20 interesting facts about the English language

20 Interesting Facts About the English Language - This is superb! Brilliant!

Today I'd like to share with you something written by Darrielle Cresswell and posted as a guest blog on Kath's Blog at For Reading Addicts, March 4, 2015. 

Here is the link: http://forreadingaddicts.co.uk/language/20-interesting-facts-about-the-english-language/147

(My favorite part is about the "ough" words, which we cover in TGM's Home Early Learning Play School):

English, born from so many other tongues, and being so rich in texture and depth, is an extraordinary language. There are over 600,000 entries in the Oxford English Dictionary, and thanks to corruptions, misinterpretations, altercations and evolution, the language throws up many interesting quirks.

English just has so many words! There are many words that mean almost the same thing, words that are archaic, and words that don’t always seem to fit in due to the language constantly evolving. Here are a few fascinating facts about the English language we’ve put together for you. We hope you enjoy them!

Only two words in the English language end in ‘–gry’ these are angry and hungry. We can’t help but think these two things are somehow connected.

The word bookkeeper is the only unhyphenated English word with three consecutive double letters.

The letter E is the most used letter in the English language and accounts for a massive 11% of the written word.

The shortest –ology in the dictionary is oology, the scientific study of eggs.

The word uncopyrightable is the longest word in the dictionary where no letter is repeated twice.

When you cup your hands together to create a bowl it’s known as a gowpen.

The longest non-medical word in the English dictionary is floccinaucinihilipilification. It means the habit of estimating something as worthless.

The words facetious and abstemious are the only two words in English that contain all of the vowels in the correct order.

A sentence that contains all 26 letters of the alphabet is called a pangram. The quick brown fox jumps over the lazy dog is the most famous example of a pangram.

The only word in the dictionary that ends with -mt is dreamt, the variant of dreamed.

Used as a verb, owl means ‘to act wisely despite knowing nothing’.

The dot over the ‘i’ and ‘j’ in English is called a tittle.

The word checkmate comes from a Persian phrase ‘Shah Mat’, which translates as ‘The King is helpless’.

The combination of letters -ough can be pronounced in 9 different ways (hold onto your hats USA)! The following sentence contains them all: “The rough-coated, dough-faced, thoughtful ploughman strode through the streets of Scarborough; after falling into a plough, he coughed and hiccoughed.”

The longest word in the dictionary without any vowels is rhythm.

Flabellation is the use of a fan to cool something down.

Scarecrows were once known as hobidy-boobies.

When skateboarding first took off it was known as sidewalk surfing.

In written English the letter Q only appears once in every 500 letters. It appears 4 times in this piece, including the one in the previous sentence.

A word formed by joining together two parts of existing words is called a portmanteau word and many new words are added to the dictionary this way. Brunch is a portmanteau of breakfast and lunch, while motel is a portmanteau of motorcar and hotel. It is said that Oscar Wilde pushed duds (clothes) and attitude together to create dude.

We hope you enjoyed those little English facts, feel free to add your own in the comments!

Here was my comment:

There are only 4 words (and their variations) that start with “dw” – dwell (dwelling, dwellings, dwelled, dwelt), dwarf, dweeb, dwindle (dwindles, dwindled, dwindling). Dweeb is slang.

Don't you just love it?!

http://thegodfreymethod.com/content/20InterestingFactsAbouttheEnglishLanguage

3 ways phonics helps children with platypus words and spelling

Did you know that with phonics the spelling rules and platypus words make sense to a child?

        But there are questions, you say. What about the fact that not all words can be read using the phonics rules? Actually, about 80% of English words are phonetic, if you know the rules. Proper phonics instruction would be the key, here. Also, when words are sounded out phonetically, they are close to the right word, but just sound like someone speaking with an accent. It is really easy for a child to hear herself say it the wrong way and quickly know the right way. Children’s minds make these wonderful leaps that aren’t possible with guessing at sight-words.

        What about the fact that the English language is neither intuitive, natural, nor phonetic in spelling? Not true. Those that don’t think the English language is mostly phonetic must have been taught with a lot of sight-reading or the inability to see root words and languages. It is really easy to see that ‘said’ was originally the past-tense of ‘say’, therefore written and spoken as ‘sayed.’ It’s easy to see that ‘sayed’ could have slipped into ‘said’ when spelled phonetically. Then over the years, we grew lazy and pronounced it ‘sed.’ American English has changed the pronunciation of British English with such relaxations in many words. See Platypus Words in Vol. 4 & 5 of It's Not Rocket Surgery!

        Continuing with the knowledge that almost any child can become much more intelligent with the proper phonics method early in life, let’s discuss irregular spellings.

