Language+use+and+Functions

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group members: **

 

**WHAT IS LANGUAGE?**

//'Language is by its very nature a communal thing, that is, it expresses never the exact thing but a compromise-that which is common to you, me and everybody' -quoted from Thomas Earnest Hulme, Speculations, 1923.//
 * Language is a system for encoding and decoding information. In its most common use, the term refers to so-called "natural languages"- the forms of communication considered peculiar to humankind. The most obvious manifestation are spoken languages such as English and Spoken Chinese. However, there are also written languages and other systems of visual symbols such as sign languages. Although some animals make use of quite sophisticated communicative systems, and these are sometimes casually referred to as animal language. **
 * Do you know that cuneiform is one of the first known forms of written language, but spoken language is believed to predate writings by tens of thousands of years at least? **
 * Language is important, because it helps millions of people communicate within this world of different dialect, cultures and within this world of business. It is a part of speech that is important and sometimes needed for someone's survival. Language is perhaps the human race's most important invention ever. It allows us to communicate with one another and spread ideas. It allows for organization, monogamous relationships, religion and science. Without language there would be no way that humans would ever have progressed past the stone age.

**

==**INTRODUCING AN IDEA/TOPIC ** == = =


**Shocker- a surprising statement, quote, facts or statistic**
 * Though this is somewhat overused, it can be effective. If you have an attention-grabbing quote/fact/statistic that sets up your thesis well, then it can be a powerful way to start. However, do not just drop in a quote or a statistic just for the sake of dropping one in, it should be both relevant and note-worthy.**

//Example: For more than half an hour, 38 respectable, law-abiding citizens in Queens watched a killer stalk and stab a woman in three separate attacks in Kew Gardens. (Martin Ginsberg, "38 Who Saw Murder And Didn't Call Police")//

**Interesting Question**

 * Starting your paper with an interesting question can work if it makes your reader curious about the answer. It can also help you as a writer on track because your entire paper should be adressing the question.**

//Example: Why do lovers marry? For centuries, the answer might have been self evident, but in today's world, where cohabitation is more bourgeois than bohemian, it's an open question. (Maggie Gallagher, "What's Marriage Got To Do With Love?)//

** Brief story or example **

 * It is possible to grab your reader's attention by telling an interesting story, especially if it appeals to your reader's emotions (fear, anger, joy, etc). If you do this, tell the story well but do not let it get too long or else it might start to take over the paper. Sometimes, you can begin the story in the introduction, then stop the story and present your thesis and the body of your essay. You can then finish the story in the conclusion.**

//Example: One Christmas Day seven days ago, I'd gone over to the Henry Horner Homes in Chicago to visit with Lafeyette and Pharaoh, the subjects of my book. There Are No Children Here. I had brought presents for the boys, as well as a gift for their friend, Ricky, who lived on the other side of the housing complex, an area controlled by a rival gang. Lafeyette and Pharaoh insisted on walking over with me.It was eerily quiet, since most everyone was inside, and so, bundled from the cold, we strolled towards the other end in silence. As we neared Damen Avenue, a kind of demilitarized zone, a uniformed police officer, a white woman approached us. She looked first at the two boys, neither of whom reached my shoulders, and then directly at me. "Are you OK?" she asked. (Alex Kotlowitz, "Colorblind")//

**Paint a picture of what might be.**

 * Describe either an ideal, best-case scenario. Either way it makes the reader want to read on in order to find out how he/she can make the good thing happen or avoid the horrible thing.**

//Example: Could you imagine saying the pledge of allegiance to a Confederate flag? A relic of the past that one would usually expect to find relegated to textbools, the Confederate flag is actually alive and still flourishing in the South today. A haunting symbol of those days of slavery of many Americans would rather forget, the flag is continuing to stir up emotions in groups with opposing interpretations of history...(Galit Sarfaty, "A Forgotten Past")//

Summarize the problem or issue

 * Sometimes, it is necessary to begin by summarizing the issue for the reader. If you do, it is helpful if you can also explain why this problem or issue is important to the reader. Keep the summary short (50-100 words).**

//Example: Millions of college students pursue an impossible body image. Their self-acceptance is based on having the perfect body, the ideal size, and the ideal weight and dissapears once the extra pounds return. They also have trouble believing other people can accept them without that ideal body. In their pursuit of the ideal body, they devalue the body they have and negate their unique sense of self. Their body images can get in the way of their liking who they are. They do not feel a sense of integration and acceptance. (Karlene Robinson " In Pursuit of the impossible body image")//

=**DRAWING CONCLUSIONS** =

When you draw a conclusion, you use two things:
 * ** What you know in your head **
 * ** What you have read in the story **

A conclusion is the decision you come to when you put these two together. For example: I sleep in a crib I drink from a bottle I cannot walk or talk Who am I? From the clues above, we can draw a conclusion that it is a baby.  Another example:

Put me on your feet I will keep you warm and dry Wear me when it rains What am I From the clues above, we can draw a conclusion that it is a rainboots.

__**Strategies for writing a conclusion.**__

Conclusions are often the most difficult part of an essay to write, and many writers feel that they have nothing left to say even after having written the paper. A writer needs to keep in mind that the conclusion is often what a reader remember best. Your conclusion should be the best part of your paper.

A conclusion should:


 * ==== **stress the importance of the thesis statement** ====


 * ==== **give the essay a sense of completeness, and** ====


 * ==== **leave a final impression on the reader** ====

__**Suggestions**__

Show your readers why this paper is important. Show them that your paper was meaningful and useful
 * ** Answer the question "So What?" **

Don't simply repeat things that were in your paper. They have read it. Show them how the points you made and the support and examples you used were not random, but fit together.
 * ** Synthesize, don't summarize **

Give your reader something to think about, perhaps a way to use a paper in the "real world". If your introduction went from general to specific, make your conclusions go from specific to general. Think globally.
 * **Redirect your readers**

You don't have to give new information to create a new meaning. By demonstrating how yor idea work together, you can create a new picture. Often the sum of the paper is worth more than its parts.
 * **Create a new meaning**

**__Strategies__**


 * **Echoing the introduction** : Echoing your introduction can be a good strategy if it is meant to bring the reader full-circle. If you begin by describing a scenario, you can end with the same scenario as proof that your essay was helpful in creating a new understanding.


