PL9fwy3NUQKwa0Sd0s-XLQCrtFM4_s2KMt/Hs4F2U4I32E.srt

1
00:00:18,580 --> 00:00:22,460
Today we are going to continue with explaining

2
00:00:22,460 --> 00:00:26,840
compounding in English and Arabic. Last time we

3
00:00:26,840 --> 00:00:32,190
spoke about compounding in English. We explained the

4
00:00:32,190 --> 00:00:37,270
different types of compounding morphologically and

5
00:00:37,270 --> 00:00:37,930
semantically.

6
00:00:42,790 --> 00:00:46,430
Today we are going to speak about these types in

7
00:00:46,430 --> 00:00:46,830
Arabic.

8
00:00:53,930 --> 00:00:57,890
Morphologically, we refer to what is called solid

9
00:00:57,890 --> 00:00:59,210
compounds,

10
00:01:01,180 --> 00:01:07,240
hyphenated compounds and spaced or open compounds.

11
00:01:07,900 --> 00:01:13,440
This is for the morphological side. However,

12
00:01:14,060 --> 00:01:17,400
semantically, we have only three types. We have

13
00:01:17,400 --> 00:01:22,540
endocentric compounds, exocentric compounds, and

14
00:01:22,540 --> 00:01:27,180
general compounds. Do we have the same system in

15
00:01:27,180 --> 00:01:30,280
Arabic? This is what we are going to see just now.

16
00:01:36,170 --> 00:01:42,830
Compounding in Arabic. We have three main

17
00:01:42,830 --> 00:01:46,890
categories of compounding in Arabic. First of all,

18
00:01:47,410 --> 00:01:54,450
the constructed state. المضاف إليه أو المركب الإضافي.

19
00:01:55,890 --> 00:01:58,110
This is the

20
00:02:02,600 --> 00:02:06,780
possessor, sorry, the possessor in English. When I

21
00:02:06,780 --> 00:02:10,740
say قصر الملكي,  الملكي  is a constructed state.

22
00:02:11,900 --> 00:02:18,200
دودة الأرض.  الأرض, constructed state. يوم الحساب.

23
00:02:18,880 --> 00:02:24,400
Al-hisab, constructed state. Okay? So you have all

24
00:02:24,400 --> 00:02:28,520
compounds in Arabic are open or spaced. We don't

25
00:02:28,520 --> 00:02:34,080
have hyphenation in Arabic at all. Okay? We have

26
00:02:34,080 --> 00:02:37,860
fusional compounds. This is al-murakkab al-masji.

27
00:02:39,520 --> 00:02:44,900
Once I say for example, bayt ul-ahm. New York.

28
00:02:51,260 --> 00:02:54,420
We cannot know about the source or the

29
00:02:54,420 --> 00:02:58,900
constituents of these compounds. We don't have any

30
00:02:58,900 --> 00:03:07,400
relation between bait and lahm. New York, okay, in

31
00:03:07,400 --> 00:03:12,860
Arabic. So, the compound in Arabic here is one

32
00:03:12,860 --> 00:03:19,740
unit. It's a fusional unit, okay? We have what is

33
00:03:19,740 --> 00:03:21,320
called predicative compound.

34
00:03:23,760 --> 00:03:29,180
The relation

35
00:03:29,180 --> 00:03:33,280
here is based on predication.

36
00:03:36,900 --> 00:03:38,700
The predicate.

37
00:03:41,960 --> 00:03:47,030
We have other categories of compound nouns. These

38
00:03:47,030 --> 00:03:51,870
are represented in compound numbers. Number 11 to

39
00:03:51,870 --> 00:03:52,450
19.

40
00:03:55,270 --> 00:04:00,530
Al-hadi ashar. Al-tasa ashar. Okay?

41
00:04:03,750 --> 00:04:12,250
Numbers from 21 to 99. Al-wahid wal-ashrun. Al

42
00:04:12,250 --> 00:04:13,370
-tasa wal-tisrun.

