Reviwe article yenarisky blog
The brief history of semantic
Says that Alfred korzybski was the first person who attenpts studing semantic as a distinct discipline, separate from the discipline of philosopy. Korzybski was a non-linguist who was passionate about introducing a generally acceptable science of communication. Korzybsky started by describing all entities and realities by assigning labels to them. He also had labels for groups and collections like nations, animal, people etc.
However, this is not the same with commont objects since there seems to be a direct correspondence between items and linguistic expressions. The main challenge wits abstact labels stems from the fact that meaning does, not have an objective reference in reality.
Because different people will react to different. For instance the word ‘’love’’ would be viewed differently by different people as a result of their circumstance or present reality. Hence, their reations will be different and will therefore evoke different emotions from them.
Two other scholars, Odgen and Richards came very close to the analysis of meaning by combining philosophical processes and linguistic methodologies. The pointed out that the representation or situation should be seen as a referent while the actual pronunciation or orthographic representation will constitute the symbol. For example, the figure or silhouette of an adulf female human being will be the referent while the word esed to describe the diferent will constitute the symbol. The symbol is similar to korzsbyi’s concept of labels.
One of such areas that have remained dynamic among others is the concept of change in meaning semantics has been at the fore in the study of change in meaning.
Rabu, 22 Maret 2017
Universidad Autónoma de Nuevo León
Facultad de Filosofía y Letras
Ciencias del Lenguaje
Semantics:
The importance of Semantics in language teaching
Daniela Moreno
San Nicolás de los Garza, N.L. May 20th 2015
The importance of semantics in language teaching
Working with a language different than the native one is not an easy thing to do, whether from the view of the learner or the view of the teacher. As a student it is hard learning to master a new language as it has different rules of usage and pronunciation, new elements that don’t exist in the other language and, something really important, different ways of communicating meaning. From the teacher’s perspective it is a hard work making sure your students are really learning the target language, and also finding the correct ways of transmitting the knowledge they need in order to be proficient on it. Having thought about these issues on both student’s and teacher’s work we come to reflect about the possible solutions to them. That is when semantics appears to us; not only because of its theory but also because of how it can be applied to support these needs.
Semantics has been defined as “the historical and psychological study and classification of changes in the signification of words or forms viewed as factors in linguistic development “ with more simple words we can describe it as the study of the meaning of the words and phrases existing in a language. As being able to communicate in any language requires a great capacity to transmit messages and to reason about the meaning of what a text is trying to convey or what someone is telling us, we need some tools to support this process of learning to be proficient which will be given precisely by semantics. Without really knowing we have been working with some elements given by it, first as students in our language books and then as teachers, just as the establishment of lexical relations, factors helping the acquisition of concepts, concepts explaining why it is sometimes hard to get the meaning of a word, etc.
As teachers we will have to deal with the teaching of concepts, and from semantics we can take aspects by which we can represent these concepts, such as prototypes that support us in locating a concept in a category, based on how much the concept belongs to it, and the exemplars which help us to recall the memories of our students when we are trying to explain a concept. All these elements are represented on the books we use to teach the target language and whether if they aren’t, we can make use of prototypes and exemplars to facilitate the students’ creation of mental connections among the words, and the possible ways they can organize them. Another important tool we can make use from semantics is the establishment of lexical relations, aspect that I consider is the most used on language teaching. Such lexical relations, homonymy, polysemy, synonymy, antonymy, etc; are represented on textbooks allowing students not only to know how words can relate to others, but also to increase their vocabulary.
It is important to realize all semantic components when applied can improve the ability to communicate meaning and the understanding of the different combinations that can be made with the elements of a language. Of course these applications of semantics described above are not the only ones that can be used in the hard work that teaching represents. It is only matter of how much attention we give as teachers to the learning our students have, and how well informed we are of all the possible help instruments that exist around linguistics science. Finally I must say even not all the persons know about the importance and the place semantics has on the teaching of a language, placing itself at the level of other fields such as phonology, phonetics or grammar, its indirect appearance on the textbooks and learning theories makes clear how important and how supportive it is when becoming a speaker of language.
