10 10-11english8
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This document provides information and instructions for an English class. It includes: - Directions to complete an assignment in DLR (Daily Language Review) and reminds students to include their name. - An essential understanding question about prepositions and the student's Cornell notes response. - Examples and explanations of prepositional phrases. - Recognition of students who did well on vocabulary. - Five vocabulary words to study for an upcoming test along with sample sentences. - A request to work with a partner to write sentences using the vocabulary words. - A preview of the next class which will involve clarifying essays with help from named students.
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Sense and reference, as we may simply say, are the two sides of a coin.
Reference (Denotation) is the person, the object, or anything that we are talking about and has a reference in the outside world.
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ETL705 Week 6Semantics and the LexiconKey topics in
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Semantics and the Lexicon
Key topics in Semantics
Sense and reference
Literal meaning
Figurative meaning
Lexical Semantics
Speech acts
Gricean maxims
Reference
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Sense and reference, as we may simply say, are the two sides of a coin.
Reference (Denotation) is the person, the object, or anything that we are talking about and has a reference in the outside world.
Sense (Meaning) is related to the meaning, and the way the person or the object is referred to.
Activity
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Figurative meaning or figurative language is used for different purposes; e.g., for exaggeration, for analogy, and for metaphors, among other things. In literature it is often known as figure of speech.
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The sentence ‘He is the apple of my eye’ – doesn’t refer to any kind of fruit; there is, of course, no real apple in a person's eye. The "apple" is someone beloved and held dear.
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a bubbly personality
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Think of 3 metaphors in English (or another language) and discuss
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e.g.
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The semantics of homophony=homonymy
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When two words have the same spelling and pronunciation, but different meanings
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Provide 2 homonyms.
(If the spelling is different but the sound is the same, e.g sea and see, they are homophones)
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When a word has several meanings, such as the word ‘run’.
Compare:
He runs.
The paint runs.
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- Compound sentences with two or more subjects and predicates joined with conjunctions
- Different types of phrases like prepositional, gerund, infinitive, and participial phrases
- Various parts of speech like adjectives, adverbs, articles, and objects
- Clauses such as adjective, adverb, and compound clauses
The goal is to understand sentence structure and identify different elements to improve writing.
Part of spech with exam
This document provides lessons and activities about parts of speech for students. It includes:
1) A diagnostic test to identify parts of speech in sentences with underlined words.
2) Explanations and examples of different parts of speech including nouns, pronouns, adjectives, and their types.
3) Additional exercises for students to identify and write parts of speech in sentences.
The document is intended to teach students the basic parts of speech through tests and activities.
Preparing for the TEAS (Newest)
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発音 (Pronunciation)
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Chapter 3 writing better sentences
This chapter teaches students how to improve their sentences by choosing words more carefully. It discusses replacing nouns with pronouns, using adjectives and adverbs to add detail, and ensuring pronouns agree with their antecedents. The lesson provides examples and exercises for students to practice these skills in their own writing.
Class 01 emerson_phonetics_fall2014_intro_spelling_bad_how_many_sounds
These are the overheads from class 1 of a semester-long, once/week Phonetics course for students in Communication Disorders.
4.4.2 encantado
This document provides information about an upcoming reading test. It will assess the story "Story Test" and include questions about the classroom webpage and reading quizzes. Students will also take an AR test. The document gives details about an upcoming assessment for students.
PARTS OF SPEECH (PPT NO 1).pptx
This document provides information about different types of nouns and pronouns in English. It discusses proper vs. common nouns, concrete vs. abstract vs. collective nouns, countable vs. uncountable nouns, and possessive nouns. It also covers different types of pronouns including personal, demonstrative, possessive, interrogative, reflexive, reciprocal, indefinite, and relative pronouns. Examples are provided to illustrate the key characteristics and uses of each part of speech.
ADVERB-Structure-of-English1.pptx
This document provides information about adverbs in English grammar. It begins by defining adverbs as words that modify verbs, adjectives, and other adverbs by describing how, when, where, or to what extent an action is performed. It then classifies adverbs into 10 types based on their meaning: manner, frequency, place, time, degree/intensity, interrogative, affirmation, doubt, approximation, and negation. Examples are provided for each type. The document also discusses how adjectives and nouns can be transformed into adverbs and provides guidelines and exceptions for using adjectives versus adverbs correctly. It concludes with a practice test matching adverb types to questions and identifying adverb types in sentences.
Use Of Stress And Intonation In Newspaper Headings
The document discusses the use of stress and intonation in English language newspaper headings. It provides details on word stress, sentence stress, weak forms in English, and the different types of tones used in intonation such as falling, rising-falling, and falling-rising tones. Examples are given of how stress and intonation can change the meaning of sentences and newspaper headlines.