43
00:04:16,190 --> 00:04:20,150
Okay, these are compounds in Arabic. We have also

44
00:04:20,150 --> 00:04:24,770
compound particles like innama, robbama,

45
00:04:28,930 --> 00:04:37,190
haythuma, kaythama, mahma,

46
00:04:37,970 --> 00:04:45,360
lasiyama, raythama. Also, we have defective verb

47
00:04:45,360 --> 00:04:54,860
compounds like ما برحى ما دامى ما زالى ما فاتقى. We

48
00:04:54,860 --> 00:05:01,440
have also interrogative pronouns like ما ذى ما ذا.

49
00:05:01,440 --> 00:05:06,240
Okay. And

50
00:05:06,240 --> 00:05:11,740
we have proper compounds such as القاموس المحيط

51
00:05:19,360 --> 00:05:29,300
So these are proper nouns. We

52
00:05:29,300 --> 00:05:32,520
have compounds consisting of a noun and adjective in

53
00:05:32,520 --> 00:05:38,860
Arabic like البحر الأحمر, red sea, البحر الأحمر. You

54
00:05:38,860 --> 00:05:43,260
have a noun plus an adjective. You have Arabic

55
00:05:43,260 --> 00:05:48,420
possessive or genitive structure like طلوع النهاري.

56
00:05:48,420 --> 00:05:57,140
عابر سبيلًا. We

57
00:05:57,140 --> 00:06:01,780
have compound adjectives. You know, two adjectives

58
00:06:01,780 --> 00:06:09,660
together. أزرق غامق,  أزرق غامق.  So, two adjectives

59
00:06:13,270 --> 00:06:14,190
more beautiful.

60
00:06:19,310 --> 00:06:22,750
Okay? But it is not necessarily to have every

61
00:06:22,750 --> 00:06:28,690
compound in English to be a compound in Arabic. We

62
00:06:28,690 --> 00:06:31,490
don't have the equivalence of compounds in English

63
00:06:31,490 --> 00:06:35,770
always be compounds in Arabic. So, for example,

64
00:06:35,910 --> 00:06:39,070
trustworthy in English, it is trustworthy.

65
00:06:39,310 --> 00:06:42,280
Trustworthy is not a compound. Okay? Because the

66
00:06:42,280 --> 00:06:46,080
two languages morphologically are different from

67
00:06:46,080 --> 00:06:46,620
each other.

68
00:06:49,440 --> 00:06:56,520
We have compounds consisting of similes. I say...

69
00:06:56,520 --> 00:07:00,400
So

70
00:07:00,400 --> 00:07:04,200
we have here a simile. We have compounds consisting

71
00:07:04,200 --> 00:07:06,640
of a noun, adjective and adjective.

72
00:07:10,360 --> 00:07:16,280
مصاب بدوران البحر,  sea sick, متعطش

73
00:07:16,280 --> 00:07:20,180
للدماء. Okay.

74
00:07:20,180 --> 00:07:27,440
Blood thirsty. We have an adverb adjective,  زائد الخضرة, 

75
00:07:27,440 --> 00:07:37,820
دائم الخضرة,  evergreen, ever ripe etc. So if you look

76
00:07:37,820 --> 00:07:42,900
to these types in Arabic, you find them different

77
00:07:42,900 --> 00:07:47,600
completely from English. So this represents an

78
00:07:47,600 --> 00:07:52,360
area of difficulty. We find that our students

79
00:07:52,360 --> 00:07:57,860
cannot have the quality for making what's called

80
00:07:57,860 --> 00:08:02,880
compounding in English very easily. So this makes

81
00:08:02,880 --> 00:08:10,400
them commit serious errors, okay? As we've seen,

82
00:08:10,720 --> 00:08:15,460
lots of derivations by using prefixes, suffixes,

83
00:08:16,040 --> 00:08:19,580
and infixes, but we don't have estimate rules.