Bibliography / References
Facultad de Filosofía y Letras
Ciencias del Lenguaje
Semantics:
The importance of Semantics in language teaching
Daniela Moreno
San Nicolás de los Garza, N.L. May 20th 2015
The importance of semantics in language teaching
Working with a language different than the native one is not an easy thing to do, whether from the view of the learner or the view of the teacher. As a student it is hard learning to master a new language as it has different rules of usage and pronunciation, new elements that don’t exist in the other language and, something really important, different ways of communicating meaning. From the teacher’s perspective it is a hard work making sure your students are really learning the target language, and also finding the correct ways of transmitting the knowledge they need in order to be proficient on it. Having thought about these issues on both student’s and teacher’s work we come to reflect about the possible solutions to them. That is when semantics appears to us; not only because of its theory but also because of how it can be applied to support these needs.
Semantics has been defined as “the historical and psychological study and classification of changes in the signification of words or forms viewed as factors in linguistic development “ with more simple words we can describe it as the study of the meaning of the words and phrases existing in a language. As being able to communicate in any language requires a great capacity to transmit messages and to reason about the meaning of what a text is trying to convey or what someone is telling us, we need some tools to support this process of learning to be proficient which will be given precisely by semantics. Without really knowing we have been working with some elements given by it, first as students in our language books and then as teachers, just as the establishment of lexical relations, factors helping the acquisition of concepts, concepts explaining why it is sometimes hard to get the meaning of a word, etc.
As teachers we will have to deal with the teaching of concepts, and from semantics we can take aspects by which we can represent these concepts, such as prototypes that support us in locating a concept in a category, based on how much the concept belongs to it, and the exemplars which help us to recall the memories of our students when we are trying to explain a concept. All these elements are represented on the books we use to teach the target language and whether if they aren’t, we can make use of prototypes and exemplars to facilitate the students’ creation of mental connections among the words, and the possible ways they can organize them. Another important tool we can make use from semantics is the establishment of lexical relations, aspect that I consider is the most used on language teaching. Such lexical relations, homonymy, polysemy, synonymy, antonymy, etc; are represented on textbooks allowing students not only to know how words can relate to others, but also to increase their vocabulary.
It is important to realize all semantic components when applied can improve the ability to communicate meaning and the understanding of the different combinations that can be made with the elements of a language. Of course these applications of semantics described above are not the only ones that can be used in the hard work that teaching represents. It is only matter of how much attention we give as teachers to the learning our students have, and how well informed we are of all the possible help instruments that exist around linguistics science. Finally I must say even not all the persons know about the importance and the place semantics has on the teaching of a language, placing itself at the level of other fields such as phonology, phonetics or grammar, its indirect appearance on the textbooks and learning theories makes clear how important and how supportive it is when becoming a speaker of language.
Bibliography / References
Senin, 13 Maret 2017
Semantics
Semantics is the study of meaning, creating common meaning
helps everyone understanding each other. Key terms of semantics are
Denotation and Connotation.
Denotation it's mean factual and objective meaning. For example, creature, animal, bird, dove, columbidae
Connotation it's mean associated personal and subjective meaning. For example, freedom, peace, love, happines.
Semantics fields, different word may belong to the same
semantics fields. If they are connected by meaning or the images they
conjure in the mind. In other words they share similar denotation and
connotation. Passion, heart, rose. It can be include to the semantics
field of romance. And also figurative language, it is language that uses
word or expressions with a meaning that is different from the literal
interpretation.
There are many types of figurative language such as
metaphors, similes, personifications, and idioms are vital tools in
conveying meaning. They help paint a clearer picture of what's being
written.
Kamis, 06 Oktober 2016
Cerita Celengan Botol Aqua
Setelah
pulang kerja, dua botol aqua besar yang berisi duit 20.000an saya raib alias
dibobol maling!!
Saat itu,
rasanya lemes, kaget. Gimana nggak kaget, duit 20.000an yang saya kumpulkan
sejak lima bulan lalu di dalam lemari pakaian, sekarang udah nggak ada sisanya.
Mau gimana lagi? Yang ada hanya dua kata: ikhlas dan sabar.
Jadi, kejadiannya
gini...
Saya ini anak kos, dan raibnya duit saya di kamar kos. Tiap weekend saya selalu pulang ke rumah dan balik lagi ke kos pada hari senin setelah subuh. Tapi, kali ini saya tidak langsung pulang ke kos. Pulang kerja, lima menit sebelum magrib saya baru tiba di kosan.
