•"[A]n underlying morpheme can have multiple surface level allomorphs (recall that the prefix 'allo' means 'other'). That is, what we think of as a single unit (a single morpheme) can actually have more than one pronunciation (multiple allomorphs)
Morphs and Allomorphs "[W]hen we find a group of different morphs, all versions of one morpheme, we can use the prefix allo- ( = one of a closely related set) and describe them as allomorphs of that morpheme.
"Take the morpheme 'plural.' Note that it can be attached to a number of lexical morphemes to produce structures like 'cat + plural,' 'bus + plural,' 'sheep + plural,' and 'man + plural.'
In each of these examples, the actual forms of the morphs that result from the morpheme 'plural' are different.
Yet they are all allomorphs of the one morpheme. So, in addition to /s/ and /əz/, another allomorph of 'plural' in English seems to be a zero-morph because the plural form of sheep is actually 'sheep + ∅.' When we look at 'man + plural,' we have a vowel change in the word . . . as the morph that produces the 'irregular' plural form men."
An allomorph is a different form of a Morpheme. The regular Simple Past ending is -ed.
In the verb 'advised' the ending is pronounced /d/, but in 'walked' it is pronounced /t/ and in 'wanted' it is pronounced /i:d/. A verb ending in -e, like 'hire' only takes -d. These are different forms of the same thing; they are allomorphs of the simple past tense ending.
First you need to know what a morpheme is. That's a unit of a language that can't be divided or reduced down.
EG the word income is made of 2 morphemes, in + come. and incoming is made of 3 - in + com(e) + ing.
An allomorph is any 2 morphemes that have the same purpose but are spelt or sound different.
EG when you pluralise bat you get bats - with an 's' sound. When you pluralise bug you use an s but it has a 'z' sound. And the plural of bus is buses, pronounced 'bus-is'. So in this case 's', 'z' and 'is' are allomorphs.
A singular noun names one person, place, or thing. example: A lizard crawls on top of the rock. There is only one lizard in the sentence, so the word lizard is a singular noun.
Also, there is only one rock in the sentence, so the word rock is a singular noun too.
A plural noun names more than one person, place, or thing. example: Two rabbits ran through the trees. There is more than one rabbit, so the word rabbits is a plural noun.
1. Three of the plates are round. (plural) 2. My grandmother is very kind. (singular) 3. They gave her a nice gift. (singular) 4. Answer the telephone, please. (singular) 5. My crayons are broken. (plural) 6. Have you seen my keys? (plural) 7. That map is old. (singular) 8. It flew in the sky. (singular) 9. There are ten fish. (plural)
Singular Noun Definition: When a noun means one only, it is said to be singular. Examples: boy, girl, book, church, box
Plural Noun Definition: When a noun means more than one, it is said to be plural. Examples: boys, girls, books, churches
The plural of nouns is usually formed by adding s to a singular noun. Example: lamp, lamps; cat, cats; fork, forks; flower, flowers; pen, pens
Phrase structure (review) 1) Every word belongs to a lexical category 2) Lexical categories forms heads of phrases 3) How phrases are formed is governed by rules (= ‘phrase structure rules’)
Phrase structure rules Rules that determine …what goes into a phrase (‘constituents’) …how the constituents are ordered
Constituent: a word or group of words that function as a unit and can make up larger grammatical units
General schema: X-> Y Z X consists of Y followed by Z
Noun phrase (NP) - John (N) - the boy (Det N) - a little boy (Det Adj N) - a boy in a bubble (Det N PP)
Phrase structure rule for NPs: NP ->(Det) (Adj) N (PP)
Verb phrase (VP) - sang (V) - ate the cake (V NP) - ate the cake hungrily (V NP Adv) - sang a song in the shower ( V NP PP) - fell into the pond slowly (V PP Adv)
Phrase structure rule for VPs: VP -> V (NP) (PP) (Adv)
Sentences -Must contain an NP and a VP
.The dog barked. *The dog. *Barked.
-May contain an auxiliary verb .The dog will bark. S -> NP (Aux) VP
A semantic role is the underlying relationship that a participant has with the main verb in a clause.