 * **Challenging the reader** : By issuing a challenge to your readers, you are helping them to redirect the information in the paper, and they may apply it to their own lives.


 * **Looking to the future** : Looking to the future can emphasize the importance of your paper or redirect the readers' thought process. It may help them apply new information to their lives or see things more globally.


 * **Posing questions** : Posing questions, either to your readers or in general, may help your readers gain a new perspective on the topic, which they may not have held before reading your conclusion. It may also bring your main ideas together to create a new meaning.


 * Below are some images of how we draw conclusions;**









What is actually opinions and views? Well basically, opinions are beliefs and judgments that are not found on proof or certainty. Views are ways of portraying information regarding situations or topics. Expressing opinions and views are ways used by us to tell others what we feel,think, and believe. Technically,opinions and views may not be 100% true or agreed by everyone. It is just a matter of how you interpret and accept it personally and can be expressed in so many ways,either formally or informally written and spoken. There are few formal ways of expressing opinions and views such as by using these expressions: ♥ In my opinion... ♥ As far as I am concerned... ♥ I think... ♥ I reckon... ♥ It seems to me that... ♥ In my view... ♥ I believe that...

<span style="background-color: #ea00ff; font-family: 'Lucida Console',Monaco,monospace; font-size: 110%; line-height: 115%;"> <span style="background-color: #00ffb6; font-family: 'Lucida Console',Monaco,monospace; font-size: 110%;">Here are some examples of using the expressions above: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; line-height: 115%;">♥ In my opinion, coffee is better than tea ♥ As far as I am concerned, no one can beat your score ♥ I think televised violence affects children negatively ♥ I reckon it will rain later today.

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<span style="background-color: #ea00ff; font-family: 'Lucida Console',Monaco,monospace; font-size: 110%;">In our daily life, we usually express our opinions and views informally as formal English is always used in written form or any formal occasion such as in interviews,newspapers,forums,debates,etc. Here are some images of expressing opinions and views.Enjoy! :):)

<span style="background-color: #00ffb6; font-family: 'Lucida Console',Monaco,monospace; font-size: 110%;"> Below is a video of Pablo Francisco, a stand up comedian with his hysterically funny opinions and views!It's a must-watch video.LOL: <span style="background-color: #00ffb6; font-family: 'Lucida Console',Monaco,monospace; font-size: 17.6pt; line-height: 115%;"> media type="youtube" key="pevDObnV7QU" height="364" width="445" <span style="background-color: #00ffb6; font-family: 'Lucida Console',Monaco,monospace; font-size: 110%;">

<span style="background-color: #ea00ff; font-family: 'Lucida Console',Monaco,monospace; font-size: 110%;">What is actually suggestions? Well technically, suggestions is defined as ideas that are suggested. Suggestions are made to give out advice,opinions,and possibilities. Considerations will always be followed up after suggestions whether to accept or decline and it is not fixed but based on a person's two cents worth. <span style="background-color: #00ffb6; font-family: 'Lucida Console',Monaco,monospace; font-size: 110%;">Here are some phrases and expressions in formal English for making suggestions in English: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; line-height: 115%;">♥ I think you should... ♥ Why don't we...? <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; line-height: 115%;">♥ Let's... ♥ What about...? <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; line-height: 115%;">♥ Shall...?

<span style="background-color: #ea00ff; font-family: 'Lucida Console',Monaco,monospace; font-size: 110%;">Examples of using the phrases above: <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; line-height: 115%;">♥ I think you should buy a kitten instead of a baby iguana. ♥ Why don't we go skiing on Saturday? ♥ Let's give it a more interesting title. <span style="font-family: 'Trebuchet MS',Helvetica,sans-serif; line-height: 115%;">♥ What about offering a buffet? ♥ Shall we stay here until tomorrow?

<span style="background-color: #00ffb6; font-family: 'Lucida Console',Monaco,monospace; font-size: 110%;">Below is the link to an example of a conversation between individual A and B in making a suggestion: [|making suggestions]

<span style="background-color: #ea00ff; font-family: 'Lucida Console',Monaco,monospace; font-size: 110%;">Just like expressing opinions/views, in making suggestions, we will also use formal English either in written or spoken form when it comes to formal occasions. But in daily life, here are some images related to making suggestions:

<span style="background-color: #00ffb6; font-family: 'Lucida Console',Monaco,monospace; font-size: 110%;">Below is a slide of an example in making suggestions. P/s: Make sure to click on each speaker so that sound can be heard. Happy laughing! ;) <span style="background-color: #76ff00; color: #e400ff; font-family: Arial,Helvetica,sans-serif; font-size: 130%;">

<span style="background-color: #76ff00; color: #e400ff; font-family: Arial,Helvetica,sans-serif; font-size: 150%;">**ASKING FOR INFORMATION**
**Asking for information : There are several methods that can be use to ask informations.We are not only asking or questioning the person to obtain the informations,but we also may express it as in the examples shown below.**



**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Asking for information ** -(Excuse me) can could you tell me (the way to the station/...) -Do you know (if they are here / when they leave /...) -Could you give me some information about ... -Is it true that (they have moved /...) -Have you got an idea of (when they leave / ...) -I'd like to know (what he does / ...)

** Correcting agreeing with a statemen <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">t ** -Yes, it is / was / will ... -Oh yes, I did / Oh no, I didn't.  -That's (quite) right. -No, it isn't really so. -I'm sorry but that isn't correct. - Well, it's the contrary in fact.