Saat saya di depan pintu kamar, saya sudah mendapati keanehan, yang biasanya cantolan gembok itu tidak tertutup, kok sekarang tertutup? Apa bapak kos ngontrol kamar saya? Pintu kamar yang memang dalam keadaan terkunci, lalu saya buka. Dalam keadaan kamar gelap, saya melihat kondisi kamar yang berantakan. Saat saya menyalakan lampu, yang terlihat pertama kali adalah botol aqua kosong tergeletak di atas kasur lengkap dengan sebuah pisau dapur yang saya miliki. Firasat saya mulai tidak enak, saya memberanikan diri melihat lemari.ya Tuhan, benar saja! Celengan dua botol aqua besar saya sudah dibobol maling!
Saya ini anak kos, dan raibnya duit saya di kamar kos. Tiap weekend saya selalu pulang ke rumah dan balik lagi ke kos pada hari senin setelah subuh. Tapi, kali ini saya tidak langsung pulang ke kos. Pulang kerja, lima menit sebelum magrib saya baru tiba di kosan.
Saat saya di depan pintu kamar, saya sudah mendapati keanehan, yang biasanya cantolan gembok itu tidak tertutup, kok sekarang tertutup? Apa bapak kos ngontrol kamar saya? Pintu kamar yang memang dalam keadaan terkunci, lalu saya buka. Dalam keadaan kamar gelap, saya melihat kondisi kamar yang berantakan. Saat saya menyalakan lampu, yang terlihat pertama kali adalah botol aqua kosong tergeletak di atas kasur lengkap dengan sebuah pisau dapur yang saya miliki. Firasat saya mulai tidak enak, saya memberanikan diri melihat lemari.ya Tuhan, benar saja! Celengan dua botol aqua besar saya sudah dibobol maling!
Saya melihat
dua botol itu sudah dipotong rapi. Buru-buru saya adukan kejadian ini kepada
ibu-bapak kos. Mereka panik juga, katanya, baru kali ini anak kos kehilangan
duit. Saya sempat tanya kamar sebelah yang dia juga baru datang ke kos siang
tadi dan kebetulan pulang ke cirebon dari hari kamis, ibu kos juga pulang
kampung dari hari Jum'at.
Oke, lengkap! sekitaran kos sepi pas hari sabtu-minggu.
Oke, lengkap! sekitaran kos sepi pas hari sabtu-minggu.
Anehnya,
tidak ada bobolan pintu atau kerusakan pintu yang memungkinkan si maling
menerobos masuk kamar. Ini seakan si penjahat masuk kamar saya dengan kunci
serep, padahal kunci serep semua dipegang bapak kosan. Dan, bodohnya saya
adalah celengan yang saya simpan di lemari pakaian, tidak saya kunci dan
membawanya ke dalam tas saya.
Musibah ini
kali pertama saya alami (kemalingan duit).
Tidak ada musibah yang tidak membuat kita belajar, right?
Pertama, saya mulai mawas diri dengan tidak membiarkan saya ceroboh lagi.
Kedua, saya jadi terbiasa dengan rasa ikhlas. (Oh, jadi gini rasanya kehilangan harta benda kita).
Ketiga, menambah pikiran positif bahwa musibah ini adalah ujian yang datang dari Tuhan untuk digantikan yang lebih baik lagi atau mengurangi dosa yang pernah saya lakukan.
Tidak ada musibah yang tidak membuat kita belajar, right?
Pertama, saya mulai mawas diri dengan tidak membiarkan saya ceroboh lagi.
Kedua, saya jadi terbiasa dengan rasa ikhlas. (Oh, jadi gini rasanya kehilangan harta benda kita).
Ketiga, menambah pikiran positif bahwa musibah ini adalah ujian yang datang dari Tuhan untuk digantikan yang lebih baik lagi atau mengurangi dosa yang pernah saya lakukan.
Dari musibah
ini, saya juga mengoreksi kemungkinan-kemungkinan kesalahan saya selama ini.
Saya sadar, mungkin saya kurang beramal atau bersedekah, atau mungkin saya
menjauh dari Tuhan.
Bukan bermaksud ria. Memang, saya sadari hampir sebulanan ini saya sudah jarang berdoa. Karena selain mempermudah mendapatkan rezeki, berdoa juga membuat rezeki yang kita miliki terjaga. Kejadian ini membuat saya menyadari kreativitas dari bahan sudah dianggap sampah, padahal mempunyai nilai dan manfaat.
Bukan bermaksud ria. Memang, saya sadari hampir sebulanan ini saya sudah jarang berdoa. Karena selain mempermudah mendapatkan rezeki, berdoa juga membuat rezeki yang kita miliki terjaga. Kejadian ini membuat saya menyadari kreativitas dari bahan sudah dianggap sampah, padahal mempunyai nilai dan manfaat.
