EPT Exam esfand 99 امتحان ای پی تی اسفند

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught -to talk, run, climb, whistle, ride a bicycle -compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours.Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?”Don’t worry! If it is essential, they will go out into the world and learn it.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught -to talk, run, climb, whistle, ride a bicycle -compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours.Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?”Don’t worry! If it is essential, they will go out into the world and learn it.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught -to talk, run, climb, whistle, ride a bicycle -compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours.Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?”Don’t worry! If it is essential, they will go out into the world and learn it.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught -to talk, run, climb, whistle, ride a bicycle -compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours.Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?”Don’t worry! If it is essential, they will go out into the world and learn it.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught -to talk, run, climb, whistle, ride a bicycle -compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours.Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?”Don’t worry! If it is essential, they will go out into the world and learn it.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught -to talk, run, climb, whistle, ride a bicycle -compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours.Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?”Don’t worry! If it is essential, they will go out into the world and learn it.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught -to talk, run, climb, whistle, ride a bicycle -compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours.Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?”Don’t worry! If it is essential, they will go out into the world and learn it.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught -to talk, run, climb, whistle, ride a bicycle -compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours.Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?”Don’t worry! If it is essential, they will go out into the world and learn it.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught -to talk, run, climb, whistle, ride a bicycle -compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours.Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?”Don’t worry! If it is essential, they will go out into the world and learn it.

Let children learn to judge their own work. A child learning to talk does not learn by being corrected all the time. If corrected too much, he will stop talking. He notices a thousand times a day the difference between the language he uses and the language those around him use. Bit by bit, he makes the necessary changes to make his language like other people’s. In the same way, children learn all the other things they learn to do without being taught -to talk, run, climb, whistle, ride a bicycle -compare their own performances with those of more skilled people, and slowly make the needed changes. But in school we never give a child a chance to find out his mistakes for himself, let alone correct them. We do it all for him. We act as if we thought that he would never notice a mistake unless it was pointed out to him, or correct it unless he was made to. Soon he becomes dependent on the teacher. Let him do it himself. Let him work out, with the help of other children if he wants it, what this word says, what the answer is to that problem, whether this is a good way of saying or doing this or not.If it is a matter of right answers, as it may be in mathematics or science, give him the answer book. Let him correct his own papers. Why should we teachers waste time on such routine work? Our job should be to help the child when he tells us that he can’t find the way to get the right answer. Let’s end all this nonsense of grades, exams, and marks. Let us throw them all out, and let the children learn what all educated persons must someday learn, how to measure their own understanding, how to know what they know or do not know. Let them get on with this job in the way that seems most sensible to them, with our help as school teachers if they ask for it. The idea that there is a body of knowledge to be learnt at school and used for the rest of one’s life is nonsense in a world as complicated and rapidly changing as ours.Anxious parents and teachers say, “But suppose they fail to learn something essential, something they will need to get on in the world?”Don’t worry! If it is essential, they will go out into the world and learn it.

No student of a foreign language needs to be told that grammar is complex. This complexity is inherent to all languages. All of the languages in the world, even those of ‘primitiveness, have grammatical structures. Grammar is universal and plays an important role in every language, no matter how widespread it is. So the question which has puzzled many linguists is -who created grammar? Many historical linguists have been able to trace modern complex languages back to earlier languages. However, to answer the question of how languages have been created, the researcher needs to observe how languages are started from scratch.Some of the most recent languages have been created because of the slave trade. Slaves from different nationalities and backgrounds had to work together. Since the slaves did not know each other’s languages, they developed a simple and temporary language called a Pidgin, consisting of a series of words copied from the language of the landowner. It had few grammatical structures, and in many cases it was difficult for a listener to understand when an event happened, and who did what to whom. To make their meaning understood, speakers of a Pidgin needed to use many words where fewer would be enough. Interestingly, however, a Pidgin became a language when children were exposed to it at the time when they learned their mother tongues. Slave children did not simply copy the words of their parents or the landowners, but they adapted their words to create a new expressive language. The new language included standardized word orders and grammatical markers that existed in neither the Pidgin nor the language of the landowner.Complex grammar systems which have emerged from Pidgins are known as Creoles. Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilize the same grammatical structures that are found in spoken languages.The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new sign language was introduced to schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a Pidgin. Each child used the signs differently, and there was no consistentgrammar. However, children who joined the school later developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more understandable, and it utilized a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new Creole was born.Some linguists believe that many of the world’s most established languages were Creoles at first. Therefore, it would appear that even the most widespread