-Pardon? / I beg your pardon? -I'm sorry I didn't catch what you said. -What do you mean? -What is the meaning of ...? -How do you pronounce..? -How do you say that? -How is it spelt? How do you spell ...?
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Asking about language **

Being sure. I 'm sure / certain (that) (he will come / ...) -There is no doubt about it. -No doubt (you'd like to see your gift / ...) -I certainly think / believe that (she was unhappy / ...) -I'm positive on that point. -I'm certain... -It is obvious that ...  -That goes without saying. -It's crystal clear. -It's as sure as two and two make four.
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Expressing certainty **

Being less sure. -I think so -I think that ( they will be there by 6 / ...) -I suppose so. -I suppose / expect that ( it is the way to the bus stop /...) -I believe that ( he is sick / ...) -I assume (that ) (they did it / ...) - It's more than probable that ... -I wouldn't be surprised if ....

Being unsure. I'm not sure (that) ... -I wonder if...  -I doubt if ...  -May be / perhaps (they're right / ...) -It's very doubtful whether (he'll accept / ...) -There's a little chance of ( arriving in time / ...) -It isn't known for use ...

Not knowing. -I don't think so. -I don't think that (they will give her a ring / ...) -I don't know / I've no idea / I wouldn't like to say (where it is). -I haven't the faintest idea. -Sorry, I can't tell you.

-Are you (quite) sure (that) ... -Do you think so? -Do you think that ...? -Do you believe / suppose that (it's a good idea / ...)?
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Inquiring about certainty **

-It is possible -It is possible (that) (it rains / ...) -I / you ... can (drive / read / ...) -He / we / ... is/are capable of ( doing better / ...)
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Expressing possibility **

-It is impossible -It is impossible (that) (it rains / ...) -I / you ... can't (drive / read / ...) -You can't possibly ( do this / ...)
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Expressing impossibility **

-Is it possible? -Is it possible (that) (he will come / ...) -Will he / she / they .. be able to (do it / ...)? -Can he / she /.... (drive / read /...)?
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Inquiring about possibility **

-You have (got) (to go / ...) -We / you ..must (leave / ...) -Do behave yourself! -It is compulsory. You are to .. (be there at 4 / ...) -We are forced to do so. -We were obliged to (pay / ...)
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Expressing obligation **

**<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Expressing there is no obligation ** -It's not necessary / not necessarily. -No) you needn't / you don't need to ... (go out / ...) -No need to (wait / ...)  __-You don't have to .. (wait / ...)__  -You haven't got to (wash the car / ...)  -It is not compulsory.  -It is not absolutely vital.  -Why should you?  -You aren't obliged to ...(wait for them /...)

-Must we ( go / stay /...) -Do you have to ( wash our hands / wait/...) -Have I / we got to ( go now /...) -Is it compulsory? -Am I / Are we required to ( take an exam / ...) -Need we (stay / ...) -Am I to (wait here / ...) ? -Am I obliged to (leave / ...)? -Are we supposed to (read this book / ...)?
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Inquiring about obligation **

Parking is strictly forbidden / prohibited here. -Trespassers will be prosecuted. -No begging / parking / waiting / ... -The won't let me (go out / ...) -Nobody is to (enter this area / ...) -I was refused permission to ( use my car / ...) -You may not (drink alcohol / ...) -We weren't allowed to (talk / ...) -It's out of question. -Smoking / drinking alcohol .. is not permitted/ is prohibited.
 * <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">Forbidding, refusing permission **

These two forms are used for asking for information on the telephone:
 * There are a number of formulas used when asking for information in English. Here are some of the most common:**
 * Could you tell me...?
 * Do you know...?
 * Do you happen to know...?
 * I'd like to know...
 * Could you find out...?
 * I'm interested in...
 * I'm looking for..
 * I'm calling to find out...
 * I'm calling about...

Construction
<span style="background-color: #fff600; color: #ff5900; font-family: Arial,Helvetica,sans-serif; font-size: 150%;">**EXPRESSING PREFERENCES**
 * **Formula** || **Question Word** || **Example Finish** ||
 * **Could you tell me** || when || the next train leaves? ||
 * **Do you know** || how much || that vase costs? ||
 * **Do you happen to know** || where || Tom lives? ||
 * **I'd like to know** || what || you think about the new project. ||
 * **Could you tell me** || when || the next train leaves? ||
 * **Could you find out** || when || she is going to arrive? ||
 * **Formula** || **Gerund (-ing)** || **Example Finish** ||
 * **I'm interested in** || buying || a boat ||
 * **Formula** || **Noun** || **Example Finish** ||
 * **I'm looking for** || information on || holidays in Spain. ||
 * **Formula used only on the telphone** || **Question Word** || **Example Finish** ||
 * **I'm calling to find out...** || if || flight AZ098 will leave on time today. ||
 * **Formula used only on the telphone** || **Noun** || **Example Finish** ||
 * **I'm calling about...** || the offer || published in today's newspaper. ||

We often use words like //prefer, would prefer, would rather// to talk or ask about preferences. //"I prefer living on my own."// "Would you prefer to see a movie or go to a club?" "Would you rather go shopping with me?" Those expressions are quite **different in meaning** and this is why learners of English often find them challenging. So here is how we can separate them:

We tend to use //'prefer'// to talk generally about //likes, dislikes, what we want.// “He //**prefers**// reading books.” “I //**prefer**// going to the beach than going to a swimming pool.” The expressions //'would prefer'// and //'would rather'//, to be a little //more specific//. //“I// **//would prefer//** //to see him in person.”// “I //**would rather**// go home now.”
 * Difference in meaning:**

__Followed by a different verb form:__
 * Difference in form:**

//“I prefer liv__ing__ in a city.”// (followed by the **gerund**; the '**-ing'** ending) //“I would prefer __to__ be told the truth.”// (followed by the **infinitive**; **to**+ the verb) //“Would you rather __stay__ at a hotel?”// (followed by the **base form** of the verb; the verb without 'to'.

