UNIVERSAL BILINGUAL FUNCTIONAL LITERACY - lakaz

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sing sang sung sink sank sunk sit sat sat sleep slept slept slay slew slayed/slain slide slid slid sling slung slung slit slit slit smell smelt/smelled smelt/smelled smite smote smitten sow sowed sown/sowed speak spoke spoken speed sped/speeded sped/speeded spell spelt/spelled spelt/spelled spend spent spent spill spilt/spilled spilt/spilled spin spun spun spit spat spat split split split spoil spoilt/spoiled spoilt/spoiled spread spread spread spring sprang sprung stand stood stood steal stole stolen stick stuck stuck sting stung stung stink stank stunk stride strode stridden strike struck struck strive strove striven swear swore sworn sweep swept swept swell swelled swelled/swollen swim swam swum swing swung swung take took taken teach taught taught tear tore torn tell told told think thought thought thrive thrived/throve thrived throw threw thrown thrust thrust thrust 10
tread trod trodden understand understood understood uphold upheld upheld upset upset upset wake woke/waked woken/waked wear wore worn weave wove/weaved woven/weaved wed wedded/wed wedded/wed weep wept wept win won won wind wound wound withdraw withdrew withdrawn withhold withheld withheld withstand withstood withstood wring wrung wrung write wrote written If grammar translation is an efficient tool to teach reading and writing it has to be complemented by the communicative approach to reinforce oral skills. Special exercises have to be devised and plenty of practice offered to make learners of English familiar and proficient in the use of stress. Morisien is syllable-timed and English is stress-timed. Learners whose first language is syllable-timed often have problems producing the unstressed sounds in a stress-timed language like English, tending to give them equal stress. Some phonemes may also cause difficulty and embarassment and need special attention. They are the dental fricatives as in this, that, those often pronounced zis, zat, zoz; the post-alveolar fricatives as in ship, measure not to be confused with sip and mezie; the glottal fricative /h/ which helps to distinguish ‘hat’ from ‘at’; ‘hair’ from ‘air’ ... the approximant which should not be confused with the uvular fricative used in Morisien. Distinguish between English ‘red’ (rouz) and Morisien ‘red’ (stiff). Moreover in English there are short and long vowels which help to distinguish between ‘shit’ and ‘sheet’; ‘ship’ and ‘sheep’; ‘sit’ and ‘seat’. Knowledge of these facts is not enough. Supervised practice is essential. Learners must also note that phrasal verb is a feature of English and not of Morisien. This should not be construed as a problem for there are lexical elements in Morisien to compensate: take after: resanble; take off: dekole; take out: sorti ar; take over: pran kontrol. The transfer of skills is not always smooth as the learner has to face language interference. Morisien uses double negatives but standard English does not; there are words in Morisien which sound like English words but have different meanings: English ‘to assist’ and Morisien ‘asiste’; English ‘raze’ and Morisien ‘raze’; English ‘alert’ and Morisien ‘alert’ as in ‘tifi la alert’. The development of UBFL is not to be perceived as mechanical transfer of skills. It is a highly creative actvity which is painstaking, requiring diligence and care but which yields great rewards. 11
Page 1 and 2: BOUKIE BANANE UNIVERSAL BILINGUAL F
Page 3 and 4: CONTENTS INTRODUCTION BILINGUAL LIT
Page 5 and 6: frustration. For us there is only o
Page 7 and 8: PLURAL MARKERS ‘bann’ is the g
Page 9: lend lent lent let let let lie lay
Page 13 and 14: Si to pa ti alim far Fernwar ti pou
Page 15 and 16: THE CLOD AND THE PEBBLE ‘Love see
Page 17 and 18: Marenwar pe rod nway mwa Marekaz pe
Page 19 and 20: anpes li tann revey sone. Ki li kap
Page 21 and 22: Li ti bizen fer boukou zefor pou ka
Page 23 and 24: Sinon li pa ti pou rat so tren. Sa
Page 25 and 26: desid pou pa pran kont. Lerla li ti
Page 27 and 28: GEORGE ORWELL ANIMAL FARM Chapter X
Page 29 and 30: newcomers who had been brought from
Page 31 and 32: pigs who were supervising the work
Page 33 and 34: Pilkington's before emptying it. Wh
Page 35 and 36: The to-and-fro-conflicting wind and
Page 37 and 38: Remember to have heard: man's natur
Page 39 and 40: But where the greater malady is fix
Page 41 and 42: from lenders' books, and defy the f
Page 43 and 44: GLOUCESTER Take him you on. KENT Si
Page 45 and 46: EDGAR Let us deal justly. Sleepest
Page 47 and 48: Pluck out his eyes. CORNWALL Leave
Page 49 and 50: First Servant Hold your hand, my lo
Page 51: TO WIND UP Some will argue that all

UNIVERSAL BILINGUAL FUNCTIONAL LITERACY - lakaz

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