84
00:08:19,700 --> 00:08:24,320
We've seen suffixes of Greek origin, of Latin

85
00:08:24,320 --> 00:08:31,920
origin, okay, of various origins. But having

86
00:08:31,920 --> 00:08:35,060
specific rules or what is called a rule-based system

87
00:08:36,490 --> 00:08:40,570
is not available in English, but maybe available

88
00:08:40,570 --> 00:08:46,350
in Arabic. Okay? So this makes the quality or the

89
00:08:46,350 --> 00:08:51,530
proficiency of constructing compounds or being

90
00:08:51,530 --> 00:08:54,490
familiarized with compounds in English by our

91
00:08:54,490 --> 00:08:59,390
students quite difficult. Okay? Now, if you look

92
00:08:59,390 --> 00:09:03,890
to spelling, the spelling of English is also

93
00:09:03,890 --> 00:09:07,290
difficult because we don't have productive rules

94
00:09:07,290 --> 00:09:11,010
or rule-based system for making or for writing

95
00:09:11,010 --> 00:09:17,390
English. But still we have some specific rules

96
00:09:17,390 --> 00:09:22,410
that may near the situation. Like for example, the

97
00:09:22,410 --> 00:09:29,870
letters CK or KE. When to write CK, when to write

98
00:09:29,870 --> 00:09:37,090
KE. I say for example, cake. It ends with ke. Okay,

99
00:09:37,090 --> 00:09:41,470
this is because it is preceded by a vowel or

100
00:09:41,470 --> 00:09:46,250
preceded by a consonant, okay.

101
00:09:46,250 --> 00:09:51,890
However, if there be a short vowel, if the k sound

102
00:09:51,890 --> 00:09:54,950
is preceded by a short vowel, then it is translated

103
00:09:54,950 --> 00:10:02,130
in writing by using ck. I say for example clock. It

104
00:10:02,130 --> 00:10:02,710
is ck.

105
00:10:08,410 --> 00:10:12,990
So once preceded by a short vowel, it is ck. Once

106
00:10:12,990 --> 00:10:22,410
preceded by a long vowel or consonant, it is ke. We

107
00:10:22,410 --> 00:10:31,450
have sometimes ch as like church. Church, church.

108
00:10:31,450 --> 00:10:35,770
Okay, church here we have

109
00:10:39,270 --> 00:10:41,270
The ch preceded by what?

110
00:10:44,890 --> 00:10:51,810
It is preceded by a long vowel. Church.  طيب. We

111
00:10:51,810 --> 00:10:59,510
have ch and we have tch. Match. Match. It is short

112
00:10:59,510 --> 00:11:04,590
vowel. Okay? Once preceded by a short vowel, it is

113
00:11:04,590 --> 00:11:10,510
tch. Match. However, once preceded by a long vowel

114
00:11:10,510 --> 00:11:22,990
it is ch, church or consonant, okay. I

115
00:11:22,990 --> 00:11:31,710
say for example shake, check, shake.

116
00:11:31,710 --> 00:11:36,290
Here, we have ke, check. You have ck.

117
00:11:38,270 --> 00:11:42,810
We have words

118
00:11:42,810 --> 00:11:49,030
ending in double L, doubling, double S, or double

119
00:11:49,030 --> 00:11:56,990
F. These if preceded by short vowels. Okay? So, I

120
00:11:56,990 --> 00:12:03,710
say for example, staff, double F. Will, double L.

121
00:12:04,670 --> 00:12:11,610
Miss, double S, okay, otherwise it is not doubled. 

122
00:12:11,790 --> 00:12:16,970
The final letter cannot be doubled if preceded by

123
00:12:16,970 --> 00:12:27,170
a long vowel or consonant or consonant. Okay, we

124
00:12:27,170 --> 00:12:35,900
have dge or ge in case of having dge, you find the

125
00:12:35,900 --> 00:12:42,260
sound preceded by a short vowel. I say judge, judge.