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11 07-11 e8
The document provides instructions and information for an English class listening and reading John Steinbeck's novella The Pearl. It includes directions to have certain materials ready, notes on catching students up if they were absent, and information about submitting essay edits. It also includes questions for students to answer in their Cornell Notes, details about the author and story, and guidance for listening to and reading the novella.
11 04a-11 e8
The students were instructed to complete their daily language review (DLR) from the previous day and have their shoulder buddy correct it. Their names and their buddy's name must be on the DLR to receive credit. They were also told to take out the first part of their grammar, usage and mechanics (GUM) workbook and swap with their buddy. Finally, students were reminded to have their vocabulary window, phrase notes and copy of "The Tell-Tale Heart" on the left corner of their desk for the lesson.
11 08-11 e8
This document provides an agenda and instructions for an English class listening and reading session of John Steinbeck's novella "The Pearl". The agenda includes reviewing literary terms like parable, theme, and symbol. Students are asked to take Cornell notes on the terms and complete assignments from the reading including identifying quotes and describing the main characters' lives before and after finding a pearl. Imagery, symbolism, and listening to an audio version are discussed as ways to understand the story.
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This document provides an overview of an English class. It includes instructions for students to complete and correct an assignment from the previous day. It also outlines the topics to be covered in class, including a discussion of participles and participial phrases, literary elements in Edgar Allan Poe's short story "The Tell-Tale Heart," and vocabulary from the story. Students are assigned to create flashcards and define vocabulary words. The document concludes with guidelines for respectful behavior in class.
11 01-11 e8
The document informs students that there will be a test today in English 8. It offers 5 points of extra credit to students who complete two sentences - one at the top of page one stating their personal test score goal, and another at the bottom of the last page initialing that they did their best work.
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This document provides an overview of an English class. It includes instructions for students to complete and correct an assignment from the previous day. It also outlines the topics to be covered in class, including a discussion of participles and participial phrases, literary elements in Edgar Allan Poe's short story "The Tell-Tale Heart," and vocabulary from the story. Students are assigned to create flashcards and define vocabulary words. The document concludes with guidelines for respectful behavior in class.
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This document provides information and instructions for English 8 students. It includes:
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This document provides guidance and instructions for students on their classwork. It outlines expectations for an in-class quiz, details requirements for a Toulmin essay assignment including the different parts and their length, and establishes new guidelines and deadlines for submitting assignments. It also recognizes student achievements and makes announcements about available grade data.
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This document provides information and instructions for an English class. It begins by asking students to complete their daily work. It then discusses implementing consequences like strikes and pop quizzes for disrupting class time. Guidelines for respectful behavior are also listed. Some students are given positive recognition for their work. Data from assignments and grades is made available. New guidelines are introduced, such as no longer accepting late work and requiring certain assignments be emailed. Instruction is provided on writing essays, including the parts and requirements.
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This document provides an overview of an English class lesson on Edgar Allan Poe's short story "The Tell-Tale Heart". It includes directions for students to complete assignments, take Cornell notes on literary elements like imagery and figurative language used in the story, define terms, and do a vocabulary activity with words from the story. Students are also assigned a 200-word creative writing where they vent their feelings towards someone using at least 5 literary elements and are reminded of classroom behavior guidelines.
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The document provides instructions and guidelines for an 8th grade English class. It discusses doing a vocabulary quiz, implementing strikes for disrespectful behavior, respect guidelines for scholarly behavior, earning tickets for good behavior to redeem for prizes, correcting homework, and an upcoming essay assignment on the WDC.
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The document provides instructions and information for an English class. It begins by asking students to complete an assignment in their DLR books and swap papers with a shoulder buddy for corrections. It then lists students who did well on last week's vocabulary quiz and provides directions for the current vocabulary quiz. The rest of the document outlines the class work period where students will work individually on their WDC essays, due the next day. It lists the parts of the Toulmin essay and students who are over halfway finished. Finally, it lists the assignments due the next day.
10 21-11-English
The document provides instructions and information for an English class. It includes:
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2) Guidelines for respectful classroom behavior.
3) Announcements about an upcoming essay assignment and working on drafts in class.
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10 18-11
The document provides instructions and information for an 8th grade English class. It includes directions to complete a "Do Now" activity in 5 minutes and swap papers with a shoulder buddy. Students are asked to have their vocabulary sentences, essay draft, and handout available. Procedures for the class include working quietly with a shoulder buddy, placing completed work in the left corner, and asking designated students for help. The document lists items due for the next class, including updated flashcards, reading assigned chapters, a vocabulary quiz, bringing a hook for their essay, and completing the essay by the end of class.
