DOCOMINT RIO= ED 064 737 CS 200 030 AUTHOR Lamb, Barbara TITLE Words, Words, Words: English, Vocabulary. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE 71 NOTE 27p. EDRS PRICE MF-$0.65 HC-$3.29 DESCRIPTORS *Course Content; Course Objectives; *Curriculum Guides; Diachronic Linguistics; Dictionaries; *English Curriculum; Information Seeking; *Language Arts; Languages; Linguistics; Morphology (TJangualms); Phonology; Resource Guides; Semantics; *Vocabulary Skills; Word Study Skills IDENTIFIERS *Quinmester Program ABSTRACT The Quinmester course on words gives the student the opportunity to increase his proficiency by investigating word origins, word histories, morphology, and phonology. The course includes the following: dictionary skills and familiarity with the *Oxford,* *Webster's Third,* and *hmerican Heritage* dictionaries; word derivations from other languages; ways in which things are named; ways in which words have come into our language; ways in which our language has been enriched; influence of other languages on English; ways in which words are created; sources of new words; ways in which words have changed in meaning; investigation of folk etymologies; word formations; inflectional and derivational endings; changes in UTMXI forms; diacritical marks; phonetic alphabet; changes in pronunciation in the language; sounds in the language; pitch, stress, and juncture. The course outline also contains a seven-page list of resource materials. 0:14 AUTHORIZED COURSE OF INSTRUCTION FOR THEflI Ii I IF e,s> 41*-maNft.: sP tte AV 1 1 ' .`4, f Language Arts:WORDS, WORDS, WORDS 5111.15 5112.15 5113.15 3 5114.15 5115.15 5116.15 5187.01 0 English, Vocabula BIVISION OF INSTRUCTION1911 tJ U.S. WARR/1W 011-HIALTN, INIGATION 6 WILPARI OPPICE OP IDUCATION THIS DOCUMENT NAS MEINREPRO. DUCE) EXACTLY AS RECEIVED PROM THE PERSON OR ORGANIZATIONORIG. INATING IT. POINTS OP VIEW OR OPIN. IONS STATED DO NOT NECESSARILY REPRESENT OPFICIAL OFFICE OP IOU. CATION POSITION OR POLICY. IORDS TOMS 5111.15 5112.15 5113.15 5114.15 5115.15 5116.15 5187.01 Ervalish, Vocabulary Written by Barbara Lamb fvr the DIVISION OF INPIRUCrION Dade County Public Scivols Miami, Florida 1971 "PERMISSION TO REPRODUCE THIS COPY. RIGHTED MATERIAL HAS BEEN GRANTED " Dade County Public Schools TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PER- MISSION OF THE COPYRIGHT OWNER" DADE COUNTY SCHOOL BOARD Mr. William Lehman, Chairman Mr. G. Holmes Braddock, Vice-Chairman Mrs. Ethal Beckham Mrs. Crutcher Harrison 1,41; Mrs. Anna Brenner Meyers Dr. Ben Sheppard Mr. William H. Turner T7. Dr. E. L. Whigham, Superintendent of Schools Dade County Public Schools Miami, Florida 33132 Published by the Dade County School Board Fl P`. Mune COURSE TITLE: WMUN,W3106, NIMS Number NUM mums nesownomPresents the student withan 5112.15 opportunity to increasehis proficiencyby investi- 5113.15 gating word origins,word histories, 5114.15 Oenology. vorphology, and 5115.15 5116.15 5187.01 I. PEIVORMANCE OBJECrIVES A.Given a list of w:rds,the student willinvestigate the origins of theyards. B.Having ermineda list of words, thestudent will demonstrate his abilityto trace the etynology. C.Given a list of words,the stoient willspecify the types of morpheme ineach word. D.Given a list of-voids,the stUdent will*ply his knooledge of themeans of ph:mac transcription, E. Given the opportunityto increase his vbccdproficiency, the student will applyhis knot/ledge ofphcnology, morphology, etymology,and derivation in situation. a given n. can= consur Has anything like thisever happened to you? In a magazine stow, you read anew vord "blackguard". Althoughyou have never heard theword before, the=text helps you figure out its meaning.The next day whenyou are report- ing an incidentthat happened at schoolto your mother and father, youpronounce the word as it looked "black-guard." Your parents laugh heartilyand then toyour t, you are told that it should beprcnounoed b .One or two experiences of thiskind would teachyou that you can- not always dependon the spelling of English you their pronunciation. words to tell One of the primaryreasons for teaching thiscourse in Words, sbrds, Words, is tohelp students avoid thiskind of error as well as give thena clearer understanding of wordsand their forms anda number of interesting facts language. about our -1- In order to acomplish these objectives, the course in- oltdes the follaiing: A.Dictionary skills and faniliarity with the Oxford, Webster's Third, and Panerican Heritm dictionaries. H.Ward derivations frau other languages C.Ways in which things are named D.Ways in which words have acme into our language ; E. Ways in Which our language has been enriched P. Influence of other languages on English G. Ways in which words are created H. Sources of new words I. Ways in which wads have changed in meaning J. Investigation of folk etynologies K. Word formaticns L. Inflectional and derivational endings M. Changes In ccend foxes N. Diacritical marks 0. Phonetic alphabet P. Changes in prcnunciation in the language Q. Sounds in the language R. Pitch, stress, and juncture ILI. TEACILLNG STRATEGIES A. Given a list of words, the student will Investigate the ccigins of the words. 