HOMOPHONES: MOST COMMONLY CONFUSED WORDS @ HIGH SCHOOL (6)

Please note the difference between HOMOPHONES and HOMOGRAPHS:

HOMOPHONES are words that sound the same but have different meanings. Fo example, . . .

  • wait (the verb) and weight (how heavy something is)
  • they’re (they are) and their (belonging to them) and there (adverb of place)

HOMOGRAPHS are words that are written the same way, but pronounced differently.

Examples of HOMOGRAPHS include:

  • to wind a clock but blowing wind.
  • rose, the flower and rose, past tense of the verb to rise.
  • book – something we read and book – to schedule something.

Included here are sets of commonly used and sometimes confused sets of homophones. To help you improve spelling skills, for each word listed, I have included the most common meanings focusing on:

  • part of speech (sometimes)
  • a very brief definition
  • a sentence to further your understanding of the homophone word/s.

pexels-photo.jpgPlease note that the following scenarios are the most commonly used cases; but as is quite common in our language, there are always exceptions!

1. write/right/rite

  • right (adj.) means correct: The student gave the right answer to the math question.
  • write (v.) is to make letters: Please write you name at the top of the page.
  • rite (n) means a religious social custom or solemn ceremony or act: The religious rites were strictly followed.

2. road/rode/rod

  • road (n.) is a driving surface: She had difficulties keeping her car on the slippery road.
  • rode (v.) is past tense of ride: We rode the bus for thirty minutes to get across town.
  • rod (n) is a thin straight bar of wood or metal: The walls were reinforced with steel rods.

 3. sail/sale

  • sail (v.) is to travel in a boat: We plan to sail across the bay.
  • sale (n.) is a deal or transaction: The store had a special sale on blue jeans.

 4. scene/seen

  • scene (n.) is the place where an event occurs: A criminal sometimes returns to the scene of the crime.
  • seen (v.) is past participle of see: I’ve never seen so many flowers!

 5. soar/sore

  • soar (v.) is to fly: An eagle can soar higher than many other birds.
  • sore (adj.) means painful: My sprained knee is very sore.

 6. sole/soul

  • sole (adj.) means only: My dad was the sole survivor of the crash.
  • sole (n.) is the bottom part of a foot or shoe: There’s a hole in the sole of my old boot.
  • soul (n.) is the spiritual part, or character, of a person: Those old hymns always comfort my soul.

7. tail/tale

  • tail (n.) is the rear part of an animal’s body: My dog wags its tail when he’s happy.
  • tale (n.) is a story: One popular fairy tale is about a giant, a beanstalk and a boy named Jack.

8. threw/through

  • threw (v.) is the past tense of throw: The kids threw the stones into the stream.
  • through (prep.) means movement from one side to, or past, the other side: Let’s walk all the way through the dark tunnel together.

9. to/too/two

  • to (prep.) means toward: We drove to the theatre.
  • too (adv.) means also: Jimmy likes pizza, too.
  • two (n.) is a symbol for 1 plus 1: Susan spun a two in the board game.

10. waist/waste

  • waist (n.) is the middle of the body: The belt was too large for her small waist.
  • waste (n.) is the discarded material: The factory’s waste products were dumped in the landfill.

11. weak/week/wick

  • weak (adj.) means not strong: The young boy was too weak to lift the box of books.
  • week (n.) is a seven-day period: The worker went on vacation for one week.
  • wick (n) is a piece of string in the centre of a candle.

 12. who’s/whose

  • who’s (contr.) is short for who is or who has: Who’s been drinking my soda?
  • whose (pron.) is the possessive form of who: Does anyone know whose coat is this one?

13. your/your’re

  • your (pron.) is the possessive form of you: It’s your turn to go first.
  • you’re (contr.) is the short form of you are: You’re the person I want to hire.

14. faint/feint

  • faint means temporarily losing consciousness and the adjective . . .
  • faint (adj) means lacking in brightness: Tad’s writing is too faint.
  • A feint is a false attack made to distract the opponent from an even more fatal blow: It was just a brief feint on the opponent’s face.

15. hole/whole/hall

  • A hole is an empty place or opening: A hole opened up in the backyard.
  • Whole means complete or entire: I ate the whole pie.
  • hall (n) is the room or space used for meetings, concerts or other events.

ALWAYS make it a habit to edit your work to avoid committing the HOMOPHONES mistakes.

writing-notes-idea-conference.jpgGood luck in all your endeavours.

As of old: Be EMPOWERED and EXCEL!!

HOMOPHONES: MOST COMMONLY CONFUSED WORDS @ HIGH SCHOOL (5)

Please note the difference between HOMOPHONES and HOMONYMS:

HOMOPHONES are words that sound the same but have different meanings.

  • wait (the verb) and weight (how heavy something is)
  • they’re (they are) and their (belonging to them) and there (adverb of place)

HOMONYMS are a kind of homophone, words that are written and said the same way but have different meanings.

Examples of HOMONYMS are:

  • book           – something we read and . . .
  • book           – to schedule something.
  • Spring        – the season and . . .
  • spring         – to jump up.

pexels-photo-416322.jpegTo help you improve spelling skills, for each word listed, I have included the most common meanings focusing on:

  • part of speech (sometimes)
  • a very brief definition
  • a sentence to test your understanding of the homophone word/s.

Please note that the following scenarios are the most commonly used cases; but as is quite common in our language, there are always exceptions!

1. than/then

  • Use than for comparisons; eg: Tad is much taller than his brother.
  • Use then to indicate passage of time, or when; eg: We went to the park in the morning, and then we left to pick up lunch.

2. to/too/two

  • To can be a preposition; eg: We are going to the park.
  • Too is an adverb that can mean excessively (too much) when it precedes an adjective or adverb; eg: I ate too much ice cream for dessert.
  • Too is a synonym for also; eg: I ate too much ice cream for dessert, too.
  • Two is a number; eg: Shona ate two pieces of pie.

3. you’re/ your

  • You’re is a contraction for you are; eg: You’re going to absolutely love this new recipe.
  • Your is a pronoun; eg: Please bring your books to class with you tomorrow.

4. fair/fare

  • fair (adj.) means just, proper under the rules, or ample; eg: The judge made a fair decision.
  • fare (n.) means money paid to ride in a bus, taxi or other vehicle; eg: He paid his fare when he got on the bus. OR
  • Used as a verb, fare means to get by, perform; eg: She fared well on the job interview.

5. flew/flu/flue

  • flew (v.) past tense of fly; eg: The bird flew past my window.
  • flu (n.) short for influenza; eg: Sam missed three days of work because he had the flu.
  • flue (n.) passage for smoke in a chimney; eg: The chimney flue needs to be cleaned regularly.

6. heal/heel/he’ll

  • heal means to make healthy; eg: Extra rest and fluids will help to heal your sickness.
  • heel is the back part of the foot; eg. Place your heel firmly into the boot.
  • he’ll (contr.) he will; eg: He’ll be happy when he comes.

 7. lone/loan

  • A loan is money lent; eg: The car loan was for $5,000.
  • Used as a verb, loan means to lend something; eg: Can you please loan me enough money for lunch?
  • lone means single, only; eg: The truck driver was the lone customer at the all-night diner.

8. male/mail

  • mail are items sent in the postal system; eg: I received six letters today in the mail.

Used as a verb, mail means to send something by mail or e-mail; eg: She will mail her car payment today.

  • male (n.) a boy or man; eg: There were ten male passengers on the train.

Used as an adjective, male means related to a man or boy; eg: I heard a male voice on the telephone.

 9. main/mane

  • main (adj.) means most important; eg:The speaker’s main point was that we can all fight poverty.
  • mane (n.) is the long hair on the neck of an animal; eg: Shona hung on to the horse’s mane when it started galloping.

10. meat/meet

  • meat is edible flesh from an animal; eg: We eat meat nearly every night for dinner.
  • meet is to get together; eg: Let’s meet for coffee tomorrow morning.

Used as a noun, meet is a sports competition; eg: Athletes from ten schools will compete at the track meet.

 11. pail/pale

  • A pail is a bucket; eg: That pail holds five gallons of paint.
  • Being pale means lacking color; eg: The sick child’s face was very pale.

 12. pain/pane

  • pain is physical distress; eg: Her back pain prevented her from bending over.
  • pane is section of a window; eg: The window pane was covered with frost.