No student of a foreign language needs to be told that grammar is complex. This complexity is inherent to all languages. All of the languages in the world, even those of ‘primitiveness, have grammatical structures. Grammar is universal and plays an important role in every language, no matter how widespread it is. So the question which has puzzled many linguists is -who created grammar? Many historical linguists have been able to trace modern complex languages back to earlier languages. However, to answer the question of how languages have been created, the researcher needs to observe how languages are started from scratch.Some of the most recent languages have been created because of the slave trade. Slaves from different nationalities and backgrounds had to work together. Since the slaves did not know each other’s languages, they developed a simple and temporary language called a Pidgin, consisting of a series of words copied from the language of the landowner. It had few grammatical structures, and in many cases it was difficult for a listener to understand when an event happened, and who did what to whom. To make their meaning understood, speakers of a Pidgin needed to use many words where fewer would be enough. Interestingly, however, a Pidgin became a language when children were exposed to it at the time when they learned their mother tongues. Slave children did not simply copy the words of their parents or the landowners, but they adapted their words to create a new expressive language. The new language included standardized word orders and grammatical markers that existed in neither the Pidgin nor the language of the landowner.Complex grammar systems which have emerged from Pidgins are known as Creoles. Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilize the same grammatical structures that are found in spoken languages.The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new sign language was introduced to schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a Pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more understandable, and it utilized a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new Creole was born.Some linguists believe that many of the world’s most established languages were Creoles at first. Therefore, it would appear that even the most widespread

No student of a foreign language needs to be told that grammar is complex. This complexity is inherent to all languages. All of the languages in the world, even those of ‘primitiveness, have grammatical structures. Grammar is universal and plays an important role in every language, no matter how widespread it is. So the question which has puzzled many linguists is -who created grammar? Many historical linguists have been able to trace modern complex languages back to earlier languages. However, to answer the question of how languages have been created, the researcher needs to observe how languages are started from scratch.Some of the most recent languages have been created because of the slave trade. Slaves from different nationalities and backgrounds had to work together. Since the slaves did not know each other’s languages, they developed a simple and temporary language called a Pidgin, consisting of a series of words copied from the language of the landowner. It had few grammatical structures, and in many cases it was difficult for a listener to understand when an event happened, and who did what to whom. To make their meaning understood, speakers of a Pidgin needed to use many words where fewer would be enough. Interestingly, however, a Pidgin became a language when children were exposed to it at the time when they learned their mother tongues. Slave children did not simply copy the words of their parents or the landowners, but they adapted their words to create a new expressive language. The new language included standardized word orders and grammatical markers that existed in neither the Pidgin nor the language of the landowner.Complex grammar systems which have emerged from Pidgins are known as Creoles. Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilize the same grammatical structures that are found in spoken languages.The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new sign language was introduced to schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a Pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more understandable, and it utilized a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new Creole was born.Some linguists believe that many of the world’s most established languages were Creoles at first. Therefore, it would appear that even the most widespread

No student of a foreign language needs to be told that grammar is complex. This complexity is inherent to all languages. All of the languages in the world, even those of ‘primitiveness, have grammatical structures. Grammar is universal and plays an important role in every language, no matter how widespread it is. So the question which has puzzled many linguists is -who created grammar? Many historical linguists have been able to trace modern complex languages back to earlier languages. However, to answer the question of how languages have been created, the researcher needs to observe how languages are started from scratch.Some of the most recent languages have been created because of the slave trade. Slaves from different nationalities and backgrounds had to work together. Since the slaves did not know each other’s languages, they developed a simple and temporary language called a Pidgin, consisting of a series of words copied from the language of the landowner. It had few grammatical structures, and in many cases it was difficult for a listener to understand when an event happened, and who did what to whom. To make their meaning understood, speakers of a Pidgin needed to use many words where fewer would be enough. Interestingly, however, a Pidgin became a language when children were exposed to it at the time when they learned their mother tongues. Slave children did not simply copy the words of their parents or the landowners, but they adapted their words to create a new expressive language. The new language included standardized word orders and grammatical markers that existed in neither the Pidgin nor the language of the landowner.Complex grammar systems which have emerged from Pidgins are known as Creoles. Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilize the same grammatical structures that are found in spoken languages.The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new sign language was introduced to schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a Pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more understandable, and it utilized a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new Creole was born.Some linguists believe that many of the world’s most established languages were Creoles at first. Therefore, it would appear that even the most widespread

