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ESC 757Homework #4Name Kim KerrTopic: Semantic Concepts1. Provide four examples of each of these semantic relationships:Homonym pairs(with definitions)Same soundDifferent meaning Usually same spellingHomophone pairsSame soundDifferent meaning (may differ spelling)Homograph pairs(with definitions)Same spellingDifferent meaning<(may differ sound)>Heteronyms/phones(with definitions)Same spellingDifferent meaning<Different sound stalk (noun, of a plant) vs. stalk (verb, to follow)wood/wouldbow (of a ship)bow (and arrow)desert (to abandon) vs. desert (arid region)Address- location/ verb1. Knew/New1. bass – voice, fish1.Do – Verb, noun (Music note)batter – strike/ cake2. Mail/ Male2. right – correct, - direction2. wind – noun/ verb3. check – test/ bank3. Ate/ Eight;to(preposition)/two(#)/too(also)3. bright – light - smart3. minute – time/tiny4. colon – punctuation, body 4. Pear/ Pair;- Here/ Hear;- Dyed/died 4. save – rescue - preserve 4.record – verb/ noun;- Drawer – wardrobe/ artist Synonym pairsAntonyms pairsPolysemesCapitonymswarm/tepidhot/coldmouth (of a river)mouth (of a cave)polish (verb)Polish (adj.)1. afraid/ scared1. good/ bad (red/blue?)pupil – eye, student; police – verb/noun1.Cancer – constellation Cancer – disease 2. smart/ intelligent2. big/ small2. arm – body, weaponRing – jewelry, boxing2. March – month March - verb3. tired/ sleepy3. sweet/ bitter3.Play – activities, a drama show 3. Turkey – Country turkey – dinner4. beautiful/ gorgeous4. huge/ tiny4. light – sun, weight4.Job – Hebrew name job - work2. Choose one of the semantic concepts from the top row (homonyms, homophones, homograph, or heteronyms) and discuss one idea for teaching it to a group of ELLs. (one paragraph).I would like to teach homophones which particularly stand out to ELLs. Although Homophones may include homonyms, depending on the level I may divide the topics by definition and do two separate lessons. To start off easy, I’d go with same sound, different spelling and different meaning. 472440055626000-6985011430000For deductive learning and student discovery, I would first start with two visuals of each word that has the same sound such as mail/male, pair/pear and ate/eight without the writing. I would let the students know which letter the words start with for focus and when the students figure out the word I would have them spell it in groups, depending on the level. I would ask what the difference in meaning, spelling and sound is. This should lead to a discussion of why the words sound the same but have different spellings and meanings. -70485762000Then I can follow with more examples and the definition of homophones. I can also ask the students to make some up for assessment.Other activities include Homophone matching cards.1447807620000For a follow up lesson, if I plan to do homonyms, I will use homonym bingo (<- which I actually own -_-) and fill in the blank or circle the right one worksheets, where students complete the sentence with the proper homonym. 3. Design an activity for ELLs using one of the pedagogical strategies below:Semantic mappingWord hierarchies (ordering sets of words from least to greatest)e.g. hut > house > mansionSemantic feature analysisDescribe your activity briefly in about a page. 1. State for which level and age your activity is for, 2. State the learning objective(s), 3. Have students create something visual (e.g. drawings, diagrams, etc.) as part of the activity, and 4. Include some way for students to interact with the words in context by reading and writing them in full sentences. 7th grade intermediate ELLs Semantic Features Analysis ObjectivesStudents will learn about and understand classification of semantics through featuresStudents will create group diagrams of given topicsStudents will create their own semantic feature diagram of the topic of their choice Students will learn to apply this to other topicsStudents will use and learn English words Following a mini-lesson on the definition of semantics/ word meanings, I would introduce semantic feature diagrams as a way to display understanding, among semantic mapping and word hierarchies.When introducing semantic features, I would give examples to students from topics they already know such as shapes in math. I will also give different diagram types as visuals for students to better grasp the concept; Given such examples, I would model a diagram with help of the whole class with something student-centered such as videogames or music. For example, we can put the word videogame on top and ask what it includes. Then all the key words that students say will be listed on a board and then we can try to organize it. The final organization may look like: When doing group work I would stress that students follow the top- down model. I would assign them broad and interesting topics like music, art, animals, food etc..For the individual part however, I would let them choose different models such as right – left . I would also have them draft their topic and order, also stressing that the feature choices are completely up to them with the exception that their organization follows their individual rules or logic. This should illustrate the subjectivity of semantics.Students are also able to