__Different prepositions to state the choice.__ prefer, would prefer – go with **'to'** //“I'd prefer living in a city// **//to//** //living in the country.”// “I would (I'd) prefer being alone //**to**// being with the wrong person”. would rather – goes with **//'than'//** //“I would (I'd) rather talk to him in person// **//than//** //call him on the phone.”//

1. You can check your understanding as you match the questions below with suitable endings: Would you prefer ...? Would you rather ....?

- taking a nap or going for a walk - a trip to Jamaica or a cruise to Alaska - watch a talk show or see a movie - to stay at home or go outside with friends

2. Practice asking and answering questions of the same type with friends.

<span style="background-color: #fff600; color: #ff5900; font-family: Arial,Helvetica,sans-serif;">


 * <span style="background-color: #fff600; color: #ff5900; font-family: Arial,Helvetica,sans-serif;"> ||  ||

<span style="background-color: #000000; color: #ff0000; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 400%; text-align: center;">ASKING CLARIFICATIONS

**Sometimes, things happen that we would like to clarify or even asking for clarifications and we must demand explanations. For example, if you have just bought a new computer and there is a problem, but the shop assistant says that the guaranty does not cover the problem. There are a number of formulas used when we ask for clarifications in English. Here are some of the most common:**
 * **Can you tell me why...**
 * **I don't understand why...**
 * **Can you explain why..**
 * **Why is it that...**
 * **How come...**
 * **Does this mean...**
 * **Do you really expect me to believe...**
 * <span style="background-color: #ffff00; color: #ff5900; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%; text-align: center;">** Formula ** || <span style="background-color: #ffff00; color: #ff5d00; display: block; font-family: 'Arial Black',Gadget,sans-serif; font-size: 120%; text-align: center;">** Verb Form ** ||
 * <span style="background-color: #00a2ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">** Can you tell me why it has taken you so long to respond? ** || ** Use 'Can you tell me why' a full clause in the positive statement form (S V O). Notice that this is an indirect question and requires a question mark (?). ** ||
 * <span style="background-color: #00a2ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">** I don't understand why it has taken you so long to respond. ** || ** Use 'I don't understand why' a full clause in the positive statement form (S V O). Notice that this is a statement and does NOT require a question mark (?) ** ||
 * <span style="background-color: #00a2ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">** Can you explain why it has taken you so long to respond? ** || ** Use 'Can you explain why' a full clause in the positive statement form (S V O). Notice that this is an indirect question and requires a question mark (?). ** ||
 * <span style="background-color: #00a2ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">** Why is it that it has taken you so long to respond? ** || ** Use 'Why is it that' a full clause in the positive statement form (S V O). Notice that this is an indirect question and requires a question mark (?). ** ||
 * <span style="background-color: #00a2ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">** How come it has taken you so long to respond? ** || ** Use 'How come' a full clause in the positive statement form (S V O). Notice that this is an indirect question and requires a question mark (?). ** ||
 * <span style="background-color: #00a2ff; display: block; font-family: 'Arial Black',Gadget,sans-serif; text-align: center;">** Does this mean (that) it has taken you so long to respond? ** || ** Use 'Does this mean (that)' a full clause in the positive statement form (S V O). Notice that this is an indirect question and requires a question mark (?). ** ||
 * <span style="background-color: #00a2ff; font-family: 'Arial Black',Gadget,sans-serif;">** Do you (really) expect me to believe (that) you weren't able to finish on time? ** || ** Use 'Do you (really) expect me to believe (that)' a full clause in the positive statement form (S V O). Notice that this is an indirect question and requires a question mark (?). ** ||

<span style="background-color: #00ffb6; font-family: 'Lucida Console',Monaco,monospace; font-size: 110%;">



<span style="background-color: #000000; color: #ff0000; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 180%;"> <span style="background-color: #000000; color: #ff0000; display: block; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 360%; text-align: center;"> ACTIVITIES THAT CAN BE DONE TO TEACH THESE ITEMS IN CLASS <span style="background-color: #ffff00; color: #ff5900; font-family: 'Arial Black',Gadget,sans-serif; font-size: 16pt; line-height: 115%;">

ACTIVITIES IN GRAMMAR CLASSES <span style="color: #800080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 16pt; line-height: 115%;"> <span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif;"> Using newspapers or magazines, students create an acrostic poem where words are divided into parts of speech.** Students practice with adverbs by playing charades. They apply their understanding of adverbs to a reading of //Tillie's Tuba// by Maria Fleming. This lesson is designed for 3rd graders and includes a worksheet and quiz.
 * <span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Acrostic Poetry
 * <span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Adverbs

The pictures below show the charade activities in classrooms...

**

Three kinesthetic small group activities to help students identify parts of speech.** Students produce original songs, dances, poems, skits or artwork to teach writing and grammar creatively and effectively. This lesson includes an article from the //New York Times//, journal writing, vocabulary words, questions for discussion, and several extension activities.** Sample sentences with explanations, ranging from simple to complex.** Students create pictures using an adjective-noun combination. Designed for elementary students.** Students work in eight small groups to produce a poster about their part of speech.** Students bring in print errors that they find. One student acts as judge, others serve as prosecuting and defense attorneys. The rest of the class is the jury, and so the lesson goes.** Students write about a favorite author and analyze their writing for specific grammatical concepts.** Students in small groups bid on correct and incorrect sentences. The group which 'buys' the most correct sentences wins. This lesson is designed for ESL students and includes sentences, but anyone could adapt it.**
 * <span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Color Coded Parts of Speech
 * <span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Creative Writing: Teaching Grammar and Writing Principles through the Arts
 * <span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Diagramming Sentences
 * <span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Fantastic Pictures!
 * <span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Fun with Parts of Speech
 * <span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Grammar Court
 * <span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Grammar Review: My Favorite Author
 * <span style="background-color: #00ffff; color: #0000ff; font-family: 'Palatino Linotype','Book Antiqua',Palatino,serif; font-size: 120%;">Grammar Review using Sentence Auction

<span style="background-color: #ffff00; color: #ff5900; font-family: 'Arial Black',Gadget,sans-serif; font-size: 160%;">ACTIVITIES IN LANGUAGE AWARENESS CLASSES


