2020 languages, FOSCO

PROSPECTIVE YEAR 2 SEMESTER 1 FOSCO STUDENTS
Read this and answer the questions on it.
Basic Sentence Patterns in English: Rules and Structures You Need to Know

A. The Basic Elements of a Sentence: SVOOCA

A sentence has two basic elements: the subject and the predicate. a sentence is a group of words that usually contains a subject (S) and a verb (V) and expresses a complete idea.

The subject is always a noun, a pronoun, or a group of words acting as a noun. It is what the entire sentence is about. In a declarative sentence, a subject is all the words that precedes the main verb, in an interrogative, the subject and verb (usually the auxiliary) are inverted. So the subject is the area controlled by the noun.

The subject is a noun, noun phrases, or pronoun that usually comes before the main verb. It also represents the person or thing that acts on the verb, or about which something is stated.

Meanwhile, the predicate I'd the verb area that describes the subject. Take note, verbs do not always have to be action verbs. The English verb can manifest itself as Transitive, Ditransitive, Intransitive and Copula.

Verb, on the other hand, is a word or group of words that describes an a situation. In English there are four situations
1. State situations
2. Action situations
3. Event situation
4. Process situation

Lastly, subjects and predicates can be either simple or compound.


A . A transitive verb is a verb which contains an action in it. The action is done by the subject (logical subject) and the action has a target receiver ( Direct object) So we say a transitive verb is a verb whose actions crosses over(trans) from the subject to the object.(the sufferer, receiver, target of the action executed by the subject) SVO.

B. A Ditransitive verb is a potential transitive verb that takes two objects. The usual direct object and then an indirect object.

An indirect object is originally an object of preposition. I shall give some romantic kisses to you. The preposition to takes the object you.
Grammar requires that as we gradually mature in the language we do away with some minor word classes so in this case we do away with to for the sentence to read "I shall give some romantic kisses you" which you and I, without doubt perceive that the sentence doesn't sound well.

So what next we're required to do is to move the you from its original place to proceed (follow) the verb for the sentence to read I shall give you some romantic kisses. So now the pattern is Logical Subject+Ditransitive verb+ Inirect object + Direct 0bject (SVOO)
Q1. What shall I give?
Some romantic kisses( directly receiving or suffering from the action of giving) Direct object.
Q2. Who enjoys, benefits from what I shall give?
You( benefitting from the suffering of the Direct object) indirect object.
Note that the indirect object is that which follows the verb in the SVOO. All objects are from the noun family.

C. An intransitive verb does not have an object. These can be action verbs or primary auxiliary verbs. Even if there are actions in them and the actions done by the subjects, the actions have no target receiver or sufferer hence its action doesn't cross over (intrans)
The verbs here can decide to function alone with their subjects as in I do, you came, he is, they can, she has, he drinks (SV)
Or they invite only adverbs and prepositions to come in and talk about the verbs only by answering the questions: where, when, how, how often, to what extent, etc. As in
I do honestly
You came yesterday, in the morning
He is passionately, at church
They can as often as you need them
She has always
He drinks on weekends
These adverbs and prepositions function as adjuncts giving us the SVA.

D. Copula Verb: Copula verbs do not have an action in them. Let me say it is the graduate name for linking verbs. Because they don't have actions in them, they do not have any influence on the nouns or adjectives which follow them. These nouns or adjectives therefore are coreferential with their subjects. They complete the idea of the subjects. Hence they are subject complements.
Examples: Fiifi is *a teacher* . N Who is a teacher? Fiifi. Fiifi is what? A teacher.
You sound *so sensible* Adj this morning.
My son became *a fashion designer* N.
It seems *dangerous* Adj to bathe in a deep river.

*Direct Object refers to the person or thing affected by the action of the verb. (He bought a ball.)

*An Indirect Object usually refers to the person who ‘benefits’ from the action of the verb. (He bought her a ball.)