13. passed/past

  • passed is the past tense of pass; eg: The teenager finally passed his driving test.
  • past means later, or in a time gone by; eg: Her financial worries are now all in the past.

14. patience/patients

  •  patience is the ability to wait; eg: The kindergarten teacher’s patience is remarkable.
  • patients are people under the care of a doctor; eg: Five patients were waiting to see the doctor.

 15. raise/raze

  • To raise is to build up; eg: Let’s raise the sign a bit higher so it can be read more easily.
  • To raze is to tear down; eg: The city plans to raze the vacant building.

ALWAYS make it a habit to edit your work to avoid committing the HOMOPHONES mistakes.

Good luck in all your endeavours.

As of old: Be EMPOWERED and EXCEL!!

HOMOPHONES: MOST COMMONLY CONFUSED WORDS @ HIGH SCHOOL (4)

Please note the difference:

HOMOPHONES are words that sound the same but have different meanings, eg:

  • wait (the verb) and weight (how heavy something is)

HOMONYMS are a kind of homophone words that are written and said the same way but have different meanings.

Examples of HOMONYMS are:

  • club            – somewhere to dance and . . .
  • club            – large, heavy object that people get hit with.
  • rock           – a type of music and . . .
  • rock            – made of stone.

HOMOGRAPHS are words that are written the same way, but pronounced differently.

Examples of HOMOGRAPHS include:

  • to wind a clock but blowing wind.
  • rose, the flower and rose, past tense of the verb to rise.
  • book is something we read and book is to schedule something.

pexels-photo.jpgTo help you improve spelling skills for each word listed below, I have included the most homophone common meanings focusing on:

  • part of speech (sometimes)
  • a very brief definition
  • a sentence to test your understanding of the homophone word/s.

Please note that the following scenarios are the most commonly used cases; but as is quite common in our language, there are always exceptions!

  1. which/witch/wich

  • Use which as a pronoun when referring to things or animals.
  • Use witch to mean a scary or nasty person.
  • Wich is to do with minerals, salt works; a salt producing town.

Using the correct use of which/witch/wich, fill in the sentences:

  1. Tad wore his favorite brown shoes, . . . he received as a birthday gift.
  2. The Halloween . . . decorations must finally come down off of the wall!

2. principle/principal

  • Use principle as a noun meaning a basic truth or law.
  • Use principal as a noun meaning the head of a school or organization, or a sum of money.

 Using the correct use of principle/principal, fill in the sentences:

  1. Many important life . . . are learned in kindergarten.
  2. The . . . is a well-respected member of the community.

3. stationary/stationery

  • Stationary means unmoving.
  • Stationery refers to writing materials, eg: pens, books, pencils, etc

Using the correct use of stationary/stationery, fill in the sentences:

  1. The revolving door remained . . . because Shona was pushing on it the wrong way.
  2. Tad printed his résumé on his best . . . .

4. rain/reign/rein

  • rain (n.) precipitation; (v.) drizzle, shower.
  • reign (n.) time in power; (v.) to rule.
  • rein (n.) a strap to control an animal.

 Using the correct use of rain/reign/rein, fill in the sentences:

  1. The . . . poured down all day.
  2. The king’s . . . was very brief.
  3. Pull on the . . . when you want the horse to stop.

5. stair/stare

  • stair (n.) step.
  • stare (v.) to look intently in one place.

Using the correct use of stair/stare, fill in the sentences:

  1. The bottom . . . is broken, so please be careful when you go down.
  2. I couldn’t help but . . . at the man as he came down to us.

6. main/mane

  • main (adj.) most important.
  • mane (n.) long hair on the neck of an animal.

 Using the correct use of main/mane, fill in the sentences:

  1. The speaker’s . . . point was that we can all fight poverty.
  2. The little girl hung on to the horse’s . . . when it started galloping.

7. stake/steak

  • stake (n.) a thin pointed stick or post that is driven into the ground; mark off.
  • steak (n.) a piece of meat or fish.

 Using the correct use of stake/steak, fill in the sentences:

  1. Since we were missing a . . . , we couldn’t finish putting up the tent.
  2. He ordered a sirloin . . . and baked potato.

8. steal/steel

  • steal (v.) to take something without permission.
  • steel (n.) a strong metal made of iron and carbon.

 Using the correct use of steal/steel, fill in the sentences:

  1. It is not good to . . . money from anyone.
  2. Many buildings are constructed with . . . frames.

 9. imminent/eminent/immanent

  • imminent is something likely to happen.
  • Eminent can refer to a person of high rank or repute or anything that noticeably pokes out like “an eminent nose.”
  • immanent is an inherent or inborn; ingrained, built-in.

 Using the correct use of imminent/eminent/immanent, fill in the sentences:

  1. The rainy season is . . .
  2. Kofi Annan was an . . . person in resolving many conflicts.
  3. The protection of human rights is . . . to many governments around the world.

10. exercise/exorcise

  • Exercise is a physical activity; to do physical activity.
  • Exorcise is to drive out an evil spirit

 Using the correct use of exercise/exorcise, fill in the sentences:

  1. They . . . the troublesome spirit.
  2. Ted took the . . . seriously.

11. insolate/insulate

  • Insolate refers to an exposure to the sun’s rays.
  • Insulate involves using various materials to prevent the leakage of heat.
  • NOTICE: Insolate to get warm and insulate to stay warm!

Using the correct use of insolate/insulate, fill in the sentences:

  1. The . . . paper may turn red when exposed to the sun.
  2. We always . . . and draught proof our caravan before winter begins.

 12. tortuous/torturous

  • tortuous comes from the Latin tortu meaning full of twists and turns.
  • torturous pertaining to the cause or experience of extreme pain.

 Using the correct use of tortuous/torture, fill in the sentences:

  1. Peal found the route remote and . . . .
  2. We had a . . . five days of boot camp.

13. foreword/forward

  • Foreword is an introduction to a book.
  • Forward is onwards, ahead.

 Using the correct use of foreword/forward, fill in the sentences:

  1. Dr Giddings gave a . . to my book.
  2. It’s will be raining next week, so the baseball game will be moved . . .

14. flaunt/flout

  • Flaunt is to display ostentatiously; show off.
  • Flout is to disregard a rule.

 Using the correct use of flaunt/flout, fill in the sentences:

    1. The young man constantly . . . his riches.
    2. The advertising code is being openly . . ..

15. flounder/founder

  • Flounder is to move clumsily; to have difficulty doing something.
  • Founder is to fail; a person who establishes.

Using the correct use of flounder/founder, fill in the sentences:

  1. The soldiers . . .  about in the mud.
  2. He is the . . . of a popular website.

So, how did you fair?

ANSWERS: #1. a) which b) witch #2. a) principles b) principal #3. a) stationary   b) stationery #4. a) rain b) reign c) reins; #5 a) stair b) stare; #6 a) main b) mane; #7 a)stake b) steak #8 a) steal b) steel #9 a) imminent   b) eminent c) immament  #10 a) exorcise b) exercise  #11 a) insolate(d) b) insulate  #12 a) tortuous  b) torturous  #13 a) foreword b) forward   #14 a) flaunted  b) flouted  #15 a) floundered b) founder

ALWAYS make it a habit to edit your work to avoid committing the HOMOPHONES mistakes.

As of old: Be EMPOWERED and EXCEL!!

HOMOPHONES: MOST COMMONLY CONFUSED WORDS @ HIGH SCHOOL (3)

HOMOPHONES are two or more words that sound alike, but have different meanings or spellings.

In the sentence below, for example, every word is spelled correctly but three words are the wrong words, and even spellchecker will not flag even one of them.

Can you spot the homophones in the sentence below?

I herd the reign ruined there picnic.

 One great way to improve spelling skills is to learn the correct spellings and meanings of common sets of homophones.

A large percentage of spelling errors at High School are actually homophone usage errors.

Written correctly, the sentence should, of course, read:

 I heard the rain ruined their picnic.

Included here are sets of commonly used and sometimes confused sets of homophones. To help you improve spelling skills, for each word listed, I have included the most common meanings focusing on:

  • part of speech (sometimes)
  • a very brief definition
  • a sentence to test your understanding of the homophone word/s. 

pexels-photo-416322.jpegPlease note that the following scenarios are the most commonly used cases; but as is quite common in our language, there are always exceptions!