 * **In a first session we play a videotape without sound and ask the students to guess what is happening and what the speakers are actually saying. Instead of a videotape, we could use a photostory or a cartoon in which we have deleted the captions and the words in the speech bubble.**


 * **We elicit from the students what has helped them to guess; then we play the videotape again, but this time with the sound on and discuss why some guesses were incorrect.**


 * **Then, through a guided discussion, we try to elicit why and how we are able to make predictions; we try to turn the clues from the video into more general categories of information, for example, setting, topic, general knowledge of the world, specific cultural knowledge, linguistic and extra-linguistic knowledge. In this way, we try to make the point that there is a difference between the //input,// which is provided by the video, and the //background// and //expectations// that we bring to the task of decoding it. Also, we introduce the concept of //strategy// as a //conscious plan or action that we can undertake to solve a problem,// and we actually call this strategy “predicting”.**


 * **In a second session, we discuss with the students whether or not they think the strategy of predicting can be used when reading a text, in L1 and/or in L2; through a brief discussion or questionnaire, we try to find out if, when and how they actually use the strategy, and why they use or don’t use it. In this way, we get a clearer picture of which aspects of the strategy we can safely take for granted and which ones we need to present and practise in the following stages.**


 * **We ask the students to do a few exercises of the “cloze” type, in which the task of filling in the gaps gradually becomes more complex. We can demonstrate how we actually go about one of these tasks by talking aloud while we try to solve the problem. Or we can ask one or two students to talk aloud and describe how they do one of the tasks just as they are doing it.**

[|language awareness class video]
 * **Then we elicit the criteria the students have used for predicting the missing words. In this way we help students to generalize. Depending on the level of our class, we can actually name and define these criteria: we are able to fill in gaps in a text thanks to our orthographic, grammaticai, semantic, contextual and socio-cultural knowledge. We stress the fact that these criteria always work together, and in real time, in the reader’s mind. And, again, we try to make the point that the visual, that is, typographical, information is only part of what we need to decode a text - the other, vital part being what we bring to it. Finally, we lead the students to evaluate their attitudes to reading: if we can predict, do we really have to read a text word by word? Is it really necessary to understand every single word in a text? On the other hand, can we always fill gaps in comprehension by using predictions? Or are there cases where other strategies should be used?**

<span style="background-color: #ffff00; color: #ff5900; font-family: 'Arial Black',Gadget,sans-serif; font-size: 160%;">ACTIVITIES IN LINGUISTICS CLASSES


 * ** Dramas, role-plays and presentations **
 * ** Games, charades and cross-word puzzles **
 * ** Say-it-loud technique **
 * ** Stories and explanation from educator before start the lesson **
 * ** Review the lesson at the end of the class **


 * <span style="background-color: #ff00ff; display: block; font-family: 'Comic Sans MS',cursive; font-size: 200%; text-align: center; vertical-align: sub;"> ​Clarify and Expanding on Something **
 * ®****These are various ways of sorting out what things mean. That can be very useful to do with anything a person has trouble with, or anything that is desired. ®Because, if one doesn't know exactly what it means then how can one solve it, or accomplish it? The fun part is that when one has cleared up its meaning, it no long is the same as one thought it was.

<span style="background-color: #ea4d4d; display: block; font-size: 130%; text-align: center; vertical-align: sub;">. <span style="background-color: #ea4d4d; font-family: Impact,Charcoal,sans-serif; font-size: 12pt;">What does it mean? ** <span style="background-color: #ea4d4d; display: block; font-family: Impact,Charcoal,sans-serif; text-align: center;">

<span style="background-color: #f3dddd; color: #800080; font-family: 'Comic Sans MS',cursive;">//"What does that mean to you?" "How do you define ___?" "What experience does__ _ relate to?" "What do you perceive about ___?"__// **
 * Simply clarifying what something means can be a powerful technique. It is done best from a friendly, open-minded insistence on being presented with realities, rather than with abstract ideas. Realities can be perceived with some kind of senses. They have perceptual distinctions to them. They are specific and exact, not general or vague. The idea here is to get the person connected with the realities that she expresses an interest in. Once she is connected with actual realities, they are rarely any problem. The problem is when words and symbols are in the way and one hasn't realized yet that they aren't real.

<span style="background-color: #ad79f6; display: block; font-family: Impact,Charcoal,sans-serif; font-size: 12pt; text-align: center; vertical-align: super;">Outcome -
 * __ <span style="background-color: #aeff00; font-family: Impact,Charcoal,sans-serif; font-size: 12pt;">

Clarifying what outcome one wants is a splendid process in itself. Often that is all that is needed. Or at least it is much easier to take action once one knows what the desired outcome is.

These are the criteria that make up a complete outcome: <span style="background-color: #fcd9f2; font-family: 'Comic Sans MS',cursive;">//<span style="font-family: 'Comic Sans MS',cursive;">1. It needs to be stated in the positive. Getting rid of something is not in itself a valid outcome. What would one want instead that is valuable? It must be something specific and desirable. // //<span style="font-family: 'Comic Sans MS',cursive;">2. There must be specific sensory input that would signify when the outcome is met. It must be testable whether or not one has it. And that should not be just an idea, but a specific perceptible evidence. How does one know that it has been accomplished? // //<span style="font-family: 'Comic Sans MS',cursive;">3. The context must be specified. When is it wanted, where and with whom? To turn a desired outcome into reality we need specifics on where and how it will fit in. // //<span style="font-family: 'Comic Sans MS',cursive;">4. The outcome must be within the individual's control. Hoping that somebody else will just behave differently is not a valid outcome. It must be something that the person herself is doing and maintaining. It should not depend on luck or somebody else's actions. // //<span style="background-color: #fcd9f2; font-family: 'Comic Sans MS',cursive;">5. The outcome must fit into the ecology of the person's life. It must fit with everything else the person is doing or wants to do. How would having the outcome affect her life? Would there be a benefit from not accomplishing it? Are there any positive or negative side-products. //

<span style="font-family: 'Comic Sans MS',cursive;"> __** ====**<span style="background-color: #ff0071; color: #000000; display: block; font-family: Impact,Charcoal,sans-serif; text-align: center; vertical-align: super;"> __Creative Definition Procedure__ <span style="background-color: #ff0071; color: #800080; display: block; font-family: Impact,Charcoal,sans-serif; text-align: center; vertical-align: super;"> **====


 * These steps can be used to sort out the definitions and associations of a word or concept. The idea is that a word isn't just defined by other words. Its meaning is the associations that a specific person makes with it. These steps can be used on a word that the client is particularly hung up on. They can also be used on common words that it is useful to sort out, like "love", "future", "death", "aging", "success", "failure", etc.