        Sounding-out words phonetically helps children remember how to spell them. When I was learning to spell, I would say a word the way it looked first, then I could remember how to spell it. For instance, the word ‘bicycle’ is really two (bi) wheels (things that rotate in a cycle). Even though we pronounce the word as ‘bi-sickle,’ saying it out loud as ‘bi-cycle’ helps one remember how to spell it and WHY. If a child heard you say ‘bi-cycle,’ she would immediately know it was a ‘bi-sickle.’

        As for my youngest son, he has an individual temperament of perfectionism (OCD) that many children may not have. However, most children have their self-esteem deeply shaken by the constant guessing game in whole-language sight-reading. Despite his OCD, if my son sounded-out ‘great’ as ‘greet’, or ‘beard’ as ‘bird’ (rhymes with "heard" right?), he wouldn’t fall to pieces nor lose his confidence. Proper phonics instruction has taught him the rules of ‘ea’ combinations having three possible sounds.

        Once the WHY is known, it is much easier to remember which words use which sounds for the spelling. It is also easier to learn to spell which homonym has ‘ea’, and which has ‘ee’ by saying them strictly phonetically on purpose. Looking for "context and meaning" should only be done after the letter sounds (and later- diphthongs & blends) are understood first.

        What about the fact that, at some point, we have to confront irregular spellings and words that are so common in our language? The other thing proper phonics instruction does is to help a child look for the root words within the prefixes and suffixes. I show my children how strange spellings have a root from another language. Then it is easy to learn which of our words have a German, French, Spanish, or another origin. It becomes a game and a fun puzzle to see common German spellings or French spellings, or whichever. For example, once a child knows that ‘eau’ is usually a French spelling for the long ‘o’ sound, it makes sense (beau, bureau). Or that the German sound for ‘ei’ is the long ‘i’ sound (stein), not the long ‘a’ sound (weigh) we commonly use.

        Children also understand the idea of platypus words, or those that “don’t follow the rules.” The platypus animal does not follow the rules of taxonomy (is it a bird or a mammal?). But pronouncing a word phonetically still makes it easier to spell and remember. The connection between the sounds of the letters and the accepted pronunciation make a sensible link in the child’s mind that sight-reading does not.

        For example, why do we say ‘was’ like ‘wuz’? I would tell my child to say ‘wass’ first, then explain we’ve become lazy and say ‘wuz’ now. I would also have my child look for other words where the letter ‘a’ sounds like the short ‘u’ (above, around, among, etc.) and for words where the letter ‘s’ sounds like a ‘z’ (surprise, uses, busy, etc.). Phonics rules allow for alternate sounds, teach those sounds, and help a child recognize their use.

http://thegodfreymethod.com/content/BeingaWiseOwl3waysphonicshelpschildrenwithplatypuswordsandspelling 

Top Ten Myths of Reading 5

Myth 5. Finish the whole alphabet before making words.

Truth: Instead, start making small words with known letters as soon as possible. Children don't have to know all 26 letter sounds to start blending some together. Try making simple 2- or 3- letter words with the sounds learned as soon as possible.

            Have you ever watched a child learn to throw a ball? He tries it a few times and his mind naturally adjusts his body to make the ball go higher, lower, further, and/or faster. Did he have to read a physics textbook to learn to throw a ball? Did he have to know the equations for initial velocity, gravity, force, angle, distance, or the trajectory of the ball? NO!!! Your child’s mind is a super-computer that makes internal learning leaps. It’s the same for reading, if given the right foundation.

            You don’t have to read a huge textbook on the mechanics of reading, nor have a teaching certificate, to teach your child, either. The Godfrey Method is simple, effective, and the child never forgets.

            For some great word lists, check out my blog on HELPS 2: http://www.thegodfreymethod.com/blog/home-early-learning-play-school-helps-2

Or find some great beginning words in The Phonics Color Code book on Amazon: http://www.amazon.com/Phonics-Color-Code-Platypus-Words/dp/1466249552/ref=sr_1_5?s=books&ie=UTF8&qid=1366890629&sr=1-5&keywords=shannah+b+godfrey

            What about words that don’t follow the rules? Many platypus words are spelled phonetically for the way they were originally pronounced. Over time, we have changed the pronunciation. For example, the British still say ‘been’ with a long-ē sound. Americans have gotten lazy and changed it to a short-ĕ sound.

Also, the verb ‘say’ has a form of ‘says’ which was originally said with a long-ā sound. Over time we changed it to ‘sez’ with a short-ĕ sound. Also, the past-tense of ‘say’ is ‘sayed’ but we spelled it as ‘said’ with a long-ā sound. Over time, we changed it to ‘sed’ with a short-ĕ sound.

Many platypus words were originally phonetic, but local dialects have changed the pronunciation, like how the South pronounces vowels differently than the North or West.

