Estar nas turmas da Rosana é sempre legal. Aprender inglês fica mais dinâmico e aqueles exercícios que parecem chatos, quando feitos com seriedade, proporcionam um crescimento no vocabulário muito grande e por isso eu gosto muito. Além disso, é uma maneira a mais de nos familiarizarmos com os métodos de ensino que poderemos praticar no futuro.
Semestre que vem nos encontramos de novo.
Greatings!
Best wishes,
Marcelo.
quinta-feira, 29 de novembro de 2007
sexta-feira, 23 de novembro de 2007
Obrigado Drummond
Às Mães♥
Às Mães,
Amor - pôs que é palavra essencial
Infância, Instante, Imortalidade
Sentimento do mundo
Sentimental
No corpo feminino
Os ombros suportam o mundo
O mundo é grande
Atriz, Canção amiga
Sem que eu pedisse, fizeste-me a graça
Às Mães,
Obrigado!
Marcelo - Outubro/2007
SUFIXES AND PREFIXES
Relação de 10 sufixos e 20 prefixos encontrados no livro “Phonics – For the reading teacher” de Anna D. Cordts.
SUFIXES AND PREFIXES:
Following
Because
Invites
Readiness
Pronunciation
Unawareness
Generalizing
Recognition
Incredible
Spoken
Preferable
Incomplete
Blended
Unfamiliar
Description
Comunication
Misled
Between
Successful
Mispronunciation
Interested
Distingwish
Respelled
Mistaken
Scholarly
Unlike
Dissatisfied
Unless
Unaccented
Prolonged
Sufixes:
Pág. 40 – “...offers the “following” criteria for...”
Pag. 40 – “…the pupils “readiness” for phonics…”
Pag. 40 – “…to give him a basis for “generalizing” about songs”.
Pag. 43 – “…to hear the sounds in “spoken” words…”
Pag. 56 – “…consonants are always “blended” with the adjacent…”
Pag. 65 – “…to assure its effective functioning in written ‘communication?’”.
Pag. 65 – “…effective means to a “successful” end…”
Pag. 69 – “…failure to “distingwish” between” letters…”
Pag. 71 – “…more than one “scholarly” foreigner has…”
Pag. 75 – “…”unless” you are already familiar with the…”
Prefixes:
Pag. 41 – “…for discovering the sound (t) “because” the sound…”
Pag. 41 – “…observe the rules for pronunciation and the most…”
Pag. 42 – “…whose ready recognition contributes significantly…”
Pag. 66 – “…and identifying an unfamiliar word in reading…”
Pag. 70 –“…she would not have misled her pupil by…”
Pag. 72 – “…a vowel sound, resulting in the mispronunciations…”–
Pag. 79 – “Thus a letter unlike a phonetic symbol…”
Pag. 80 – “…consonants are respelled when necessary to show their…”
Pag. 81 – “…vowel sound in unstressed or unaccented syllables…”
Pag. 85 – “…the vowel sounds invites some interesting observations…”
Pag. 92 – “…with complete unawareness of the way…”
Pag. 94 – “…in a fraction of a second with incredible accuracy…”
Pag. 103 – “…the obstruction is only partial or incomplete are know…”
Pag. 103 – “...description of the sounds would be impossible without the phonetics.”
Pag. 111 – “Note the difference between the shape and position of the channel...”
Pag. 132 – “You may be interested in making the same...”
Pag. 132 – “Single sounds mistaken for blends”.
Pag. 133 – “...consonants to the root word as in dissatisfied...”
Pag. 145 – “...when the sound o is prolonged as in the words ‘so, toad’…”
SUFIXES AND PREFIXES:
Following
Because
Invites
Readiness
Pronunciation
Unawareness
Generalizing
Recognition
Incredible
Spoken
Preferable
Incomplete
Blended
Unfamiliar
Description
Comunication
Misled
Between
Successful
Mispronunciation
Interested
Distingwish
Respelled
Mistaken
Scholarly
Unlike
Dissatisfied
Unless
Unaccented
Prolonged
Sufixes:
Pág. 40 – “...offers the “following” criteria for...”
Pag. 40 – “…the pupils “readiness” for phonics…”
Pag. 40 – “…to give him a basis for “generalizing” about songs”.
Pag. 43 – “…to hear the sounds in “spoken” words…”
Pag. 56 – “…consonants are always “blended” with the adjacent…”
Pag. 65 – “…to assure its effective functioning in written ‘communication?’”.