No student of a foreign language needs to be told that grammar is complex. This complexity is inherent to all languages. All of the languages in the world, even those of ‘primitiveness, have grammatical structures. Grammar is universal and plays an important role in every language, no matter how widespread it is. So the question which has puzzled many linguists is -who created grammar? Many historical linguists have been able to trace modern complex languages back to earlier languages. However, to answer the question of how languages have been created, the researcher needs to observe how languages are started from scratch.Some of the most recent languages have been created because of the slave trade. Slaves from different nationalities and backgrounds had to work together. Since the slaves did not know each other’s languages, they developed a simple and temporary language called a Pidgin, consisting of a series of words copied from the language of the landowner. It had few grammatical structures, and in many cases it was difficult for a listener to understand when an event happened, and who did what to whom. To make their meaning understood, speakers of a Pidgin needed to use many words where fewer would be enough. Interestingly, however, a Pidgin became a language when children were exposed to it at the time when they learned their mother tongues. Slave children did not simply copy the words of their parents or the landowners, but they adapted their words to create a new expressive language. The new language included standardized word orders and grammatical markers that existed in neither the Pidgin nor the language of the landowner.Complex grammar systems which have emerged from Pidgins are known as Creoles. Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilize the same grammatical structures that are found in spoken languages.The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new sign language was introduced to schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a Pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more understandable, and it utilized a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new Creole was born.Some linguists believe that many of the world’s most established languages were Creoles at first. Therefore, it would appear that even the most widespread

No student of a foreign language needs to be told that grammar is complex. This complexity is inherent to all languages. All of the languages in the world, even those of ‘primitiveness, have grammatical structures. Grammar is universal and plays an important role in every language, no matter how widespread it is. So the question which has puzzled many linguists is -who created grammar? Many historical linguists have been able to trace modern complex languages back to earlier languages. However, to answer the question of how languages have been created, the researcher needs to observe how languages are started from scratch.Some of the most recent languages have been created because of the slave trade. Slaves from different nationalities and backgrounds had to work together. Since the slaves did not know each other’s languages, they developed a simple and temporary language called a Pidgin, consisting of a series of words copied from the language of the landowner. It had few grammatical structures, and in many cases it was difficult for a listener to understand when an event happened, and who did what to whom. To make their meaning understood, speakers of a Pidgin needed to use many words where fewer would be enough. Interestingly, however, a Pidgin became a language when children were exposed to it at the time when they learned their mother tongues. Slave children did not simply copy the words of their parents or the landowners, but they adapted their words to create a new expressive language. The new language included standardized word orders and grammatical markers that existed in neither the Pidgin nor the language of the landowner.Complex grammar systems which have emerged from Pidgins are known as Creoles. Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilize the same grammatical structures that are found in spoken languages.The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new sign language was introduced to schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a Pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more understandable, and it utilized a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new Creole was born.Some linguists believe that many of the world’s most established languages were Creoles at first. Therefore, it would appear that even the most widespread

No student of a foreign language needs to be told that grammar is complex. This complexity is inherent to all languages. All of the languages in the world, even those of ‘primitiveness, have grammatical structures. Grammar is universal and plays an important role in every language, no matter how widespread it is. So the question which has puzzled many linguists is -who created grammar? Many historical linguists have been able to trace modern complex languages back to earlier languages. However, to answer the question of how languages have been created, the researcher needs to observe how languages are started from scratch.Some of the most recent languages have been created because of the slave trade. Slaves from different nationalities and backgrounds had to work together. Since the slaves did not know each other’s languages, they developed a simple and temporary language called a Pidgin, consisting of a series of words copied from the language of the landowner. It had few grammatical structures, and in many cases it was difficult for a listener to understand when an event happened, and who did what to whom. To make their meaning understood, speakers of a Pidgin needed to use many words where fewer would be enough. Interestingly, however, a Pidgin became a language when children were exposed to it at the time when they learned their mother tongues. Slave children did not simply copy the words of their parents or the landowners, but they adapted their words to create a new expressive language. The new language included standardized word orders and grammatical markers that existed in neither the Pidgin nor the language of the landowner.Complex grammar systems which have emerged from Pidgins are known as Creoles. Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilize the same grammatical structures that are found in spoken languages.The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new sign language was introduced to schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a Pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more understandable, and it utilized a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new Creole was born.Some linguists believe that many of the world’s most established languages were Creoles at first. Therefore, it would appear that even the most widespread