 

The Platypus

She has a duck beak, beaver fur, lays eggs, but is a mammal!

http://www.thegodfreymethod.com/blog/top-ten-myths-reading-myth-5

Home Early Learging Play School (HELPS) 9

Home Early Learning Play School (HELPS) 9 – The goal now is to increase your child’s vocabulary and understanding of foreign root words and spellings. Learn the spelling rules for French, German, Spanish, Italian, and Latin words. Sometimes Platypus words are really just words from another language with different spelling rules. (Fancy Nancy books are a fun way to learn French words used in English.) Continue to practice cursive writing, since this increases speed and comprehension of reading as well. What’s the secret code for foreign words? See the Phonics Charts 48a – 48f, below. See Rule 48.

Why all these charts, you ask? Because organizing and categorizing help children remember words easier and make associations between spellings, pronunciations, and meanings!

Spy Game – The Secret Codes:
                Spy Mission 9: Uncover the secret world of foreign words used in English. You (child) are the world-famous spy, Cody Breaker! Your ninth mission is to figure out which English words really come from another language, and why they’re spelled differently. You will crack the code of strange vowel sounds and spellings from foreign words. You’ll learn to tell which words are French, German, Spanish, Italian, or Latin, so they’re easier to read and spell. The mystery is yours to solve! You can decipher this puzzle by figuring out the new Spy Code Rules from the charts below. Find words around you that follow each rule.  Great job. Spy out some more!

                Use the Phonics charts 48a – 48f, in the appendix, along with Spy Code Rule 48. Have mom or dad explain the examples on the Phonics Charts, if needed.

                Have a scavenger hunt for the foreign words in the signs, books, and the world around you. Report to the Spy Chief regularly about what you have found. Your next Spy assignment is to practice the alternate foreign spellings often. On your paper, write words from the phonics charts in the appendix. Talk about the secret rules, below, of when to use which sounds, how to spell them, and find examples of each type. You’re the right Spy for the job. You can do it!

Spy Tools:
                Spy Chief, use phonics charts found in the appendix, with your child. You can start introducing the corresponding words as you present each concept with the Spy Code Rule 48 and in each Chart 48a – 48f. This will help your Spy know when foreign spellings are needed for the new words. Note how interesting it is that different languages use different spelling rules for the same vowel sound!

                You might not want to do all of them in one sitting. Have your little Spy search for new examples in books, signs, etc. Practice. Let your child practice matching alternate spellings to their root languages, and draw pictures to illustrate them, especially for the differences in sounds (which spelling rule goes with which language).

·         Have a scavenger hunt to find as many words as possible from the Spanish words in Chart 48a, below. Set a goal or see who can find the most. Do the same for all the other languages in Charts 48b-48f.

·         Play find-the-silent-letters in French words from Chart 48b. Have a point system and reward, if desired. See if you can spot words that have similar spellings or roots.

·         Play find-the-rhyming words with Italian words from Chart 48c. Ask, what else rhymes with this word?

·         Use index cards for each of these languages, if desired.

·         Have a friendly German spelling test after each Spy Rule on Chart 48d for review, orally and/or written. Be creative! Have joyous fun with it!

·         Spy Chief, try this spelling game with your little Spy to strengthen his/her memory:

o   Spell ‘ballet’.      What language is it? (French)

o   Spell ‘guru’.        What language is it? (Indian)

o   Spell ‘stein’.       What language is it? (German)

o   Spell ‘tortilla’.    What language is it? (Spanish)

o   Spell ‘spaghetti’. What language is it? (Italian)

o   Spell ‘unum’.     What language is it? (Latin)

o   Spell ‘bureau’.   What language is it? (French)

o   Spell ‘wiener’.   What language is it? (German)

o   Spell ‘amigo’.     What language is it? (Spanish)

o   Spell ‘lasagna’. What language is it? (Italian)

o   See how changing the language can change the vowel sounds? Consonant sounds? Fun puzzle!

The Spy Code Rules: (search for examples in the charts and in words around you.)

Spy Code Rule 48: Rules for foreign root-words’ spellings. The English vocabulary has incorporated words from Latin, Greek, French, German, Spanish, Italian, Hebrew, Yiddish, Arabic, Indian, etc. Each Chart 48a-48f below has its own language’s spelling rules.

Spy Code Book:
                The Spy Code Book is the charts 48a-48f found below in the appendix. The Spy Chief must follow it for optimum mission success.

Spy Reporting:
                Show your Spy (child), Cody Breaker, how to report what s/he has found by writing down in cursive the foreign sounds and spellings that s/he has found so far. And/or practice a few from Charts 48a-48f in the appendix. To truly understand the code, s/he must master writing the code him/herself. Using the computer keyboard is not enough. Writing by hand strengthens the mind and ability to remember things, as well as eye-hand coordination. Practice two or three words in cursive from the charts for each rule, per session, or more if the child desires.

