首页
登录
职称英语
Making and Writing Words Introduction .
Making and Writing Words Introduction .
游客
2023-10-21
71
管理
问题
Making and Writing Words
Introduction
. Making words is conceptually an engaging and effective instructional task.
. Making and writing words is a【T1】________of making words.
. the major difference between the two activities:
—students【T2】________in making words
—students write the words on paper in making and writing words The process of the activity
. It begins with the【T3】________of vowels and consonants to be used in the lesson.
. Students each write these letters at【T4】________their making and writing words sheets.
. Students will write words made from the【T5】________.
—Step 1: students write the specified letters in the appropriate boxes
—Step 2: the teacher works with the class through the【T6】________ she had planned
—Step 3: students are【T7】________to write the final word using all the letters listed
—Step 4: the teacher guides the students to【T8】________what they have learned
—Step 5: students【T9】________they have just written
—Step 6: students【T10】________the categories [br] 【T5】
Making and Writing Words
Good morning, everyone. Today’s lecture is about making and writing words. Making words is conceptually an engaging and effective instructional task. For some of us its implementation is daunting (使人气馁的,吓人的). Making and writing words is a variation of making words, a popular spelling and word study instructional activity. In making and writing words, students are guided by their teacher in writing and sorting words using a limited set of letters. Teachers have found that the activity is engaging and appears to be helpful in developing students’ proficiency in word recognition and spelling. The major difference between the two activities is that in making words students manipulate letter cards, while in making and writing words, students actually write the words on a sheet of paper designed to accommodate the activity.
Making words is an excellent activity for helping students develop greater awareness of word structure while gaining important practice in spelling. As with any exemplary (模范的) instructional strategy, variants that meet the needs of particular students are likely to emerge. Making and writing words is a variant of the original strategy that is particularly effective in engaging slightly older students in using letters to form and learn about words. As in making words, making and writing words begins with the identification of vowels (元音) and consonants (辅音) to be used in the lesson. Students each write these letters at the top of their making and writing words sheets. Students will write words made from the letter set.
Here is how the activity might be played out in the classroom:
The teacher instructs the students to write the following letters in the appropriate boxes on their individual making and writing words sheets: the vowels a, e, i, and o; and the consonants c, n, t, and v. The teacher works with the class through the remaining words she had planned. Throughout this work the teacher either pronounces the words or provides clues to help students figure out the words, or both. Thus, making and writing words promotes not only growth in spelling and decoding but also in vocabulary acquisition (获得,习得).
The final word is always the "challenge word". Students are told that it uses all the letters listed, and they are challenged to write the word in the final box. As in making words, the teacher guides the students to apply what they have learned, where they discover new words that follow or transfer some of the same patterns or principles.
Making and writing words involves students sorting the words they have just written. Using scissors, they cut out each box on the sheet to make individual word cards.
For word sorting, students organize their cards into categories provided by the teacher. Of course, not all the sorts have to be letter-sound related. Teachers can also have students sort words into semantic (语义的) or meaning-bearing categories. As students become adept at (熟练于) sorting words, teachers may wish to have them name the categories. With each new sort, students not only gain added exposure to the words but they also analyze the words from different perspectives. This gives them greater control over and knowledge about how the words are constructed and what they mean.
To sum up, today we mainly discussed a variation of making words—making and writing words. Thanks for your listening.
选项
答案
letter set
解析
由原文可知,造词写词活动中,学生需要使用设定的字母写单词。因此填入letter set。
转载请注明原文地址:https://tihaiku.com/zcyy/3118569.html
相关试题推荐
Thepresident______thespeechbymakingsomeadditionsanddeletions.A、amended
Iwastohavefinishedthewritingif______.A、nobodycalledmeawayB、nobodywou
Whichoftheitalicizedpartsexpressesafuturetense?A、Susanisalwaysmaking
Thecountryismakingprogressonitsbailoutreformcommitmentsbutbadbanklo
(1)GlassmakinginEasternEuropeandRomaniacomesfromtheMuranostylein
(1)IwasinmythirdyearofteachingcreativewritingatRalphMcKeeVocati
(1)IwasinmythirdyearofteachingcreativewritingatRalphMcKeeVocati
(1)IwasinmythirdyearofteachingcreativewritingatRalphMcKeeVocati
PassageTwo[br]Whatisthewritingpurposeofthispassage?It’susedforsocia
ThemainpurposeofEnglishessaywritingistointroduceyoutotheconvent
随机试题
Readthearticlebelowaboutasuccessfulcompany.foreachquestion23—28on
时间研究产生的数据可以在很多方面加以利用,除了作为编制人工消耗量定额和机械消耗量
A.白虎汤 B.清营汤 C.犀角地黄汤 D.当归六黄汤 E.白虎加人参汤
根据小儿对疾病的具体认识,他的年龄应该为A.12~15岁 B.10~12岁
由兴趣、理想和荣誉感而推动学生努力学习的动机是()。 A.近景性动机B.远
根据药物不良反应的性质分类,可能造成药物产生毒性反应的原因是A.给药剂量过大
A.免疫调理 B.免疫抑制 C.免疫调节 D.建立免疫耐受 E.打破免疫
根据分税制规定,增值税收入中央与地方的分享比例是()。A.25:75 B.5
按财政支出的经济性质,可将财政支出划分为()A:一般利益性支出和特殊利益性支出
原始凭证所有大写金额到元、角或分为止的,后面要写“整”或“正”字。()
最新回复
(
0
)