No student of a foreign language needs to be told that grammar is complex. This complexity is inherent to all languages. All of the languages in the world, even those of ‘primitiveness, have grammatical structures. Grammar is universal and plays an important role in every language, no matter how widespread it is. So the question which has puzzled many linguists is -who created grammar? Many historical linguists have been able to trace modern complex languages back to earlier languages. However, to answer the question of how languages have been created, the researcher needs to observe how languages are started from scratch.Some of the most recent languages have been created because of the slave trade. Slaves from different nationalities and backgrounds had to work together. Since the slaves did not know each other’s languages, they developed a simple and temporary language called a Pidgin, consisting of a series of words copied from the language of the landowner. It had few grammatical structures, and in many cases it was difficult for a listener to understand when an event happened, and who did what to whom. To make their meaning understood, speakers of a Pidgin needed to use many words where fewer would be enough. Interestingly, however, a Pidgin became a language when children were exposed to it at the time when they learned their mother tongues. Slave children did not simply copy the words of their parents or the landowners, but they adapted their words to create a new expressive language. The new language included standardized word orders and grammatical markers that existed in neither the Pidgin nor the language of the landowner.Complex grammar systems which have emerged from Pidgins are known as Creoles. Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilize the same grammatical structures that are found in spoken languages.The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new sign language was introduced to schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a Pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more understandable, and it utilized a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new Creole was born.Some linguists believe that many of the world’s most established languages were Creoles at first. Therefore, it would appear that even the most widespread

No student of a foreign language needs to be told that grammar is complex. This complexity is inherent to all languages. All of the languages in the world, even those of ‘primitiveness, have grammatical structures. Grammar is universal and plays an important role in every language, no matter how widespread it is. So the question which has puzzled many linguists is -who created grammar? Many historical linguists have been able to trace modern complex languages back to earlier languages. However, to answer the question of how languages have been created, the researcher needs to observe how languages are started from scratch.Some of the most recent languages have been created because of the slave trade. Slaves from different nationalities and backgrounds had to work together. Since the slaves did not know each other’s languages, they developed a simple and temporary language called a Pidgin, consisting of a series of words copied from the language of the landowner. It had few grammatical structures, and in many cases it was difficult for a listener to understand when an event happened, and who did what to whom. To make their meaning understood, speakers of a Pidgin needed to use many words where fewer would be enough. Interestingly, however, a Pidgin became a language when children were exposed to it at the time when they learned their mother tongues. Slave children did not simply copy the words of their parents or the landowners, but they adapted their words to create a new expressive language. The new language included standardized word orders and grammatical markers that existed in neither the Pidgin nor the language of the landowner.Complex grammar systems which have emerged from Pidgins are known as Creoles. Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilize the same grammatical structures that are found in spoken languages.The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new sign language was introduced to schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a Pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more understandable, and it utilized a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new Creole was born.Some linguists believe that many of the world’s most established languages were Creoles at first. Therefore, it would appear that even the most widespread

No student of a foreign language needs to be told that grammar is complex. This complexity is inherent to all languages. All of the languages in the world, even those of ‘primitiveness, have grammatical structures. Grammar is universal and plays an important role in every language, no matter how widespread it is. So the question which has puzzled many linguists is -who created grammar? Many historical linguists have been able to trace modern complex languages back to earlier languages. However, to answer the question of how languages have been created, the researcher needs to observe how languages are started from scratch.Some of the most recent languages have been created because of the slave trade. Slaves from different nationalities and backgrounds had to work together. Since the slaves did not know each other’s languages, they developed a simple and temporary language called a Pidgin, consisting of a series of words copied from the language of the landowner. It had few grammatical structures, and in many cases it was difficult for a listener to understand when an event happened, and who did what to whom. To make their meaning understood, speakers of a Pidgin needed to use many words where fewer would be enough. Interestingly, however, a Pidgin became a language when children were exposed to it at the time when they learned their mother tongues. Slave children did not simply copy the words of their parents or the landowners, but they adapted their words to create a new expressive language. The new language included standardized word orders and grammatical markers that existed in neither the Pidgin nor the language of the landowner.Complex grammar systems which have emerged from Pidgins are known as Creoles. Further evidence of this can be seen in studying sign languages for the deaf. Sign languages are not simply a series of gestures; they utilize the same grammatical structures that are found in spoken languages.The creation of one such language was documented quite recently in Nicaragua. Previously, all deaf people were isolated from each other, but in 1979 a new sign language was introduced to schools for the deaf. Although children were taught speech and lip reading in the classroom, in the playgrounds they began to invent their own sign system, using the gestures that they used at home. It was basically a Pidgin. Each child used the signs differently, and there was no consistent grammar. However, children who joined the school later developed a quite different sign language. Although it was based on the signs of the older children, the younger children’s language was more understandable, and it utilized a large range of grammatical devices to clarify meaning. What is more, all the children used the signs in the same way. A new Creole was born.Some linguists believe that many of the world’s most established languages were Creoles at first. Therefore, it would appear that even the most widespread