Remember to write each letter in its left-to-right sequence, and in its proper bottom-to-top or top-to-bottom orientation, in cursive. Use lined paper.

                Help your little Spy enjoy making and looking for the foreign sounds in words. Keep It Simple For Success (KISS your child). Reward his/her efforts regularly; a hug, a pat, a bit of praise, a treat, a privilege. Encouragement goes a long way. Keep it happy!

APPENDix
HELPS – Action plans – Spy Code charts

Phonics Chart 48a: Some Spanish Words used in English

Sounds Like:	Spanish Word Examples:
a = ŏ	adios	bravo	amigo	taco
e = ā	mesa	escuela	chipotle	hombre
i = ē	iglesia	fiesta	siesta	burrito
o = ō	avocado	cocoa	rodeo	macho
u = ū	puma	burro	uva
ay = ī	hay	papaya
y = ē	y	peccary
ao = ou	sao
ll = y	tortilla	relleno	paella	quesadilla
ch = ch	chocolate	enchilada	chipotle	nacho
qu = k	mosquito	quinta	quesadilla
gu = g	guitar
ñ = ny	cañon	piñata
j = h	hijo	hija	jalapeño
h = silent	hasta	hay	hijo	hombre
x = sh	Xuxa
z = s	zapato

Phonics Chart 48b: Some French Words used in English

Sounds Like:	French Word Examples:
a = ŏ	savant	debacle	tiara
e = ā	café	fiancé	forte	macramé
i = ē	motif	cuisine	limousine	petite
o = ō	depot	potpourri	decor	fiasco
u = ū	venue	déjà vu	debut
ai = ā	éclair	liaison	plait
oi = wŏ	armoire	croissant	moi	soirée
au = ō	haute	chauffeur	gauche
ou = ōō	couture	bouquet	boutique	mousse
eau = ō	beau	bureau	eau	nouveau
an = ŏn	savant	fiancé	elegant	restaurant
en = ŏn	encore	en route	entrée	endive
et, er = ā	ballet	crochet	Chevrolet	dossier
ette = ĕt	layette	omelette	silhouette
ch = sh	attaché	chauffeur	touché	champagne
qu = k	appliqué	bouquet	boutique
g = jh	genre	ingénue	sabotage
ng = ñ (ny)	vignette	cologne		champagne
ç = s	façade
h = silent	honor	hors d’oeuvre		silhouette
s = silent	trés	vous	nous
t = silent	depot	debut	parfait	plait
x = silent	faux
z = silent	rendezvous	laissez-faire		répondez

Phonics Chart 48c: Some Italian Words used in English

Sounds Like:	Italian Word Examples:
a = ŏ	opera	pasta	alert
e = ā	andante	segue
i = ē	piano	fiasco	ballerina	tortellini
o = ō	bambino	alto	pepperoni
u = ū	fugue	zucchini
ao = ou	ciao	sao	Paolo
cc, ch = k	zucchini	broccoli
cci = ch	cacciatore	ciao
gh, gu = g	spaghetti	fugue	linguine
ggi = j	arpeggio	Giovanni
ng = ñ (ny)	lasagna	bologna
z = s	zupa	grazie
zz = ts	pizza	mezzo

Phonics Chart 48d: Some Latin Words used in English

Sounds Like:	Latin Word Examples:
a = ŏ	caveat
e = ĕ	et cetera	terra	veni
i = ĭ	verbatim	firma	vidi
o = ō	bona fide	ergo	de facto
u = ŭ	status	magnum	e pluribus unum
u = ū	tu	Brutus	curriculum
ae = ē	archaeology	Çaesar
oe = ē	subpoena
ci = s	felicity	circa	vici
qu = kw	quo

Phonics Chart 48e: Some German Words used in English

Sounds Like:	German Word Examples:
a = ŏ	bratwurst	waltz
e = ĕ	pretzel
i = ĭ	kindergarten	spritzer
o = ō	verboten	cobalt
u = ū	strudel	kaput
ei = ī	stein	gesundheit
ie = ē	wiener	blitzkrieg
au = ou	sauerkraut
ah = ŏ	bahn	infobahn
eu = ū	streusel
ch = k	dachshund
sch = sh	Schultz	schuss
qu = kw	quartz
th = t	Thomas
w = v	Volkswagen

Phonics Chart 48f: Some Indian Words used in English

Sounds Like:	Indian Word Examples:
These	anaconda	dinghy
are	bandanna	ginger
American	bangle	guru
spellings	Brahmin	indigo
	Buddha	jungle
	bungalow	mantra
	cheetah	pundit
	chintz	sari
	chutney	shampoo
pajamas	curry	yoga

http://thegodfreymethod.com/blog/home-early-learning-play-school-helps-9