* A complement tells us something about the nature of the Subject or Object. There are two types of complements: Subject Complement and Object Complement.
Subject Complement = She is happy. S=C
Object Complement = He made her happy. O=C

*An Adjunct tells us something about the verb. ( He loves passionately)

Now answer these questions here on fb.
1. Into how many grammatical parts is an English basic sentence put into?

2. The first part of the English basic sentence is the ................which is the ....................... while the second part is the ..................., the ..............

3. The English verb can manifest itself in ............... namely ..........................

4. How does a process verb differ from an event verb?

5. In one sentence state the difference between a state and action verb.

6. In one sentence give the
difference in the manifestation of the English verb.

7. Match the following
Copula Sub comp
Ditransitive Ind obj
Intransitive Adjunct
Transitive Dir Obj.

8. How does a subject Complement differ from an object Complement?

10. The direct object differs from the indirect object because as the Direct object.....................the indirect object.............

11. The Adjunct differs from a subject Complement because as the adjunct
.................. the subject Complement..........

12. From which word classes do the following come from
Subject ..................................
Verb .......................................
Direct object .........................
Indirect object.......................
Complement..........................
Adjunct ..................................

FOSCO LANGUAGES ASSOCIATION
WE USE OUR LOCAL LANGUAGES
FOR CU.TURAL REALIZATION
AND NATIONAL EMACIPATION

WE ALSO USE THE FOREIGN LANGUAGE
FOR SCRUTINIZING INJUSTICES
FOR SOCIETAL COEXISTENCE
AND GLOBAL CITIZENSHIP

WE APPRECIATE OUR LINGUISTIC
AND CULTURAL DIVERSITY
EVOKING OUR HUMAMISM
RESPECT TOLERANCE INCLUSIVITY
WE'RE ROLE MODELS AGENTS OF CHANGE
WITH A POSITIVE TEACHER IDENTITY

CREATING A HARMONIOUS FOSCO COMMUNITY

FOSLANGSA, WE ARE SO SPECIAL
WITH OUR VOICES AND CLEAR SIGHTEDN3SS
WE'RE EMPOWERED LINGUISTICALLY
TO IMPACT THE FUTURE
GENERATION.

WE'RE TRAINING AS LANGUAGE FACILITATORS
WE STAND WITH KNOWLEDGE SO BRIGHT
IN LEARNING SETTINGS OF LANGUAGE
A GUIDING LIGHT

SHAPING MINDS CHARACTERS
AND PERSONALITY
BUT WITH A PATIENT HEART
AND NURTURING CARE

LEADING THE WAY WITH THE NTS
FOR LIFELONG BENEFITS
WITH CRIDICAL PEDAGOGY
FOR QUALITY LEARNING OUTCOMES
WITH GESI AND CORE COMPETENCIES
THEY'LL FIND THEIR VOICES

EMPOWERED WWITH LANGUAGE
TO FIGHT INJUSTICES

FOSLANGSA
WE ARE SO SPECIAL
WITH OUR VOICES AND CLEARSIGHTEDNESS
WE'RE EMLOWERED .INGUISTICALLY
TO IMPACT THE FUTURE GENERATION.

Each of these concepts are ways to create and support student-centered learning. According to Harringon and DeBruler, “Student-centered learning is an approach that aligns all aspects of a school community (curriculum, staffing, finances, technology, facilities, schedules, community partnerships, etc.) in a way that truly focuses on the desired outcomes for each individual student, while accounting for the differences of each student. Blended learning, personalized learning, and customized learning are all models that schools and school districts may choose to implement in order to create a student-centered learning environment” (Harrington & DeBruler, 2019).

Student-centered learning acknowledges that each student is unique, with their own strengths, interests, and learning preferences. It aims to create an inclusive and supportive learning environment that empowers students, promotes active engagement, and fosters a lifelong love of learning.

If you’re uncertain whether or not components of a curriculum are teacher-centered or student-centered, teachthought provides some examples and suggestions.

What is the difference between student-centered learning, blended learning, authentic-learning, personalized-learning, and customized-learning, etc.?

