Homework #4/ESC 757: Language and Linguistics, Fall 2013
Name Cristina Giansante
1. Provide four ea!"les of eac# of t#ese se!antic relations#i"s: Homonym pairs $%it# definitions& Homophone pairs Homograph pairs $%it# definitions& Heteronyms $%it# definitions& 1. bow $v& ' (end for%ard %it# res"ect bow $n&) of a s#i" 1. aid*aide 1. (ass) fis# (ass) voice*instru!ent 1. rela+) race rela+) to "ass along 2. fair $ad,&) accordance %it# rules fair $n&) e#i(ition or !ar-et 2. "rinci"le* "rinci"al 2. "resent) gift "resent) to s#o% 2. "ro,ect) tas- "ro,ect) to s#o% $!ovie& 3. (at $n&) (ase(all (at (at$n&) nocturnal fl+ing !a!!al 3. ate*eig#t 3. tear) to cr+ tear) to ri" 3. o(,ect) ite!*t#ing o(,ect) "rotest .. (ear $v&) carr+ (ear$n&) !a!!al .. (eat*(eet .. record) to %rite record) #ig# "ast ac#ieve!ent .. %ound) in,ur+ %ound) coiled u" Synonym pairs Antonyms pairs Polysemes Capitonyms 1. s!all*little 1. love*#ate 1. s#i" $vessel& s#i" $trans"ort goods& 1. !arc# $v& /arc# $n& 2. teac#*instruct 2. old*ne% 2. fl+ $(ug& fl+ $travel on "lane& 2. Lent $n& lent $v& 3. faint* "ass out 3. (u+*sell 3. "icture $i!age& "icture $for! !ental i!age& 3. Scotc# $ad,& scotc# $n& .. cruel*!ean .. fast*slo% .. !atc# $co!"etition& !atc# $t#in "iece of %ood !ade to !a-e fire& .. 0ice $n& nice $ad,& 2. C#oose one of t#e se!antic conce"ts fro! t#e to" ro% $#o!on+!s, #o!o"#ones, #o!ogra"#, or #eteron+!s& and discuss one idea for teac#ing it to a grou" of ELLs. $one "aragra"#&. When teaching homophone pairs to a group of ELLs one way could be to have the students first listen to a read aloud such as A Chocolate Moose for Dinner by Fred wynne! or any Amelia "edelia "oo#s$ %he students will visually see and understand how some words may sound the same but are spelled and mean different things& After the read aloud they will be split up in pairs where they will loo# at inde' cards with the homophone pairs on them along with images to help differentiate$ %he first lesson they will receive commonly used homophones such as (here)hear!* (four)for!* (be)bee!* after they have spent some time reviewing they will write the homophone pairs! on their (+air of +ears* and will illustrate a drawing of the word$ After they have accumulated ten or more cards over a few lessons! they will be able to play a matching game with their (+air of +ears$* 3. 1esign an activit+ for ELLs using one of t#e "edagogical strategies (elo%: Semantics Hierarchy Lesson Plan Intermediate ELL Objectives: The students will be able to: E'amine word families and order related words by degree or intensity Determine when to chose words that are appropriate for conte't Complete hierarchy chart Complete fill in the blan# word families activity sheet Procedure: Before Learning ,tudents will view images of word families and noun groups such as +ond! -iver! La#e or Cassette tape! CD! .+od$ %hey will be as#ed to share their observations of word association ,tudents will be prompted to discuss how they came up with the association During Learning Class will discuss how the choice of a word can influence writing strength and paint visual pictures ,tudents will be introduced to the hierarchy chart/ this will help the students visuali0e order %eacher will guide the students through an e'ample of how to place word families into hierarchy chart and e'plain importance on how these selections can affect meaning and conversation$ After Learning ,tudents will wor# in pairs to e'amine word families and place them into hierarchy pyramids$ 1nce students have completed hierarchy pyramid they will receive an activity sheet that includes a word ban#! with word families$ %hey will write one sentence for each word to show the differentiation of the words$ o E'ample2 3ouse! 3ut! Mansion My family lives in a house in 4ew 5or#$ My rich uncle lives in huge mansion in Connecticut$ When . went to 3awaii . saw tiny huts on the beach that people lived in$ .. /eta"#ors in "o"ular culture While reading Figuratively ,pea#ing2 