Also known as: Semantic case, thematic role, theta role (generative grammar), and deep case (case grammar)
Semantic role is the actual role a participant plays in some real or imagined situation, apart from the linguistic encoding of those situations.
Example: If, in some real or imagined situation, someone named John purposely hits someone named Bill, then John is the agent and Bill is the patient of the hitting event. Therefore, the semantic role of Bill is the same (patient) in both of the following sentences:
-John hit Bill. -Bill was hit by John.
In both of the above sentences, John has the semantic role of agent.
Next week Lesson : Allomorph Allomorph is a variant sound, of one morpheme. It has different pronunciation and spelling, but it still has same meaning. Allomorphs are of two types: 1. Phonologically conditioned allomorphs, and 2. Morphologically conditioned allomorphs.
1. PHONOLOGICALLY CONDITIONED ALLOMORPHS: When the allomorphs are conditioned by the phonetic nature of the preceding phoneme, they are said to be phonologically conditioned allomorphs. For example, the allomorphs of the plural morphemes are represented by /-s/ occurs after voiceless sounds, /-z/ occurs after voiced sounds and /-iz/ occurs after groove fricatives and affricates. So these allomorphs are called phonologically conditioned allomorphs. For example 1 : a. Hand-s, nun-s, dog-s b. Cat-s, dock-s, trap-s
The plural morpheme –s is pronounced differently in (1a) and (1b). It is one morpheme with two different realizations It depends on the phonological environment. It is [-s] after [t], [k], [p] and [+z] after [d], [n], [g] The first is [-voice], the second [+voice].
2. MORPHOLOGICALLY CONDITIONED ALLOMORPHS: When allomorphs are determined by the specific morpheme or morphemes forming the content, rather than by phonological features, they are called morphologically conditioned allomorphs i.e. / / which only occurs with three morphemes. They are ox / ks/, brother /b r r/, and child /caild/.
Singular and Plural Nouns When a noun means only one thing, it is singular. When it is more than one it is plural. 1. Most singular nouns are made plural by adding the letter s Book, bell, candle = books, bells, candles 2. However, if u add an s to such nouns as church, bus, fox, bush, bench, Jones and Waltz, they become difficult to pronounce. Which is why we add –es and create an extra syllable, churches, buses, Joneses….. 3. If a noun ends in y, and the letter before the y is a vowel, again just add an s: key = keys. However, if a noun ends in y and the letter before the y is a consonant, the y must be changed to an I and consonant, the y must be changed to an I and followed by es: lady = ladies / gallery = galleries. This rule does not apply to proper nouns: one penny, several pennies, but Mr and MRS Penny become the Pennys. 4. To form the plurals of nouns ending in ff, add that s : cliffs, toffs etc. however, words ending in a single f or fe need to have these letters replaced with a v and then add es : leaf = leaves, wife = wives. 5. Many words ending in o can be made plural by adding – s : zoos, kangaroos, igloos, solos, sopranos, discos, photos, Eskimos, infernos. Others – seemingly chosen at random – need – es: Buffaloes have trampled my potatoes and tomatoes. If we sit outside to play dominoes we shall be plagued by mosquitoes. 6. A number of nouns have irregular plurals, which is why we do not say. The plural of house is houses, but the plural of louse is lice. Then there’s goose/geese, tooth/teeth, child/children, ox/oxen ( but not box/ boxen ). 7. When we talk about a family in the plural, we need to add an s to the family name, e.g the Smiths. However if the family name ends in s, x, ch, sh, or z we add –es: the Joneses, the Foxes, the Bushes etc. it is same rule as churches and waltzes.
Madam, I understand 50%..maybe after your teaching lesson can be understand 100%.. because you always teach in a simple way and that realy make us clear.
-Allomorphs are different forms of the same morpheme, or basic unit of meaning. These can be different pronunciations or different spellings.
-Allomorphs are the variations or different pronunciations of a different pronunciations of a morpheme.For instance,the morpheme plural -s has the standard /s/morpheme plural -s has the standard/s/sound in sound in cats cats,but in dogs the morpheme becomes a/z/sound.morpheme becomes a/z/sounds.