1. Instruct students in the use of the dictionary for word derivations or origins.Use acetates for illustraticn. 2.Shcw the filmstrip "Word MeaningsChange" frcal WA= ELLT.eries.The use of the dictionary to o vaords is explained. 3.Shoo filmstrip "Unusual Word Origins"frau Word Study Series.Have students select a word ST:race its orIcrin and present findings to classas a follem-up. 4.Have students construct posters illustratingword origins. 5.Give students a list of words for whichthey are to indicate the language frau which eachis derived. 6.Shad the filmstrip "Words Derived frauLatin and Greek" frau Word Study Series.Discuss.As a folloi-up, put s tad..s ingroups and have them apply the information learned. 7.Shoo filmstrip "Wards Derived frCinOther Languages" frau Word Stud/ Series.Have stwients bring other exangirn to class andpresent to other students. 8.Shoo the filmstrip "What's ina Naas?" to illustrate sacs of the ways in which pecple, places, and thims receive their nawas. 9.Shod filmstrip %tads Then and NCW"to illustrate derivations frau other 3.anguages andUm" knewing roots aids in discovering meaningas well as help- ing with spelling of mrds.Also included are the origins of saae familynames and theories of word origin. 10.Have class work on words thatcame frce classical mythology and history. 11.Have students investigate wardswe ommonly use that are French in origin suchas rendezvous, tete- a-tete, billet-doux, cafe, restaurant, chef,entree, fiancee, debatante, matinee,coupe, and chauffeur. Work with students co thetypes of wets that are in Ehglish that are of French originand viten and I= these words cane into English.The sane type of activity could be done with words froaother languages. -3- 6 12.Give students a paragraph containingmrds which were adapted into English directly from the Indian language or as a result of the earlysettlers' en- counters with the Indians.Have then identify thu words and consult their dictionary forverification. Have them tell what features of the frontierthese words suggest. 13.Ask students to find the origin and originalmeaning of the word "sobriquet" inan unabridgal dictionary. Have them substitute the privaryname for each of the following sobriquets:paleface, redcoat, Old Glory, iron horse, Jolly Roger, staff oflife. 14.Have students look up the origin of any specificword such as the verb "inaugurate" inan unabridged dictionary and be prepared to explainWm it came to have its present meaning.Have them use the various forms of the word (inaugurated, inaugural, inauguration) in sentences. 15.Give students a paragraph oontainingloan-words that passed into knerican-English loyway of the Western frontier.Have them identify the loan- %lords and explain why they think these%ords were useful additions to the picneer'svocabulary. 16.Have students investigate the derivation of :mien- tific words.Sane exemples are robot, radio- activity, atom, petroleum, phosphorus,psychology, telescope, trajectory, missile, astronaut,cyclo- tron, megaton. 17.Have students use various reference works andre- port on the origin of American placemines.Some exagoles are Albany, NEN York; Chicago, Ill.; lauisiana; Niagara Falls; SheepsheadBev Pittsburgh, Pa.; Sing Sim, New York; Omaha, Nebraska; Miani; Pike's Peak; Oshkosh. 18.Have students investigate the origins of mrds that were derived fran nanes of pecple.Sane exanples are mackintosh, panpadour, martinet, pasteurize, sandwich, cardigan, gerrymander, sideburns,maca- dam. 19.Have students keep a notebook oontaining interest- ing word origins. -4- 20. Have students make chartsof vxrds that havebeen borrowed from otherlanguages suchas Latin, roman, Greek, Italian,Dutch, Australian, African, Polynesian. JaPansaa, 21.Discuss the influenceof the French inArrarica on present-day AmericanErglish.Have groups of students investigatethe words in present-day American English whichmay be traced to the French in *mica.Dothe same with theSpanish and Mexican influence,Dutch influence,German in- fluence.Students couldreport back to class ina syapositan, panel,or round table discussion. 22.lead a discussionon I= words are madeor created such as ocepounding,back-farmation, blending, acronyms. Show videotapeon this subject. Have students think ofexanples.