Pag. 65 – “…effective means to a “successful” end…”
Pag. 69 – “…failure to “distingwish” between” letters…”
Pag. 71 – “…more than one “scholarly” foreigner has…”
Pag. 75 – “…”unless” you are already familiar with the…”
Prefixes:
Pag. 41 – “…for discovering the sound (t) “because” the sound…”
Pag. 41 – “…observe the rules for pronunciation and the most…”
Pag. 42 – “…whose ready recognition contributes significantly…”
Pag. 66 – “…and identifying an unfamiliar word in reading…”
Pag. 70 –“…she would not have misled her pupil by…”
Pag. 72 – “…a vowel sound, resulting in the mispronunciations…”–
Pag. 79 – “Thus a letter unlike a phonetic symbol…”
Pag. 80 – “…consonants are respelled when necessary to show their…”
Pag. 81 – “…vowel sound in unstressed or unaccented syllables…”
Pag. 85 – “…the vowel sounds invites some interesting observations…”
Pag. 92 – “…with complete unawareness of the way…”
Pag. 94 – “…in a fraction of a second with incredible accuracy…”
Pag. 103 – “…the obstruction is only partial or incomplete are know…”
Pag. 103 – “...description of the sounds would be impossible without the phonetics.”
Pag. 111 – “Note the difference between the shape and position of the channel...”
Pag. 132 – “You may be interested in making the same...”
Pag. 132 – “Single sounds mistaken for blends”.
Pag. 133 – “...consonants to the root word as in dissatisfied...”
Pag. 145 – “...when the sound o is prolonged as in the words ‘so, toad’…”
NOUNS
Relação de 120 substantivos encontrados no livro “Phonics – For the reading teacher” de Anna D. Cordts.
Food
Horse
Missiles
Antarctica
Sheep
Lamb
Lion
Dictionary
Mediterran Sea
Fish
Snow
School
Jonh S. Kenyon
Geography
Candy
Eyes
Cowboys
Tune
Continents
Cattle
Workbooks
Indians
True
Laboratory
Calendar
Bárbara
Rattlesnakes
Textbooks
Science
Camera
Finger
Raccoon
Students
Microscope
California
Classroom
Paul Witty
United States
Telescope
America
George
Jonh
Rockets
Thermometer
Education
Cow
Capsule
Astronauts
Barometer
Field
Teacher
Atmosphere
Man
Botany
Pupils
Satellite
Boys
Congress
Biology
Association
Saturn
Sound
Peace
Zoology
Ability
People
Earth
House
Leaf
Chicago School Journal
Tracks
Lands
Justice
Train
Adult
Child
Elephant
Nations
Drum
Psycology
Children
Jonh Gleen
Cuba
Symbols
Development
Mother
Moon
Red-stone
Book
Theory
Grandfather
Bird
Pen
Tables
Meetings
Dog
Girl
Independence
Miss. Gordon
Love
Cat
Eggs
Presidents
Author
Administrators
Coat
Ernest Horn
Topography
Nashua
Program
Ball
Reader
Hemisphere
New Hampshire
Linguistics
Baby
Submarine
Atlantic and Pacific Oceans
Pig
Reading
Ordem de 20 substantivos conforme aparecem no texto:
Pág. 2 – “But when the same sound, like the vowel in food, for example…”
Pág. 6 – “In another classroom George was “stuck”, as he said, on the word do in the sentence…”
Pag. 17 – “Furthermore, how would the reader know, without benefit of the context…”
Pag. 20 – “It is significant to note that the subject-matter vocabulary in the students’ textbooks in the social studies…”
Pag. 21 – “from textbooks in United States history, geography, science…”
Pag. 72 – “The sound (l) as in leaf is usually mispronounced as (ùl), in this case putting the vowel sound before…”
“…and train is never pronounced terrain!”
Pag 73 – “…the same letters stand for many different sounds in the reading vocabulary! You have already met three of these interesting symbols…”
Pag. 78 – “But for the sake of simplicity, these three sounds are classed as single vowels in this book”.
“Can you read the following quotation without help from the key words in the tables?
Pag. 218 – “While emphasizing the need for teaching (…), Miss Gordon left no doubt of her faith in the efficacy of phonics in beginning reading. In the Teachers’ Manual for the Gordon Readers the author pointed out…”
219 – “While children in some schools were still blending c-at into cat, p-ig into pig, sh-eep into sheep, fi-sh into fish, and ru-n into run, in other school primary pupils were…”
220 – “The word candy, for example, was the key word for the beginning (ca) as in cattle, calendar, camera, cavities, castle, California”.
225 – “The diehards, determined to save face, mourned their lost love in secret”.
