Coping Up With Difficult Words 5d2e4w

Activity 3.1

BELIEFS INVENTORY

Agree

Disagree

Score

Statement

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7. I usually ire modern Koreans more than the traditional Koreans. 8. Every Korean has the capacity to embrace modernity. 9. A Korean is deeply rooted to her / his own ‘past’.

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10. I prefer Koreans as friends to other Asians.

1. It is important for me to think that Koreans are also Asians. 2. I hate to think that Koreans are superior to Filipinos. 3. Koreans who have learned to overcome challenges of modernity are irable. 4. I usually consider Koreans as our brothers and sisters. 5. If Koreans can overcome the challenges of modernity, so can the Filipinos. 6. I have biases against Koreans.

ARTICLE 1 Coping with Difficult Words

• Pre-read before a lecture so you can anticipate some of the new words. • Use a glossary or specialist dictionary, e.g. a nursing dictionary. • Use an advanced learner's dictionary. These dictionaries use the most frequent words in English in their definitions so they are easier to understand than most other dictionaries. • Make your own dictionary of new words. Put them in a sentence or give an example. • Use your own words for definitions. • Try to break the word up into parts. • Guess from parts of the word, e.g. anti is against, ante is before. • Leave the word out and read the rest of the sentence to see if you can guess its meaning from the context. • Think about your subject. How could the word relate to something you are expected to know about? • Ask a tutor/friend/native speaker to explain words.

ARTICLE 2 Techniques for Dealing with Difficult Words

• Techniques for Dealing with Difficult Words • When you are looking for meaning, you often get it despite an unfamiliar word. Sometimes however, a strange word makes you slow down or even stop because you have lost the author’s meaning. Such a word deserves attention. How much attention it deserves depends mostly on your reading purpose. The first step is to note the word mentally, or make a pencil mark in the margin, and read on. • Going on prevents further interruption of the author’s thought. It also gives you a chance to find out whether the rest of age makes the meaning clear enough for your purposes. It is more important to go on enjoying the book than to find out how the dictionary defines every new word. The second step is to return to troublesome words after completing a age, and try to workout what each one means.

• Saying the word aloud  may help you to recognize it as one you have heard and then to recall how it was used. If this fails, you can often make an intelligent guess based what you have learned from reading the whole age. The third step, using the dictionary , is important for two kinds of words. The first group consists of words which must be understood to understand the whole age adequately and second group consists of words you know you have met before but still do not fully understand. If you come across a word three times, then clearly it is a word you should master. • Finally, record important words and , with sample phrases or sentences using each one correctly. You can keep a glossary at the back of each subject notebook, or a set of cards/slips. Improving your vocabulary and word attack skills in these ways should bring significant improvement also in reading speed and comprehension.

ARTICLE 3 Learning vocabulary: Working out the meaning of unknown words

• It is unlikely that you will know every word in a text and even if you think you have seen every word before, it is unlikely that you will have seen a particular word in its present context. It is therefore necessary to work out the meaning of unfamiliar words in context and, perhaps, familiar words in new contexts. This is necessary even if you have a dictionary as your dictionary does not know the exact context in which the word is being used. • • A. Is it necessary to know the exact meaning of a particular word? Often a rough meaning is enough (does the word have a positive or negative meaning?). First, though, you need to decide how important the word is for you and your subject. For some words it is enough to know just enough about a word so you can understand it when you hear or see it used in context. For other words, though, that you will need to use productively you will need as much information as possible about the words.

• B. Look for definitions. The author may know a particular word may be new so explains. The author may also be using the word in a new, or unusual way so will need to explain how it is being used. This will be done by using a definition, an explanation, an example or by using a synonym (a word with the same meaning). The phrases "called", "known as", "is the name applied to", "in other words", "that is", "is said to be" are often used. • 2. You can use the context. You can make use of the other words, phrases, sentences and information around the problematic word. Using this information you can find information about the meaning of the word as well as grammatical information. (a) Grammatical information can be obtained from the place of the word in the sentence. (b) Information about the meaning of the word can come from the meanings of the other words in the context.

Comparing and Contrasting Activity 2.2

 

Most Striking Technique/Tip Easiest Technique/ Tip to do Most Difficult Technique/Tip to Do Technique Than Needs Further Discussion My Realizations/ Comments/ Insights

Article 1 Article 2 Coping with Technique in Difficult Words Dealing with Difficult words    

Article 3 Dealing with Difficult Words

 

 

 

 

 

 

 

 

 

 

 

 

 

• Answer the following questions: • How will this activity help you in dealing with difficult words? • Choose five difficult words from the summary of tale. Can you try defining the difficult words?

Build Me Up! Activity 2.3

Word Definition

Part of Speech Synonym

Assignment • Define the following difficult words using the tips you learned. • Magistrate • Maiden • Yangban • Token • courtesans