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Tiêu đề Exceptional Expressions for Everyday Events
Tác giả Alice L. Folkins, Elfrieda H. Hiebert
Trường học TextProject, Inc.
Thể loại textproject
Năm xuất bản 2011
Thành phố Santa Cruz, California
Định dạng
Số trang 174
Dung lượng 23,5 MB

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  • Level 1: Weekly focus word and its word cluster ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã 4 (9)
  • Level 2: Using the weekly focus word for a lesson on a word feature ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã 5 (10)
  • Level 3: Using everyday words for intensive word study ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã 6 (11)

Nội dung

Weekly focus word and its word cluster ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã 4

Teachers are encouraged to select a focus word each week, incorporating it into daily activities Creating a word map with synonyms for the chosen word can enhance understanding Frequent reminders and discussions about this word can be integrated into various transitions throughout the school day, such as organizing tasks and moving between activities.

Students can utilize blank forms to document information about their learning environment or note synonyms of focus words Educators may also inspire students to create personalized methods for tracking new vocabulary and the evolving meanings of familiar words.

A school principal may propose that the entire school adopt a weekly focus word, enhancing vocabulary development Some institutions have taken this initiative further by displaying words from the weekly cluster, such as "commendable," "gratifying," "congenial," "recherché," and "stupendous," on the school announcement board This practice encourages students to engage with new vocabulary in a meaningful way.

Once a word is introduced, it should remain visible to reinforce learning Teachers can maintain a word display on chart paper or a whiteboard, allowing students to contribute to the word cluster throughout the school year For instance, in a fourth-grade classroom, students added synonym cards to enhance their vocabulary The aim is to cultivate a rich and enriching daily language experience in the classroom.

Using the weekly focus word for a lesson on a word feature ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã 5

Vocabulary expansion focuses on understanding the systems behind words rather than just memorizing them This method is central to the E4 approach The British National Word Corpus indicates that English has around 750,000 words, many of which are archaic or share root forms, such as "adapt" and its variations Even after excluding these archaic terms, approximately 325,000 words remain, highlighting the vastness of the English vocabulary Schools could greatly benefit from incorporating this expansive view of vocabulary into their curricula.

“word a day” approach for each of the 180 days of a school year to teach these

Teachers can enhance their weekly lessons by focusing on a specific feature derived from the information students gather about a designated focus word It is recommended that educators summarize these features through clear statements during discussions The accompanying chart serves as a useful tool for teachers to review and reinforce these concepts with their students.

Word Networks: Words are part of families or networks When you learn the members of word families or networks, your vocabulary grows.

Synonyms are words that share similar meanings, often linked to other words Many new terms encountered in literature have meanings that closely align with those of familiar words.

Morphology: Many words belong to families of words that have the same root words and meanings.

Multiple Meanings: Often, the same word has different meanings and uses.

Phrases: When a word is part of a compound word or a phrase, its meaning can change.

Word Origins: Many words in English came from French French has a close connection to Spanish The French/Spanish connection can often give clues about an English word’s meaning.

Using everyday words for intensive word study ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã ã 6

Our lessons offer extensive information on word features to support intensive word study While we provide guidelines for word selection and lesson focus, the specific direction is ultimately up to the teacher We emphasize that lessons should be brief yet consistent, incorporating meaningful discussions and regular repetitions of Word Reminders In summary, short and consistent lessons are more effective than infrequent, lengthy sessions.

The selection of vocabulary in lessons should be tailored to the students' grade levels, with Romance words being more suitable for middle graders (third to fifth grade) than for younger students in K–2 It is essential to choose words that allow students to explore multiple features of language at once, enhancing their understanding and engagement.

Table 1 outlines various word features that highlight their semantic richness, making it essential to incorporate synonyms into lessons Additionally, other characteristics from the list can be further explored These words, originating from the Romance layer of English, are particularly relevant for this purpose.

Members of large morphological families, these words demonstrate semantic connections to synonyms, allowing students to explore the formation of Romance-based vocabulary Additionally, the clear Spanish cognates of these words provide native Spanish speakers with a solid grounding in academic and literary English This connection to Spanish also benefits native English speakers and speakers of other languages by revealing fundamental aspects of our language.

For K–2 students, teaching the comparison of emotions through words like "happy" and "sad" or "quiet" and "loud" is essential Incorporating lessons on how to modify these words with endings, such as "happier" and "happiest," can enhance their understanding of language and improve their vocabulary skills.

To enhance vocabulary acquisition, students should have numerous opportunities to use words in various contexts, including writing, discussions, and word games These engaging methods are far more effective in helping children master new vocabulary than traditional teacher-led Q&A sessions Here are some of our preferred strategies for effective word learning.

Students can enhance their understanding of word relationships by organizing a group of words along a continuum of intensity For instance, when considering the words "ask," "question," "inquire," "quiz," "interview," "probe," and "interrogate," they can be arranged from the least to the most intense action This exercise not only aids in vocabulary development but also fosters critical thinking skills.

Encouraging students to illustrate nouns is relatively straightforward, while depicting verbs can be more challenging However, students can be motivated to create drawings of individuals performing specific actions, such as lumbering The creative representations of words like "courageous," illustrated by a firefighter, and "resilient," shown through a hard hat, demonstrate that students often exhibit greater inventiveness than adults in expanding their understanding of vocabulary.

• Describe it in a sentence: Margaret McKeown (1993) described the need for

"Child-friendly" definitions are best articulated by children themselves, as they naturally convey meanings in a relatable manner However, McKeown warns that both children and college students often opt for the easiest explanations, which can oversimplify complex concepts.

Scott, J.A., Skobel, B., & Wells, J (2008) The word-conscious classroom: Building the vocabulary readers and writers need New York, NY: Scholastic, Inc.

Exceptional Expressions for Everyday Events

An everyday event in classrooms revolves around listening—listening to peers, teachers, CDs, DVDs, announcements on the school sound system, and so on

Listening is an integral part of learning.

The verb "listen" is commonly employed to denote the act of hearing attentively, as when teachers instruct students to listen carefully to a guest speaker Additionally, it can describe the act of paying attention, illustrated by a student expressing frustration to a friend or teacher about someone not listening Furthermore, "listen" can serve as a command, emphasizing the importance of attention, as in the phrase, “Listen! It’s important to hear the announcement.”

While "listen" is primarily recognized as a verb, it can also function as a noun For instance, one might request someone to give an idea or a song a "listen," indicating the act of experiencing something through auditory engagement.

• How is listening different from hearing?

• How might vigilant listening differ from observant listening? Listening circumspectly and listening respectfully?

• What are some things we can do to help others listen to our ideas?

The word "listen" originates from the Old English term "lysna," used in the northern British Isles, while the Spanish equivalent "escuchar" is not a cognate Interestingly, none of the synonyms for "listen" have corresponding cognates in Spanish.

The idiom "lend me your ears," originating from Shakespeare's Julius Caesar, signifies a request for attentive listening It emphasizes the speaker's desire for the listener's full focus and engagement with the forthcoming message.

Talking is a fundamental aspect of human interaction, prevalent in various settings such as classrooms, playgrounds, and lunchrooms In schools, students engage in conversations with each other, while teachers communicate instructions and provide guidance Additionally, students interact with teachers to answer questions or voice concerns By exploring the different forms of communication, we can enhance our understanding of everyday interactions.

The term "talk" functions as both a verb and a noun, referring to verbal communication through speaking rather than writing Our manner of speaking reflects our emotions and intentions, resulting in various forms of spoken communication Different styles, such as shouting, whispering, or preaching, express distinct attitudes from the speaker, influencing how listeners respond to the message.

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