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10 13-11 English 8
Students were instructed to complete Thursday's work in their DLR and remain silent. They were then given tips for working productively in pairs such as choosing a shoulder buddy, passing materials gently, whispering at a 2-inch voice level, and raising their hand for questions. The class was then told to have specific materials ready on their desk and in their notebook to work on writing a claim, clarification, evidence, and warrants with a shoulder buddy using a provided handout, with the goal of completing that work by 10:35.
10 12-11-English8
Students were instructed to complete an in-class assignment, take a brief vocabulary quiz using five words in sentences, and gather necessary supplies for an upcoming Socratic seminar discussion. The document provided guidance on the seminar format and roles of the inner and outer discussion circles. It also reminded students to bring specific materials for the next class.
10 11-11english8
This document provides instructions and information for an English class. It includes directions to complete an assignment in a workbook, review answers together, and work on developing a claim, clarification, and hook for a Toulmin essay. It also discusses preparing for a Socratic seminar by taking Cornell notes, learning five vocabulary words to be tested on, using the words in sentences with a partner, and materials to bring for the next class.
10 11-11english8
This document provides instructions and information for an English class. It includes directions to complete an assignment in the DLR workbook, review notes together, develop a claim and clarification for a Toulmin essay using a provided question, write a hook to engage readers, and prepare for a Socratic seminar the next day by taking Cornell notes. It also lists five vocabulary words to be defined and used in sentences for an exit ticket, and notes what materials to bring for the next class.
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10 10-11english8
- 1. English 8 October 10, 2011
- 2. Do Now Complete Monday in DLR. Please remain silent so that your classmates may thoughtfully complete their work. (5 minutes)
- 3. GUM and DLR Reminders Be sure your name, date and period is on your paper. Please put my name on their, too. Please swap papers with a neighbor. Be sure your name is on the paper you corrected. It should say, “Corrected by . . .” This way, you will receive credit for grading the paper. Some classmates lost points for not filling out the progress grid on previous DLRs. ;-(
- 4. Essential Understanding Question Cornell Notes: Left Side:What is a preposition? Right Side:A preposition is any word that describes the relationship between a noun or Pronoun and some other word or element in the sentence.
- 5. Prepositions Cornell Notes: Right Side: Prepositions are always found in prepositional phrases. Left Side: What is a prepositional phrase? Right Side: A phrase is a group of words that lacks either a subject or a predicate. Its words function as a single part of speech. Right Side: A prepositional phrase consists of a preposition and an object of the preposition. The object is usually the word immediately following the preposition. Right Side: The minimum ingredients of a prepositional phrase are a preposition and an object of a preposition. Adding adverbs and adjectives to a prepositional phrase makes it more interesting. Spicier. Jazzier.
- 6. Examples of Prepositional Phrases Above such foolishness . . . After this insanely wild and crazy birthday party . . . Up the very steep mountain . . . Under the boulder . . .
- 7. Vocabulary Virtuoso A humongous shout out to . . . James! Delmar! Lon’don! Ja’leah! Jonas! Sarah! Tara! Destynee! A perfect 10!
- 8. Vocabulary Words On Wednesday, you will be tested on these five vocabulary words from WDC. These words go on a separate page in your Cornell notes. Pristine: adj. pure; uncorrupted Spew: v. to vomit or eject from the mouth [as in words] Treacherous: adj. dangerous; hazardous; unstable Meticulous: adj. described as taking extreme caution Accentuate: v. to give influence or to mark as special
- 9. Using our words in sentences Pristine: The freshly fallen snow gave the streets a pristine look until rush hour, when everything turned to slush. Spew: The winning ticket holder was so excited that she spewed uncontrollable nonsense during her interview with the reporter. Treacherous: The hike through the treacherous mountains was arduous and frightening and that’s why I considered myself lucky to make it out alive. The photographer is meticulous about the care for her equipment and that is why it is in such great shape. The reporter accentuated the politician’s achievements and purposely left out the information about his derelict past.
- 10. Using Vocabulary in Sentences Choose a partner who sits next to you and work together to develop meaningful sentences that demonstrate each of the following words. These five sentences are your exit ticket, today! Pristine Spew Treacherous Meticulous Accentuate
- 11. Sneak Peek for Tomorrow We will complete the clarification portion of our essay. Bring: Say, Mean, Matter Sarah, Jonas, Charles and Elijah will assist! Your homework is on the website. Look for it there.