Blended learning is a format of learning for students, one that combines traditional face-to-face instruction with online methods.

Authentic learning is an educational concept that emphasizes student interests and involves real-world problems relevant to learners.

Personalized learning also centers students and their needs for pacing and learning pathways as does customized learning, which consider the unique needs of each child.

Blended learning, personalized-learning, customized-learning, and authentic-learning are ways to support student-centered learning. It too, is a subset of student-centered learning.

4. Inquiry and critical thinking: Students are encouraged to ask questions, think critically, and analyze information. They learn how to evaluate evidence, solve problems, and make informed decisions. Inquiry-based learning is often used to promote active exploration and discovery.

5. Authentic and real-world contexts: Learning is connected to real-world applications and authentic tasks. Students have opportunities to apply their knowledge and skills to practical situations, which enhances relevance and deepens understanding.

6. Self-reflection and metacognition: Students engage in self-reflection and metacognitive processes, becoming aware of their own learning styles, strengths, and areas for improvement. They develop strategies for self-assessment and self-regulation, taking ownership of their learning journey.

7. Teacher as facilitator: The role of the teacher shifts from a lecturer or instructor to that of a facilitator and guide. Teachers provide support, resources, and guidance, while allowing students to take more control of their learning.

The student-centered classroom facilitates learning by increasing motivation and effort.” A student-centered learning environment embodies this ethos of learning as being fun.
There are many ways to uphold student-centered learning. But some of the qualities of this approach manifest in the following ways:
1. Active participation: Students actively engage in the learning process through hands-on activities, discussions, and problem-solving. They are encouraged to explore, inquire, and discover knowledge on their own.

2. Personalization: Learning experiences are tailored to meet the unique needs, interests, and abilities of each student. Instruction is differentiated, allowing students to progress at their own pace and delve deeper into areas of particular interest.

3. Collaboration: Students are encouraged to work collaboratively, fostering peer-to-peer interaction, communication, and teamwork. Collaborative learning promotes social skills, critical thinking, and the ability to work effectively in groups.

Being learner-centered focuses attention squarely on learning: what the student is learning, how the student is learning, the conditions under which the student is learning, whether the student is retaining and applying the learning, and how current learning positions the student for future learning…When instruction is learner-centered, the action focuses on what students (not teachers) are doing” (Metropolitan State University of Denver).

It is important to keep in mind the nuances between student-centered and learner-centered teaching as we navigate our own education as instructors. That said, many people do use the terms interchangeably.
What does student-centered learning look like?

According to TEAL and the U.S. Department of Education, “Do you remember the best class you ever had? The class in which you were most confident? In which you learned the best? More than likely, this was a class in which you discovered new knowledge and felt motivated to learn both by the instructor and by an intrinsic desire to know more.

Communicate clear expectations: Make clear the intended learning outcomes and standards for performance; provide organization, structure and direction for where the course is going.

Encourage student independence: Provide opportunities to develop and draw upon personal interests; offer choice in learning processes and modes of assessment; provide timely and developmental feedback on learning; encourage metacognition to promote self-assessment of learning.

Create a teaching and learning community: Use teaching methods and learning strategies that encourage mutual learning, as well as thoughtful, respectful and collaborative engagement and dialogue between all members of the classroom community.

Use appropriate assessment methods: Clearly align assessment methods with intended course outcomes; provide clear criteria for evaluation; emphasize deep learning; scaffold assessments to ensure progressive learning.

Commit to continuous improvement: Gather formative and summative feedback on your teaching; practice critical self-reflection; consult scholarly literature on teaching & learning; identify clear goals for strengthening your teaching practice (University of Calgary, retrieved July 11, 2023).

All of the lists, however varied, ask instructors to see each learner as unique and distinct individuals.

Is there a difference between student-centered and learner-centered teaching?