126
00:12:42,260 --> 00:12:54,620
Judge, okay. J u d g e. It is d g e, however, I say

127
00:12:54,620 --> 00:13:01,560
cage. What's the difference? It is g e only. So, g e

128
00:13:01,560 --> 00:13:08,920
is preceded by a long vowel or consonant. I say range

129
00:13:08,920 --> 00:13:22,560
range. It is g e. I say George, g e, however, judge, it

130
00:13:22,560 --> 00:13:29,640
is d g e. We have exceptions for that. If you say

131
00:13:29,640 --> 00:13:33,950
college for example, college. It ends with GE,

132
00:13:33,950 --> 00:13:38,550
preceded by a short vowel. So, these are only

133
00:13:38,550 --> 00:13:43,930
estimate rules. Okay? So, you can teach your

134
00:13:43,930 --> 00:13:46,970
students or inform your students about these

135
00:13:46,970 --> 00:13:51,750
specific rules, just to facilitate the process of

136
00:13:51,750 --> 00:13:57,710
spelling and writing. Okay? However, you know,

137
00:13:58,710 --> 00:14:03,230
compounding is a solid subject. Quite difficult. 

138
00:14:03,710 --> 00:14:07,890
Okay, because it relies on practice and

139
00:14:07,890 --> 00:14:11,390
memorization. You have to introduce this very

140
00:14:11,390 --> 00:14:15,810
simply to your students by using activities or

141
00:14:15,810 --> 00:14:19,410
techniques that can be familiar to them according

142
00:14:19,410 --> 00:14:24,910
to their levels, either junior or intermediate or

143
00:14:24,910 --> 00:14:30,400
advanced. Okay. So we have specific activities for

144
00:14:30,400 --> 00:14:33,720
teaching compounding and for teaching other types

145
00:14:33,720 --> 00:14:38,240
of morphological aspects of English to our

146
00:14:38,240 --> 00:14:42,680
students. You have to be highly selective and

147
00:14:42,680 --> 00:14:46,680
highly accurate in choosing the activity that

148
00:14:46,680 --> 00:14:51,940
suits your students. Okay. Now, we need to touch

149
00:14:51,940 --> 00:14:59,830
this area to see how we could teach word formation

150
00:14:59,830 --> 00:15:04,230
systems to our students. And the derivation

151
00:15:04,230 --> 00:15:08,530
system, the inflection system, and the compounding

152
00:15:08,530 --> 00:15:13,730
system. Okay? I don't know whether you're prepared

153
00:15:13,730 --> 00:15:18,530
or you just have any activity to be presented just

154
00:15:18,530 --> 00:15:24,710
now. Who would like to volunteer just speaking

155
00:15:24,710 --> 00:15:27,950
about some activities for teaching word formation?

156
00:15:38,400 --> 00:15:41,340
Good morning, sisters. How are you? My name is

157
00:15:41,340 --> 00:15:43,360
Fatima Boufaida. I'm going to teach you activities

158
00:15:43,360 --> 00:15:48,300
for teaching compounds, with, I have taught it or I

159
00:15:48,300 --> 00:15:50,840
want to show you how to teach it through games. I

160
00:15:50,840 --> 00:15:54,680
prepared three games for your students. The first

161
00:15:54,680 --> 00:15:57,960
game is grouping students. How can we do this

162
00:15:57,960 --> 00:16:01,200
game? We know that we have a very large class. 

163
00:16:01,640 --> 00:16:03,560
Divide the class into three groups or four

164
00:16:03,560 --> 00:16:07,720
groups. Name each group as a type of compounded

165
00:16:07,720 --> 00:16:11,080
words. For example, student group, hybrid group,

166
00:16:11,360 --> 00:16:15,840
and spaced group. And give them a sheet of paper,

167
00:16:16,360 --> 00:16:19,500
have many words, compounded words, and each group

168
00:16:19,500 --> 00:16:22,160
selects the word that belongs to them. Student

169
00:16:22,160 --> 00:16:24,200
group just collect the word as a single compound,

170
00:16:24,960 --> 00:16:28,250
and like that. This is the first game that can be