1. defuse/diffuse

  • Diffuse is to spread over a wide area; lacking clarity
  • Defuse is to make a situation less tense

Using the correct use of defuse/diffuse, fill in the sentences:

  1. Mr Jones . . . the prevailing tension among the villagers.
  2. The . . . community centred around the church.

2. desert/dessert

  • Desert is a waterless, empty area; to abandon someone.
  • Dessert is the sweet course of a meal.

 Using the correct use of desert/dessert, fill in the sentences:

  1. How did that car get over the Egyptian . . . .
  2. They enjoyed their . . .  after the main meal.

3. discreet/discrete

  • Discreet means being careful not to attract attention.
  • Discrete means separate and distinct.

Using the correct use of discreet/discrete, fill in the sentences:

  1. We made some . . . inquiries about the issue.
  2. Speech sounds are produced as a continuous sound signal rather than . . . units.

 4. disinterested/uninterested

  • Disinterested means impartial; unbiased, uninvolved.
  • Uninterested means bored or not wanting to be involved with something:

Using the correct use of disinterested/uninterested, fill in the sentences:

  1. A panel of . . . judges who had never met the contestants before judged the singing contest.
  2. Marwa was . . . in attending Hilda’s singing class.

5. die/dye

  • Die means to pass away; dying could also mean you are eager for something.
  • Dye (n.) coloring.

 Using the correct use of die/dye, fill in the sentences:

  1. The animal will . . . without proper nourishment.
  2. We used four kinds of . . . to color our Easter eggs.

6. does/dose

  • Does is a form of do.
  • Dose is quantity of medicine.

Using the correct use of does/dose, fill in the sentences:

  1. It . .  no good to complain.
  2. Take a . . . of aspirin for your headache.

7. here/hear

  • Use here as an adverb to indicate location.
  • Use hear as a verb to indicate listening.

 Using the correct use of hear/here, fill in the sentences:

  1. Please come back . . . and put your shoes away!
  2. Can you . . . the birds’ beautiful singing outside?

8. lie/lay

  • Use lie to indicate the act of reclining:
  • Use lay to indicate the placement of something:

Lay is a transitive verb, which means it always needs an object! Something is always being put down; lie, on the other hand, will never have an object because it is an intransitive verb.

Hint:

  • to lie: lie(s), lay, lain, lying
  • to lay: lay(s), laid, laid, laying

Using the correct use of lie/lay, fill in the sentences:

  1. I am tired just watching the dog . .  in the warm sunlight.
  2. Please . . . the paper on the table.

9. emigrate/immigrate

  • Emigrate means to move away from a city or country to live somewhere else.
  • Immigrate means to move into a country from somewhere else.

Using the correct use of emigrate/immigrate, fill in the sentences:

  1. Pearl’s grandfather . . .  from Canada sixty years ago.
  2. Tad’s sister . . . to Ireland in 2004.

 10. e.g./i.e.

These two Latin abbreviations are often mixed up, but e.g. means “for example,” while i.e. means “that is.”

11. empathy/sympathy

  • Empathy is the ability to understand another person’s perspective or feelings.
  • Sympathy is a feeling of sorrow for someone else’s suffering.
  • A sympathizer is someone who agrees with a particular ideal or cause.

 Using the correct use of empathy/sympathy, fill in the sentences:

  1. My . . . for Liz is fairly limited.
  2. She has a higher level of . . . in helping others.

 12. loose/lose/lost

  • Loose is usually an adjective:
  • Lose is always a verb. It means to misplace something or to be unvictorious in a game or contest.
  • Lost is the past tense of lose.

Using the correct use of loose/lose/lost, fill in the sentences:

  1. Nancy was careful not to . . . her ticket.
  2. Peter discovered that the cows were . . . .

13. it’s/its

  • It’s is the contraction for it is.
  • Its is the possessive form (“possessive” means belongs to) of it.

 Using the correct use of it’s/its, fill in the sentences:

  1. The cat is licking . . . paws.
  2. . . . raining today, so the baseball game will be cancelled.

14. weather/whether

  • Use weather when referring to the state of the atmosphere:
  • Use whether as a conjunction to introduce choices:

 Using the correct use of weather/whether fill in the sentences:

  1. The constantly changing springtime . . . is driving us crazy.
  2. Please tell us . . . you would prefer steak or salmon for dinner.

NB: There is no such word as wheather!

15. there/their/they’re

  • their (pron.) belong to them;
  • there (adv.) at that place;
  • they’re is the contraction for they are.

 Using the correct use of there/their/they’re, fill in the sentences:

  1. . . . house is always clean and tidy.
  2. Please put the groceries over . . . .
  3. . . . going to Paris for vacation.

So, how did you fair?

ANSWERS: #1. a) defused b) diffuse; #2. a) desert b) dessert #3. a) discreet b) discrete #4. a) disinterested b) uninterested; #5 a) die b) dye; #6 a) does b) dose  #7 a) here b) hear   #8 a) lie b) lay   #9 a) emigrated  b) immigrated   #11 a) sympathy b) empathy  #12 a) lose   b) lose/lost  #13 a) its   b) It’s   #14 a) weather   b) whether   #15 a) Their b) there c) They’re

ALWAYS make it a habit to edit your work to avoid committing the above mistakes.

As of old: Be EMPOWERED and EXCEL!!

HOMOPHONES: MOST COMMONLY CONFUSED WORDS @ HIGH SCHOOL (1)

HOMOPHONES are two or more words that sound alike, but have different meanings or spellings.

In the sentence below, for example, every word is spelled correctly but three words are the wrong words, and even a spellchecker will not flag one of them.

Can you spot the homophones in the sentence below?

I herd the reign ruined there picnic.

 One great way to improve spelling skills is to learn the correct spellings and meanings of common sets of homophones.

A large percentage of spelling errors at High School are actually homophone usage errors.

Written correctly, the sentence should, of course, read:

 I heard the rain ruined their picnic.

Included here are sets of commonly used and sometimes confused sets of homophones. To help you improve spelling skills, for each word listed, I have included the most common meanings focusing on:

  • part of speech (sometimes)
  • a very brief definition
  • a sentence to test your understanding of the homophone word/s.

Please note that the following scenarios are the most commonly used cases; but as is quite common in our language, there are always exceptions!

blur book close up data

Photo by Pixabay on Pexels.com

1. buy/by/bye

  • Use buy when purchasing an item.
  • Use by as a preposition to indicate location.

Use bye in saying “goodbye” or when an athlete moves directly to the next round of a competition without playing.

 Using the correct use of buy/by/bye, fill in the sentences:

  1. I do need to . . . new shoes for the kids.
  2. John was given a . . . after Tad had withdrawn from the competition.

 2. bear/bare

  • Use bear when referring to the large mammal or to indicate the act of holding or supporting.
  • Use bare as an adjective indicating lack of clothing; uncovered.

 Using the correct use of bear/bare, fill in the sentences:

  1. How did that brown . . . open the security gate at the campsite?
  2. The wagon can hardly . . . the weight of the load.
  3. His . . . neck burned in the direct sunlight.

3. brake/break

  • Use brake as a verb meaning to stop or as a noun when referring to a device used to stop or slow motion:
  • Use break to indicate smashing or shattering or to take a recess OR
  • Use break as a noun to indicate a rest or pause.

 Using the correct use of brake/break, fill in the sentences:

  1. We took a water . . . after our first set of drills.
  2. The bike’s . . . failed, which is why he toppled town the hill.
  3. My back will . . . if we put one more thing in this backpack.

 4. breath/breathe

  • Breath is a noun; it’s the air that goes in and out of your lungs:
  • Breathe is a verb; it means to exhale or inhale:

 Using the correct use of breath/breathe, fill in the sentences:

  1. Chad held his . . . while Larry skateboarded down the stairs.
  2. After Shona’s spectacular landing, Holy had to remind herself to . . . again.

5. balmy/barmy

  • Balmy means pleasantly warm; soothing.
  • Barmy is being foolish, crazy.