According to researcher Maryellen Weimer, “Being student-centered implies a focus on student needs. It is an orientation that gives rise to the idea of education as a product, with the student as the customer and the role of the faculty as one of serving and satisfying the customer…

The ways in which school districts accomplish this personalization of student learning can vary” (Harrington & DeBruler, 2019).

To that end, key principles of student-centered learning vary and number anywhere from three to thirteen in number; for now, there is no definitive list of principles: individualization, interaction, integration. voice, choice, competency-based progression, and continuous monitoring of student needs (Green & Harrington, 2020)

Principles of learner-centered teaching:

Teachers let students do more learning tasks, i.e. let them summarize, draw conclusions, pinpoint difficult areas in the reading, etc.

Teachers do less telling, i.e. get better at asking questions.

Teachers do instructional design work more carefully, i.e. create more in-class assignments
that help students apply cognitive skills to relevant material.

Faculty encourage students to learn from and with each other (self-explanatory).

Faculty and students work to create climates for learning. This is less fuzzy than it sounds. It is about e.g. giving students options so that they accept responsibility for their learning.

Faculty use evaluation to promote learning, i.e. use peer assessment and feedback as a point of departure for a discussion (Weimer, Learner-centered teaching: Five key changes to practice, 2002).

Actively engage learners: Ensure learning material is stimulating, relevant and interesting; explain material clearly; use a variety of methods that encourage active and deep approaches to learning, as well as adapt to evolving classroom contexts.

Demonstrate passion, empathy and respect: Show interest in students’ opinions and concerns; seek to understand their diverse talents, needs, prior knowledge, and approaches to learning; encourage interaction between instructor and students; share your love of the discipline.

Using student-centered learning to guide assessment and outcomes

Student-centered learning, not surprisingly, aims to place students at the center of the learning process, emphasizing their active participation, engagement, and autonomy. So how can you actually achieve this? When lessons are focused on student interests, needs, and abilities, they foster intrinsic motivation. Furthermore, by designing assessments specific to student interests and classroom engagement, educators can uphold academic integrity, because motivated students are less likely to take shortcut solutions.
Learning includes assessment and so too, does student-centered learning; it is a critical intersection between the instructor and student where instructors learn what it is students do or do not know and students receive the feedback they need to further their learning.

Assessment in student-centered learning allows the learner to practice skills and review concepts as they move through the course or program, ensuring that it reflects students' progress, learning needs, and individual strengths.

What is student-centered learning?

Student-centered learning is an approach to education that
places the student at the center of the learning process. It shifts the traditional teacher-centered model to one that focuses on the needs, interests, and abilities of individual students. Learners have opportunities to choose what to study and also learn how and why, because students are actively involved in their own learning, take responsibility for their education, and play an active role in decision-making.

Rather than take a prescriptive approach, “Student-centered learning is about meeting students where they are and giving them what they need, but doing so in a way that meets the needs of each student individually.

It is about giving students the ability to direct their own learning, go at their own pace, and demonstrate what they know in a way that truly shows their understanding.

BELOW ARE SOME DIALECTS OF THE FANTE LANGUAGE:

The Fante Language is an Independent language with different dialects spoken across the region (Agona Mfantse, Gomoa Mfantse, Ekumfi Mfantse, Eyan Mfantse, Ajumako Mfantse, Asikuma/Breman Mfantse, Oguaa Mfantse, Nkusukum Mfantse etc). However, there is only one approved written and learned dialect of this language. The Mfantsi language is a mixture of Etsi and Bono. That’s why we say “Bɔrbɔr bɛto etsi, Esti fri tsitsi” meaning, Bɔrbɔr (Group from Techiman) came to meet Etsi (Indigenous inhabitants of Mankessim at that time), etsi is from ancient days. These are some of the well known spoken dialects;

1. Mankessim/Nkusukum Mfantse: This dialect is spoken by the people of Mankessim, Saltpond, Anomabo and their surrounding towns example is Cassiel Ato Forson. It is also the approved learned and written dialect of the Fante Language. The first Fante bible was written using this version.