171
00:16:28,250 --> 00:16:32,950
used. The second one, which is Moon, Sun, and

172
00:16:32,950 --> 00:16:34,850
Play. Moon, Sun, and Play is a very famous in

173
00:16:34,850 --> 00:16:36,810
schools. We know that Moon, Sun, and Play, which

174
00:16:36,810 --> 00:16:40,450
is a game. We can also use it by asking students to

175
00:16:40,450 --> 00:16:43,970
make Moon write some compound words. Just the

176
00:16:43,970 --> 00:16:48,870
first part, like black space, orange space, and

177
00:16:48,870 --> 00:16:52,790
they continue it, and they ask them to be sons

178
00:16:53,260 --> 00:16:56,460
and complete it on a sheet of paper. What does it

179
00:16:56,460 --> 00:17:00,180
mean, moon, sun, here? Just to ask your students.

180
00:17:00,400 --> 00:17:02,920
Once you say moon, your students will sleep,

181
00:17:02,980 --> 00:17:06,180
sleep, yeah. And then you can hide whatever you

182
00:17:06,180 --> 00:17:09,560
like from the parts of the compounds. Yeah. Then

183
00:17:09,560 --> 00:17:13,660
you say sun, your students raise their heads and

184
00:17:13,660 --> 00:17:19,330
then they can guess what is missing. Yeah, this is

185
00:17:19,330 --> 00:17:21,830
the whole game, yeah, because it's very famous. Most

186
00:17:21,830 --> 00:17:25,730
games, it's very famous in the schools. The last one

187
00:17:25,730 --> 00:17:30,030
is a very exciting one, you know, this place which

188
00:17:30,030 --> 00:17:33,970
is to try to find similar words, like number one,

189
00:17:33,970 --> 00:17:36,350
flower, number two, piano, number three, flowers. Oh,

190
00:17:36,350 --> 00:17:39,870
one and three are the flowers, you know it, yeah. We

191
00:17:39,870 --> 00:17:44,090
can use it in school like that, for example, this

192
00:17:44,090 --> 00:17:51,770
number one, it's arm, okay. Number two, paper. Number

193
00:17:51,770 --> 00:17:57,450
three, chair. Okay. Number one, arm. Number three,

194
00:17:57,810 --> 00:18:00,790
chair. This is a compound word. Arm, chair. You

195
00:18:00,790 --> 0

223
00:20:43,990 --> 00:20:50,130
them, okay? So they can completely like, yes?

224
00:20:53,890 --> 00:20:59,370
Play the

225
00:20:59,370 --> 00:20:59,570
doctor.

226
00:21:08,370 --> 00:21:13,930
or a lady doctor, I show them the card to women, 

227
00:21:14,250 --> 00:21:18,070
ask them the part of speech, if it is noun or 

228
00:21:18,070 --> 00:21:21,390
adjective or verb, then the other part of the 

229
00:21:21,390 --> 00:21:25,230
word, after that I can bound them and show them

230
00:21:25,230 --> 00:21:31,520
and... You mean the flash card? Yes, flashcard is 

231
00:21:31,520 --> 00:21:35,820
very, very important, and it's very easy means for 

232
00:21:35,820 --> 00:21:39,420
just transferring or conveying the message of 

233
00:21:39,420 --> 00:21:42,700
compounding to your students. So if you have, for 

234
00:21:42,700 --> 00:21:46,700
example, the compound noun, lady, doctor, then you 

235
00:21:46,700 --> 00:21:51,280
can split it, lady, then doctor, and two 

236
00:21:51,280 --> 00:21:55,740
flashcards. You can mention the syntactic type of 

237
00:21:55,740 --> 00:21:59,240
the compound saying it is noun, noun. Lady is 

238
00:21:59,240 --> 00:22:03,720
noun. doctor's noun, then you ask them to guess 

239
00:22:03,720 --> 00:22:10,500
how to combine these two parts for making a 

240
00:22:10,500 --> 00:22:14,950
compound noun, okay? You can have lady, you can 

241
00:22:14,950 --> 00:22:22,330
have other parts like man, like woman, okay? Then 

242
00:22:22,330 --> 00:22:27,590
you ask them to select which one can fit with the 

243
00:22:27,590 --> 00:22:32,030
meaning of doctora in Arabic. So, they can guess 

244
00:22:32,030 --> 00:22:34,850
either lady, doctor, or whatever. And then you 

245
00:22:34,850 --> 00:22:36,790
have to correct them, okay?