There are three allomorphs of the morpheme -s in English.[Compare the morpheme (-s) in English].Compare the sound of the (-s) in 'cats','dogs' and ‘foxes' sound of the (-s )in‘cats',‘dogs' and 'foxes'
a)[A]llomorphs of a morpheme are in complementary distribution. This means that they cannot substitute for each other. Hence, we cannot replace one allomorph of a morpheme by another allomorph of that morpheme and change meaning."
b)"Take the morpheme 'plural.' Note that it can be attached to a number of lexical morphemes to produce structures like 'cat + plural,' 'bus + plural,' 'sheep + plural,' and 'man + plural.' In each of these examples, the actual forms of the morphs that result from the morpheme 'plural' are different. Yet they are all allomorphs of the one morpheme.
Rule #2 Nouns ending in s, z, x, sh, and ch form the plural by adding - es.
moss mosses buzz buzzes box boxes dish dishes church churches
Exercise: Write the plural of each of these nouns
dress brush hex wish class fox cross bench bush ax grass mantis
Special Note: If you add - s to such nouns as fox, bush, and bench, you will find that you cannot pronounce them without making an additional syllable. This is why such nouns form the plural by adding - es.
3)Semantic and Pragmatic roles:
a) Semantic:- The most general definition of semantics is that it is "the study of linguistic meaning"
-In discussing semantics, linguists normally use the term lexeme (as opposed to word), so that word can be retained for the inflected variants. Thus one can say that the words walk, walks, walked, and walking are different forms of the same lexeme. There are several kinds of sense relations among lexemes. First is the opposition between syntagmatic relations (the way lexemes are related in sentences) and paradigmatic relations (the way words can substitute for each other in the same sentence context).
Important paradigmatic relations include: (1) synonymy - a relation of "sameness", e.g pavement and sidewalk; (2) hyponymy - a relation of "inclusion", e.g a cat is a type of animal; (3) antonymy - a relation of "oppositeness", e.g big vs. small or buy vs.sell; and (4) incompatibility - mutual exclusiveness within the same superordinate category, e.g. red and green
PRAGMATICS Pragmatics is the study of "how to do things with words" or of the meaning of language in context. Language Files takes pragmatics to be "the study of the contribution of context to meaning". Pragmatics starts from the observation that people use language to accomplish many kinds of acts, broadly known as speech acts (as distinct from physical acts like drinking water or mental acts like thinking about drinking water). Speech acts include asking for a glass of water, in addition to making promises, issuing warnings or threats, giving orders, making requests for information, and many others. Most introductions to pragmatics divide speech acts into two categories: direct and indirect
Mid semester test was easy compared to the quiz. Because the test almost covered the things that we have learned before in our class. Some more, our miss did a quick revision on the previous lesson..So i found it easier than the quiz..
Yes Alfina,Kirubah,and Sheila,the whole idea of the quiz was to help you revise for the mid term....am glad it helped.By the way,I'm happy to see you guys sharing/discussing your research here.This extra work will help you understand the discussion better on Monday. Hmmm,what about the others?So many have not taken part yet....
I find the mid semester test was ok madam ... Its because the lesson that have been thought by you madam was interesting and easy to understand.. I just hope that i can do more better in my final exam ...
hello madam.. Mid sem test was okay, hope i did well compared to the quiz. Moreover, mdm conducted revision before the test.It was very helpful for me. thank you mdm :)
hi madam, for me the mid test was quite easy compared to the quiz.. besides that, mdm provided the question paper to us rather then showing it in slides show as what we've done in quiz, so its very convenience for me to answer the questions as well.. 10q! :)
Well,the more discussions we have in class,the better your understanding+many of you are learning to ask questions to clarify your doubts....this is the way to learn...
hi madam, for me i find the mid term test was easy compared to the quiz, because before the mid term test madam you have already thought us on what will be out for the test and some questions are also similar to the quiz so it's helpful for me.. thanks a lot madam..
hello madam and everyone.for me, mid term test was easy compared to quiz. i found it easy because we do revise again and again the lessen we have thought before. and i would like to thank madam sarada for the lesson she thought us in class. we enjoyed studying in your class madam.
hi madam...for me the mid term test is easy compare with the quiz....its easy beacuse madam did some revise about the lesson that been thought before this and its quite similiar to the test....thank you madam.....
