PL9fwy3NUQKwa0Sd0s-XLQCrtFM4_s2KMt/Hs4F2U4I32E_raw.srt

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Today we are going to continue with explaining

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compounding in English and Arabic Last time we

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spoke about compounding in English we explain the

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different types of compounding morphologically and

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semantically.

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Today we are going to speak about these types in

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Arabic.

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Morphologically, we refer to what is called solid

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compounds.

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hyphenated compounds and spaced or open compounds.

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This is for morphological site. However,

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semantically, we have only three types. We have

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endocentric compounds, exocentric compounds, and

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general compounds. Do we have the same system in

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Arabic? This is what we are going to see just now.

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Compounding in Arabic. We have three main

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categories of compounding in Arabic. First of all,

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constructed state. المضاف إليه أو المركب الإضافي.

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This is the

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Possessor, sorry, the possessor in English, when I

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say قصر الملكي. الملكي is a constructed state.

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دودة الأرض. الأرض, constructed state. يوم الحساب.

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Al-hisab, constructor state. Okay? So you have all

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compounds in Arabic are open or spaced. We don't

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have hyphenation in Arabic at all. Okay? We have

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fusional compounds. This is al-murakkab al-masji.

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Once I say for example, bayt ul-ahm. New York.

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We cannot know about the source or the

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constituents of these compounds. We don't have any

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relation between bait and lahm. New York, okay, in

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Arabic. So, the compound in Arabic here is one

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unit. It's a fusional unit, okay? We have what is

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called predicative compound.

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The relation

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here is based on predication.

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The predicate.

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We have other categories.of compound nouns, these

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are represented in compound numbers. Number 11 to

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19.

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Al-hadi ashar. Al-tasa ashar. Okay?

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Numbers from 21 to 99. Al-wahid wal-ashrun. Al

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-tasa wal-tisrun.

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Okay, these are compounds in Arabic. We have also

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compound particles like innama, robbama,

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haythuma, kaythama, mahma,

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lasiyama, raythama, Also, we have defective verb

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compounds like ما برحى ما دامى ما زالى ما فاتقى We

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have also interrogative pronouns like ما ذى ما ذا

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Okay And

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we have proper compounds such as القاموس المحيط

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So these are proper nouns We

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have compounds consisting of noun and adjective in

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Arabic like البحر الأحمر red sea البحر الأحمر you

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have noun plus adjective You have Arabic

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possessive or genitive structure like طلوع النهاري

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عابر سبيلًا We

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have compound adjectives يعني two adjectives

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together أزرق غامق أزرق غامق So two adjectives

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more beautiful.

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Okay? But it is not necessarily to have every

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compound in English to be compound in Arabic. We

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don't have the equivalence of compounds in English

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always be compounds in Arabic. So, for example,

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trustworthy in English, it is trustworthy.

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Trustworthy is not a compound. Okay? Because the

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two languages morphologically are different from

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each other.

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We have compounds consisting of similes. I say...

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So

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we have here simile. We have compounds consisting

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of noun, adjective and adjective.

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مصاب بدوران البحر sea sick متعطش

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للدماء okay

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blood thirsty we have adverb adjective زائد الخضرة

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دائم الخضرة evergreen ever ripe etc so If you look

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to these types in Arabic, you find them different

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completely from English. So this represents an

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area of difficulty. We find that our students

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cannot have the quality for making what's called

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compounding in English very easily. So this makes

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them commit serious errors, okay? As we've seen,

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lots of derivations by using prefixes, suffixes,

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and infixes, but we don't have estimate rules.

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We've seen suffixes of Greek origin, of Latin

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origin, okay, of various origins. But having

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specific rule or what is called rule-based system

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is not available in English, but maybe available

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in Arabic. Okay? So this makes the quality or the

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proficiency of constructing compounds or be

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familiarized with compounds in English by our

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students quite difficult. Okay? Now, if you look

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to spelling, the spelling of English is also

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difficult because we don't have productive rules

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or role-based system for making or for writing

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English. But still we have some specific rules

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that may near the situation. Like for example, the

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letters CK or KE. When to write CK, when to write

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KE. I say for example, cake. It ends with k e okay

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this is because it is preceded by a vowel or

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preceded by a consonant okay

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however if there be a short vowel if the k sound

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is preceded by a short vowel then it is translated

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in writing by using c k i say for example clock it

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is ck

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So once preceded by a short vowel it is ck once

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preceded by a long vowel or consonant it is ke we

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have sometimes ch as like church church church

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okay church here we have

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The ch preceded by what?

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It is preceded by a long vowel. Church. طيب. We

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have ch and we have tch. Match. Match. It is short

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vowel. Okay? Once preceded by a short vowel, it is

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tch. Match. however once preceded by a long vowel

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it is ch church or consonant okay I

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say for example shake check shake

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here we have ke check you have ck

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We have words

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ending in double L, doubling, double S, or double

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F. These if preceded by short vowels. Okay? So I

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say for example, staff, double F. Will, double L.