235 – “In his book Linguistics and Reading, Charles C. Fries states the situation clearly when he says…”
Food
Horse
Missiles
Antarctica
Sheep
Lamb
Lion
Dictionary
Mediterran Sea
Fish
Snow
School
Jonh S. Kenyon
Geography
Candy
Eyes
Cowboys
Tune
Continents
Cattle
Workbooks
Indians
True
Laboratory
Calendar
Bárbara
Rattlesnakes
Textbooks
Science
Camera
Finger
Raccoon
Students
Microscope
California
Classroom
Paul Witty
United States
Telescope
America
George
Jonh
Rockets
Thermometer
Education
Cow
Capsule
Astronauts
Barometer
Field
Teacher
Atmosphere
Man
Botany
Pupils
Satellite
Boys
Congress
Biology
Association
Saturn
Sound
Peace
Zoology
Ability
People
Earth
House
Leaf
Chicago School Journal
Tracks
Lands
Justice
Train
Adult
Child
Elephant
Nations
Drum
Psycology
Children
Jonh Gleen
Cuba
Symbols
Development
Mother
Moon
Red-stone
Book
Theory
Grandfather
Bird
Pen
Tables
Meetings
Dog
Girl
Independence
Miss. Gordon
Love
Cat
Eggs
Presidents
Author
Administrators
Coat
Ernest Horn
Topography
Nashua
Program
Ball
Reader
Hemisphere
New Hampshire
Linguistics
Baby
Submarine
Atlantic and Pacific Oceans
Pig
Reading
Ordem de 20 substantivos conforme aparecem no texto:
Pág. 2 – “But when the same sound, like the vowel in food, for example…”
Pág. 6 – “In another classroom George was “stuck”, as he said, on the word do in the sentence…”
Pag. 17 – “Furthermore, how would the reader know, without benefit of the context…”
Pag. 20 – “It is significant to note that the subject-matter vocabulary in the students’ textbooks in the social studies…”
Pag. 21 – “from textbooks in United States history, geography, science…”
Pag. 72 – “The sound (l) as in leaf is usually mispronounced as (ùl), in this case putting the vowel sound before…”
“…and train is never pronounced terrain!”
Pag 73 – “…the same letters stand for many different sounds in the reading vocabulary! You have already met three of these interesting symbols…”
Pag. 78 – “But for the sake of simplicity, these three sounds are classed as single vowels in this book”.
“Can you read the following quotation without help from the key words in the tables?
Pag. 218 – “While emphasizing the need for teaching (…), Miss Gordon left no doubt of her faith in the efficacy of phonics in beginning reading. In the Teachers’ Manual for the Gordon Readers the author pointed out…”
219 – “While children in some schools were still blending c-at into cat, p-ig into pig, sh-eep into sheep, fi-sh into fish, and ru-n into run, in other school primary pupils were…”
220 – “The word candy, for example, was the key word for the beginning (ca) as in cattle, calendar, camera, cavities, castle, California”.
225 – “The diehards, determined to save face, mourned their lost love in secret”.
235 – “In his book Linguistics and Reading, Charles C. Fries states the situation clearly when he says…”
VERBS
Relação de 50 verbos regulares e irregulares encontrados no livro “Phonics – For the reading teacher” de Anna D. Cordts.
Have
Were
Agreed
Interpret
Take
Gone
Draw
Surprised
Printed
Provide
Moved
Said
Explained
Added
Consider
Learn
Observe
Taught
Works
Meet
Know
Realize
Used
Started
Spelled
Need
Become
Prepared
Hit
Closed
Develop
Find
Though
Wanted
Treated
Helps
Wrote
Looked
Adapted
Began
Stand
Asked
Read
Lead
Sat
Hear
Saw
Spoken
Associated
Stolen
Ordem de 10 verbos regulares conforme aparecem no livro:
Pág. 1 – Moved: “We have moved from a revolt against phonics to a powerful swing back...”
Pág. 2 – Helps: “…skills which both teacher and pupils need as helps to word analysis”.
Pág. 9 – Looked: “…the child said, “because it looked like Saturday, except for the (n) at the end”…”
Pág. 10 – Printed: “…his ideas and to interpret the symbols of those ideas on the printed page”.
Pág. 13 – Adapted: “...each had adapted the method to suit his own particular needs.”
Pág. 17 – Depends: “...the context can be helpful to the reader depends not only on the type of word...”
Pág. 155 – Spelled: “The so-called “short e” is spelled in ten different ways as shown by these examples”. / Closed: “The single vowel e in closed syllables as in red, get, bell…” / Treated: “The so-called “long i”, which is actually a diphthong, is treated in phonics as a single sound.”
Pág. 158 – Followed: “The letter a when followed by w as in saw, claws, dawn...”
Ordem de 20 verbos irregulares conforme aparecem no livro:
Pág. 1 – Have: “…word perception in reading have swayed from one extreme to another.” / Gone: “We have gone from de practice of “souding out” the new words…” / Given: “… to guessing from the context, with little or no attention given to the visual form of words”.