I think both the quiz and mid term was moderately fine as you have helped us a lot by giving revision before we start the test. It is much easier to understand since you teach with a method that helps us understand well rather than memorizing. Thank you Madam :)
hi madam, actually the midterm was easy for me because the exercises we did before the midterm made me to find it easy to do the exam. the questions was more or less same like we did on the exercises. hope i can score good marks in my midterm.
the test was superb cool,it was easy.. how nice it would be if all the lecturers use this teaching method of yours, madam...:D thank you for making it easier for me to understand your teaching
I think both the quiz and mid term was easy as you have helped us a lot by giving revision before we start the test. the lesson you thought in class help me a lot to cope in class. thank you madam.
hi guys, to be honest, i think both the quiz and mid test was easy for me. but i think, i should put more effort to get better marks. anyways, thanks to madam to give easy question.
Mid test was easy..becourse its quite smilar quiz..and also Madam Sarada teaching lesson always in our mental lexican..no need memories..
ReplyDeleteOthers: Next week lesson.
ReplyDeleteAllomorphs
•"[A]n underlying morpheme can have multiple surface level allomorphs (recall that the prefix 'allo' means 'other'). That is, what we think of as a single unit (a single morpheme) can actually have more than one pronunciation (multiple allomorphs)
Morphs and Allomorphs
"[W]hen we find a group of different morphs, all versions of one morpheme, we can use the prefix allo- ( = one of a closely related set) and describe them as allomorphs of that morpheme.
"Take the morpheme 'plural.' Note that it can be attached to a number of lexical morphemes to produce structures like 'cat + plural,' 'bus + plural,' 'sheep + plural,' and 'man + plural.'
In each of these examples, the actual forms of the morphs that result from the morpheme 'plural' are different.
Yet they are all allomorphs of the one morpheme. So, in addition to /s/ and /əz/, another allomorph of 'plural' in English seems to be a zero-morph because the plural form of sheep is actually 'sheep + ∅.' When we look at 'man + plural,' we have a vowel change in the word . . . as the morph that produces the 'irregular' plural form men."
An allomorph is a different form of a Morpheme. The regular Simple Past ending is -ed.
In the verb 'advised' the ending is pronounced /d/, but in 'walked' it is pronounced /t/ and in 'wanted' it is pronounced /i:d/. A verb ending in -e, like 'hire' only takes -d. These are different forms of the same thing; they are allomorphs of the simple past tense ending.
First you need to know what a morpheme is. That's a unit of a language that can't be divided or reduced down.
EG the word income is made of 2 morphemes, in + come. and incoming is made of 3 - in + com(e) + ing.
An allomorph is any 2 morphemes that have the same purpose but are spelt or sound different.
EG when you pluralise bat you get bats - with an 's' sound. When you pluralise bug you use an s but it has a 'z' sound. And the plural of bus is buses, pronounced 'bus-is'. So in this case 's', 'z' and 'is' are allomorphs.
Singular and Plural Nouns
ReplyDeleteA singular noun names one person, place, or thing.
example: A lizard crawls on top of the rock.
There is only one lizard in the sentence, so the word lizard is a singular noun.
Also, there is only one rock in the sentence, so the word rock is a singular
noun too.
A plural noun names more than one person, place, or thing.
example: Two rabbits ran through the trees.
There is more than one rabbit, so the word rabbits is a plural noun.
1. Three of the plates are round. (plural)
2. My grandmother is very kind. (singular)
3. They gave her a nice gift. (singular)
4. Answer the telephone, please. (singular)
5. My crayons are broken. (plural)
6. Have you seen my keys? (plural)
7. That map is old. (singular)
8. It flew in the sky. (singular)
9. There are ten fish. (plural)
Singular Noun Definition: When a noun means one only, it is said to be singular.
Examples: boy, girl, book, church, box
Plural Noun Definition: When a noun means more than one, it is said to be
plural.
Examples: boys, girls, books, churches
The plural of nouns is usually formed by adding s to a singular noun.