E'ploring 3ow Metaphors Ma#e Meaning by Amanda Christy "rown and 3olly Epstein 16alvo! . found several ideas for teaching metaphors that were very appealing to me$ . really en6oyed how they discussed teaching metaphors through songs7 this not only engages the students but it appeals to them$ %his method could be adapted for ELLs because it utili0es information they already #now and are interested in$ ,ongs could be pic#ed that are popular to the students and as a class we could dissect them and locate metaphors$ ,tudents! even ELLs! use metaphors 8uite often in their conversation! so this method could help them notice and understand what they are saying$ A good way to start the lesson would be to ta#e a popular song lyric and put it on the board$ For e'ample! 9aty +errys song Firewor#/("aby youre a firewor#*$ %his is a well/#nown song to almost every student and will spar# a 8uic# discussion$ %he class can discuss what 9aty +erry means by this line and then the teacher can pull together what the students are saying and define what a metaphor is$ 1nce the class has an understanding of a metaphor :making absolute sure they arent con!using it with a similie""; the class can move onto the ne't e'ample$ %o chec# for understanding and reinforce the idea of a metaphor the teacher can put up (Love is<<<<* on the board! 6ust li#e in the article$ %he students can begin to list words that could potentially fill in the sentence and the teacher can copy these onto the ,mart "oard$ Again! the teacher can support the students and guide them to the proper word selections$ 1nce this is complete students will have a chance to write five metaphor sentences in their writers noteboo# that they would possibly want to e'pand on in the future$ . thin# the only difference in the way . would adapt it and the way it is discussed in the blog is that . wouldnt have the ELLs searching for metaphors in pop culture articles and songs 6ust yet! they may confuse themselves and reinforce the wrong thing$ . believe if they write their own they will have a better understanding and it could lead to a further Writing lesson or unit& =$ Fieldwor#2 +rototype Analysis When . conducted the survey on the word (read* . got an array of responses from individuals7 most of which #ept saying this was difficult because technically theyre all correct$ . did however encourage the participants to associate the word with what they immediately thin# of when they loo# at the word read :)r>d) or )rid);$ %he highest rating was for number nine! (he read the (stop* sign 6ust before it was too late$* .m not 8uite sure how this was interpreted as the (best* e'ample to be completely honest$ Although . also see read as )r>d) . presumed number four would be the best$ . feel as if reading the newspaper is the most (true* e'ample$ %here is no play on words or metaphors in that e'ample! yet this scored about average$ %he one to score the lowest rating was number five! (he read law at the ?niversity$* . also hypothesi0ed this would receive the lowest rating because in conversational and even formal English we normally say! (study law$* %his seems to come off as perhaps a phrase used in England7 it seems very proper$ While e'amining all of the surveys . noticed some participants completely over thought what to rate the sentences at and often went (in the middle* for most$ . also noticed some stuc# with their vision of read :)r>d) or )rid); and rated the sentences only using the word in one set pronunciation and understanding$ For e'ample! in survey number nine! the participant only pic#ed number two as the best match and the rest not very good or poor matches because she viewed the word as )rid)$ . also noticed the sentences with the most e'act (act* of reading scored higher overall than the metaphorical sentences$
Division Memo No 118, S.2020 - ADDENDUM TO DIVISION MEMO NO 109 S.2020 RE INVITATION TO APPLY FOR RANKING FOR PROMOTION TO MASTER TEACHER, HEAD TEACHER AND PRINCIPAL POSITIONS