Synonyms
To grin is to 'smile.
To hand out is to distribute.
Oppopites (Antonyms)
The opposite o short is tall.
The opposite of short is long.
B. Analogies
Right is to left as up is to down.-Right is to wrong good is to had.
phrasing
10, Morphology
. prefixes (changing the meaning) xploting appoeitea :
im/ax
in /ex
in
im
it
un
Pr anti-.
import include
eXport exclude inhuman
deiicat indelicate
conceivable inconceivable
postai:pis limpobeible
patient'` impatient.
perfect imperfebt
regular irregular
respective irrespective recOncilable irreconcilable
legal illegal
legitimate illegitimate
legible illegible
believable unbelievable .necessary unnecessary
kind unkind
pro-war pro-Nixon pro-communist
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anti-war anti-Nixon anti-communist
Morphology contld.)
sUffixes (changing the part speech
expanding nouns tc.include adjectivesand adverbs less/ful
expandingiverbs:to include nouns a person who:.
mines
stems roots
-1. Underline the parts of words in each the same.
cup that are
local, locate, location, allocate, dislocate sign, signal, 'signify, resign, depAgnatJ.on handy, handful, unhand, lefthanded, handyman How many words can you make with these word TOO a
day Monday, birthday, daylight care careful, carefree, uncaring, centr central, centrifugal,'centre, vict-, victory,; evict, convict, victim
45
UeinuText
Words in Conte Slosh Exercses_
Using nonsense wdrds that students must be able to 'define from the context, with a list of questions about the text. Students know this is s game from the beginning. It-is not a. testing technique.
It is teaching how to.find the meanings of words.
Example: Building a Snerf
\ These days. in 'America, it is very difficult to _build a snarl's. For one thing, sneifs ere 'very
ex-pensive though dome snerfs ere nelder than others, depending on their klib. I haVe alWays wanted a gerbel snerf in the ditzel. I don't have a large family Ad a gerbel.snerf is more appropriate. And I have always loved theditzel,'better than cities with their noise and smog. The noises of thj.dittel are much morn pleaaent-to-the Aar. It's so beauti-ful to go. for a walk there and listen to the sounds of twirdling ferps.. You almodt fever hear a ferp in the city., ,
1. Why is it difficult to build a snerf?
2. What kind of snerf does the writer want?
World a gerbel.snerf be neld or expensive?
4. Where does the writer wish to- live ?'' .1.
5. Why.is a gerbel snerf in. the ditzel preferable to a gerbel Brice in the city?
6. What Can yoU hear in the ditzel that you cant hear in-the city?
7. Whet kind of noise'doep s ferp make?
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Words In-Cont x Ellack-out-tXeroises
_Present a<<paagage With certain keywords blacked-out, but not so as:to---ebscurethe--total,ffieening of the pesstage. Have the students read-the passage in small groups, asking each other questions until
they pre sure they understand the passage. Then-ask for words that could go in the blacked -out areas. The students should understand how this skill can improve their ability to guess at meanings of strange words in .tests (state exams,btc.) and in general reeding._
They. will.incresse their reading speed andcomprehension lessen their dependence on a dictionaTY.
Example.
TheiighMen
Fie' Up swiftly on his horse, both hot and IMINNIMMOMOM Di amp un ti ng , he wen t IIMMandir to the bar and ordered.a tall, beer. No one .khew exactly who he was becausehe wore simmaill
over his eyes, but they had all heard of this man and were
,
"It's the Valiatataaft,Man,"they to each other in horror.
(Answers:) 1. Masked 2. galloped 3. dusty 4.
directly_
5. cool 6. mask 7. afraid 8. Masked
9. whispered
47
1z12113...EElE4LE
1.
. %
Take a match from the matchbox.
2.. Strike the match against the flint.
3.. Touch the lighted match to the wick.
4. Wait until the wick catches fire.
5. Take, the match away'from the candle.
'6. BloW,out the match.
An operation is the easiest ways for a language learner to learn to use complex verbs and vocabulary. It is an active rather than a pessiVe,learnino experience. Italso allows a teacher to solidify/test the students' comprehension of tense manipulation in realsituations, e.g.: Whet are-you going to do? What are you doing?' What hoc, he just done? -,What did ydu do first?
An operation is a series cf directions, in the imperative, that teach studente how to perform a function. It.cen be using a pay phone, a cassette player, a flashlight. It can'be-eating a piece.
of -candy or cooking 'ribe. In operation can be just about anything that requires a series of specific actions for the completion of a function.
1.= An operation'should be on en B x 6 id: no more hen e lines and no more than eight words per line.
It should be introduced in the imperative form.
It. can be taught like the presentation of a dialogue.
The subject of the opera4aon.shouid be present in the clasa-roam, because pal;t of the function of an operation is to reinforce learning thrdugh visual and tactile aids.
An operation helps students sequence information, practice giving directions,- ind explain the actions of others in real situations.
It also povidep them with the opportunity to learn vocabulary In. the context of a real situation, rather than having to depend on a dictibnary or lengthy explanation.
ADAPTING OPERATION TO MAPS AND DRAWINGS AND TO KNOWN ENVIRONMENTS How _oget to the post office -om-the.School.
How to get to my house from the past office.
- How to get to the capital from our town_
48
+,
CHAPTER, 4:
READING
The direction of this chapter moves from using techniques to .daVelap the ability to read a passage written in English'
(eleman-tary) to using the passage as a means.for building other language end reading skills (advanced). Each technique provides an envir-onment for the language learner to work, 3n different skill areas.
Next to each technique is a list of the-skills that can be dev-eloped by using this technique.
For further ideas on using a reeding-passage as a-springboard to otber language. skills, see the-chepter on Conversetie0, the. chap-.
ter on Games, and the appendix on Question's.
The'techniques In some cases require books and other reading matter often. not available to a class. Potential- sources for materiels are: a USIS branch, Peace Corps'Weshington, the Brit h Couqcil,_and-mission libraries(Americen, English, Australian,
etc.). Potential subjects can be current events (newspapers or magazines), photographic adventures (National Geographic), or manuelia on water purification, irrigetion, sanitation, disease carriers, at cetera.
ORAL READING TECHNIQUES
_OhniOr_Rciedinst
Read the passage aloato.the studente.
Read again, by phrase group, havingthe..
students repeat the phrase by reeding from theirown.texte, until the passage is complete.
1: Once upon a'time (pause) Ss: Once upon a time...
T: there were three bears (pause) Ss: there were three bears....
Choral Reading II
Read_the text eloudw thout letting the atudents see it. After completing the passage, ask students questions about the content. Students practice..their own reading at the end of the exercise.
Choral_ Reading_III
Divide 'the text into narrator and speaker roles, asking for volunteers
to take each part.
Note:
Encourage 'expressive' reading;
change readers frequently to allow.
for maximum participation. ,
Speaker 1: "Someone's been.aleeping in my bed,"
Ns said Mama Bear.
Spanker 2: "And.semeonels been sleep-ing in my bed., -too,"
said Papa Bear.
51
5- Re Latn of Written Wont, to Spoken,: English
-
Listening Cornpretienston 2. Lecture .forrip4ension.
3.