Example: lamp, lamps; cat, cats; fork, forks; flower, flowers; pen, pens
Phrase structure (review)
ReplyDelete1) Every word belongs to a lexical category
2) Lexical categories forms heads of
phrases
3) How phrases are formed is governed by
rules (= ‘phrase structure rules’)
Phrase structure rules
Rules that determine
…what goes into a phrase (‘constituents’)
…how the constituents are ordered
Constituent: a word or group of words
that function as a unit and can make up
larger grammatical units
General schema:
X-> Y Z
X consists of Y followed by Z
Noun phrase (NP)
- John (N)
- the boy (Det N)
- a little boy (Det Adj N)
- a boy in a bubble (Det N PP)
Phrase structure rule for NPs:
NP ->(Det) (Adj) N (PP)
Verb phrase (VP)
- sang (V)
- ate the cake (V NP)
- ate the cake hungrily (V NP Adv)
- sang a song in the shower ( V NP PP)
- fell into the pond slowly (V PP Adv)
Phrase structure rule for VPs:
VP -> V (NP) (PP) (Adv)
Sentences
-Must contain an NP and a VP
.The dog barked.
*The dog.
*Barked.
-May contain an auxiliary verb
.The dog will bark.
S -> NP (Aux) VP
A semantic role is the underlying relationship that a participant has with the main verb in a clause.
ReplyDeleteAlso known as: Semantic case, thematic role, theta role (generative grammar), and deep case (case grammar)
Semantic role is the actual role a participant plays in some real or imagined situation, apart from the linguistic encoding of those situations.
Example: If, in some real or imagined situation, someone named John purposely hits someone named Bill, then John is the agent and Bill is the patient of the hitting event. Therefore, the semantic role of Bill is the same (patient) in both of the following sentences:
-John hit Bill.
-Bill was hit by John.
In both of the above sentences, John has the semantic role of agent.
Next week Lesson :
ReplyDeleteAllomorph
Allomorph is a variant sound, of one morpheme. It has different pronunciation and spelling, but it still has same meaning.
Allomorphs are of two types:
1. Phonologically conditioned allomorphs, and
2. Morphologically conditioned allomorphs.
1. PHONOLOGICALLY CONDITIONED ALLOMORPHS: When the allomorphs are conditioned by the phonetic nature of the preceding phoneme, they are said to be phonologically conditioned allomorphs. For example, the allomorphs of the plural morphemes are represented by /-s/ occurs after voiceless sounds, /-z/ occurs after voiced sounds and /-iz/ occurs after groove fricatives and affricates. So these allomorphs are called phonologically conditioned allomorphs.
For example 1 :
a. Hand-s, nun-s, dog-s
b. Cat-s, dock-s, trap-s
The plural morpheme –s is pronounced differently in (1a) and (1b).
It is one morpheme with two different realizations
It depends on the phonological environment. It is [-s] after [t], [k], [p] and [+z] after [d], [n], [g]
The first is [-voice], the second [+voice].
2. MORPHOLOGICALLY CONDITIONED ALLOMORPHS: When allomorphs are determined by the specific morpheme or morphemes forming the content, rather than by phonological features, they are called morphologically conditioned allomorphs i.e. / / which only occurs with three morphemes. They are ox / ks/, brother /b r r/, and child /caild/.
Singular and Plural Nouns
ReplyDeleteWhen a noun means only one thing, it is singular. When it is more than one it is plural.
1. Most singular nouns are made plural by adding the letter s
Book, bell, candle = books, bells, candles
2. However, if u add an s to such nouns as church, bus, fox, bush, bench, Jones and Waltz, they become difficult to pronounce. Which is why we add –es and create an extra syllable, churches, buses, Joneses…..
3. If a noun ends in y, and the letter before the y is a vowel, again just add an s: key = keys. However, if a noun ends in y and the letter before the y is a consonant, the y must be changed to an I and consonant, the y must be changed to an I and followed by es: lady = ladies / gallery = galleries.
This rule does not apply to proper nouns: one penny, several pennies, but Mr and MRS Penny become the Pennys.
4. To form the plurals of nouns ending in ff, add that s : cliffs, toffs etc. however, words ending in a single f or fe need to have these letters replaced with a v and then add es : leaf = leaves, wife = wives.