Shopping is an important part of today’s ...(86)... society. Shoppers are important for a country’s economy ...(87)... they consume many of the goods that industries ...(88).... However, in early civilizations, people ...(89)... the goods that they produced. Centuries ago, the ...(90)... of bank notes and coins made it possible to ...(91)... money and buy other goods. The first shops ...(92)... food and home-made goods. In the Middle Ages, traditional merchants ...(93)... in small towns.Today, in large cities department stores ...(94)... everything from household articles to food. Each floor ...(95)... a section, where you can buy a wide range of ...(96)... articles. In the last decades, big shopping malls ...(97)... on the outskirts of cities. On the other side, traditional stores in city centers are ...(98)... more and more customers because these stores are hard to reach. In the last decade, shopping on the Internet has increased ...(99)... . Online stores have replaced traditional stores for people who do not want to ...(100)... their cars and drive to the nearest shopping center.

Shopping is an important part of today’s ...(86)... society. Shoppers are important for a country’s economy ...(87)... they consume many of the goods that industries ...(88).... However, in early civilizations, people ...(89)... the goods that they produced. Centuries ago, the ...(90)... of bank notes and coins made it possible to ...(91)... money and buy other goods. The first shops ...(92)... food and home-made goods. In the Middle Ages, traditional merchants ...(93)... in small towns.Today, in large cities department stores ...(94)... everything from household articles to food. Each floor ...(95)... a section, where you can buy a wide range of ...(96)... articles. In the last decades, big shopping malls ...(97)... on the outskirts of cities. On the other side, traditional stores in city centers are ...(98)... more and more customers because these stores are hard to reach. In the last decade, shopping on the Internet has increased ...(99)... . Online stores have replaced traditional stores for people who do not want to ...(100)... their cars and drive to the nearest shopping center.

Shopping is an important part of today’s ...(86)... society. Shoppers are important for a country’s economy ...(87)... they consume many of the goods that industries ...(88).... However, in early civilizations, people ...(89)... the goods that they produced. Centuries ago, the ...(90)... of bank notes and coins made it possible to ...(91)... money and buy other goods. The first shops ...(92)... food and home-made goods. In the Middle Ages, traditional merchants ...(93)... in small towns.Today, in large cities department stores ...(94)... everything from household articles to food. Each floor ...(95)... a section, where you can buy a wide range of ...(96)... articles. In the last decades, big shopping malls ...(97)... on the outskirts of cities. On the other side, traditional stores in city centers are ...(98)... more and more customers because these stores are hard to reach. In the last decade, shopping on the Internet has increased ...(99)... . Online stores have replaced traditional stores for people who do not want to ...(100)... their cars and drive to the nearest shopping center.

Shopping is an important part of today’s ...(86)... society. Shoppers are important for a country’s economy ...(87)... they consume many of the goods that industries ...(88).... However, in early civilizations, people ...(89)... the goods that they produced. Centuries ago, the ...(90)... of bank notes and coins made it possible to ...(91)... money and buy other goods. The first shops ...(92)... food and home-made goods. In the Middle Ages, traditional merchants ...(93)... in small towns.Today, in large cities department stores ...(94)... everything from household articles to food. Each floor ...(95)... a section, where you can buy a wide range of ...(96)... articles. In the last decades, big shopping malls ...(97)... on the outskirts of cities. On the other side, traditional stores in city centers are ...(98)... more and more customers because these stores are hard to reach. In the last decade, shopping on the Internet has increased ...(99)... . Online stores have replaced traditional stores for people who do not want to ...(100)... their cars and drive to the nearest shopping center.