 Using the correct use of balmy/barmy, fill in the sentences:

  1. I thought I was going . . . at first.
  2. We always enjoy the . . . days of late summer in Heysham.

6. bated/baited

  • Bated means in great suspense, very anxiously or excitedly
  • A bait is food attached or inserted as a decoy to lure

Using the correct use of bated/baited, fill in the sentences:

  1. The fish let go of the . . . .
  2. He waited for a reply to his offer with . . . breath.

7. bazaar/bizarre

  • Bazzar is a Middle Eastern market; a fundraising sale of goods
  • Bizarre means strange or unusual

 Using the correct use of bazaar/bizarre, fill in the sentences:

  1. They went to the Turkish bazaar to buy items.
  2. We found ourselves in a . . . situation.

8. berth/birth

  • Berth is a bunk in a ship, train, etc.
  • Birth is the emergence of a baby from the womb.

 Using the correct use of berth/birth, fill in the sentences:

  1. I will sleep in the upper . . . .
  2. The . . . of his son was a turning point.

9. breach/breech

  • Breach is to break through, or break a rule; a gap
  • Breech is the back part of a gun barrel; in birth, feet coming out first

 Using the correct use of breach/breech, fill in the sentences:

  1. The way he acted was a . . . of confidence on Sarah’s trust.
  2. She has had a . . . birth of her first born son.

 10. broach/brooch

  • Broach to raise a difficult subject for discussion; pierce
  • Brooch is a piece of jewellery

 Using the correct use of broach/brooch, fill in the sentences:

  1. He . . . the topic he had been avoiding all evening.
  2. Ted enjoys wearing an emerald . . . .

11. beside/besides

  • Beside means next to.
  • Besides means in addition.

Using the correct use of beside/besides, fill in the sentences:

  1. He sat . . . me.
  2. I love ice cream . . . chocolate.

12. capital/capitol

  • Capital has several meanings. It can refer to an uppercase letter, money, or a city where a seat of government is located.
  • Capitol means the building where lawmakers meet.

 Using the correct use of capital/capitol, fill in the sentences:

  1. Peter visited the cafe in the basement of the . . . after watching a bill become a law.
  2. Basel visited Brasίlia, the . . . of Brazil.

13. coarse/course

  • Coarse means rough, crude or harsh;
  • Course (n.) a path or route to be taken;

 Using the correct use of coarse/course, fill in the sentences:

  1. His . . . manners were very irritating.
  2. Now that you’ve lost your job, what is the first . . . of action to be taken?

14. choose/chose

  • Choose means to select.
  • Chose is the past tense of choose.

 Using the correct use of choose/chose, fill in the sentences:

  1. I . . . my puppy last week.
  2. I . . . that puppy in the window.

15. conscience/conscious

  • Conscience is your inner, moral guide.
  • Conscious is being aware of; alive; being alert.

 Using the correct use of conscience/conscious, fill in the sentences:

  1. He had a guilty . . . about his desires.
  2. Tad became . . . . of people talking in the hall.

pexels-photo-416322.jpegSo, how did you fair?

ANSWERS: #1. a) buy   b) bye; #2. a) bear b) bear c) bare #3. a) break   b) brake c) break #4. a) breath     b) breathe; #5 a) barmy   b) balmy; #6 a) bait   b) bated; #7 a) bazaar b) bizarre   #8 a) berth b) birth   #9 a) breach   b) breech addition   #10 a) broached b) brooch   #11 a) complement b) compliments  #12 a) capitol   b) capital   #13 a) coarse   b) course   #14 a) chose   b) choose   #15 a) conscience b) conscious

ALWAYS make it a habit to edit your work to avoid committing the above mistakes.

As of old: Be EMPOWERED and EXCEL!

36 PRODUCTIVE WAYS TO KILL THE TIME FOR OUR STUDENTS @ HIGH SCHOOL DURING ISOLATION

After this topsy-turvy and turbulent times we have experienced, it is high time we continue to keep our heads held high and persist on doing the good things we have always been doing.

The bottom line is, we, as parents, have to find productive ways to engage the restless young people at home 24/7. The key is not to panic, but also not to bury our head in the sand. These are tough times, but there are many things we can do to ease the pain of the current situation and move on with life. It is a phase which we will fight and overcome.

AS A RESULT, I have compiled a list of handy and productive things to do during this turbulence. Please scroll down the list of sub-headings below and pick on what interests you and get engaged:

  1. Reflections & Reading
  2. Television At Work
  3. Grammar, Vocabulary & Spelling
  4. Entering The Working World At Home
  5. Dear Parents . . .
  6. Out & About In The Community
  7. What More & Others
  8. Finally, Be Grateful . . .

So, don’t feel overwhelmed.

INSTEAD, develop a realistic plan and engage the children in your planning. As you follow your plan, I’m confident that you’ll have a meaningful, productive, and fun-filled set of things to do during this unprecedented isolation.  

REFLECTIONS & READING

1. Reflect On The Semester/Term Gone By

DEAR Student – This is a moment to take out your journal or a sheet of paper and answer these three questions as honestly and candidly as possible. You are taking stock of your performance in a self-regulatory manner.

  • What did I do well in the past semester/term?
  • What did I not do so well in the past semester/term?
  • What will I do differently in the coming semester/term?

2. Set Process Goals For The Coming Semester/Term

This is a follow-up to the above point, even if we are not sure as to when we shall be going back to school or work.

SURELY, by setting process goals for the coming semester/term instead of performance goals, becomes a priority. I am saying process goals first as process goals are what you intend to do, while performance goals are what you intend to achieve. As a result, process goals are far more effective.

Here is an example.

  • PERFORMANCE GOAL: Improve my essay writing skills.
  • PROCESS GOAL: Do two extra essay questions every day after dinner.

This actually means by setting process goals, you’re more likely to take action than if you only set performance goals.

3. Create Checklists

For tasks you perform repeatedly, create checklists so that you’ll save time in the long run.

For example, you could create a checklist for the things you ought to do …

  • Every day when I get home from school/training/work, I …
  • When I start preparing for an exam, I …
  • Every weekend as I prepare for the upcoming week, I …
  • When I am packing my bag, I …
  • Before I take an exam, I …

By doing so, aim to reflect on your life periodically; and positively, you will enjoy more.

4. Start Your SAT Or ACT Test Prep – (I)GCSE/IB Program 

Strictly speaking no one calls these acronyms by their full names: SAT stands for Scholastic Assessment Test and ACT is the American College Test. Although they are very much American, universities around the world accept them for admission purposes just like the UK’s (I)GCSE – General Certificate of Secondary Education; and IB (International Baccalaureate) Diploma. Always do your research on what exactly you want to achieve.

This could be a great time to explore the ACT vs SAT , practice for the PSAT , or ramp up your study schedule. Pick up a prep book, take an online prep course , or find a test prep tutor to help you manage your time.

Test prep keeps your brain active so you are in tiptop shape to head back to school later when things get back to normal.

5. Take A Free Online College Course

There are some wonderful websites – like edX; Coursera, Khan Academy or Udemy – that offer courses that are taped or streamed from universities. With tons of subjects from robotics to poetry, you get to participate in real-time or watch videos with up to date information. It is a world of wonder out there. Just click on the link below and enjoy.

EdX is a global nonprofit learning community with over 20 million learners having access to over 2500+ online courses. EdX is fulfilling the demand for people to learn on their own terms delivering courses for curious minds on topics ranging from data and computer science to leadership and communications.

Coursera  is building skills with courses, certificates, and degrees online from world-class universities and companies. There are over 3 900 courses to choose from.

Khan Academy is a tried and tested institution offering personalized learning where students practice at their own pace, first filling in gaps in their understanding and then accelerating their learning.

Udemy wants you to explore possibilities with its wide selection of courses and thousands of online video courses. Courses range from business, design, photography, development, IT and Software, marketing as well as personal development.

6. Read, Read and More Reading

As an avid reader, I strongly recommend that you take to do some reading during this turbulent time. I have a list of books here from which you can choose from:

50 MUST-READ NOVELS BEFORE LEAVING HIGH SCHOOL

Besides, the above books, I would like to recommend you to read these FIVE books:

  • Man’s Search for Meaning by Viktor Frankl

Psychiatrist Viktor Frankl’s memoir has riveted generations of readers with its descriptions of life in Nazi death camps and its lessons for spiritual survival. Frankl argues that we cannot avoid suffering but we can choose how to cope with it, finding meaning in it, and moving forward with renewed hope and purpose.

  • How to Win Friends and Influence People by Dale Carnegie

This is one of the most famous confidence-boosting book ever published; with sales of over 16 million copies worldwide. The book offers practical advice and techniques, in an exuberant and conversational style, on how to get out of a mental rut and make life more rewarding.