246
00:22:54,150 --> 00:23:01,750
This is This activity fits with all types of 

247
00:23:01,750 --> 00:23:05,390
compounds, either verb-verb compound, adjective

248
00:23:05,390 --> 00:23:07,630
-adjective compound. When I say for example, 

249
00:23:07,710 --> 00:23:16,510
green, white, shirt. Green, white, shirt. Smash 

250
00:23:16,510 --> 00:23:21,270
and grip. This is two verbs. Green, white, this is 

251
00:23:21,270 --> 00:23:27,410
two adjectives hyphenated. Okay? Lady doctor, two 

252
00:23:27,410 --> 00:23:33,490
nouns. Blackboard. Adjective noun. Okay. 

253
00:23:37,010 --> 00:23:44,370
Overall. It is preposition or adverb then pronoun. 

254
00:23:45,790 --> 00:23:54,950
He got. Pronoun hyphen got. She get. She pronoun 

255
00:23:54,950 --> 00:23:59,950
hyphen then get. Okay? So you can use the 

256
00:23:59,950 --> 00:24:05,810
flashcards for making these compounds. Okay? And 

257
00:24:05,810 --> 00:24:08,510
the most important thing is just to create 

258
00:24:08,510 --> 00:24:12,470
motivation and competition inside the class. You 

259
00:24:12,470 --> 00:24:16,690
need to divide the class into groups and then run 

260
00:24:16,690 --> 00:24:20,730
a competition among these groups. Okay? By writing 

261
00:24:20,730 --> 00:24:26,510
the marks on board. Okay? On the blackboard. So 

262
00:24:26,510 --> 00:24:32,360
the winning group can have a club from the whole 

263
00:24:32,360 --> 00:24:32,880
class. 

264
00:24:36,680 --> 00:24:40,940
Because teaching is fun. So don't be very stiff 

265
00:24:40,940 --> 00:24:44,800
just introducing and introducing your subject. Try 

266
00:24:44,800 --> 00:24:49,120
to communicate with your students. Try to let your 

267
00:24:49,120 --> 00:24:52,400
students use the material you explain practically 

268
00:24:52,400 --> 00:24:56,080
in the class. Communication is very, very 

269
00:24:56,080 --> 00:25:00,280
important. This is done by letting, by giving your 

270
00:25:00,280 --> 00:25:04,900
students the chance to speak. to use English okay 

271
00:25:04,900 --> 00:25:09,420
so don't have the chance limited to you or don't 

272
00:25:09,420 --> 00:25:14,060
explain the whole period long you have to divide 

273
00:25:14,060 --> 00:25:20,940
your class into different parts okay and then you 

274
00:25:20,940 --> 00:25:27,580
have to leave specific space for activities okay 

275
00:25:27,580 --> 00:25:32,020
made by the students in explaining the lesson 

276
00:25:32,770 --> 00:25:37,030
Okay. You ask them or you can do that for yourself 

277
00:25:37,030 --> 00:25:40,410
and then you let your students have the chance to 

278
00:25:40,410 --> 00:25:44,390
answer to practice English. Okay.

