Communing

with Others
Lesson 16
 Objectives

Listening to decipher
reductions in speech
Using the telephone correctly
and politely
Whaddya
Say?
How ‘er ‘ya?
Ye ther?
W’er ya?
Function words present for grammar
and structure, such as:
●  auxiliary verbs (Whadja do?)
●  pronouns (help ‘im)
●  conjunctions (this ‘n that)
●  prepositions (good o’ you to come)
(Note: main verbs are not usually
reduced, lest meaning be lost; exceptions
include verbs like wanna and reducing
progressive –ing  -in’ as in doin’)
Unstressed syllables
Vowel modification: can - /kən/
Consonant sounds that are:
• missing: a lot of - lotta,
them/him ‘em
• radically changed: What are you
- Whatcha
Combinations of the above:

When did you get here?

Whenja get ’ere?

Learners who hear “When did you
get ear?” may think, “What a strange
question.
We are all born with ears.”
 Let’s Try!
KEN. Hey, ______do this weekend?
DAVID. I’m not sure, but ___stay at
home.
KEN. Well, I’m ___meet Mark at the
mall and get something for my
mother for her
birthday. _____like to come?
DAVID. Yeah, that sounds nice. Do
you know ___get for your mother?
KEN. Actually, no. I’ll probably
___some socks or something.
Anyway, ___I pick you up at noon?
DAVID. Thanks, ___ be great.
 Examples
woulda
shoulda
godda
gonna
hafta
wanna
 Quick Links

what + is + word whassup whatser whatsi          

z

word + me gimme lemme            

word + have coulda mighta musta shoulda woulda      
word + to gonna gotta hafta hasta oughta wanna    
do + not + know donno dunno            
did + you + word jeet jev jever          
betcha doncha getcha gotcha howarya howdya howjya howujya
word + you jya whadday whadd wancha whajya whenjya wherjya whojya
a aya
woujya              
word + of frunna kinda kindsa lotsa lotta outta sorta typa
What are reductions?
• Reductions are reduced forms of English
words.
• Reductions, such as gonna, are not real
words in English.
• You need to use reductions in order to
sound more natural.
• You need to know reductions in order to
understand conversations between native
English speakers.
1. Asking for a person:
“May/Could/Can I speak to
_____?

Confirming the presence/absence

of the person the caller wants to
talk to:
Yes, he/she is here
May I know who is call?
I am sorry. He/ She is not here at
the moment.
I am sorry. Perhaps, you got a
wrong number.
2. Identifying yourself as the
caller:

May name is ___.

This is ___.
This is ___, his/her (relationship)
Identifying yourself as a receiver:
This is Lyn, speaking.
This is ___.
3. Giving a reason for calling:

I am calling about/because…
I wonder if ___ would/could___.
Accepting or declining the call:
Thank you for making this call.
Please continue.
Yes. I am glad to hear from you.
Could you wait a moment? I will
get a pen.
I am really sorry. I am very busy at
the moment. Could/May I call you
later? (You may giver time/date)
I am so sorry. I cannot/couldn’t talk
on the phone right now. I am at a
meeting (or cite other reasons)
4. Signaling that the conversation is
finished:

Thank you for accepting this call.

I’ve got to go now. Thank you for
your time.
Thank you so much, madam/sir. I
won’t take much of your time
anymore.
I was nice to have talked with you.
Accepting the signal that the
conversation is finished:
Thanks/Thank you for calling.
Thank you for sharing that
information.
I am glad you called. Thank you.
It was nice talking with you.
Keep in touch. Thank you.
I would be very glad to talk with
you again.
5. Closing the call or accepting to
close the call:
Bye.
 Objectives

Combining and expanding

sentences through
coordination and
subordination
• Independent
clause

• Dependent
clause
 Independent Clause

A group of words that contains

a subject and a verb.
It is a sentence
1. A subject: It gives information
on what the sentence is about.

2. An action or predicate: It gives

information on what the subject is
doing.