  • The Success Principles by Jack Canfield

Get ready to transform yourself for success in this practical and inspiring guide that will help any aspiring person get from where they are to where they want to be. Thus, Canfield offers readers practical help and inspiration for getting from where they are, to where they want to be.

  • Feel the Fear … and Do It Anyway by Susan Jeffers

Are you afraid of making decisions . . . leaving an unfulfilling relationship . . . facing the future? Whatever your fear, here is your chance to push through it once and for all. In this enduring guide to self-empowerment, Dr. Susan Jeffers inspires us with dynamic techniques and profound concepts that have helped countless people grab hold of their fears and move forward with their lives.

  • The Happy Student by Daniel Wong

Are you a happy, motivated student? Or do you drag yourself to class every morning? In The Happy Student, Daniel Wong describes the five key steps you need to take in order to become both a successful and happy student. Wong draws on his personal journey—from unhappy overachiever to a happy straight-A student, as a result, guiding you through your own transformational process.

pexels-photo-261895.jpegTELEVISION AT WORK

7. Watch Educational Youtube Videos

YouTube is full of educational stuff which is quite helpful during this upheaval. Here are a few of my favorite educational YouTube channels:

8. Watch Documentaries And Your Favourites

You can watch thousands of high-quality documentaries for free at Documentary Heaven besides browsing through your favourite television programmes and films.

If you are subscribed to Netflix, Amazon Prime and many others, this is an opportunity to watch some really great documentaries as well. Despite the abundance of entertainment, . .

REMEMBER to watch in moderation as there are other things to be performed, done and completed.

9. Play Video Games Too

The popularity of video, computer, online, and virtual reality games is great when done in moderation. This is to avoid the potential for negative health effects of gaming, including the potential for addiction.

The exhibition of superior visual, spatial and attention skills derived from video games is great and video games formats have been successfully used to deliver health interventions to children and adolescents. If interested in playing games, try the . . .

50 Educational Video Games That Homeschoolers Love

pexels-photo.jpgGRAMMAR, VOCABULARY & SPELLING

10. Sprucing Up Your Grammar

By the time students enter High School, they will have conquered and mastered the uses of a period/full stop, the comma, various uses of the capital letters, the question mark and the apostrophe BUT . . . many, and I mean the majority of students, would know what a colon or semi-colon looks like; ellipsis; brackets and dashes; but wouldn’t know when or how to use them.

This is what I want to share with you here: AWESOME WAYS TO RAISE YOUR GRADE IN ENGLISH @ HIGH SCHOOL 1 – 4 on where, how and when to use these punctuation marks. You will explore the uses in greater depth here.

Throughout my teaching career, as well as being a GCSE/IGCSE and GCE Examiner, I have noticed that these unusual punctuation marks are rarely used. Yet by using . . .

  • colons (:) and semi-colons (;)
  • the hyphen, dashes (-)
  • parenthesis/brackets ( ), [ ]
  • ellipsis (. . .) and . . .
  • using numbers in writing

enhances a student’s writing repertoire.

11. Practising Idioms

Brainstorm common idioms and practice new ones. Here I have got a list of idioms for you. Try writing a sentence using some of them.

You will love reading and practising endless hours of Common Idioms In Use 1 – 8 in one of my posts.

12. Where Is the Synonym?

This combines English vocabulary practice with the classic game of memory embedded in contextual meaning of words in sentences.

Again, I have got an array of exercises for you to pick on my highly regarded . . VOCABULARY WORKSHOP – THE KEY WORDS TO USE IN WRITING OR SPEAKING COMPETENTLY 1-7. Just follow the link.

13. What Are Homophones?

HOMOPHONES are two or more words that sound alike, but have different meanings or spellings.

In the sentence below, for example, every word is spelled correctly but three words are the wrong words, and even a spellchecker will not flag one of them.

Can you spot the homophones in the sentence below?

I herd the reign ruined there picnic.

One great way to improve spelling skills is to learn the correct spellings and meanings of common sets of homophones at . . .

HOMOPHONES: MOST COMMONLY CONFUSED WORDS @ HIGH SCHOOL 1 – 8

14. Learning The Root Of Words

A root word is the most basic form of a word. This is the basic word to which affixes (prefixes and suffixes) form the basis of a new word.

  • The root word can also be a word in its own right. For example, the word lovely consists of the word love and the suffix -ly.
  • In contrast, a root is the basis of a new word, but it does not typically form a stand-alone word on its own. For example, the word reject is made up of the prefix re- and the Latin root ject, which is not a stand-alone word.

Root words can help you to break down large, new words into smaller units to discover their meanings. Here are only ten common root words.

Please access the rest through here.

Common Latin Roots
Latin Root Definition Examples
ambi both ambiguous, ambidextrous
aqua water aquarium, aquamarine
aud to hear audience, audition
bene good benefactor, benevolent
cent one hundred century, percent
circum around circumference, circumstance
contra/counter against contradict, encounter
dict to say dictation, dictator
duc/duct to lead conduct, induce
mal bad malevolent, malefactor
Common Greek Roots
Greek Root Definition Examples
anthropo man; human; humanity anthropologist, philanthropy
auto self autobiography, automobile
bio life biology, biography
chron time chronological, chronic
dyna power dynamic, dynamite
dys bad; hard; unlucky dysfunctional, dyslexic
graph writing graphic, phonograph
hetero different heteronym, heterogeneous
homo same homonym, homogenous
phobia fear claustrophobia, phobic

15. Learn Prefixes and Suffixes To Expand Your Vocabulary

Learning the meanings of common prefixes and suffixes can help you understand unknown English words you come across everyday. It can also help you become better at spelling words too.

A PREFIX is a letter or a group of letters that we add to the beginning of a word. Prefixes change the meanings of words. For example, the prefix un- (or u-n) can mean “not,” “remove,” or “opposite.” Adding un- to the word “happy” gives you the word “unhappy,” which means not happy.

U-n and r-e (or re-) are the two most common prefixes in the English language. Re- means “again” or “back,” such as in the words “rethink” “redo” and “repay.”

Here are a few things to remember when learning prefixes:

  • Different prefixes in English can have similar meanings, such as un-, in- and non- all of which mean “not” or “opposite of.”
  • Also, the prefixes mis- and ir- mean “wrong,” “wrongly,” or “incorrectly.”
  • Notice that double letters are possible. For example, when you add the prefix im- to words that begin with the letter “m,” you get two “m”s as in “immeasurable.” That’s also true when you add un- to words that begin with the letter “n,” as in “unnoticeable.” The same is true for many other prefixes.
  • When adding a prefix to a word, the spelling of the base word never changes. For example, the prefix un- did not change the spelling of the word “happy.” And, the prefix re- would not change the spelling of the word “live” in “relive.”
  • Watch out for “lookalikes” – words that look like they contain prefixes but, in fact, do not. For example, the un- in the word “uncle” is not a prefix, nor is the re- in the words “reach” or “real.”

A SUFFIX is a letter or group of letters added to the end of a word. Suffixes are commonly used to show the part of speech of a word. For example, adding “ion” to the verb “act” gives us “action,” the noun form of the word. Suffixes also tell us the verb tense of words or whether the words are plural or singular.

​Some common suffixes are -er, -s, -es, -ed, -ing and -ly.

There are additional suffix rules, but they deal with spelling and can be learned with time and practice.

A thing to keep in mind about both prefixes and suffixes is that some are only used with some words. For example, we add the suffix -ful to some nouns to mean “full of,” such as in the words “beautiful” or “helpful.”

But, we cannot add -ful to just any noun. You could not, for example, say “loveful” to mean full of love.

So, what are some ways that you can practice common prefixes and suffixes?

One way is to use online flashcards from websites like Quizlet. You can choose sets of cards that are already made or create and use your own sets. Or, you can make your own flashcards with pieces of paper.

Please access the rest through this link:

 16. Spelling Generalizations

I boast to my students that I can spell any word in English because I mastered the spelling rules in primary school. I challenge you to emulate that.

The 5 Common English Spelling Rules to Improve Your Writing are . . .