<span style="background-color: #bf9292; font-family: 'Courier New',Courier,monospace;"><span style="background-color: #bf9292; font-family: 'Courier New',Courier,monospace;">//1. "What does the word// //_ mean or imply?" 2. "Tell me some things the word _ doesn't mean." 3. "Tell me some things the word _ can be used to describe."// ** **__<span style="background-color: #bf9292; font-family: 'Courier New',Courier,monospace;"> //<span style="background-color: #bf9292; font-family: 'Courier New',Courier,monospace;">4. "Tell me some things the word _ cannot be used to describe." //__ // 5 // ** **// <span style="background-color: #ef8d34; font-family: 'Courier New',Courier,monospace;">. "What is the word _ associated with?" 6. "What is the word _ not associated with?" 7. "What is the word _ similar to?" 8. "What is the word _ different from?" (Find out in what way it is different) <span style="background-color: #aeff00; font-family: 'Courier New',Courier,monospace;">9. "Is there anything that has influenced your understanding of the word _?" 10. "Are there any beliefs that are necessary to give meaning to the word _?" 11. "Give me a deliberately misunderstood example of the word _" 12. "Exactly how could you convey your understanding of the word _ to another?" 13. "How does the word _ seem to you now?" //** <span style="background-color: #fff600; font-family: 'Courier New',Courier,monospace;">//14. "What's right about your definition of the word _?" 15. "How does your definition of the word _ help you to be free?" 16. "How does your definition of the word _ help you get along better in life?"// **
 * If needed, add:

The statements people make are always somewhat distorted and delete some of the information. Language is after all just a symbolic over-simplification. There is valuable insights to gain by finding out what specifically it is that has been deleted or distorted. That tells us something about how that person's mind works. We are being presented with a Surface Structure in the language that the person uses. But noticing what is distorted or deleted and trying to recover it we can get an idea of what the Deeper Structure is.
 * __<span style="background-color: #ff5d00; display: block; font-family: Impact,Charcoal,sans-serif; text-align: center; vertical-align: super;">distortions and deletions

These are the most common distortions and deletions, and examples of how to deal with them.

<span style="background-color: #d000ff; font-family: Georgia,serif;">1. <span style="background-color: #e400ff; font-family: Georgia,serif;"> Simple Deletion: Specifics have been omitted. The active agent or the object of the activity has been left out. Ask what or who we are talking about. //C: "I am angry" F: "What are you angry about?", "Who are you angry at?"// <span style="background-color: #00ffc6; font-family: Georgia,serif;">2. Generalized Reference: People, things, and events are generalized. No mention of what specifically it is. Get the specifics. //C: "That doesn't matter" F: "What, specifically, is it that doesn't matter?"// <span style="background-color: #ec3018; font-family: Georgia,serif;">3. Comparative Deletion: Giving an apparent comparison without giving the standard that is being compared to. Find out what it is compared to. //C: "It's better to leave" F: "Better than what?"// <span style="background-color: #c0c0c0; font-family: Georgia,serif;">4. Lost Performative: The authority, source, or performer has been omitted. Value judgments without a source. Find out who the source is. //C: "It's good to be polite" F: "Good according to who?", "Who is it good for?"// <span style="background-color: #6d7df3; font-family: Georgia,serif;">5. Modal Operator of Necessity: Something one should/shouldn't or must/mustn't do, that is necessary, or that one needs to do. The consequences and the exact cause and effect have been omitted. Explore the limits and consequences. //C: "I have to take care of her" F: "What would happen if you did?" "What would happen if you didn't?" "What wouldn't happen if you did?" "What wouldn't happen if you didn't?"// <span style="background-color: #ff0000; font-family: Georgia,serif;">6. Modal Operator of Possibility: Something that one can/can't, will/won't, could/couldn't, may/may not do. It is possible or impossible. The causation is left out. Find out who or what causes what. //C: "I can't get better" F: "What stops you?"// <span style="background-color: #eaea39; font-family: Georgia,serif;">7. Cause and Effect: It is presented as if one person causes another person's condition, without specifics on how, and without anything the person can do about it. One's own causation is left out. Get perceptions, find counter-examples, expose the actual causation. //C: "She made me sad" F: "How specifically did she make you sad?" "What would happen if you didn't get sad?" "Are there times when you don't get sad in that situation?"// <span style="background-color: #ff7800; font-family: Georgia,serif;">8. Universal Quantifier: Something is generalized to being going on all the time or none of the time. Words like all, every, always, all the time, none, each, noone, just, only. The specifics and the exceptions are omitted. Counter-examples are missing. Find counter-examples or exaggerate the claim so it gets ridiculous. //C: "Noone ever listens to me" F: "Noone has ever listened to you?" "Can you think of a time when somebody did?" "What would happen if somebody did listen to you?"// <span style="background-color: #c49d7e; font-family: Georgia,serif;">9. Unspecified Verb: general verb that doesn't say what is actually going on. Trust, love, like, support, help, etc. The specific actions that happened or that are desired have been omitted. Get what isn't specified. //C: "She doesn't like me" F: "What did she do that told you that?" "How, specifically, doesn't she like you?"//