Pág. 2 – Know: “Older teachers know only the old methods and younger teachers have never been taught newer and better techniques…”
Pág. 3 – Hear: “Many teachers of reading have not learned to hear speech sounds irrespective…” / Draw: “The children were to draw a circle around every word that had the same vowel sound as in owl.” / Were: “…as her pupils errors were pointed out to her”. / Said: “…Mrs. Brown, as she rightly said later, was hearing the words with her eyes.”
Pág. 5 – Become: “…teachers of reading need to become familiar with more effective techniques…” / Find: …Well, Miss Corwin said, let’s find out what it is…” / Wrote: “…as she wrote the word then on the chalkboard”. / Saw: “You saw it in one of your stories. What does it say?”
Pág. 6 – Taught: “This is certainly not the way we were taught in our education courses in college;”
Pág. 9 – Thought: “I thought it was Saturn,” the child said…” / Read: “This little fellow was to read the label hot dog stand”.
Pág. 10 – Spoken: “…the pupils know when they hear the words spoken”.
Pág. 19 – Take: “Take the letter s. It is pronounced (s) in sat…”
Pág. 208 – Might: “…Could:
Pág. 212 – Began: “…the pendulum began to swing away from the whole word to the sound…”
Pág. 213 – Sat : “The fat cat sat on the mat”.
Pag. 214 – Stolen: “…although they must often have stolen the show from the lesson.”
Have
Were
Agreed
Interpret
Take
Gone
Draw
Surprised
Printed
Provide
Moved
Said
Explained
Added
Consider
Learn
Observe
Taught
Works
Meet
Know
Realize
Used
Started
Spelled
Need
Become
Prepared
Hit
Closed
Develop
Find
Though
Wanted
Treated
Helps
Wrote
Looked
Adapted
Began
Stand
Asked
Read
Lead
Sat
Hear
Saw
Spoken
Associated
Stolen
Ordem de 10 verbos regulares conforme aparecem no livro:
Pág. 1 – Moved: “We have moved from a revolt against phonics to a powerful swing back...”
Pág. 2 – Helps: “…skills which both teacher and pupils need as helps to word analysis”.
Pág. 9 – Looked: “…the child said, “because it looked like Saturday, except for the (n) at the end”…”
Pág. 10 – Printed: “…his ideas and to interpret the symbols of those ideas on the printed page”.
Pág. 13 – Adapted: “...each had adapted the method to suit his own particular needs.”
Pág. 17 – Depends: “...the context can be helpful to the reader depends not only on the type of word...”
Pág. 155 – Spelled: “The so-called “short e” is spelled in ten different ways as shown by these examples”. / Closed: “The single vowel e in closed syllables as in red, get, bell…” / Treated: “The so-called “long i”, which is actually a diphthong, is treated in phonics as a single sound.”
Pág. 158 – Followed: “The letter a when followed by w as in saw, claws, dawn...”
Ordem de 20 verbos irregulares conforme aparecem no livro:
Pág. 1 – Have: “…word perception in reading have swayed from one extreme to another.” / Gone: “We have gone from de practice of “souding out” the new words…” / Given: “… to guessing from the context, with little or no attention given to the visual form of words”.
Pág. 2 – Know: “Older teachers know only the old methods and younger teachers have never been taught newer and better techniques…”
Pág. 3 – Hear: “Many teachers of reading have not learned to hear speech sounds irrespective…” / Draw: “The children were to draw a circle around every word that had the same vowel sound as in owl.” / Were: “…as her pupils errors were pointed out to her”. / Said: “…Mrs. Brown, as she rightly said later, was hearing the words with her eyes.”
Pág. 5 – Become: “…teachers of reading need to become familiar with more effective techniques…” / Find: …Well, Miss Corwin said, let’s find out what it is…” / Wrote: “…as she wrote the word then on the chalkboard”. / Saw: “You saw it in one of your stories. What does it say?”
Pág. 6 – Taught: “This is certainly not the way we were taught in our education courses in college;”
Pág. 9 – Thought: “I thought it was Saturn,” the child said…” / Read: “This little fellow was to read the label hot dog stand”.
Pág. 10 – Spoken: “…the pupils know when they hear the words spoken”.
Pág. 19 – Take: “Take the letter s. It is pronounced (s) in sat…”
Pág. 208 – Might: “…Could:
Pág. 212 – Began: “…the pendulum began to swing away from the whole word to the sound…”
Pág. 213 – Sat : “The fat cat sat on the mat”.
Pag. 214 – Stolen: “…although they must often have stolen the show from the lesson.”
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