Word chunks что это
'Hammond suggested we break the herd into smaller chunks.
MSAA communicates information by sending small chunks of information about elements of a program to the assistive technology object (AT).
MSAA передает информацию, посылая небольшие куски информации об элементах программы вспомогательным объектом техники (АТ).
«Когда вы пытаетесь растянуть снег, он разваливается на кусочки.
На месте преступления я видела синие кусочки в рвотной массе.
Data is sent over the network in chunks called packets.
The slimy chunks are bacteria that are supposed to stimulate the immune system.
Эти липкие куски - бактерии, которые должны стимулировать иммунную систему.
The juice went outside, and the chunks of fruit stayed in the kitchen with me.
Сок вылился наружу, а кусочки фруктов остались внутри со мной.
M.E.'s still picking chunks of gall bladder out of the wallet, so.
Патологоанатомы все еще отскребают куски желчного пузыря с его бумажника, так что.
These comet fragments are nothing but chunks of ice.
Other scrap for all three devices consisted of chunks of metal, batteries, cartridge cases and small arms ammunition.
В качестве других наполнителей для всех трех устройств использовались куски металла, батарейки, патроны и боеприпасы для стрелкового оружия.
Not chunks of stuff, but chunks of information - ones and zeros. Atoms and electrons are bits.
Не куски материи, но куски информации - нули и единицы. Атомы и электроны являются битами.
Chunks taken out of legs and arms, deep wounds to backs and stomachs.
Выдранные из рук и ног куски плоти, глубокие порезы на спинах и животах.
Chunks of 1918 will start to appear at the hospital.
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In order to make the topic memorable and practical, gain fluency in speaking and not to use grammatical rules while teaching young learners – use word chunks.
What are the chunks?
Chunks are the most common collocations, a sequence of words that usually go together. When teaching very young learners, most teachers tend to teach as much vocabulary as possible, ignoring grammar and speaking. However, a language should be studied in the complex. To integrate new vocabulary in children’s speech and teach them a certain grammatical form without rules, and to enhance their speech, use word chunks.
How to integrate word chunks in the lesson to get most use of them?
While teaching a certain topic, try to think what grammar the vocabulary can be combined with. For instance, while teaching activity verbs, one may also integrate modal verb ‘can’, verbs ‘like / don’t like’, Present Simple or Present Continuous. Below, there are some ways to do that.
- Use mime and TPR. Jump, and say to children: “I can jump. Jump! Jump! I can jump.” Show them with gestures and say: “Can you jump? Jump!”. Children start jumping, and you say: “You can jump! We can jump! Jump.” Then, show them that you are skiing and fall down. Say: “I can’t ski. Can you ski?” And move on with all the words. The same activity can be done teaching Present Continuous (and present class activities), or Present Simple (present daily activities: show the clock and say what you usually do at this time).
- Use short poems. You may find some short poems with certain collocation or word combination (the example is in the picture) or you can just create them on your own. The main criterion is to make a certain word combination memorable.
- Use songs with lyrics repeating the same word combination. There are a lot of YouTube channels providing us, teachers, with an incredible amount of vocabulary and grammatical chunks. Some of them are Super Simple Songs , The Signing Walrus , or Turn On Your English.
In the video above there is a great song for teaching “I can”. It is possible to include TRP elements to the lesson while singing the song (move hands as the bird is flying, etc.). If there is no equipment (neither computer nor tablet) in a class, it is possible to create own songs. For example, sing these words with any melody you know:
I can jump, you can jump,
we can jump together.
I can jump, you can jump,
we can jump together.
Can you jump? I can jump!
And move on with other action verbs. Children will definitely sing this simple song all day long and remember the bites of language you aimed to teach them! ☺
- Give the list of useful phrases for children . For example, you read the story or fairytale, and you want to know the children’s opinion about it. Pre-teach some phrases like “I think, I don’t think, I agree, I disagree, etc.” that children can use to express their opinion. Read more about how to teach functional language in the article .
Practice
After teaching children in a fun and engaging way, test them! Provide them with freer speaking practice. For example, if you taught “I can”, give children action verbs cards and suggest them asking other children if they can or can’t do it. Then let them share their “discoveries” with you or draw a poster with the things the class can do. I am sure you and your young students will enjoy that!
Every teacher knows chunks as groups of words that can be found together in language. What is more, c hunking is not not only about vocabulary. It is an effective teaching tool for all subjects in terms of identifying, classifying and reproducing the information. When it comes to the ESL classroom, chunking can be used for teaching nearly all skills. In this article, we will present some practical chunking strategies for different aspects of language teaching.
What is chunking?
Chunking refers to the technique of organizing or combining individual pieces of information into small and manageable “chunks.” This technique will ease the retrieval of the information as students have to memorize the chunks instead of the overall information. The research shows that chunking each lesson into small sessions will help the learners to digest the material with more ease. This video shows the importance of chunking on the retention of students’ attention span.