279
00:25:48,130 --> 00:25:54,360
We have other activities for teaching. The most 

280
00:25:54,360 --> 00:26:01,680
important ones are those which the students use 

281
00:26:01,680 --> 00:26:07,340
their own eyes and ears, meaning visible 

282
00:26:07,340 --> 00:26:13,060
activities. The more the students use their 

283
00:26:13,060 --> 00:26:17,220
senses, the more they understand. So you have to 

284
00:26:17,220 --> 00:26:23,850
teach contextually and not to teach formally. You 

285
00:26:23,850 --> 00:26:27,950
have to focus on inductive teaching, meaning let 

286
00:26:27,950 --> 00:26:30,350
your students deduce, and not to teach 

287
00:26:30,350 --> 00:26:34,190
deductively, meaning just giving or delivering 

288
00:26:34,190 --> 00:26:38,990
explanations or lecturing inside the class for the 

289
00:26:38,990 --> 00:26:43,370
low level or intermediate level or even advanced 

290
00:26:43,370 --> 00:26:50,440
level. Okay? So, the teacher is an artist. You 

291
00:26:50,440 --> 00:26:56,180
have to be very skillful artists inside the class.

292
00:26:56,960 --> 00:27:01,080
Your target is to convey your message very, very 

293
00:27:01,080 --> 00:27:05,430
attentively and smoothly to your students. You 

294
00:27:05,430 --> 00:27:09,310
have to be very brilliant in selecting, predicting 

295
00:27:09,310 --> 00:27:13,010
activities for conveying your message very 

296
00:27:13,010 --> 00:27:16,510
successfully to your students. Just to have them 

297
00:27:16,510 --> 00:27:21,770
speaking English competently and very fluently at 

298
00:27:21,770 --> 00:27:25,650
the end of the day. That's it. Okay? 

299
00:27:30,310 --> 00:27:31,810
Now we have 

300
00:27:36,870 --> 00:27:43,550
a certain say quiz or certain questions just to 

301
00:27:43,550 --> 00:27:46,490
check your information on compounding. 

302
00:27:50,950 --> 00:27:54,930
Anyway, it is answered. They are answered 

303
00:27:54,930 --> 00:27:58,310
questions. They are models for you just to let you 

304
00:27:58,310 --> 00:28:02,090
completely 

305
00:28:04,290 --> 00:28:10,110
understand the word formation or compounding. 

306
00:28:33,220 --> 00:28:34,620
Okay. 

307
00:28:44,070 --> 00:28:45,510
Okay. Okay. 

308
00:29:08,990 --> 00:29:11,970
I don't know whether you could just see that very 

309
00:29:11,970 --> 00:29:12,370
clearly.

310
00:29:35,920 --> 00:29:39,980
Tell him how many. Tell him 16, 20. I'm going to 

311
00:29:39,980 --> 00:29:42,940
make it all black, okay? No, no, leave it as it 

312
00:29:42,940 --> 00:29:44,140
is. Leave it as it is? Yes.

313
00:29:58,280 --> 00:29:58,840
I'm going to make it more. 

314
00:30:18,130 --> 00:30:23,850
If you look to this quiz or this passage, this 

315
00:30:23,850 --> 00:30:27,330
passage contains lots of compound nouns. 

316
00:30:31,170 --> 00:30:35,830
Two and a half years ago, my 52-year-old brother 

317
00:30:35,830 --> 00:30:42,170
-in-law. We have 52-year-old brother. Okay? 52

318
00:30:42,170 --> 00:30:46,570
-year-old. It is hyphenated. Why? 

319
00:30:51,150 --> 00:30:55,510
Okay? Why is it hyphenated? 

320
00:31:01,160 --> 00:31:07,140
If you have number, we have 

321
00:31:07,140 --> 00:31:09,200
number then, 

322
00:31:11,520 --> 00:31:12,720
you have, 

323
00:31:16,500 --> 00:31:22,980
that's true, yes, we have a number here, then 

324
00:31:22,980 --> 00:31:29,920
followed by a noun, then it is hyphenated, rather 

325
00:31:29,920 --> 00:31:33,510
in law, It's originally hyphenated because you 

326
00:31:33,510 --> 00:31:36,610
have here parts of speech, brother as a noun,

327
00:31:37,190 --> 00:31:44,150
preposition, and then you have noun. It is 

328
00:31:44,150 --> 00:31:50,110
hyphenated. So 52-year-old brother-in-law, a 

329
00:31:50,110 --> 00:31:54,310
highly respected and might I add, well-paid. 