5. Many words ending in o can be made plural by adding – s : zoos, kangaroos, igloos, solos, sopranos, discos, photos, Eskimos, infernos. Others – seemingly chosen at random – need – es: Buffaloes have trampled my potatoes and tomatoes. If we sit outside to play dominoes we shall be plagued by mosquitoes.
6. A number of nouns have irregular plurals, which is why we do not say. The plural of house is houses, but the plural of louse is lice. Then there’s goose/geese, tooth/teeth, child/children, ox/oxen ( but not box/ boxen ).
7. When we talk about a family in the plural, we need to add an s to the family name, e.g the Smiths. However if the family name ends in s, x, ch, sh, or z we add –es: the Joneses, the Foxes, the Bushes etc. it is same rule as churches and waltzes.
Aha,so the test was ok...well,what about the rest of the class?Where are you?
ReplyDeleteThamani and Tulasi have posted valuable information...do you understand What they have posted?
Madam, I understand 50%..maybe after your teaching lesson can be understand 100%.. because you always teach in a simple way and that realy make us clear.
DeleteOk,Tulasi...
DeleteI managed to do the mid-term test better than quiz,because it is like brainstorm on what we learn previously. Madam
ReplyDeleteNext week lesson:
Delete1) Allomorhps:
-Allomorphs are different forms of the same morpheme, or basic unit of meaning. These can be different pronunciations or different spellings.
-Allomorphs are the variations or different pronunciations of a different pronunciations of a morpheme.For instance,the morpheme plural -s has the standard /s/morpheme plural -s has the standard/s/sound in sound in cats cats,but in dogs the morpheme becomes a/z/sound.morpheme becomes a/z/sounds.
There are three allomorphs of the morpheme -s in English.[Compare the morpheme (-s) in English].Compare the sound of the (-s) in 'cats','dogs' and ‘foxes' sound of the (-s )in‘cats',‘dogs' and 'foxes'
a)[A]llomorphs of a morpheme are in complementary distribution. This means that they cannot substitute for each other. Hence, we cannot replace one allomorph of a morpheme by another allomorph of that morpheme and change meaning."
b)"Take the morpheme 'plural.' Note that it can be attached to a number of lexical morphemes to produce structures like 'cat + plural,' 'bus + plural,' 'sheep + plural,' and 'man + plural.' In each of these examples, the actual forms of the morphs that result from the morpheme 'plural' are different. Yet they are all allomorphs of the one morpheme.
2)Singular and plural nouns
ReplyDeletea)Singular Noun Definition: When a noun means one only, it is said to be singular.
Examples: boy, girl, book, church, box
b)Plural Noun Definition: When a noun means more than one, it is said to be plural.
Examples: boys, girls, books, churches
Rule #1
The plural of nouns is usually formed by adding - s to a singular noun.
lamp lamps
cat cats
fork forks
flower flowers
pen pens
Exercise: Write the plural of each of these nouns
chair star farm
storm door rock
owner paper cup
Rule #2
Nouns ending in s, z, x, sh, and ch form the plural by adding - es.
moss mosses
buzz buzzes
box boxes
dish dishes
church churches
Exercise: Write the plural of each of these nouns
dress brush hex
wish class fox
cross bench bush
ax grass mantis
Special Note:
If you add - s to such nouns as fox, bush, and bench, you will find that you cannot pronounce them without making an additional syllable. This is why such nouns form the plural by adding - es.
3)Semantic and Pragmatic roles:
a) Semantic:-
The most general definition of semantics is that it is "the study of linguistic meaning"
-In discussing semantics, linguists normally use the term lexeme (as opposed to word), so that word can be retained for the inflected variants. Thus one can say that the words walk, walks, walked, and walking are different forms of the same lexeme. There are several kinds of sense relations among lexemes. First is the opposition between syntagmatic relations (the way lexemes are related in sentences) and paradigmatic relations (the way words can substitute for each other in the same sentence context).