  1. I before E: Write i before e when the sound is long e except after the letter c. – eg: relieve, relief, reprieve. When there is a c preceding, then it is ei : receipt, receive, deceive, conceive .
  2. Double consonants: When b, d, g, m, n, or p appear after a short vowel in a word with two syllables, double the consonant – eg: rabbit, manner, dagger or drummer.
  3. When to use -US and -OUS: eg – radius, previous
  4. Q is always followed by U: eg – Queen, quarrel
  5. The ch sound: At the beginning of a word, use ch. At the end of a word, use tch. When the ch sound is followed by ure or ion, use t – eg: choose, champ, watch, catch, picture, rapture

A comprehensive list of spelling rules can be accessed through here:

WatchENTERING THE WORKING WORLD AT HOME

17. Create Your Own Project

Turn your interests and talents into your own long-term project. A few ideas:

  • Form a garage band with some musically-inclined friends and practice.
  • Teach yourself how to program.
  • Practice your creative writing and submit your work to journals that publish high school students or to your school’s newsletter.

18. Get A job – “Take a job for what you will learn, not for what you will earn.”

Colleges are impressed when students have jobs, whether they are working for family income or just for fun. Your work history demonstrates your initiative and responsibility. Take note: you may need a permit, depending on your age.

Don’t worry too much about what the job will pay. As the saying goes, “Take a job for what you will learn, not for what you will earn.” This is especially true when it comes to school holiday jobs. The best learning experience might just come in the form of an unpaid job or internship

Colleges love to see collaboration, so try to spend some time working with others versus only on solo projects.

 19. Be An Entrepreneur

Start a business with friends that offers a service in your community. We’ve heard of students starting babysitters’ clubs, walking dogs for the neighborhood, or even teaching Skype/WhatsApp messaging to the elderly.

20. Apply For Internships

Even if we are in the middle of a crisis, be optimistic and set things in motion. Introduce yourself to the world of internships.

This is chance to spruce up your CV and resume, so before you start applying for roles, it’s important to make sure that your resume is up to date and includes your relevant skills and experience.

AN INTERNSHIP is a structured opportunity to work (usually unpaid) at a company, lab, or non-profit organization for a set amount of time. These can be very competitive for high school students, but opportunities are out there!

At Amazon Jobs, besides providing graduate jobs, they also offer student internships with an in depth internship timeline profile providing the opportunity to accelerate your growth. They work on challenging projects which breed resourcefulness and invention with talented teams.

TeenLife is a the leading directory for High School students’ academic and enrichment opportunities for summer programs, volunteer opportunities, gap year programs and community service. The TeenLife website is dense with information which can help you in your future – start preparing now

21. Find a Job-Shadowing Opportunity

Job shadowing (or work shadowing) is an on-the-job learning, career development, and leadership development program. It is  a useful way to learn about a particular job of interest involving spending time following a professional in that job. Observing the life of the professional for anywhere from a few hours to as long as a week can help give you a sense of what that job really is like

Does your dad’s best friend work at an electrical engineering company? Ask if you can help with filing or sit in a planning meeting or two, all while soaking up the atmosphere.

In short, job shadowing helps you expand your network as well as making professional contacts in your career field of interest. When shadowing someone who is competent in his or her career field, you have the opportunity to gain a useful resource as you begin to seek and apply for jobs and internships.

NOW is the time to plan it!

22. Learn a New Skill

You could learn skills like Public Speaking; Cooking; Drawing through . . .

TakeLessons – Get live instruction in music, language, dance, computer skills and more one-on-one with an instructor. You can search by area or by subject.

Power Homeschool – Power Homeschool offers self-paced, interactive video lessons on topics such as foreign language, physical education, fine arts, and career and technical classes.

MasterClass – MasterClass offers self-paced courses taught by masters in their fields. You can take photography from Annie Leibovitz, cooking from Gordon Ramsey, or directing from Ron Howard.

Outschool Outschool offers over 4,000 classes taught live to small groups using video chat.

23. Learn A New Language

Visit these websites and learn a new language:

  • Duolingo is not a stand-alone language course, but it’s an excellent addition to a language learner’s toolbox. It’s easy to use, it’s fun and it works. If your aim is to achieve real fluency, remember to read, speak, and truly live the language that you’re learning!
  • Babbel is a German-based language learning app and e-learning platform, currently offering 14 different languages ranging from German, English (US + UK), French, to Spanish, Brazilian Portuguese and Italian, among many others.
  • BBC Languages is a free online language learning site which offer courses, audio, video and games, including the alphabet, phrases, vocabulary, pronunciation, grammar, activities and tests.

Just go to the site and follow the links.

24. Start A Family Or Neighborhood Book Club

A book club is a reading group, usually consisting of a number of people who read and talk about books based on a topic or an agreed-upon reading list. It’s common for book clubs to choose a specific book to read and discuss at the same time. Formal book clubs meet on a regular basis at a set location.

This sounds a bit daunting but with careful planning, you can get things going so easily.

Rather on a very small scale, a parent and child can form a book club, by reading the same book and chatting about it. What more, if you invite your cousins and friends? Just start small and grow

25. Try a Ballet, Dance Or Martial Arts Class – all for free

Lots of businesses running after-school and weekend clubs have been quick to adapt to the change and are offering online classes, with many being streamed for free. Good examples include:

The Facebook Group Online Classes For Kids is fast becoming a hub for virtual classes, with a number of different activities already on offer.

YouTube has endless classes are available for families to stream whenever they want – giving parents a much-needed immediate release for energetic children.

This has the benefit of giving structure to your day or weekend, you can make sure children get dressed and ready for the class as they would normally, only they are staying indoors for the session.

red heart on a old opened book

Photo by Kaboompics .com on Pexels.com

DEAR PARENTS . . .

26. Instill Organizational Skills – Establish ROUTINES

LEARNING AND MASTERING the skills of getting organized, staying focused, and seeing work through to the end will help High School students in just about everything they do. But this is not usually explicitly taught in High School, so our students can benefit from some parental guidance with organization and time-management skills.

Parents and guardians can help our High School students through a variety of ways by helping  them establish routines by . . .

  •  KEEPING  assignments and class information together in binders, notebooks, or folders that are organized by subject.
  • CREATING a calendar will help teens recognize upcoming deadlines and plan their time accordingly. Don’t forget to have your teen include non-academic commitments on the calendar, too.
  •  MAKING prioritized daily to-do lists, and to study and do homework in a well-lit, quiet, orderly workspace.
  • REMINDING your teen that when it comes to studying and homework, multitasking is a time-waster.
  • WORKING in an environment free of distractions like TV and mobile phones works best.

27. Make Time to Talk About School

Because many teens spend so much of the day outside the home — at school, extracurricular activities, jobs, or with peers — staying connected with them can be challenging for parents and guardians. While activities at school, new interests, and expanding social circles are central to the lives of High School students, parents and guardians are still their anchors for providing love, guidance, and support.

Make efforts to talk with your teen every day, so he or she knows that what goes on at school is important to you. When teens know their parents are interested in their academic lives, they’ll take school seriously as well.

Because communication is a two-way street, the way you talk and listen to your teen can influence how well he or she listens and responds. It’s important to listen carefully, make eye contact, and avoid multitasking while you chat.

Remember to talk with your teen, not at him or her.

Be sure to ask open-ended questions that go beyond “yes” or “no” answers.

28. Offer Help With Studying

Planning is key for helping your teen study while juggling assignments in multiple subjects. Since grades really count in high school, planning for studying is crucial for success, particularly when your teen’s time is taken up with extracurricular activities.

When there’s a lot to study, help your teen to break down tasks into smaller chunks and stick to the studying calendar schedule so he or she isn’t studying for multiple tests all in one night. Remind your teen to take notes in class, organize them by subject, and review them at home.

If grades are good, your teen may not need help studying. If grades begin to slip, however, it may be time to step in.

Most parents still need to help their teen with organization and studying — don’t think that teens can do this on their own just because they’re in High School!

29. Prepare a Meal or Special Dish

Food is one of our favorite ways to learn about any subject! This is an excellent time and way to learn about spices, foods, or cooking techniques that are popular in a specific location.

Food can also be a useful learning tool when studying history. Recipes and ingredients often change over time so preparing foods from a different time period can be a lot of fun.