330
00:31:58,230 --> 00:32:05,220
Okay? Vice President. of a bank, well-paid vice 

331
00:32:05,220 --> 00:32:09,980
president of the bank. Well-paid is open, open 

332
00:32:09,980 --> 00:32:15,880
compound. Vice president is hyphenated compound as 

333
00:32:15,880 --> 00:32:23,440
you see. Move to the 43rd floor. Again, it is 

334
00:32:23,440 --> 00:32:27,320
number, so it is hyphenated. of a high rise 

335
00:32:27,320 --> 00:32:31,580
apartment, high rise hyphenated mainly because I 

336
00:32:31,580 --> 00:32:34,960
know I told you that we have hyphenation and we 

337
00:32:34,960 --> 00:32:38,900
have open systems for the hyphenated compounds 

338
00:32:38,900 --> 00:32:42,440
they are mainly new in English So they are 

339
00:32:42,440 --> 00:32:46,600
hyphenated according to some references. Still, 

340
00:32:47,180 --> 00:32:51,720
the open compounds are deeply rooted in English. 

341
00:32:52,100 --> 00:32:55,280
So they are familiar with all English native 

342
00:32:55,280 --> 00:32:58,780
speakers. So there is no need for having a hyphen. 

343
00:32:59,720 --> 00:33:04,600
We also have difference in the use of hyphens in 

344
00:33:04,600 --> 00:33:10,520
American English and received English. So what is 

345
00:33:10,520 --> 00:33:15,900
hyphenated? in British 

346
00:33:15,900 --> 00:33:19,860
English may not be hyphenated in American English 

347
00:33:19,860 --> 00:33:21,100
and vice versa. 

348
00:33:35,760 --> 00:33:42,850
So, vice president of a bank, vice president, 43rd 

349
00:33:42,850 --> 00:33:46,810
floor number, high-rise apartment, 

350
00:33:49,350 --> 00:33:57,050
brand new, unheard of. So you can follow this 

351
00:33:57,050 --> 00:34:06,890
page, this passage, and see the red color words 

352
00:34:07,760 --> 00:34:11,380
and the blue color words all of them are compounds 

353
00:34:11,380 --> 00:34:16,600
all of them are compounds let's try to check why 

354
00:34:16,600 --> 00:34:23,360
these are hyphenated or spaced okay this is what 

355
00:34:23,360 --> 00:34:27,020
we need okay 

356
00:34:35,510 --> 00:34:41,230
I leave you this passage on my page okay try to 

357
00:34:41,230 --> 00:34:47,830
analyze it at home and say why this happened you 

358
00:34:47,830 --> 00:34:51,850
have some hyphenated compounds and some open 

359
00:34:51,850 --> 00:34:58,710
compounds and morphologically as we have mentioned 

360
00:34:58,710 --> 00:35:02,730
we have three types the solid ones the hyphenated 

361
00:35:02,730 --> 00:35:06,750
ones and the open or spaced one. So now this 

362
00:35:06,750 --> 00:35:10,390
passage contains lots of compounds. I need you 

363
00:35:10,390 --> 00:35:16,710
just to revise the passage, see the passage, 

364
00:35:16,950 --> 00:35:20,390
analyze it and then revise the information which I 

365
00:35:20,390 --> 00:35:24,770
explained and then give interpretation about the 

366
00:35:24,770 --> 00:35:29,270
different types, okay? This will be next time 

367
00:35:29,270 --> 00:35:34,010
among other activities mainly the activities for 

368
00:35:34,010 --> 00:35:37,690
teaching word formation. Next time try to come 

369
00:35:37,690 --> 00:35:41,670
with presentations for introducing activities for 

370
00:35:41,670 --> 00:35:45,470
teaching compounding word formation and 

371
00:35:45,470 --> 00:35:48,150
inflections in English. Okay?