Cerita Celengan Botol Aqua
Setelah
pulang kerja, dua botol aqua besar yang berisi duit 5.000 an saya raib alias
dibobol maling!!
Saat itu,
rasanya lemes, kaget. Gimana nggak kaget, duit 5.000 an yang saya kumpulkan
sejak lima bulan lalu di dalam lemari pakaian, sekarang udah nggak ada sisanya.
Mau gimana lagi? Yang ada hanya dua kata: ikhlas dan sabar.
Jadi, kejadiannya
gini...
Saya ini anak kos, dan raibnya duit saya di kamar kos. Tiap weekend saya selalu pulang ke rumah dan balik lagi ke kos pada hari senin setelah subuh. Tapi, kali ini saya tidak langsung pulang ke kos. Pulang kerja, lima menit sebelum magrib saya baru tiba di kosan.
Saat saya di depan pintu kamar, saya sudah mendapati keanehan, yang biasanya cantolan gembok itu tidak tertutup, kok sekarang tertutup? Apa bapak kos ngontrol kamar saya? Pintu kamar yang memang dalam keadaan terkunci, lalu saya buka. Dalam keadaan kamar gelap, saya melihat kondisi kamar yang berantakan. Saat saya menyalakan lampu, yang terlihat pertama kali adalah botol aqua kosong tergeletak di atas kasur lengkap dengan sebuah pisau dapur yang saya miliki. Firasat saya mulai tidak enak, saya memberanikan diri melihat lemari.ya Tuhan, benar saja! Celengan dua botol aqua besar saya sudah dibobol maling!
Saya ini anak kos, dan raibnya duit saya di kamar kos. Tiap weekend saya selalu pulang ke rumah dan balik lagi ke kos pada hari senin setelah subuh. Tapi, kali ini saya tidak langsung pulang ke kos. Pulang kerja, lima menit sebelum magrib saya baru tiba di kosan.
Saat saya di depan pintu kamar, saya sudah mendapati keanehan, yang biasanya cantolan gembok itu tidak tertutup, kok sekarang tertutup? Apa bapak kos ngontrol kamar saya? Pintu kamar yang memang dalam keadaan terkunci, lalu saya buka. Dalam keadaan kamar gelap, saya melihat kondisi kamar yang berantakan. Saat saya menyalakan lampu, yang terlihat pertama kali adalah botol aqua kosong tergeletak di atas kasur lengkap dengan sebuah pisau dapur yang saya miliki. Firasat saya mulai tidak enak, saya memberanikan diri melihat lemari.ya Tuhan, benar saja! Celengan dua botol aqua besar saya sudah dibobol maling!
Saya melihat
dua botol itu sudah dipotong rapi. Buru-buru saya adukan kejadian ini kepada
ibu-bapak kos. Mereka panik juga, katanya, baru kali ini anak kos kehilangan
duit. Saya sempat tanya kamar sebelah yang dia juga baru datang ke kos siang
tadi dan kebetulan pulang ke jakarta dari hari kamis, ibu kos juga pulang
kampung dari hari Jum'at.
Oke, lengkap! sekitaran kos sepi pas hari sabtu-minggu.
Oke, lengkap! sekitaran kos sepi pas hari sabtu-minggu.
Anehnya,
tidak ada bobolan pintu atau kerusakan pintu yang memungkinkan si maling
menerobos masuk kamar. Ini seakan si penjahat masuk kamar saya dengan kunci
serep, padahal kunci serep semua dipegang bapak kosan. Dan, bodohnya saya
adalah celengan yang saya simpan di lemari pakaian, tidak saya kunci dan
membawanya ke dalam tas saya.
Musibah ini
kali pertama saya alami (kemalingan duit).
Tidak ada musibah yang tidak membuat kita belajar, right?
Pertama, saya mulai mawas diri dengan tidak membiarkan saya ceroboh lagi.
Kedua, saya jadi terbiasa dengan rasa ikhlas. (Oh, jadi gini rasanya kehilangan harta benda kita).
Ketiga, menambah pikiran positif bahwa musibah ini adalah ujian yang datang dari Tuhan untuk digantikan yang lebih baik lagi atau mengurangi dosa yang pernah saya lakukan.
Tidak ada musibah yang tidak membuat kita belajar, right?
Pertama, saya mulai mawas diri dengan tidak membiarkan saya ceroboh lagi.