BBC Good Food – It teaches kids to cook with the step-by-step lessons and recipes turning the little chefs with easy and fun cooking projects. They’ll love tasting their handiwork, too!

ground group growth hands

Photo by Pixabay on Pexels.com

OUT & ABOUT IN THE COMMUNITY

30. Find A Cause You Care About

If you say that something is for a good cause, you mean that it is worth doing or giving to because it will help other people, for example by raising money for charity. The Raleigh International Bike Ride is open to anyone who wants to raise money for a good cause.

Find a cause you care about, and start thinking of ways to support that cause. Some of the good causes one can take part in include children and family services, youth development services, crisis services, shelter and homeless services, food banks, food pantries and food distribution; and caring for the elderly.

31. Volunteer In Your Community

Colleges would rather see continuity and commitment to a community service activity instead of a bunch of one-offs. Start now, and volunteer two hours a week through your senior year.

Volunteering doesn’t take any special skills or extensive experience – and there’s never a shortage of organizations looking for help.

Some local places which you can try include spending your Saturday mornings feeding animals at the animal shelter or national parks; food pantries and soup kitchens always use a helping hand organizing a local food drive, raising money, or simply handing out hot meals to those in need; and visiting  residents at nursing homes a few days a week. Red Cross offers an extensive list of positions that can help those in need and bolster your resume at the same time.

Thus, once you begin your volunteer position, don’t hesitate to offer help outside of your assigned job.

32. Improve Your Physical Health And Well-Being

You have more time at home  now, so introduce  yourself to some basic routines.

Start small and build up consistency by drinking more water and fewer sugary drinks; eating more fruits and vegetables and less fast food; exercising regularly: You don’t have to become a gym member to exercise.

Lastly, get a good night’s sleep.

33. Build Or Fix Something And Spruce Up Your Bedroom

Fix a broken fan, build a computer, or make a table. These are skills that will come in handy in the future. What more, make your room  look tidy too!

You’ll get an immediate dose of interest by simply bringing in a plant,  rearranging your furniture layout, adding a mirror, hanging your favorite painting, print, poster, quilt, or collection of family photos wall art

20190802_152255WHAT MORE & OTHERS

34. Explore Outer Space With NASA

The NASA website is packed full of free activities and worksheets for students interested in outer space.

The NASA website is utterly astounding! Curiosity and exploration are vital to the human spirit and accepting the challenge of going deeper into space is an interesting adventure one would explore to.

35. Use Your Imagination

The sky’s the limit! Start a summer art project with friends to beautify a rundown area of your community. Pick up trash in your local park every Sunday. Colleges love to see collaboration, so try to spend your summer working with others versus only on solo projects.

FINALLY, BE GRATEFUL . . .

36. Write Thank-You Notes

Many people say “thank you” via text message or email. But few people write actual thank-you notes. This school holiday, become one of those people.

Make a list of the people who have helped you in one way or another the past semester: friends, teachers, relatives, and family members.

Write each of those people a thank-you note. Then either mail the note to them or give it to them in person.

Dear Reader, This is by any chance an exhaustive list you can do during this unprecedented time we are living in. You can be creative – thinking outside the box and come up with a lot more others. This is only the start.

Good luck in your endeavours.

BE EMPOWERED AND EXCEL

 

 

END OF YEAR LETTER TO MY SENIOR YEAR STUDENTS

As the academic year comes to an end, I want to spare a thought to our senior year students on reflecting and mapping the way ahead.

Time To Grow Up

To My SENIOR YEAR Students,

I’m truly thankful for all your smiles and hugs. I’m also grateful for all we have shared this academic year. Thanks for opening your hearts and letting me be part of your lives, but I’d especially like to thank you for helping me become a better educator. THANK YOU FOR MAKING ME FEEL THAT MY JOB IS NOT A JOB, BUT A PASSION.

Thanks to you, I love being a teacher more and more every day. Each of you has made a difference for me and I will never forget you.

This academic year, 2020-21:

*YOU have learned to use your voices to make positive changes as well as being leaders in your own unique way. I know this because you organized and took part in the debates and discussions.

* YOU have learned to care about justice and equality and I know this because you were inspired by the injustice and inequality you saw in our literature lessons: All My Sons, Of Mice And Men; Poetry; and the short stories we analysed.

* YOU have learned that there is more to this world than what exists inside of our school. I know this because of the way you have connected with other people and participating in many events around the school; as well as asking questions with an incredibly genuine interest to learn more about other parts of the world.

* YOU have learned to speak respectfully to people in power and still ask for things to change and I know this because you have written letters and sent them to the Administration – the people in charge of your education.

* YOU have learned to love books and I know this because I heard you excitedly whispering about them. We empathized with Larry and genuinely felt sorry for Lennie. Oh dear George – was it worth the effort to shoot your best mate?

* YOU have learned to see purpose and meaning in your writing and I know this because you asked me what we were going to do with every piece of writing for your exams. I replied to HUNDREDS of requests on different topics or needs.

* YOU have learned to be kind and I know this because you took such good care of each other. When someone was hurt, you made sure they are okay. When someone was sad, you went out of your way to make them smile. When someone was feeling excluded, you did whatever you could to let them know that they were welcome to join you.

* YOU have learned to be independent and I know this because you truly do not need me anymore.  You have so much strength, power, courage and brilliance inside of you and I know that you are more than ready to go out and change this world.

Love SignSo, while I am not nearly ready to let you go, I know that it is TIME.  I thank you, from the very bottom of my heart, for a most incredible year. I believe that I have learned more from all of you than you ever could have learned from me.

THANK YOU, CLASS OF 2021, EVERY SINGLE ONE OF YOU, FOR BEING MY TEACHERS THIS YEAR.  You all have earned a very special place in my heart.

Please keep reading with deep thinking.

Please keep writing with passion.

And please keep living your lives with the kindness, compassion and brilliance that you have displayed throughout this entire year, despite its challenges.

I will always consider myself to be your teacher. I hope you will stay in touch through the coming years to let me share in your success.

With fond memories of each one of you, I remain,

Gift Chimbizi

PS: Life is an adventure . . . enjoy the ride. I wish you much happiness as you travel down life’s highway and hope you have few bumps along the way, but, perhaps, some interesting detours.

Be EMPOWERED and EXCEL!!

INCREDIBLE WAYS TO HELP OUR STUDENTS & CHILDREN APPRECIATE THE VALUE OF WORK

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Are We Losing our Societal Norms About Work?

Work is something which is becoming less and less appreciated among our dear folks. Parents seem to think it is their duty to give their children everything they possibly can. Really, is that fine?

In this article, I am looking at:

  • Tips for Teaching About Work
  • Work Experience – A Case Study For Schools?

Some parents try to compensate for the time they spend at work rather than in the home by spoiling their children with material things. The effects of these actions on both parents and children are negative and are becoming a real problem.

If you have been handed everything all your life, consider some of the following points and maybe you can make some good changes in your life now which will affect the rest of your life.

I guess every parent has a good job teaching children the value of work and the value of their contribution. That being said, sometimes it is like pulling teeth to get our children to consistently do their weekly chores. So, lest you think our family is perfect, we struggle sometimes with getting them to complete their homework, or at times even finding their room in a mess.

Have we lost the opportunity to teach children in a real way, the value of working hard?

Tips for Teaching About Work

While we hope our children learn the intrinsic value of work, many of us struggle with that concept. What would we do with our time if we were independently wealthy? Many would not work much! So, we have to be creative and set an example for our children to follow as:

  • Work is honourable.
  • It is good therapy for most problems.
  • It is the antidote for worry.
  • It is the equalizer for deficiency of native endowment.
  • Work makes it possible for the average to approach genius. What we may lack in aptitude, we can make up for it in performance.

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Communicate About Work – Child psychologists recommend that parents share their experiences with work outside the home and talk about the personal benefits of working well. Parents would be well advised to talk about their successes at work and the personal satisfaction of performing well. When you get a raise or a bonus, talk about it with your children. Let them know there are internal and external rewards for a job well done.

Give Responsibility and Rewards – Teaching our students and our children to be successful in their delegated maintenance responsibilities is a bonus. When given duties and responsibilities over something, demonstrate it to them or even coach and clarify certain concepts to them on how to do it. Eventually, with some coaching and working side by side to allow a mentoring experience, OUR students and children will learn the value of responsibility and reward. Whether it is cutting the lawn, doing the dishes, the vacuuming or a cleaning their room, or cleaning their classroom, children need to learn responsibility and work first hand.