2. Oguaa/Edina (Cape Coast/Elmina) Mfantse: This dialect is spoken by the people of Cape Coast, Elmina, Ekon, Moree, Eguafo, Komenda and their surrounding areas, example, YVONNE NELSON. There’s not much difference between this dialect and Mankessim/Nkusukum dialect. The Fante Methodist Hymns Book is written in Cape Coast Mfantse

3.Takoradze Fantse: This is the most popular Fantse in Ghana at the moment, it's also known as Taadii Fantse and it's commonly spoken by Kofi Kinaata and Cooking with Sindaco

4. Abora Mfantse: Spoken by the people of Asebu, Abura Dunkwa, Abakrampa, Edumfa and their surrounding towns. There’s some difference in pronunciations of some words and their tones in this type of dialect compared to others.

5. Gomoa Mfantse: Spoken by the people of Gomoa Ojobi, Fetteh, Krakraba, Apam and all Gomoa towns. There’s some difference between this type of dialect compared to Cape Coast or Mankessim Fante.

6. Agona Mfantse: Spoken mainly by the people of Nyakrom, Swedru, Abodom, Nsaba and their surrounding towns. There’s som

What are the benefits of talking less?

People want you to express your opinions on vulnerable issues to quote you later and hide behind your back: ‘He said that.’ If you speak less, people are forced to assume certain things about you that you can deny later. You can change your views at convenience: “exactly, that's what I thought." You can confuse people and not let them judge you. Sometimes taking a clear stand in grey areas makes you vulnerable to embarrassment. It's better to stay silent, and later you can support the winning argument and maintain your intellectual status. But don't do this every time.Staying silent gives an opportunity to think, analyze and react with wisdom. Speaking more sometimes puts you in a fix; you respond to incomplete communication and mess up the situation. A person wanting to appreciate you starts with little criticism. However, you react to criticism and shun that person. Later when you understand their intentions, you feel sad and embarrassed. Sometimes, people use emotional words and trick you into letting out your secrets: “so how was your discussion with X?” “Awesome,” you reply. However, previously, you mentioned that you didn't meet X. It's impossible to take back words. However, it's possible to let them out after thinking.Your words carry much more value if you speak less. Keep swearing day and night; no one will value your words; the one who promises once in a blue moon would be respected. Keep criticizing day and night; people wouldn't bother, and criticism once in a blue moon would be heard and taken care of. You will be heard more and carefully. People who speak a lot end up being ignored or taken casually. Talk less, people wait to listen to you; they eagerly listen to you because it's human tendency to respect what's in shortage.Needing to say more makes you think only about the next words to say, the best words to defend your ego, not to be judged and loved. Your mind loses focus from the matter of importance and stays stressed to get out words after words. Your point of focus here comes down to ego satisfaction and not the subject matter of importance. You hurry, make mistakes, then defend yourself and find better words. This is unnecessary engagement of the mind. Feel calm with silence; you don't need to prove anything. Silence brings inner peace and helps you focus.

Be silent in the heat of anger.
Be silent if you don't know the full story.
Be silent if your silence can save bonds.
Be silent if you can't talk without yelling.
Be silent if your words can destroy a friendship.
Be silent if your words can offend a person.
Be silent when you feel too emotional.

Hello my dear students. Good morning to you all. Today we are discussing word formation processes in English.
By the end of the lesson, every learner will be able to
Learning indicators
1. Describe the basics of how words are formed in English
2. Explain the doubts on the history of how some vocabulary come into the English language
3. Acquire the skill of competency in the use of language in your learning and teaching career
4. Find the knowledge in this lesson as a useful springboard for advanced studies in vocabulary building in English.

Today, I'm using lecturrette method because at 6:30a.m hmm, I don't have to worry you much.

Every language has the capacity to create new words and in English new words are formed through
a. Inflectional processes:
a. Present, past, and perfect forms of verbs eg.go, went and gone
b. Plural and possessive forms of nouns: boys, girls, men, men's, JoJo's
c. Information on number: 1st, 2nd, 3rd person forms that agree with the verb forms
d. Comparative and superlative forms of adjectives: clearer, darker, noisier, clearest, tallest, handsomest.