Chunking strategy is mostly used to facilitate the reading process. Here, we will present some important tips on how to use chunking in reading.
Reading
Chunking can be used with challenging texts of any length. Teachers need to break up text that may be too long or difficult for a student into manageable sections or “chunks.” Chunking helps students organize information, making it easier for them to pull information together for a better understanding of the main idea of the text. Moreover, according to research studies, students who struggle with reading comprehension improve significantly when reading material is chunked into smaller units. Here are some tasks:
- The teacher chunks, divide the text into small, manageable parts depending on the learners’ abilities and language level. They work on one chunk and then pass to the next one. As a part of work on each chunk, they may do any reading comprehension task or vocabulary work, e.g.:
- circle words that are unfamiliar.
- use context clues to help define these words.
- look up the meaning of unknown words.
- write synonyms for these new words in the text.
- underline important places and people and identify them.
Then students predict what next passage is going to be about.
- Students paraphrase the meaning of the passage by rewriting chunks in their own words.
By the end of this activity, students should have a paraphrased version of the original text. As further step students compare their versions of the text. This step often leads to interesting discussions about interpretation – how people can often find different meanings in the same words. - To improve comprehension and retention of ideas, students need to visually represent the selected chunk as a picture or symbol. The teacher can prepare a picture for each separate chunk and ask students to match the pictures to the reading chunks and clarify their choice.
- Paragraph shrinking can also be used to clarify the main ideas of each chunk by summarizing the meaning of a paragraph in ten words or less.
- The teacher divides a longer text into sections and asks small groups to work on summarizing a paragraph or two each. The activity can be designed by Jigsaw strategy.
Vocabulary
Learning vocabulary items is one of the challenging things for students in terms of memorizing the material and using it in the necessary contexts therefore chunking is of utmost importance in this case.
While dealing with new vocabulary items students are better to learn them in fixed expressions so that they use them in a more natural way. Besides, learning words in chunks is much easier than remembering them as isolated items. For example, when students learn the word sight , it is very important to know the usage of the given word in the chunk from first sight . See this article for getting insight on where to find word collocations.
Tackling Grammar
Finally, speaking in chunks lets us speak in a grammatically correct way without really having to learn grammar. For effective communication, it is much more beneficial to learn some phrases in chunks. For example:
What’s up? (How are you?)
I used to (I had the habit) eat a lot of ice cream when I was a kid.
What are you up to (What are you planning to do ) today? It depends on the weather.
If I were you , I’d check the forecast.
In all these examples learning the language in small manageable chunks helps to communicate in a natural way and the expression itself gets stuck in mind rather than learning its individual items.
Here and here you can watch videos on chunking and how it is used to teach spelling.
So chunking in the learning is an extremely useful process of breaking long strings of information into small chunks that are easier to remember and reproduce.
When we speak and write, we repeat a lot of phrases and clauses, such as on the other hand, a lot of, at the moment, you know, you see, I mean. Some of these phrases, or chunks of language, are very common and they have specific meanings.
Chunks in speaking
We use chunks like you know, you know what I mean, I know what you’re saying to check and show understanding between speaker and listener:
[company employees talking]
You ask for a report and you end up with a hundred pages. You know what I mean?
Yeah. I know what you’re saying .
We use you see as a discourse marker when we are explaining something. It shows that what we are saying is new information for the listener:
But he’s trying to send us an email and I’m having some trouble with the computer, you see .
We use chunks of vague language such as and that kind of thing, and that sort of thing, and so on, and things like that, and stuff like that to talk about collections of things without having to make a long list:
… when you start your final year and you come to ask for help on getting jobs and that kind of thing , you’ll be asked to fill in a form describing the work you did last summer …
We use chunks like having said that and saying that to show that what we are going to say next is in contrast to what we have just said:
But, having said that , what her mother’s been doing is running her into school and picking her up …
Chunks in writing
We use many chunks in writing . They help us to structure what we write:
The most lethal weapon on earth is the human mind; but on the other hand it is only the mind that is capable of envisioning what is humanly desirable and what is not.
Exports were slightly higher than imports, and as a result , there was a positive trade balance.
First of all , working procedures could be standardised, so that orders can be clearly performed.
… he identifies and examines the various ways in which a wide variety of ‘change agents’ – industrial workers, social workers, church ministers, politicians, protest leaders, business and professional people, housewives, youth and community institutions and so forth – made such progress possible.
Chunks as frames
Some chunks don’t look complete (I don’t know if, in the middle of). These usually help make up or frame sentences:
I don’t know if …
We often use I don’t know if … as a frame for questions that start conversations:
I don’t know if you’ve ever been to Canberra.
I don’t know if you saw that film on TV last night.
You know the …
We use you know the … when we are telling stories or introducing a person, place or thing which the listener already knows about:
You know the guy who used to call around selling lottery tickets?
Yeah. I remember him.
Well I saw him the other day, wearing a pinstriped suit.
You know the shop on the corner, that’s the one that got broken into.
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