follow this model with their own language and cultural views. I may even let students form bilingual diagrams for support. After the drafts are reviewed students would then make them on poster board with drawings or magazine cut outs and decorations- to present to the class. To have students interact more with the new vocabulary, I would have them write a short report on why they chose that grouping or organization and what they concepts were behind it,4. Metaphors in popular culture Read NY Times Learning Network article with ideas for teaching metaphors: discuss an idea for teaching metaphors that you got from reading the article or from the lecture and discuss how you might adapt it for ELLs. (circa 2 paragraphs).I like the do–now activity to list a noun. It forces students to shy away from definitions and allows others to see what the word means to them conceptually. Also the word Love is broad enough for everyone to relate to. I also like the use of songs and poems to find examples of metaphors. I think an interesting activity would be “where else can one find metaphors?”I liked the question –?what do we use metaphors for??It also made me think beyond the definition of metaphors. I usually use metaphors to relate things by degree (as an analogy) or to better express how I feel about something, in an artsy way. ?Therefore the guiding questions are quite useful.Why are metaphors so common in love songs? Can you think of any songs that talk about love directly, without using metaphors or similes?What kinds of metaphors do we use to talk about love – in songs and otherwise? What does this tell us about how love is perceived in our culture?Some students are shy to talk about emotional topics but metaphors can also help ELLs express their diverse cultural understandings.One activity I would want to do is have students choose a song or a few (raps included) and underline the metaphors, explaining what they refer to and what their use in that context is. (Some can cheat on the rap songs by looking up meanings on ) Interested students can also write their own songs or poems and complete improv metaphor exercises.5. Fieldwork: Prototype AnalysisDo a prototypical analysis of the word read. Although all of the examples below are examples with the word read, some are better examples than others of what people think of first when they think of the work read. As an example, take the word “green”. Close your eyes and imagine a true green. Now imagine an bluish green…imagine a yellowish green. Although you might still call all of these “green”, they are not as good examples of green…as the “true” green. In short, some greens are more prototypically green than others. The same is true for other categories, i.e., dogs. Some dogs are thought of as more typical dogs than others. The retriever is more typical than the Pekinese.Use the worksheet below to survey 10 native speakers of English to get their ratings of the sentences. Summarize and explain your results in 1 page (typed and double-spaced): Which sentences received the highest rating? The lowest? Why do you think your respondents organize the definitions in the ways that they did? Explain what features seem to characterize the most prototypical examples.I was able to get just 8 surveys done, mostly by Native English speakers or highly advanced ELLs. The surveys were ultimately similar in that the people There was obviously rating differences. Some people percieve the degree of difference, differently so a 5 to someone could be equivalent to the 3 of another, when I feel like I knew they think similarly.What the survey does tell us however is that the closeness to “true” meaning is quite subjective and does vary in degree per individual. Most of the acceptances of read were close to the verb form and dictionary’s definition.The features that characterize the prototypical meaning are therefore; the verb to read, the actions including literature (novel, newspaper, book, story) and the common uses like read music/ lips/ fortune/degree etc.. By survey, the least great examples of the word read were read law, read him like a book respectively. These interpretations are also related to the individual’s exposure to the terms use in that context. Those familiar with law and such jargon wouldn’t find the use of read out of place, but would realize its specific use and different semantic function there. Therefore it’s fair to say that nearly every English speaker include ELLs would understand the easier/definite meaning of words like read, but would require more exposure and specialization to grasp the other quite distant meanings. To that extent, there is some sort of hierarchy of meaning for words with multiple uses and meanings. He read the story to his kids.1 2 3 4 5Joes’ wife could read him like a book.1 2 3 4 5He read the music on the stand.1 2 3 4 5He read the newspaper while eating breakfast.1 2 3 4 5He read law at the University.1 2 3 4 5The deaf woman read the lips of her friend.1 2 3 4 5Tom had his fortune read yesterday.1 2 3 4 5He read the degrees on the thermometer.1 2 3 4 5He read the “stop” sign just before it was too late.1 2 3 4 5He read the novel War and Peace in four days.1 2 3 4 5 ................
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