<span style="background-color: #feceaa; font-family: Georgia,serif;">10. Mind Reading: Claiming knowledge of somebody else's internal state of consciousness, or expecting somebody else to know one's own state. It is likely be a distorted guess, or at least the specifics on how one knows have been omitted. Focus on what one actually does know or perceive. //C: "She doesn't care about me" F: "How do you know that?" "What, specifically, did she do that told you that?"// <span style="background-color: #ff0071; font-family: Georgia,serif;">11. Nominalization: Process words (verbs) have been transformed into things (nouns). Thinking about something as a frozen thing, when really it is an ongoing action. Turn it back into an action (de-nominalize it). //C: "I don't have enough commitment" F: "What is it that you should be committing to that you aren't?"//

<span style="background-color: #886d6d; display: block; font-family: Impact,Charcoal,sans-serif; text-align: center; vertical-align: super;">False Data __**


 * False data is information that the person is operating on, but that are wrong or misleading or inapplicable. That is a good reason for having trouble with any area. False data would particularly be something to look for if the person does seem to have the skills and information required, but just can't seem to do the right thing in a certain area.

__<span style="background-color: #7999f6; font-family: Georgia,serif;">First thing to do is to isolate an area that is likely to contain falsehoods: __** "What data are you operating on?" "Is there anything in _ that doesn't make sense?" "Is there something in _ that you can't think with?" "Is there anything in _ that doesn't seem useful?" "What are the main principles in _?" "Which data don't seem to fit in?" "Is there any reason to not do ___?"//** "What false information have you received?" "Has anybody given you input on this?"//** "When was it, where were you, where were they?" "What were the exact circumstances, what did you see, hear, feel?" "How does that datum fit with what else you know?" "Is that datum applicable to you?" "What context would that datum fit in, if any?" "Is there a better alternative?"//**
 * //"What have you heard about _?"
 * <span style="background-color: #f4b8d9; font-family: Georgia,serif;">Then we need to weed out any exact false data in that area: **
 * //"Might any of those data be incorrect?"
 * <span style="background-color: #808000; font-family: Georgia,serif;">When you get something that appears as a possible false datum, check it out" **
 * //"Who said that?"


 * <span style="background-color: #e7a37e; display: block; font-family: 'Comic Sans MS',cursive; font-size: 140%; text-align: center; vertical-align: super;">Expression of Agreement and Disagreement

<span style="font-family: 'Lucida Sans Unicode','Lucida Grande',sans-serif; font-size: 110%;">The way people agree or disagree in an argument or discussion varies in different languages. A lot here depends on the national cultural and traditional background of the speaker. The English are not as straightforward in expressing their opinion as Russians are, for example. The word which describes the English way of speaking and behaving in the best way is probably the word “reserved”. If you look it up in the dictionary, you’ll find a sentence that says it all: “An Englishman is very reserved, quiet, always discreet” //(COLLINS COBUILD ENGLISH LANGUAGE DICTIONARY)//.

George Mikes in “How to be an Alien” wrote in a humorous way about these typical features of the English, which are reflected in the use of the language: “The English have no soul, they have understatement instead”. Understatement in proposing, according to George Mikes, “takes the form of “I say… would you". If it is an indecent proposal it is "I say… what about…".

In agreement and disagreement one should remember about understatement as an important underlying principle of wording what you think.

Agreement and disagreement are types of affirmation and denial in which the expression of JUDGEMENT or OPINION rather than the assertion of FACT is involved. It is all the more necessary not to offend standards of politeness when the other person’s judgement is in question. **

<span style="background-color: #fff600; font-family: 'Courier New',Courier,monospace;">
 * <span style="background-color: #ff0034; display: block; font-family: Impact,Charcoal,sans-serif; font-size: 110%; text-align: center;">AgReEmEnT

<span style="background-color: #fff600; font-family: 'Courier New',Courier,monospace;"> ** I have to agree that it was. \ I must say I found it so. //** ||
 * <span style="background-color: #b83dad; color: #000000; font-family: Georgia,serif; font-size: 9pt;">In agreeing with an unfavourable opinion, you may wish to qualify your agreement with an expression of regret, etc. **
 * **// His speech was boring //** || [[image:file:///C:/Users/Admin/AppData/Local/Temp/msohtml1/01/clip_image002.gif width="25" height="1" caption="’’"]] || **// / Yes, I am afraid it was.

<span style="background-color: #c49d7e; color: black; font-family: Georgia,serif; font-size: 9pt;">In other cases, you can be as enthusiastic as you like in emphasizing your agreement.

//It was an interesting exhibition, wasn’t it? – Yes, it was superb/absolutely splendid! A referendum will satisfy everybody. – Yes, definitely/quite/absolutely/I absolutely agree/I couldn’t agree more/I quite agree/ I agree entirely.

A referendum will not satisfy everybody. – Definitely not/It certainly won’t/You are absolutely right, it won’t/ I agree that it won’t.

It’s good practice and it’s good fun. – Exactly. I feel I ought to give her a hand – Oh, quite, quite. I must do something, though – Yes, I quite agree. There is far too much attention being paid to these hoodlums – Yes I couldn’t agree more. The public showed that by the way it voted in the General election – That’s quite true. We reckon that this is what THEY would have wanted us to do. – I think you are absolutely right.//

****<span style="background-color: #00ffff; color: #000000; font-family: Georgia,serif; font-size: 9pt;">You can show that you agree strongly with someone’s description of something by repeating the adjective they have used and using "very" in front of it. You usually use “indeed” after the adjective.

//It was very tragic, wasn’t it – Very tragic indeed. The pacing in all these performances is subtle, isn’t – Oh, very subtle, indeed.//

<span style="background-color: #b1b186; color: black; font-family: Georgia,serif; font-size: 9pt;">Other ways of expressing agreement are:

//That’s just what I was thinking. You know, that’s exactly what I think. That’s a good point.//

Partial agreement.

If you agree with someone, but not entirely or with reluctance, you can reply “I suppose so”.