Kedua, saya jadi terbiasa dengan rasa ikhlas. (Oh, jadi gini rasanya kehilangan harta benda kita).
Ketiga, menambah pikiran positif bahwa musibah ini adalah ujian yang datang dari Tuhan untuk digantikan yang lebih baik lagi atau mengurangi dosa yang pernah saya lakukan.
Dari musibah
ini, saya juga mengoreksi kemungkinan-kemungkinan kesalahan saya selama ini.
Saya sadar, mungkin saya kurang beramal atau bersedekah, atau mungkin saya
menjauh dari Tuhan.
Bukan bermaksud ria. Memang, saya sadari hampir sebulanan ini saya sudah jarang berdoa. Karena selain mempermudah mendapatkan rezeki, berdoa juga membuat rezeki yang kita miliki terjaga. Kejadian ini membuat saya menyadari kreativitas dari bahan sudah dianggap sampah, padahal mempunyai nilai dan manfaat.
Bukan bermaksud ria. Memang, saya sadari hampir sebulanan ini saya sudah jarang berdoa. Karena selain mempermudah mendapatkan rezeki, berdoa juga membuat rezeki yang kita miliki terjaga. Kejadian ini membuat saya menyadari kreativitas dari bahan sudah dianggap sampah, padahal mempunyai nilai dan manfaat.
Rabu, 28 September 2016
Prose
Definition of Prose
Prose is a communicative style that sounds natural and uses grammatical structure. Prose is the opposite of verse, or poetry, which employs a rhythmic structure that does not mimic ordinary speech. There is, however, some poetry called “prose poetry” that uses elements of prose while adding in poetic techniques such as heightened emotional content, high frequency of metaphors, and juxtaposition of contrasting images. Most forms of writing and speaking are done in prose, including short stories and novels, journalism, academic writing, and regular conversations.
The word “prose” comes from the Latin expression prosa oratio, which means straightforward or direct speech. Due to the definition of prose referring to straightforward communication, “prosaic” has come to mean dull and commonplace discourse. When used as a literary term, however, prose does not carry this connotation.
Some Common Types of Prose
1. Nonfictional Prose: A literary work that is mainly based on fact although it may contain fictional elements in certain cases. Examples are biographies and essays.
2. Fictional Prose: A literary work that is wholly or partly imagined or theoretical. Examples are novels.
3. Heroic Prose: A literary work that may be written down or recited and employs many of the formulaic expressions found in oral tradition. Examples are legends and tales.
4. Prose Poetry: A literary work which exhibits poetic quality using emotional effects and heightened imagery but are written in prose instead of verse.
Significance of Prose in Literature
Much of the world’s literature is written in a prose style. However, this was not always the case. Ancient Greek dramas, religious texts, and old epic poetry were all usually written in verse. Verse is much more highly stylized than prose. In literature, prose became popular as a way to express more realistic dialogues and present narration in a more straightforward style. With very few exceptions, all novels and short stories are written in prose.
Some of these will be obvious to you; others may not be. All of them make the difference between a novelist who is read and one who is not. So pay attention!
1. Don't Overuse Adjectives and Adverbs
2. Avoid Writing Prose In the Passive Voice
3. Don't Use Weak Qualifiers
4. Avoid Unnecessary Words
5. State Things In the Positive
6. Prefer the Concrete to the Abstract
7. Prefer Simple Words to Fancy Ones
8. Rearrange Sentences for Strength
9. Add Variety to Your Prose
Tip 1: Be clear
Good prose doesn’t try to put up barriers. It might make interesting word choices and deploy an image stylishly, but it wants to be understood – deeply and completely.
So before we write a good sentence we need clarity ourselves.
Tip 2: Develop an ear
Note also that those two examples are long sentences, but easy to read. The writer has a sense for how the words beat in the reader’s mind.
Tip 3: Suit the material
The language dictates the way a story is experienced. It’s the filter over the lens, the music on the soundtrack, the way the shots linger or race across the screen. For instance, thriller writers would like you to be gripped by a pacy beat.
Tip 4: Using notebooks
Senin, 13 Juni 2016
STRUCTURE 2
USING ADVERB CLAUSES TO SHOW TIME RELATIONSHIPS
Using adverb clause adalah dependent
clause yang berfungsi sebagai adverb (kata
keterangan) dan memberikan informasi tentang verb,
adjective,
atau adverb yang berada pada independent
clause dengan kapasitasnya menjawab pertanyaan: how, when, where, why,
atau to what degree.