2: By derivational processes: We get new words by adding derivational morphemes to roots/base/stem forms eg: nation-national- nationality- nationalize- nationalization.

3. Affixation
a. Prefixation: adding affixes at the front of all words eg: en throne: enthrone, dis order: disorder, mis apply: misapply.
NB: i. some prefixes have more than one meaning. Eg. Unexpected meaning not expected and unwrap meaning remove the wrapper.
ii. some of them are used only in scientific and technical terms in some compound words eg. Biodiversity, euroculture,, technocrat, psychoanalysis.
iii. They occur to portray some general meaning

Negation: amoral, atheist disobey, disbelief, incomplete, ingratitude, nonsmoker, unwise.

Reversal: deforest, disconnect, undo

Disparaging: (critical of something) maltreat, mislead, pseudoprofession

d. Size of degree: arch-angel, co-habit, hypertension, minishirt, outclass, overrun, surcharge, superman, ultrasound, undercharge, vice- chairman subconscious.

Orientation: anticlockwise, antisocial, auto suggestion

Location and distance: foreground, foreleg, extra terrestrial, intermarry, intravenous, pan African, transplant.

Time and order: ex husband, foreshadows, preschool, prototype, recycle, post modern

Number: bicycle demigod,dioxide multinational, polytechnic,semicircle, unisex.

Intensifying effect: neo (later/recent kind of) neocolonialism, meta(beyond the ordinary) metaphysical, multi(many) multimedia, hyper(much more than usual) hyperactive, arch(highest rank) archbishop.

2. Suffixations
[3/31, 10:06 PM] RUBY JECTY: Kitchen/ette, pore/ous, time/less, neat/ness, announce/ment
In affixation process has this characteristics
a. Operand: Root/ base/stem of existing word
b. Formative: the affix to combine with the root
x. Derivand:the new word that is created.
Operand. Formative. Derivand
Boy. hood. Boyhood
Special. ist. Specialist
Calculate. mis. Miacalculate

4. Conversion: Functional shift
Without adding any affixes, one word can be changed to another word class.
Noun/Adj. Verb
A good buy. I buy mangoes
An empty house. Empty the house
Present. Present
Import. Import
Refuse. Refuse.

5. Compounding
Two or more free morphemes combine to form one new word. Though the word appears to have two or more words, it functions as a single unit
Noun compounds
Soft/ware
Home/sick
Dining/Hall
Swimming/pool
Walking/stick

Verb compounds
Breast/feed
Dry/clean
Fast/track

Adjective compounds
Wide/spread
Hand/woven
Tailor/measured

6. Reduplication
Doubling an entire free morpheme (total reduplication) or a part of it (partial reduplication)
Ding dong(partial:slightly different) (sound of a bell)
Hahaha
Ticktock (sound of a clock)
Rat-a-tat ( sound on a door)
Moo-moo (sound of a cow)
Bow-wow(sound of dog)
Flip-flop (sound of a movement)
See saw
Ping-pong
Zoom-zoom
Dilly-dally
Higgledy-piggledy
Hanky-panky
Pooh-pooh

7. Blending
Parts of two words: the beginning of one and the ending of the other combining to form a new word
Smog:smoke and fog
Moped: motor and pedal
Brunch: breakfast and lunch
Infomercials: information and commercials
Infotainment: information and entertainment
Telecast: television and broadcast
Motel: motor and hotel.

8. Clipping:shortening a word by removing one or two syllables
Exam, dorm, plane, lab, advert, photo
Can you tell from which words these examples are clipped from?

