The Language of High School LEVEL A: English to Spanish
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$11.99
Regular price $14.99
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The Language of High School LEVEL A: English to Spanish
Sale price
$11.99
Regular price $14.99
The Language of High School LEVEL A is a revolutionary concept in Education. Do you know how to talk about school in English, Spanish or both English and Spanish? This book lays the foundation by listing the vocabulary of high school in dozens of super relevant categories, in both languages.
To understand how this works, think through a typical day in your local high school. Which ‘school words’ do students, teachers, administrators and other staff members use at school or in extracurricular activities for that one day? Think about a class schedule, and which subjects students study. Think about their assignments and tests, including everything from homework to final exams, then school personnel, football and soccer teams, places around campus, objects in classrooms, attendance, technology, classroom expectations.
Let’s keep it basic: we’re just talking about those kinds of words that we assume all students know:
• schedule, first period, holiday, block schedule
• principal, counselor, secretary, campus supervisor
• sports, tryouts, home game, homecoming
• campus, parking lot, gym, art room
• library, turning in your textbook
• health office, bandaids and sanitary products
• attendance, tardy or absent
• warmup and exit ticket
• score on a test, points or percentage
• chapter one in the textbook or novel
• quarter grade and semester grade
And so on.
The assumption is that we should make sure students know these words. We assume that most students, teachers and families need to know them, but students who are studying English or Spanish can especially benefit from the vocabulary.
We start slow, where we typically list 25-35 of these kinds of words in each topic. The method used by the author has been to brainstorm the topics and English words first. The initial brainstorm is then narrowed down to a much smaller list filled with the most essential words or a small enough list for students to get started. Then the Spanish equivalents of the words are added.
In Mexico in 1993 the author learned how important it is for translators and interpreters to make glossaries. He has come to see the value of making glossaries for education as well. Any time he’s tackling a new topic, if he has time he creates a new glossary.
Should students keep a list of vocabulary for each of their subjects? That may be very helpful. In his Spanish classes, this definitely helps.
So take advantage of these glossaries as a springboard to move farther ahead in your education, or in the high school education of your family and/ or friends.
There are so many advantages to learning about High School English and Spanish words and phrases and how to use them.
Enjoy!
Érik “supertrilingual” Ólmsted
To understand how this works, think through a typical day in your local high school. Which ‘school words’ do students, teachers, administrators and other staff members use at school or in extracurricular activities for that one day? Think about a class schedule, and which subjects students study. Think about their assignments and tests, including everything from homework to final exams, then school personnel, football and soccer teams, places around campus, objects in classrooms, attendance, technology, classroom expectations.
Let’s keep it basic: we’re just talking about those kinds of words that we assume all students know:
• schedule, first period, holiday, block schedule
• principal, counselor, secretary, campus supervisor
• sports, tryouts, home game, homecoming
• campus, parking lot, gym, art room
• library, turning in your textbook
• health office, bandaids and sanitary products
• attendance, tardy or absent
• warmup and exit ticket
• score on a test, points or percentage
• chapter one in the textbook or novel
• quarter grade and semester grade
And so on.
The assumption is that we should make sure students know these words. We assume that most students, teachers and families need to know them, but students who are studying English or Spanish can especially benefit from the vocabulary.
We start slow, where we typically list 25-35 of these kinds of words in each topic. The method used by the author has been to brainstorm the topics and English words first. The initial brainstorm is then narrowed down to a much smaller list filled with the most essential words or a small enough list for students to get started. Then the Spanish equivalents of the words are added.
In Mexico in 1993 the author learned how important it is for translators and interpreters to make glossaries. He has come to see the value of making glossaries for education as well. Any time he’s tackling a new topic, if he has time he creates a new glossary.
Should students keep a list of vocabulary for each of their subjects? That may be very helpful. In his Spanish classes, this definitely helps.
So take advantage of these glossaries as a springboard to move farther ahead in your education, or in the high school education of your family and/ or friends.
There are so many advantages to learning about High School English and Spanish words and phrases and how to use them.
Enjoy!
Érik “supertrilingual” Ólmsted