Shopping is an important part of today’s ...(86)... society. Shoppers are important for a country’s economy ...(87)... they consume many of the goods that industries ...(88).... However, in early civilizations, people ...(89)... the goods that they produced. Centuries ago, the ...(90)... of bank notes and coins made it possible to ...(91)... money and buy other goods. The first shops ...(92)... food and home-made goods. In the Middle Ages, traditional merchants ...(93)... in small towns.Today, in large cities department stores ...(94)... everything from household articles to food. Each floor ...(95)... a section, where you can buy a wide range of ...(96)... articles. In the last decades, big shopping malls ...(97)... on the outskirts of cities. On the other side, traditional stores in city centers are ...(98)... more and more customers because these stores are hard to reach. In the last decade, shopping on the Internet has increased ...(99)... . Online stores have replaced traditional stores for people who do not want to ...(100)... their cars and drive to the nearest shopping center.

Shopping is an important part of today’s ...(86)... society. Shoppers are important for a country’s economy ...(87)... they consume many of the goods that industries ...(88).... However, in early civilizations, people ...(89)... the goods that they produced. Centuries ago, the ...(90)... of bank notes and coins made it possible to ...(91)... money and buy other goods. The first shops ...(92)... food and home-made goods. In the Middle Ages, traditional merchants ...(93)... in small towns.Today, in large cities department stores ...(94)... everything from household articles to food. Each floor ...(95)... a section, where you can buy a wide range of ...(96)... articles. In the last decades, big shopping malls ...(97)... on the outskirts of cities. On the other side, traditional stores in city centers are ...(98)... more and more customers because these stores are hard to reach. In the last decade, shopping on the Internet has increased ...(99)... . Online stores have replaced traditional stores for people who do not want to ...(100)... their cars and drive to the nearest shopping center.

Shopping is an important part of today’s ...(86)... society. Shoppers are important for a country’s economy ...(87)... they consume many of the goods that industries ...(88).... However, in early civilizations, people ...(89)... the goods that they produced. Centuries ago, the ...(90)... of bank notes and coins made it possible to ...(91)... money and buy other goods. The first shops ...(92)... food and home-made goods. In the Middle Ages, traditional merchants ...(93)... in small towns.Today, in large cities department stores ...(94)... everything from household articles to food. Each floor ...(95)... a section, where you can buy a wide range of ...(96)... articles. In the last decades, big shopping malls ...(97)... on the outskirts of cities. On the other side, traditional stores in city centers are ...(98)... more and more customers because these stores are hard to reach. In the last decade, shopping on the Internet has increased ...(99)... . Online stores have replaced traditional stores for people who do not want to ...(100)... their cars and drive to the nearest shopping center.

Shopping is an important part of today’s ...(86)... society. Shoppers are important for a country’s economy ...(87)... they consume many of the goods that industries ...(88).... However, in early civilizations, people ...(89)... the goods that they produced. Centuries ago, the ...(90)... of bank notes and coins made it possible to ...(91)... money and buy other goods. The first shops ...(92)... food and home-made goods. In the Middle Ages, traditional merchants ...(93)... in small towns.Today, in large cities department stores ...(94)... everything from household articles to food. Each floor ...(95)... a section, where you can buy a wide range of ...(96)... articles. In the last decades, big shopping malls ...(97)... on the outskirts of cities. On the other side, traditional stores in city centers are ...(98)... more and more customers because these stores are hard to reach. In the last decade, shopping on the Internet has increased ...(99)... . Online stores have replaced traditional stores for people who do not want to ...(100)... their cars and drive to the nearest shopping center.

Shopping is an important part of today’s ...(86)... society. Shoppers are important for a country’s economy ...(87)... they consume many of the goods that industries ...(88).... However, in early civilizations, people ...(89)... the goods that they produced. Centuries ago, the ...(90)... of bank notes and coins made it possible to ...(91)... money and buy other goods. The first shops ...(92)... food and home-made goods. In the Middle Ages, traditional merchants ...(93)... in small towns.Today, in large cities department stores ...(94)... everything from household articles to food. Each floor ...(95)... a section, where you can buy a wide range of ...(96)... articles. In the last decades, big shopping malls ...(97)... on the outskirts of cities. On the other side, traditional stores in city centers are ...(98)... more and more customers because these stores are hard to reach. In the last decade, shopping on the Internet has increased ...(99)... . Online stores have replaced traditional stores for people who do not want to ...(100)... their cars and drive to the nearest shopping center.

