3.) Maw- old English "maga" gest-from old French "geste" (exploit) "jest" is a spelling variant
odious- from Latin "odium" (hatred) devious- from Latin "devius" (out of the way) de-(out of) + via (way)
expediency-from Latin "expedire" (to make ready, to set the feet free)
sideburns- After Ambrose Everette Burnsides for his facial hair during the Civil War. The term "Burnsides" morphed into "sideburns".
smithereens-From Irish smidirin
(wordsmith.org)
fate- from fata (neutral plural of factum)
tooth- from old English "toi"
mingle- Middle English "mengel" and old English "mengan"
ghetto- From Italian "gheto" a Venetian Dialect
(allwords.com)
4.) Phonetic Demand Semantic Demand Etymological Demand
tin damn/damnation Wednesday
fat crumb/crumble unique
rot sign/signal machine
set design/designate chloride
gut run/running debt
(Freeman pgs. 108 and 109)
8.) List of words that end in dge, ge, ch, and tch.
ch tch ge dge
which hutch sage judge
sandwich crutch cage fudge
such stitch wage smudge
much hitch rage grudge
touch batch mage badge
slouch match gage budge
couch crotch singe nudge
crouch hatch binge dodge
brooch witch image wedge
search bitch damage sledge
birch scotch
beach switch
When looking for patterns within this list of words, I noticed that the tch words have a slight stop when pronouncing the word. It is subtle, but I do notice it in comparison to the ch words. I think it is due to the movement of the mouth and tongue between sounds of certain vowels and coming to the stop of the "ch" sound. When I listen carefully the the ch words, I don't hear that specific stop that I hear in the tch words. As for the ge and dge words, it seems to me that most ge words have a long vowel sound or a nasal consonant before it. The dge words seem to have short vowels or a schwa sound before the dge.
Sunday, June 26, 2011
Sunday, June 12, 2011
Minimal Pairs Activity
My idea for a 5 minute activity would go as follows.
During the week, I would use direct instruction to teach and practice the following minimal pairs.
Hair-Chair-Pear
Cat-Bat-Mat
Dog-Hog-Log
Feet-Beat-Meat
Rug-Bug-Mug
The activity will be a simple scavenger hunt that will require the student to listen carfully to each phomene. I will have manipulatives setup around the room. For example, I will have a "Pear" on my desk and a wig (Hair) set on a coat hanger in the back of the room. I could have a toy "dog" on a book shelf and a toy "hog" on a filing cabinet. Every manipulative will be easy to find. I will split the class into teams. With mental or learning games, I always like to set teams up as boys versus girls (If numbers in gender are even). Once even teams are selected, I will have one student at a time listen to my instruction. "Find/Bring me the mug." The student will have 10 to 15 seconds to find the object. If they get it correct and on time, their team is awarded a point. If they are in correct they do not get a point. Once that team member takes their turn a player from the other team will try to find the next object I tell them to. Penalty points are taken if either team talks or tries to confuse their opponent when they are looking for the item. This activity is designed for smaller classes. For larger classes this may take longer than 5 minutes.
During the week, I would use direct instruction to teach and practice the following minimal pairs.
Hair-Chair-Pear
Cat-Bat-Mat
Dog-Hog-Log
Feet-Beat-Meat
Rug-Bug-Mug
The activity will be a simple scavenger hunt that will require the student to listen carfully to each phomene. I will have manipulatives setup around the room. For example, I will have a "Pear" on my desk and a wig (Hair) set on a coat hanger in the back of the room. I could have a toy "dog" on a book shelf and a toy "hog" on a filing cabinet. Every manipulative will be easy to find. I will split the class into teams. With mental or learning games, I always like to set teams up as boys versus girls (If numbers in gender are even). Once even teams are selected, I will have one student at a time listen to my instruction. "Find/Bring me the mug." The student will have 10 to 15 seconds to find the object. If they get it correct and on time, their team is awarded a point. If they are in correct they do not get a point. Once that team member takes their turn a player from the other team will try to find the next object I tell them to. Penalty points are taken if either team talks or tries to confuse their opponent when they are looking for the item. This activity is designed for smaller classes. For larger classes this may take longer than 5 minutes.
Unit 4 Application Questions
5.) There are 2 allophones of /p/ I can think of. one is the aspirated /ph/ as in the word pot, pan, pain. These words, durring the /p/ sound there is an extra puff af air before the vowel; almost like a short pause. The other allophone is the standard /p/ sound without the aspiration. This sound can be heard in words such as span, ape, or spoke. For ELLs , if this phoneme exists in their first language, it doesn't always mean it has the same allophone. Freeman states "Each language uses a different invemtory of sounds.As a result, some phonemes from one language may be identical to those in another language, and some may be different. At the same time, sounds that are phonemes in one language my be allophones of a phoneme in another language." (p. 92)
6.) Different dialects is an intersting topic to discuss. I enjoy hearing people of different areas of the country speaking English that is a little different from my version. I use the words "truck", "elevator", and "apartment". I have heard Enlish people say "Lorry", "Lift", and "Flat". to identify these objects. I met a couple from western pennsylvania and the use the word "pop" to identify my version of "soda". When I went on a trip to Boston, a woman asked me "Do you got any butts?"...She wanted a "cigarette" from me. I had a roommate from the Philiadelphia/Delaware area and he used to talk about how thing were back "houme" which is different than the way I say "home". American people call the letter"z" /zi/ when a Canadian man I knew called it /z3d/.
To say that a particular dialect is identified as less intelligent than another wouldn't be fair in my eyes. Just as icecream comes in many different flavors, so does language. I see dialects as a different flavor with in the same type of food. Dialects provide a variety of sounds and each has it's own culture behind it. I don't like the idea of a standard dialect because to me, it takes away some of the culture and advancement of language. Think about Latin. 5 different languages evolved from that single language (Spanish, French, Portugese, Italian, and Romanian). Do you think they all came about by having a standard Latin dialect? I think not. I think they came about by the diversity of the dialects spoken throughout Europe. In the future, who knows how many new languages will evolve from English?
6.) Different dialects is an intersting topic to discuss. I enjoy hearing people of different areas of the country speaking English that is a little different from my version. I use the words "truck", "elevator", and "apartment". I have heard Enlish people say "Lorry", "Lift", and "Flat". to identify these objects. I met a couple from western pennsylvania and the use the word "pop" to identify my version of "soda". When I went on a trip to Boston, a woman asked me "Do you got any butts?"...She wanted a "cigarette" from me. I had a roommate from the Philiadelphia/Delaware area and he used to talk about how thing were back "houme" which is different than the way I say "home". American people call the letter"z" /zi/ when a Canadian man I knew called it /z3d/.
To say that a particular dialect is identified as less intelligent than another wouldn't be fair in my eyes. Just as icecream comes in many different flavors, so does language. I see dialects as a different flavor with in the same type of food. Dialects provide a variety of sounds and each has it's own culture behind it. I don't like the idea of a standard dialect because to me, it takes away some of the culture and advancement of language. Think about Latin. 5 different languages evolved from that single language (Spanish, French, Portugese, Italian, and Romanian). Do you think they all came about by having a standard Latin dialect? I think not. I think they came about by the diversity of the dialects spoken throughout Europe. In the future, who knows how many new languages will evolve from English?
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