Adverbial clause dimulai
dengan suatu kata yang disebut subordinate conjunction (when,
after, because, though, etc). Kata ini berguna untuk menjembatani hubungan
dengan independent clause yang diterangkan. Gabungan klausa ini dengan independent
clause dinamakan dengan complex
sentence, yaitu kalimat yang terdiri dari independent dan
satu atau lebih dependent clause.
Macam-macam adverbial clause antara
lain: adverbial clause of time (waktu), place (tempat), cause & effect
(sebab & akibat), purpose & result (tujuan & hasil), condition
(pengandaian), contrast/consession (pertentangan), manner (cara), dan reason
(alasan).
Contoh Adverbial Clause:
|
Complex Sentence
|
Keterangan
|
|
When he cleaned the kitchen, he found a lot of
expired food.
(Dia membersihkan dapur ketika dia menemukan banyak makanan kadaluarsa.) |
When= subordinate conjunction;
When he cleaned the kitchen= adverbial clause; he found a lot of expired food= independent clause |
1. After
ex:
(a) After she graduates, she will get a job.
(b) After she (had) graduated, she got a job.
2. Before
(c) I will leave before he comes.
(d) I had left before he came.
Notes: A present tense, not a future tense, is used in an adverb clause of time.
3. When = at that time
ex:
(e) When I arrived, he was talking on the phone.
(f) When I got there, he had already left.
(g) When it began to rain, I stood under the tree.
(h) When I was in Chicago, I visited the museums.
(i) When I see him tomorrow, I will ask him.
4. While-As = during that time
ex:
(j) While I was walking home, it began to rain.
(k) As I was walking home, it began to rain.
5. By the time = one event is completed before another event
ex:
(l) By the time he arrived, we had already left
(m) By the time he comes, we will already have left
6. Since = from that time to the present
ex:
(n) I haven't seen him since he left this morning.
Notice: the present perfect tense is used in the main clause
7. Until- till = to that time and then no longer
ex:
(o) We stayed there until we finished our work.
(p) We stayed there till we finished our work.
Notice: till is used primarily in speaking rather than writing.
ex:
(a) After she graduates, she will get a job.
(b) After she (had) graduated, she got a job.
2. Before
(c) I will leave before he comes.
(d) I had left before he came.
Notes: A present tense, not a future tense, is used in an adverb clause of time.
3. When = at that time
ex:
(e) When I arrived, he was talking on the phone.
(f) When I got there, he had already left.
(g) When it began to rain, I stood under the tree.
(h) When I was in Chicago, I visited the museums.
(i) When I see him tomorrow, I will ask him.
4. While-As = during that time
ex:
(j) While I was walking home, it began to rain.
(k) As I was walking home, it began to rain.
5. By the time = one event is completed before another event
ex:
(l) By the time he arrived, we had already left
(m) By the time he comes, we will already have left
6. Since = from that time to the present
ex:
(n) I haven't seen him since he left this morning.
Notice: the present perfect tense is used in the main clause
7. Until- till = to that time and then no longer
ex:
(o) We stayed there until we finished our work.
(p) We stayed there till we finished our work.
Notice: till is used primarily in speaking rather than writing.
8. As soon as- once = when one
event happens, another event happens soon afterwards
(Let's go to the theater first and eat afterwards)
ex:
(q) As soon as it stops raining, we will leave.
(r) Once it stops raining, we will leave.
9. As long as- so long as = during all that time, from beginning to end
ex:
(s) I will never speak to him again as long as I live.
(t) I will never speak to him again as long as I live.
10. Whenever = every time
ex:
(u) whenever I see her, I say hello.
(v) Every time I see her, I say hello.
11. The first/ second/ third/ last/ next time
ex:
(w) The first time I went to New York, I went to an opera.
(x) I saw two plays the last time I went to New York.
(y) The next time I go to New York, I'm going to see a ballet.
(Let's go to the theater first and eat afterwards)
ex:
(q) As soon as it stops raining, we will leave.
(r) Once it stops raining, we will leave.
9. As long as- so long as = during all that time, from beginning to end
ex:
(s) I will never speak to him again as long as I live.
(t) I will never speak to him again as long as I live.
10. Whenever = every time
ex:
(u) whenever I see her, I say hello.
(v) Every time I see her, I say hello.
11. The first/ second/ third/ last/ next time
ex:
(w) The first time I went to New York, I went to an opera.
(x) I saw two plays the last time I went to New York.
(y) The next time I go to New York, I'm going to see a ballet.
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