Important paradigmatic relations include:
(1) synonymy - a relation of "sameness", e.g pavement and sidewalk;
(2) hyponymy - a relation of "inclusion", e.g a cat is a type of animal;
(3) antonymy - a relation of "oppositeness", e.g big vs. small or buy vs.sell; and
(4) incompatibility - mutual exclusiveness within the same superordinate category, e.g. red and green
PRAGMATICS
Pragmatics is the study of "how to do things with words" or of the meaning of language in context. Language Files takes pragmatics to be "the study of the contribution of context to meaning". Pragmatics starts from the observation that people use language to accomplish many kinds of acts, broadly known as speech acts (as distinct from physical acts like drinking water or mental acts like thinking about drinking water). Speech acts include asking for a glass of water, in addition to making promises, issuing warnings or threats, giving orders, making requests for information, and many others. Most introductions to pragmatics divide speech acts into two categories: direct and indirect
hello madam... for me the exam is easy too.... it is because i understand the lesson being thought in class.. tq madam...
ReplyDeleteMid semester test was easy compared to the quiz. Because the test almost covered the things that we have learned before in our class. Some more, our miss did a quick revision on the previous lesson..So i found it easier than the quiz..
ReplyDeleteYes Alfina,Kirubah,and Sheila,the whole idea of the quiz was to help you revise for the mid term....am glad it helped.By the way,I'm happy to see you guys sharing/discussing your research here.This extra work will help you understand the discussion better on Monday.
ReplyDeleteHmmm,what about the others?So many have not taken part yet....
I find the mid semester test was ok madam ... Its because the lesson that have been thought by you madam was interesting and easy to understand.. I just hope that i can do more better in my final exam ...
ReplyDeletehello madam.. Mid sem test was okay, hope i did well compared to the quiz. Moreover, mdm conducted revision before the test.It was very helpful for me. thank you mdm :)
ReplyDeleteThis comment has been removed by the author.
ReplyDeletehi madam, for me the mid test was quite easy compared to the quiz.. besides that, mdm provided the question paper to us rather then showing it in slides show as what we've done in quiz, so its very convenience for me to answer the questions as well.. 10q! :)
ReplyDeletehi mam, the mid test was ok... and i understand better by the explaination given by madam..
ReplyDeleteWell,the more discussions we have in class,the better your understanding+many of you are learning to ask questions to clarify your doubts....this is the way to learn...
ReplyDeletehi madam, for me i find the mid term test was easy compared to the quiz, because before the mid term test madam you have already thought us on what will be out for the test and some questions are also similar to the quiz so it's helpful for me.. thanks a lot madam..
ReplyDeletehello madam and everyone.for me, mid term test was easy compared to quiz. i found it easy because we do revise again and again the lessen we have thought before. and i would like to thank madam sarada for the lesson she thought us in class. we enjoyed studying in your class madam.
ReplyDeletehelo madam, for me mid term test was easy only... because the questions all is based on what madam has taught us before.. thank you madam..
ReplyDeletehi madam...for me the mid term test is easy compare with the quiz....its easy beacuse madam did some revise about the lesson that been thought before this and its quite similiar to the test....thank you madam.....
ReplyDeleteHi Madam,
ReplyDeleteI think both the quiz and mid term was moderately fine as you have helped us a lot by giving revision before we start the test. It is much easier to understand since you teach with a method that helps us understand well rather than memorizing. Thank you Madam :)
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ReplyDeletehi madam,
ReplyDeleteactually the midterm was easy for me because the exercises we did before the midterm made me to find it easy to do the exam. the questions was more or less same like we did on the exercises. hope i can score good marks in my midterm.
the test was superb cool,it was easy..
ReplyDeletehow nice it would be if all the lecturers use this teaching method of yours, madam...:D
thank you for making it easier for me to understand your teaching
Hehehe,thank you everybody,I'm glad that you guys find it easy to understand the lectures.....
ReplyDeleteI think both the quiz and mid term was easy as you have helped us a lot by giving revision before we start the test. the lesson you thought in class help me a lot to cope in class. thank you madam.
ReplyDeletehi madam.. for me.. easy also. i like your way teaching us this subject. thank you.
ReplyDeletehi guys, to be honest, i think both the quiz and mid test was easy for me. but i think, i should put more effort to get better marks. anyways, thanks to madam to give easy question.
ReplyDeletesorry!!! easy questions.
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