3. Conveys a complete thought: It

gives information on what is
happening in the sentence
For example:

‘Ram left to buy supplies.’ is an

independent clause, and if you end
it with a full stop, it becomes a
sentence
He ran fast.

I was late to work.

You need to sing up.

I can run a mile in five minutes.

 Dependent Clause
A dependent clause is a group
of words that contains a
subject and a verb.
A dependent clause cannot be
a sentence.
It begins with a conjunction.
Marker Word

(because, after, before, since, in

order to, although, though,
whenever, wherever, whether,
while, even though, even if, etc.)
Because I woke up late this
morning… (what happened?)

When we arrived in class… (what

occurred?)

Because I forgot my homework, I

got sent home.
COMBINATION is the process of
putting together two or more
clauses that are of equal rank using
coordinating conjunctions.
 Examples
Ella is an actress and she
can sing, too.
 Coordinating Independent Clauses
Method 1
Independent Independent
Semicolon, ; /:
clause clause
colon

Method 2 Independent _ Independent

Dash clause clause

Method 3
Comma and
coordinating Independent , fanboys
Independent
conjunction clause clause
Jennifer put a new washer in
the bathroom faucet before
leaving for the party; Mai
figured out how to fix the
garbage disposal.
Jennifer put a new washer in
the bathroom faucet before
leaving for the party;
moreover, Mai figured out
how to fix the garbage
disposal.
 SUBORDINATION is the
process of putting together
clauses that are unequal in
rank; one or more clauses are
dependent on or embedded in
another larger clause
 Examples
Ella is an actress while
Gab is an athlete.
 The dorm's obsolete wiring
melted and started a fire
because Amy left the iron on.
Jennifer and Mai had already
put out the fire when the
firemen arrive at the dorm.
 Try It!
Beth was looking at the man.
She was not speaking
 Try It!
Ellen does not talk to anybody
at all. You cannot see her now.
 Try It!
This is an old uniform. You
can still wear it.
 Try It!
Marie left for school. She
would be taking a scholarship
examination.
Communing
with Others
Lesson 16
 Objectives

Combining and expanding

sentences by elaboration,
extension, or enhancement
 Recalling Concepts
A simple sentence consists of
one independent clause – a
type of clause that expresses a
complete thought.

Ella is an actress.
 A compound sentence is
formed when two or more
independent clauses are
joined.

Ella is an actress and she

can sing, too.
A complex sentence is formed
when one independent clause
and one dependent clause (or
more) are joined.

Ella is an actress while Gab

is an athlete.
 Elaboration
One clause expands another
by saying the idea in a
different way, using examples,
giving specifics in detail, or
giving comments.
 Examples:
Beth was looking at the man;
she was not speaking.

Beth was looking at the man

who was wearing a leather
jacket.
 specifically
in other words
namely
that is
 Examples:
Ellen does not talk to anybody
at all; in other words, you
cannot see her now.
 Examples:
Some students joined the
competition; specifically, all
the seniors were there.
 Extension
A new element is added or an
exception or an alternative is
given to a clause.
 Examples:
This is an old uniform, but
you can still wear it.
Stop smoking now or die
early.
 Enhancement
An adverbial clause is added
to another clause. The clause
may express cause,
concession, condition, place,
purpose, or time.
 Examples:
Mariel left early for school
because she would be taking a
scholarship examination.
Mariel would be taking a
scholarship examination, so
she left early for school.
 Also, the subordinate clause
can be projected through the
primary (main clause through
locution(via verb of saying)
and idea.
 Examples:
Wella said, “I don’t know that.”
Wella said that she didn’t know
that.
Wella thought, “I’ll read that
novel later.”
Wella thought she would read that
novel later.
 Activity
1. I want to go to the library
because our teacher in the first
subject is attending a seminar,
and our next class will meet in
the afternoon.
 2. I am surprised to see many
students studying in the
library which is normally
available in the early morning.
3. When I get my library card
I can borrow many books.
4. The librarian gave me a
temporary library card so that
I can use the facilities for the
day.
5. I regret forgetting my card
because I cannot borrow the
books I want to read at home.
6. Next time, I should place
my library card inside the file
case that I always bring to
school.
7. I should thank our librarian
because she allowed me to use the
library for the day although I did not
have my official library card with
me.