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Miss, double S. okay otherwise it is not doubled,

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the final letter cannot be doubled if preceded by

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a long vowel or consonant or consonant okay we

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have dge or ge in case of having dge you find the

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sound preceded by short vowel I say judge judge

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judge okay j u d g e it is d g e however I say

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cage what's the difference it is g e only so g e

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is preceded by long vowel or consonant I say range

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range it is g e I say George g e however judge it

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is d g e we have exceptions for that if you say

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college for example College, it ends with GE

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preceded by a short vowel. So these are only

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estimate rules. Okay? So you can teach your

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students or inform your students about these

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specific rules just to facilitate the process of

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spelling and writing. Okay? However, you know,

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compounding is a solid. subject, quite difficult,

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okay, because it relies on practice and

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memorization. You have to introduce this very

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simply to your students by using activities or

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techniques that can be familiar to them according

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to their levels, either junior or intermediate or

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advanced. Okay, so we have specific activities for

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teaching compounding and for teaching other types

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of morphological aspects of English to our

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students. You have to be highly selective and

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highly accurate in choosing the activity that

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suits your students. Okay, now we need to touch

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this area to see how could we teach word formation

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systems to our students. And the derivation

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system, the inflection system, and the compounding

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system. Okay? I don't know whether you're prepared

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or you just have any activity to be presented just

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now. Who would like to volunteer just speaking

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about some activities for teaching word formation?

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Good morning, sisters. How are you? My name is

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Fatima Boufaida. I'm going to teach you activities

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for teaching compounds with. I have teach it or I

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want to show you how to teach it through games. I

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prepared three games for your students. The first

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game is grouping students. How we can do this

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game? We know that we have a very large classes,

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divided the class into three groups or four

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groups, name each group as a type of compounded

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words. For example, student group, hybrid group,

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and spaced group. And give them a sheet of papers,

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have many words, compounded words, and each group

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select the word that belongs to them. Student

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group just collect the word as a single compound,

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and like that. This is the first games that men

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used. The second one, which is Moon, Sun, and

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Play. Moon, Sun, and Play is a very famous in

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schools. We know that Moon, Sun, and Play, which

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is game. We can also use it by asking students to

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make Moon write some compound words, just the

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first part, like black space, orange space, and

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they continue it, and they ask them to be sons,

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and complete it in a sheet of paper. What does it

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mean moon, sun here? Just to ask your students,

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once you say moon, your students will sleep.

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Sleep, yeah. And then you can hide whatever you

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like from the parts of the compounds. Yeah. Then

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you say sun, your students raise their heads and

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then they can guess what is missing. yeah this is

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the whole games yeah because it's very famous most

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games it's very famous in the schools the last one

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is a very exciting one you know this place which

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is try to find the similar words like number one

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flower number two piano number three flowers oh

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one and three is the flowers you know it yeah we

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can use it in school like that for example this

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number one it's arm okay Number two, paper. Number

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three, chair. Okay. Number one, arm. Number three,

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chair. This is a compound verb. Arm, chair. You

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know what, like that. And maybe, may you ask

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yourself how we can apply it in the school. Just

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give a sheet of paper, please, your pop. And have

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magnetism. Write number one here. And if you don't

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have LCD and laptop, write number one here, write

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the arm here, and put it number one like that. It

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will show it for students. And ask the students

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one by one to select and compound this word to

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each others. That's all. Thank you very much.

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Thank you. Well done. Anyone else? So we need

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activities for teaching either compounding of

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wealth formation or inflation.

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Someone else.

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We have lots of activities for teaching

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compounding or whatever parts of word formation.

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Anisam just tell me how to teach compounding.

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It's quite difficult to have the subject

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introduced to your students like so. So you have,

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for example, flashcards.

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You can write words on specific cards. Then you

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ask your students, you can fix them on the board.

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You ask your students to have to use by using moon

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sun activity as your your colleague mentioned say

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moon your students will sleep then you hide one

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card then you ask them to remember the card missed

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okay this is a compound noun you can have

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different parts of the compounds split and then

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you ask your students to combine them, reunite

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them, okay? So they can completely like, yes?

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Play the

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doctor.

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or a lady doctor, I show them the card to woman,

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ask them the part of speech, if it is noun or

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adjective or verb, then the other part of the

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word, after that I can bound them and show them

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and... You mean the flash card? Yes, flashcard is

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very, very important, and it's very easy means for

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just transferring or conveying the message of

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compounding to your students. So if you have, for

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example, the compound noun, lady, doctor, then you

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can split it, lady, then doctor, and two

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flashcards. You can mention the syntactic type of

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the compound saying it is noun, noun. Lady is

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noun. doctor's noun, then you ask them to guess

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how to combine these two parts for making a

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compound noun, okay? You can have lady, you can

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have other parts like man, like woman, okay? Then

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you ask them to select which one can fit with the

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meaning of doctora in Arabic. So, they can guess

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either lady, doctor, or whatever. And then you

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have to correct them, okay?