//I must have a job – I suppose so. That’s the way to save lives, and save us a lot of trouble? – I suppose so.//

If you are replying to a negative statement, you say, “I suppose not”.

//Some of these places haven’t changed it – I suppose not.//

Qualified agreement

In discussion and argument, there is often a need to agree with one aspect of a speaker’s view, and to disagree with another. Here are some of the methods you might use to express this sort of qualified agreement:

//Certainly it’s true that …, but on the other hand… I can see that…. But surely… I am in total agreement with you about… but we also have to consider…. Agreed, BUT if we accept… then it must also be true that…//

Corroboration

We can also agree, and add a further point to corroborate or confirm the argument

//Yes, and in fact…. Yes, and what is more… I agree, and in fact one might go so far as to say… Absolutely. Actually, I would go further, and say…//

<span style="background-color: #008000; color: #000000; display: block; font-family: Impact,Charcoal,sans-serif; font-size: 11pt; text-align: center; vertical-align: super;">DiSaGrEeMeNt ** **

Notice that you need to be very polite when disagreeing with someone in English – even someone you know quite well. When you deny or contradict what someone else has stated, the effect is often impolite, unless the denial is qualified in some way. You can qualify it by an apology or by adjusting to the speaker’s point of view:

//English is a difficult language to learn. -I am afraid I disagree with you: some languages are even more difficult, I think. Or - TRUE, but the grammar is quite easy. Or -Yes, but it’s not so difficult as Russian. Or -Do you think so? Actually, I find it quite easy.//

<span style="background-color: #86d643; font-family: Georgia,serif;">The commonest ways to express disagreement are as follows:

//Yes, that’s quite true, but… I’m not sure I quite agree. Well, you have a point there, but… Perhaps, but I don’t think that… I see what you mean, but…//

<span style="background-color: #e7a265; font-family: Georgia,serif;">Rather than simply expressing complete disagreement, people usually try to disagree politely using expressions, which soften the contradictory opinion they are giving "I don’t think so" and "Not really" are the most common of these expressions.

//It was a lot of money in those days – Well, not really. It’s all over now, anyway. – No, I am afraid I can’t agree with you there.//

<span style="background-color: #76ff00; font-family: Georgia,serif;">People often say “Yes” or “I see what you mean”, to indicate partial agreement and then go on to mention a point of disagreement, introduced by “but”.

//You’ve just said yourself that you got fed up with it after a time. - Yes, but only after three weeks. It’s a very clever film. – Yes, perhaps, but I didn’t like it. They ruined the whole thing. – I see what you mean, but they didn’t know.//

<span style="background-color: #c4c43b; color: #000000; font-family: Georgia,serif; font-size: 10pt;">Strong disagreement

If you know someone very well you can disagree more directly using expressions like these:

//I can’t agree with you there. You can’t be serious! Come off it! Don’t be silly!//

You should be very careful when using them, in order to avoid offending people.

//That’s very funny – No, it isn’t. You were the one who wanted to buy it – I am sorry, dear, but you are wrong.//

<span style="background-color: #00ffcf; color: black; font-family: Georgia,serif; font-size: 9pt;">More formal <span style="background-color: #00ffcf; font-family: Georgia,serif;">ways

<span style="font-family: Arial,Helvetica,sans-serif;">// University education does divide families in a way – I cannot go along with that. // ****// There would be less guilt which characterized societies of earlier generations. – well I think I would take issue with that

When it comes to the state of this country, he should keep his mouth shut – I wholly and totally disagree. He wants it, and I suppose he has a right to it – Rubbish. He said you plotted to get him removed - that’s ridiculous. //****<span style="background-color: #bf9292; color: #000000; font-family: Georgia,serif; font-size: 9pt;">

<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 9pt;">Learning to express agreement and/or disagreement with someone’s views and opinions can be part of assertion training, which has gained increasing recognition in recent years. Its aim is to help people express themselves more effectively and appropriately. <span style="background-color: #bf9292; color: #000000; font-family: Georgia,serif; font-size: 9pt;">

The following three types of behavior are identified:

<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 9pt;">1 <span style="background-color: #e7a265; color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 9pt;"> //<span style="background-color: #e7a265; color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 12pt;">Non-assertive behaviour //****<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 9pt;">. <span style="background-color: #e7a265; color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 9pt;"> <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 9pt;">– failing to express your feelings, needs, opinions, or preferences, or expressing them in an indirect or implicit way. For example, agreeing to activities you are not really interested in or failing to ask for a favour even though one is needed/ Statements like “I suppose we could go to the cinema”, or “I wish I knew someone who could help me repair my car” represent indirect or implicit statements in which the other person must infer what the needs and opinions of the speaker really are. One difficulty with this type of communication is that it is open to varying interpretations and is therefore easily misunderstood.

2. //<span style="background-color: #2e38b2; color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 12pt;">Aggressive behaviour //<span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 9pt;">– expressing your feelings or opinions but in a punishing, threatening, demanding or hostile manner. There is little or no consideration of the feelings or rights of the other person. In addition, the person who behaves aggressively assumes little responsibility for the consequences of his/her action. E.g. You’d better lend me $5. You are going with me whether you like it or not.

3. <span style="background-color: #ff0071; color: #000000; font-family: 'Comic Sans MS',cursive; font-size: 12pt;">//Assertive behaviour// <span style="background-color: #ffffff; color: #000000; font-family: Georgia,serif; font-size: 9pt;">– expressing your feelings, needs, legitimate rights or opinions honestly and directly without being aggressive to others, without infringing on their rights and without expecting the other person to read your mind. Assertive behaviour is not designed primarily to enable an individual to obtain what he/she wants. Rather its purpose is the clear, direct and inoffensive communication of one’s needs opinions and so on. To the extent that this is accomplished, the probability of achieving one’s goals without denying the rights of others increases. <span style="background-color: #bf9292; color: #000000; font-family: Georgia,serif; font-size: 9pt;">

<span style="background-color: #fff600; font-family: 'Courier New',Courier,monospace;">

**