8. I will show Ms. Lorenzo my

official library card tomorrow, so she
would know that I was not lying
9. I will also visit our school library
often since it is really a wonderful
place to study.

10. The library which is managed by

well-trained librarians has a good
collection of books.
Expand the following sentences by
following the processes indicated in
the parentheses.

Enhancement
Example May was very shy .
Answer: May was very shy because
she is not used to seeing many
people.
1. The class will visit different
museums in the city _________
(elaboration).
2. There are new facilities in the
school now _________
(extension).
3. We were so delighted when we
saw our new Science
teacher________(enhancement)
4. I think_____ (projection through
idea)

5. The science exhibits are all there

_____(elaboration)

6. The school has a new principal

_______(extension).
7 The school will have a celebration
_______(enhancement)
8. Terry said______(projection
locution)
9. Ms. Diaz kept
quiet_______(elaboration).
10. Mr. Fumar will give special
credits to our project_______
(enhancement).
 Objectives

Writing effective class and

extended definitions
 A. Class definition

1. The Term is the word or

phrase to be defined.

Ex. Statistics (Term)

2. The genus or the general class
is the class of objects or concepts
to
which the term belongs.

Ex. Statistics (Term) is a branch

of mathematics (general class)
3. The differentia or the particular
properties are the differentiating
characteristics that distinguish the
term from all others belonging to
its class.
 1. Term + general class +
distinguishing characteristic

Statistics (term) is a branch of

mathematics (general class) that
deals with the analysis and
interpretations of numerical data in
terms of samples and populations
(distinguishing characteristics).
 2. general class + distinguishing
characteristic + “is called”, “it is
known as”, or “is termed as” + the
term
The branch of mathematics(general class)
that deals with the analysis and
interpretations of numerical data in terms
of samples and populations
(distinguishing characteristics) is called
statistics (term).
 B. Extended definition

An extended definition
expresses the writer's opinion,
attitude, or judgment
about the meaning of the term.
 B. Extended definition

a Determine the general class to which

the term belongs and the particular
properties of the term.
b. Provide acceptable or valid
evidence to support the extended
definition of the term.
 Objectives

Spelling words of

Greek origin
aesthetics – aisthétikos, “of sense of
perception”

phenomenon – from phainomenon, “that

which appears or is seen”

economy – from oikonomia,

“household management”
British
ae and oe
American
ae and oe
Spelled with the Spelled in British Spelled in
ligatures æ and œ English American English

archæology archaelogy archaeology

nebulæ nebuale nebulas

supernovæ supernovae supernovas

œstrogen oestrogen estrogen

œsophagus oesophagus esophagus

manœuver manoeuver maneuver

philanthropy character
hemorrhage pterosaur
diphthong chaos
ichthyologist rheumatic
hypothesis mnemonic
psychiatry xylophone
pneumatic isthmus
chrysalis ctenophore
Spell the
following
words
1_______________
2_______________
3_______________
4_______________
5_______________
1. psalm
2_______________
3_______________
4_______________
5_______________
1. psalm
2.pyche
3_______________
4_______________
5_______________
1. psalm
2.pyche
3. hypnagogic
4_______________
5_______________
1. psalm
2.pyche
3. hypnagogic
4. xi
5_______________
1. psalm
2.pyche
3. hypnagogic
4. xi
5. pseudonym
6_______________
7_______________
8_______________
9_______________
10______________
6. pneumonia
7_______________
8_______________
9_______________
10______________
6. pneumonia
7. chronology
8_______________
9_______________
10______________
6. pneumonia
7. chronology
8. hypocrisy
9_______________
10______________
6. pneumonia
7. chronology
8. hypocrisy
9. xystus
10. ______________
6. pneumonia
7. chronology
8. hypocrisy
9. xystus
10. pterodactyl