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$