9. Acronymy
There are three types of acronymy
a. Acronyms: Forming a new word by taking the initial letter sounds of the words of a phrase and joining them into a combination that is pronounceable as a separate word. This is a very productive word formation process
NATO; North Atlantic Treaty Organization

LASER: Light Amplification through the Stimulation Emission of Radiation
RADAR: Radio Detection and Ranging.
FANTA: For All Nonsense Take Akpeteshie
GHANA: God Has Appointed Nkrumah Again
FOSCO
GHAMSU
CHRAJ
ECOWAS
GUINNESS

b. Initialism: Where the initial letters of the words are pronounced individually
OAU:
UFO:
NGO:
GCE
WHO

c. Where the letters represent elements in the compound or just part of a word
TV
TB
ID

10. Coinage: ( Neologism)
Words created out of thin air. It is believes that when Queen Elizabeth accidentally uses a word on an occasion or consciously coins a word, (nonce word)the community adopts it in usage. It then stands as a coined word item. This is referred to as neologism
Kodak( a brand of camera film)
Pooch: a dog
Snob
Blurb
gubble
foot-brawl ( physical violence during the game of soccer)

11.Eponymy:
Places, inventions or activities named after people somehow connected with them
Washington D.C (George Washington
District Columbia named after Christopher Colombus
The tile Kaiser (German) and Tsar( Russian) formed the name Caesar in Julius Caesar.
Ohm and Watts in Electricity named after George Ohm and James Watts

12. Borrowing
This process involves language contact situation where one language adopts some words and expressions from another language. It can be an adoption of single lexical items, whole phrase, idiomatic expression and at times it may be a word-for-word translation form of lending language into the borrowing language. The borrowed items are described as loanwords while the word for word translation ones are called calques. The benefits of loan words to the English language includes
1. English will have a lot of words to describe many situations. There will be a large stock of synonyms for same objects or concepts. Eg. Handsome: attractive, pretty, beautiful. Eat: munch, musticate, devour. Surrender: yield, cede, relinquish, submit. Dress: attire, costume, apparel, accoutrement.

2. English has a stock of several words to describe one single experience. Eg. For the act of taking life we have: killing, slaughtering, assassination, murder, ex*****on, battering su***de, slaying, patricide, fratricide, genocide, martyrdom.
3. Through the adoption of morpheme features from other languages, we can create a lot of new words. Eg. From -able and -ible we can have readable, incredible, digestible, eatable. From -or or -er, we can have teacher, auditor, tutor, creator. etc. When we come to word classes, we will see a lot of them.
Words borrowed from other languages

a. French: brassiere, lieutenant, embezzle, campaign, assault, tailor, supper, govern, broil, mason, carpenter.

b. Latin: diet, rhetoric, surgeon, alms, affidavit, spectrum, sponsor, pope, propaganda, memorandum, quorum

c. Greek: catastrophe, adenoid, epilogue, theology, botany, drama, psychiatry, episode, omnibus, scene, via

d. Spanish: cockroach,mosquito, vigilante, cafeteria, cigar, guerrilla, ma*****na, tornado, vanilla, tuna, renegade

e. German: Kindergarten, noodle, lager, ouch, poke, loafer, hum

f. Scandinavian Languages: saga, doze, clumsy, law, nag, billow, ski, geyser, them, their, they

g. Italian: balcony, motto, attitude, opera, piano, stanza, studio, umbrella, tempo, fiasco, alto

h. South Asian Languages (Indian, Pakistan, Bangladesh, Sri Lanka)
calico, curry, jungle, bungalow, thug, loot, indigo, pajama.

I. Dutch: bow, commodore, cruise, dock, freight, lighter, pump, yacht, buoy, curl

j. Arabic: algorithm, myrrh, giraffe, mosque, sirroco, sultan, emir. David Crystal(1995) The Cambridge Encyclopedia of English Language

13. Suppletion and morpheme internal changes
Goose-geese, foot-feet, see-saw, run-ran, swim-swam, etc.

14. Regional variation of the language
BrE. AmE
Trousers. Pants
Holiday. Vacation
Hire purchase. Installments
Waistcoat. Vest
Mudguard. Fender
Queue. Line
Booth. Trunk