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This is This activity fits with all types of

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compounds, either verb-verb compound, adjective

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-adjective compound. When I say for example,

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green, white, shirt. Green, white, shirt. Smash

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and grip. This is two verbs. Green, white, this is

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two adjectives hyphenated. Okay? Lady doctor, two

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nouns. Blackboard. Adjective noun. Okay.

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Overall. It is preposition or adverb then pronoun.

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He got. Pronoun hyphen got. She get. She pronoun

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hyphen then get. Okay? So you can use the

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flashcards for making these compounds. Okay? And

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the most important thing is just to create

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motivation and competition inside the class. You

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need to divide the class into groups and then run

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a competition among these groups. Okay? By writing

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the marks on board. Okay? On the blackboard. So

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the winning group can have a club from the whole

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class.

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Because teaching is fun. So don't be very stiff

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just introducing and introducing your subject. Try

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to communicate with your students. Try to let your

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students use the material you explain practically

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in the class. Communication is very, very

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important. This is done by letting, by giving your

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students the chance to speak. to use English okay

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so don't have the chance limited to you or don't

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explain the whole period long you have to divide

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your class into different parts okay and then you

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have to leave specific space for activities okay

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made by the students in explaining the lesson

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Okay. You ask them or you can do that for yourself

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and then you let your students have the chance to

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answer to practice English. Okay.

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We have other activities for teaching. The most

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important ones are those which the students use

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their own eyes and ears, meaning visible

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activities. The more the students use their

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senses, the more they understand. So you have to

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teach contextually and not to teach formally. You

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have to focus on inductive teaching, meaning let

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your students deduce, and not to teach

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deductively, meaning just giving or delivering

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explanations or lecturing inside the class for the

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low level or intermediate level or even advanced

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level. Okay? So, the teacher is an artist. You

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have to be very skillful artists inside the class.

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Your target is to convey your message very, very

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attentively and smoothly to your students. You

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have to be very brilliant in selecting, predicting

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activities for conveying your message very

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successfully to your students. Just to have them

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speaking English competently and very fluently at

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the end of the day. That's it. Okay?

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Now we have

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a certain say quiz or certain questions just to

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check your information on compounding.

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Anyway, it is answered. They are answered

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questions. They are models for you just to let you

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completely

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understand the word formation or compounding.

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Okay.

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Okay. Okay.

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I don't know whether you could just see that very

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clearly.

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Tell him how many. Tell him 16, 20. I'm going to

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make it all black, okay? No, no, leave it as it

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is. Leave it as it is? Yes.

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I'm going to make it more.

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If you look to this quiz or this passage, this

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passage contains lots of compound nouns.

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Two and a half years ago, my 52-year-old brother

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-in-law. We have 52-year-old brother. Okay? 52

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-year-old. It is hyphenated. Why?

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Okay? Why is it hyphenated?

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If you have number, we have

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number then,

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you have,

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that's true, yes, we have a number here, then

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followed by a noun, then it is hyphenated, rather

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in law, It's originally hyphenated because you

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have here parts of speech, brother as a noun,

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preposition, and then you have noun. It is

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hyphenated. So 52-year-old brother-in-law, a

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highly respected and might I add, well-paid.

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Okay? Vice President. of a bank, well-paid vice

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president of the bank. Well-paid is open, open

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compound. Vice president is hyphenated compound as

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you see. Move to the 43rd floor. Again, it is

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number, so it is hyphenated. of a high rise

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apartment, high rise hyphenated mainly because I

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know I told you that we have hyphenation and we

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have open systems for the hyphenated compounds

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they are mainly new in English So they are

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hyphenated according to some references. Still,

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the open compounds are deeply rooted in English.

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So they are familiar with all English native

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speakers. So there is no need for having a hyphen.

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We also have difference in the use of hyphens in

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American English and received English. So what is

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hyphenated? in British

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English may not be hyphenated in American English

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and vice versa.

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So, vice president of a bank, vice president, 43rd

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floor number, high-rise apartment,

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brand new, unheard of. So you can follow this

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page, this passage, and see the red color words

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and the blue color words all of them are compounds

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all of them are compounds let's try to check why

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these are hyphenated or spaced okay this is what

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we need okay

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I leave you this passage on my page okay try to

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analyze it at home and say why this happened you

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have some hyphenated compounds and some open

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compounds and morphologically as we have mentioned

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we have three types the solid ones the hyphenated

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ones and the open or spaced one. So now this

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passage contains lots of compounds. I need you

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just to revise the passage, see the passage,

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analyze it and then revise the information which I

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explained and then give interpretation about the

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different types, okay? This will be next time

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among other activities mainly the activities for

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teaching word formation. Next time try to come

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with presentations for introducing activities for

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teaching compounding word formation and

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inflections in English. Okay?