of the voiced and voiceless consonants.   
Certain pairs of consonants can be problematic for some learners. In some cases, the main difference between the pair is whether the consonant is voiced or unvoiced, that is, whether or not the vocal chords vibrate when making this sound.
This discovery activity can be used to help learners notice the difference between voiced and unvoiced consonants. Begin by asking learners what noise a bee makes. As they make a buzzing noise, do the same and put your fingers on your throat, indicating that they should do likewise. This will allow them to feel the vibrations of the vocal chords that occur with voiced consonant sounds. Ask them if they can feel the vibrations.
Then focus on a voiced / unvoiced pair such as s and z. Make the sounds with your fingers on your throat, indicating that the learners should do the same. You can help learners with this by getting them to make the 'bee' sounds for z, and the sound a snake is supposed to make for s. Ask them when they feel the vocal chords vibrate - with s or z? (The answer should be z). Tell them that this is the main difference between the two sounds, and that /z/ is voiced while/s/ is unvoiced. You could then give them a list of words and ask them to categorize the underlined consonant sound into these two categories. With /s/ and /z/, you might choose to include some third person singular verb and plural endings. In this list, the sound being focused on is the final sound in each case.
s
z
cups
pens
speaks
reads
cats
dogs
books
bags
robs
travels
paths
roads

Practice

Listen to the following sounds. Decide if each sound is voiced or voiceless.
Sound
Voiced
Voiceless
/g/
Ă¼   

/k/

Ă¼   
/t/


/d/


/s/


/z/


/d/


/l/


/r/


/p/


/b/


/f/


/v/


/w/








Tuesday, April 21, 2020

OL Literature 2021/2022 [22.04.2020] Grade 09 and Grade 10 Classes

Activity-1  [Literature]

1.Read The Vendor of Sweets  [Page No. 1-10] and learn all the new words.
2.Write short notes on the characters you find there.
3.Describe the incidents in it.

Activity-2 [Literature]

1.Read the poem, The Big Match-1983 and write its theme. You can browse the internet and find information.

Activity-3 [KET Cambridge University English Courses]

1.Do listening and reading activities and send me the marks.
2.Listen to dialogues there and write them and send them to me.

Activity-4  Grammar
1. Make a list of prepositions (in/on/under........) and do the exercises and send me the marks. Browse the internet and do the activities.

Monday, April 20, 2020

Rajarata University of Sri Lanka Department of Languages Morphology First Year Students ENGL:1212 21.04.2020


Assignment -2
Explain the difference between Inflectional and Derivational Morphemes.
No. of pages (06-10)
Please do not depend on my note alone. You are required to visit the relevant web sites and read the relevant books and do the assignment. (You get marks for these assignments.) You are required to pay your attention to the following.
1.           Handwriting
2.           Spelling
3.           Grammar
4.           Punctuation
5.           Vocabulary
6.           Coherence
7.           Expression
8.           Relevance
Please note that the assignments should be written genuinely, copied assignments won’t be accepted. They should be your own writing.
Inflectional and Derivational Morphemes
Morphology is a branch of linguistics that deals with the study of morphemes. Depending upon their properties, morphemes are classified into various types. Some such classes are Bound and Free morphemes and Inflectional and Derivational Morphemes.
Inflectional Morpheme Definition
An inflectional morpheme is generally a bound morpheme which when added to the root or stem of a word does not result into a change in the grammatical category of that word. Grammatical category is nothing but the part of speech of that word. In most cases, inflectional morphemes mark the numberperson and gender features on the nouns, and their agreement on verbs, adjectives, etc. in a language.
Inflectional Morpheme Examples
Let us look at an example to understand this better. In English, the number feature on the nouns is marked by the plural -s suffix. This is basically an inflectional morpheme in the language.
table + -s–> tables
pen + s–> pens
cat + -s–> cats
Similarly, we have the person agreement on verbs marked by the third person singular -s inflectional morpheme in English:
You eat bananas. (Second Person singular and plural)
She eats bananas. (Third Person singular)
Here, the word class does not change.
Cat/cats-noun                eat/eats-verb
Many such examples are given below.
child /children       mango/mangoes   country/countries etc                       
Derivational Morpheme Definition
Let us now shift to Derivational Morphemes in Linguistics. A derivational morpheme can also exist as a bound morpheme like Inflectional Morphemes. However, when it is added to the root or stem of a word, it can result into a change in the part of speech or grammatical category of that word. Of course, this is not to say that it always results into such a change. But in a lot of cases it does. Derivational morphemes exhibit complex patterns of affixation and can be very irregular in a language.
Derivational Morpheme Examples
Let us see a few examples of derivational morphemes in English:
electric + -ity –> electricity (Here, an adjective becomes a noun, that means the word class changes.)
nation + -al –> national (Here, a noun becomes a an adjective) word class changes.
Note that the word “nation” is a noun. However, the addition of the -al suffix makes it “national” which is an adjective or noun modifier. So it can now describe a flower, a song, a bird, etc.
social + -ism —> socialism
Similary, in the above example, the word “social” is an adjective, and addition of the -ism suffix makes it noun.
 Major differences between Inflectional and Derivational Morphemes
I will now list some of the major differences between Inflectional and Derivational Morphemes:
The first key difference:
The addition of an inflectional morpheme to the stem or root of the word NEVER results into a change in the grammatical category or Part-of-Speech of the word. On the other hand, affixation of a derivational morpheme to the stem or root of the word CAN bring about a change in the grammatical category of the word.
Of course, there will be cases when even derivational affixation does not lead to change in grammatical category. But with inflectional morphemes, the possibility is zero.
The second key difference:
Inflectional Morphemes are always added in the end of the affixation process. In other words, they are the final step in affixation. Derivational morphemes are generally the penultimate step. A derivational morpheme cannot be added after addition of an inflectional morpheme. However, an inflectional morpheme can be added after a derivational affix has been added.
The third key difference:
There is generally a fixed, finite set of Inflectional morphemes in a language. Their affixation process is also very regular. However, the set of derivational morphemes in a language can be dynamic and irregular.
 The forth key difference:
In terms of the morphological structure of the word, the derivational morphemes are generally closer to the root of the word than the inflectional morphemes. The inflectional morphemes lie more towards the periphery.
The fifth key difference:
Let us come to the last difference between Inflectional and Derivational Morphemes that I would like to mention here. Inflectional morphemes are thought to have a more grammatical or functional role to play in a language. On the other hand, Derivational morphemes have less to do with syntax than to the semantics of language. In a way, derivational affixes change the meaning of the word, unlike inflectional affixes that at max change the category. We can say that the derivational affixes generally have some meaning associated with them. That meaning, however, can be very vague and abstract in many cases, and, hence, difficult to define.
A word can have both Inflectional and Derivational Morphemes. It is important to understand which morpheme gets attached before the others. As we know, inflectional morphemes get added after the derivational morphemes. However, in many cases, there can be more than one derivational morpheme in the word.
Let is consider the word categorizations in English. Have you thought of how it is derived? Let us derive it!
category + -ize –> categorize
categorize + -ation –> categorization
categorization + -s –> categorizations
In the above example, the first two affixes are derivational. And the last one is inflectional. Interestingly, there can be even more complex words with many derivational steps.
D.N. Aloysius
Lecturer in English
Rajarata University
21.04.2020