Shopping is an important part of today’s ...(86)... society. Shoppers are important for a country’s economy ...(87)... they consume many of the goods that industries ...(88).... However, in early civilizations, people ...(89)... the goods that they produced. Centuries ago, the ...(90)... of bank notes and coins made it possible to ...(91)... money and buy other goods. The first shops ...(92)... food and home-made goods. In the Middle Ages, traditional merchants ...(93)... in small towns.Today, in large cities department stores ...(94)... everything from household articles to food. Each floor ...(95)... a section, where you can buy a wide range of ...(96)... articles. In the last decades, big shopping malls ...(97)... on the outskirts of cities. On the other side, traditional stores in city centers are ...(98)... more and more customers because these stores are hard to reach. In the last decade, shopping on the Internet has increased ...(99)... . Online stores have replaced traditional stores for people who do not want to ...(100)... their cars and drive to the nearest shopping center.

Shopping is an important part of today’s ...(86)... society. Shoppers are important for a country’s economy ...(87)... they consume many of the goods that industries ...(88).... However, in early civilizations, people ...(89)... the goods that they produced. Centuries ago, the ...(90)... of bank notes and coins made it possible to ...(91)... money and buy other goods. The first shops ...(92)... food and home-made goods. In the Middle Ages, traditional merchants ...(93)... in small towns.Today, in large cities department stores ...(94)... everything from household articles to food. Each floor ...(95)... a section, where you can buy a wide range of ...(96)... articles. In the last decades, big shopping malls ...(97)... on the outskirts of cities. On the other side, traditional stores in city centers are ...(98)... more and more customers because these stores are hard to reach. In the last decade, shopping on the Internet has increased ...(99)... . Online stores have replaced traditional stores for people who do not want to ...(100)... their cars and drive to the nearest shopping center.

Shopping is an important part of today’s ...(86)... society. Shoppers are important for a country’s economy ...(87)... they consume many of the goods that industries ...(88).... However, in early civilizations, people ...(89)... the goods that they produced. Centuries ago, the ...(90)... of bank notes and coins made it possible to ...(91)... money and buy other goods. The first shops ...(92)... food and home-made goods. In the Middle Ages, traditional merchants ...(93)... in small towns.Today, in large cities department stores ...(94)... everything from household articles to food. Each floor ...(95)... a section, where you can buy a wide range of ...(96)... articles. In the last decades, big shopping malls ...(97)... on the outskirts of cities. On the other side, traditional stores in city centers are ...(98)... more and more customers because these stores are hard to reach. In the last decade, shopping on the Internet has increased ...(99)... . Online stores have replaced traditional stores for people who do not want to ...(100)... their cars and drive to the nearest shopping center.

Shopping is an important part of today’s ...(86)... society. Shoppers are important for a country’s economy ...(87)... they consume many of the goods that industries ...(88).... However, in early civilizations, people ...(89)... the goods that they produced. Centuries ago, the ...(90)... of bank notes and coins made it possible to ...(91)... money and buy other goods. The first shops ...(92)... food and home-made goods. In the Middle Ages, traditional merchants ...(93)... in small towns.Today, in large cities department stores ...(94)... everything from household articles to food. Each floor ...(95)... a section, where you can buy a wide range of ...(96)... articles. In the last decades, big shopping malls ...(97)... on the outskirts of cities. On the other side, traditional stores in city centers are ...(98)... more and more customers because these stores are hard to reach. In the last decade, shopping on the Internet has increased ...(99)... . Online stores have replaced traditional stores for people who do not want to ...(100)... their cars and drive to the nearest shopping center.

Shopping is an important part of today’s ...(86)... society. Shoppers are important for a country’s economy ...(87)... they consume many of the goods that industries ...(88).... However, in early civilizations, people ...(89)... the goods that they produced. Centuries ago, the ...(90)... of bank notes and coins made it possible to ...(91)... money and buy other goods. The first shops ...(92)... food and home-made goods. In the Middle Ages, traditional merchants ...(93)... in small towns.Today, in large cities department stores ...(94)... everything from household articles to food. Each floor ...(95)... a section, where you can buy a wide range of ...(96)... articles. In the last decades, big shopping malls ...(97)... on the outskirts of cities. On the other side, traditional stores in city centers are ...(98)... more and more customers because these stores are hard to reach. In the last decade, shopping on the Internet has increased ...(99)... . Online stores have replaced traditional stores for people who do not want to ...(100)... their cars and drive to the nearest shopping center.