Teaching One on One – Most parents learn that the best way of teaching work is to work alongside our students and children. Too often, we put the chore chart up on the wall and move into our own projects without proper coaching and mentoring. Taking the time to work through projects and responsibilities together is the best teaching mode.

Personal Satisfaction. When we teach our children to invest their time and energy into something that requires hard work, it offers them a personal satisfaction they can only gain from experiencing work first hand.

Focus on Balance – Parents who have indulged their children and not yet taught much about work need to be careful in changing that mode. Just as “all play” children are a challenge, so are “all work” kids. The key is striking balance. Don’t go overboard in either direction.

Parents certainly have the responsibility for providing the basic necessities of life for their children, and many would argue that parents also have a responsibility to provide what joy in life they can for their children, but our students or children will never be fully able to appreciate the sacrifices their teachers and parents have made for them until they learn to work themselves.

Self-Denial – Teaching hard work also helps teach our children to think outside themselves and their own personal comfort all the time. Life is not about constantly playing and living a comfortable, leisurely life. In fact, the rewards of rest and recreation are far greater when work is included in a child’s day to day life.

Helping Your Child Get The Best Out Of School – For any work or task done, try to give encouragement and show appreciation of your child’s achievements, whether great or small, as this can help boost their confidence. Teach them basic organisation and time management skills so they are not overwhelmed with projects or homework.

Please check out my article on realising the benefits of potential in our children entitled:

Realising Your Full Potential – Stephen Covey’s The Seven Habits Of Highly Effective People

Be realistic and avoid putting your child under pressure by having over-high expectations. Let your child develop at their own pace, but if you do have concerns, please speak to them or seek professional advice.

Feedback and Criticism – Try to give feedback rather than criticism, eg: saying ‘that didn’t seem to work’ rather than ‘you got it wrong’. This helps them think about where they went wrong and how they can improve in future, rather than just feeling like a failure.

Work Ethic When we start our children young, we instill in them a strong work ethic. When we teach our children to work hard and do their work well, it will carry over as they become adults and get a job. Unfortunately, excellent work ethic is something that is sorely lacking today. Teach your child how to stand out as “All hard work brings a profit, but mere talk leads only to poverty.” (Proverbs 14:23)

Benefits of work – Poverty is financial, but it’s also much more than that. A body that doesn’t work and exercise itself becomes unhealthy, unfit, and naturally bent towards laziness.

…a child left to himself shames his mother ~ (Proverbs 29:15)

As parents, when we think about responsibility and our roles as parents, there comes with it the reality of duty. Duty is not a dirty word. Duty is recognizing we have an obligation we are expected to uphold, whether we feel like it or not.

God has given us our children to care for, teach, nurture, discipline, and disciple. Are we all doing our duties?

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Work Experience – A Case Study For Schools?

Many schools across the globe are lacking in this development and concept about work experience. However, in UK schools, for instance, they have a statutory requirement and guidance for a period of work experience, or a more extended work placement for students. They have a core part of programmes for all post-16 students (from Grade 10/Year 10/Form 3) to Grade 13/Year 13/Form 6) whether following an academic or a technical curriculum to support them in developing their work readiness.

Alongside the guidance, the government also expects schools to offer high quality work experience as well as encouraging them to engage fully with their local employer and professional community. Schools have a Work Experience Coordinator, coordinating teams of students to help make arrangements for work.

The duration, timing and content of work experience placements always vary markedly between schools and by the student’s programme of study. Generally work placements range between 8 – 12 days with internships going for a month.

Work experience placements are understood to serve multiple purposes for our students, including:

  • experience of the world of work,
  • employability skills development and
  • experience in helping guide their future career decision-making.

The importance of experiencing the world of work and the need for students to develop and apply skills learnt during study programmes are essential. Once students have been placed with an employer, schools typically support students and monitor their progress through telephone calls and face-to-face visits.

Time To Grow Up

In my twelve years teaching in London, the impact of work-related activities were extremely beneficial to our students. We identified multiple benefits of work-related activities, with soft employability skills like communication and interpersonal skills; and increased confidence being the most beneficiaries among our students.

When our students and children are learning the values of work, both intrinsic and extrinsic, we will be instilling in them a life-long lesson. If you haven’t started yet, you need to start now.

Try it, dear folks, and the benefits will be astounding.

Good luck in all your endeavours.

As of old: Be EMPOWERED and EXCEL!

TOP TIPS & TRICKS IN USING MICROSOFT TEAMS: GROUP WORK IN BREAKOUT ROOMS

Do you want to have group work in your live class session?

If so, then Group Work In Breakout Rooms is quite a possibility. Here you can divide students into smaller groups for a discussion, monitor individual groups or even record the group’s proceedings with very little tricks to implement.

One of the key advantages of breakout rooms is to allow teachers/presenters to divide the meeting lesson into sub-groups to facilitate discussions and brainstorming sessions.

Group Work In Breakout Rooms

Breakout rooms or mini-meetings allow a meeting teacher/organizer to split attendees into multiple online rooms for discussion and collaboration in Microsoft Teams. Only the meeting teacher/organizer can create breakout rooms. That means, literally, only one person in the meeting is able to do this, and must be present throughout the duration of the meeting.

Click the breakout rooms button in the meeting toolbar. Note that the breakout rooms icon might be either of the two shown below.

Choose how many rooms you’d like—up to 50— . . .

In the pop-up settings window, select the number of breakout rooms you want to create and how participants will be assigned:

  • Automatically – Participants who have already joined the meeting will be assigned into equal-sized rooms. Participants who join the meeting after automatic allocation will need to be assigned manually.
  • Manually – This allows you to assign participants to rooms as you choose.

Once the meeting has started, Select the breakout room icon.

woman on the phone
Photo by Samson Katt on Pexels.com

There are times when you must assign or move a participant manually – Select the closed room where the participant is currently assigned. Tick the box next to the name of the participant you want to move. Select ‘Assign’ and choose any room you want to place them in.

Participants who have not yet been assigned to a room will appear under the ‘Assign participants’ section. 

Note that participants joining via desk phone or Teams mobile app cannot be assigned and will remain in the main meeting.

Starting Breakout Rooms Meeting

When you are happy with the breakout rooms allocations you need to open the rooms to allow participants to access them. This is quite simple to do:

  • To open all of the rooms at once, select ‘Start rooms’. The status icon next to the rooms will change from ‘Closed’ to ‘Open’.
  • To open individual rooms, hover over the ‘Closed’ status icon of the room and select the ellipsis icon. Select ‘Open’.
  • When participants are in the breakout room, ‘In meeting’ displays beside their name. If this status is not shown beside a name, you can prompt the participant to enter the breakout room by selecting their name and ‘Ask to join’.

Among many other things you, as the Teacher, can do all the following:

Send An Announcement To All Breakout Rooms – The meeting organizer can broadcast an announcement message via meeting chat to all breakout rooms so everyone in all rooms are informed of updates, changes, or news during their breakout sessions.

Join A Breakout Room As The Organizer – The organizer cannot be in all breakout rooms at once; however, they can jump between breakout rooms as necessary. To enter a breakout room, click the room’s ellipses and selecting Join room.

To Create An Announcement, click the ellipses in the Breakout Rooms pane and select Make an announcement. In the pop-up box, write your announcement then press Send.

Record Breakout Rooms – The meeting organizer can begin recording by jumping between each room. To record the breakout room, you need to be in it. In the meeting toolbar, click the ellipses then click Record.

Sharing And Accessing Files – While breakout rooms are open, attendees can upload files to the room chat for sharing and collaborating. To share a file in a breakout room, open the breakout room chat from the Chat icon in the main Teams window (not the meeting window nor the breakout window). Find the chat for the breakout room. Below the chat text box, click the paperclip icon to upload a new file or share an existing file from OneDrive. Press send once you’re ready. Everyone else in the breakout room (including the meeting organizer) will be able to access the file and edit it live at the same time as you.

What Students Cannot Do in a breakout room:

  • Students cannot add participants.
  • Students will not see suggestions of people who should join (organizers may).
  • Students cannot get meeting details or dial out (akin to not being able to add participants).
  • Students cannot rejoin the original meeting themselves.
  • Students cannot switch between breakout rooms

Close Your Breakout Rooms – Once you as the organizer decide it’s time to end the breakout rooms, you can close them, pulling everyone back into the main meeting. To close your breakout rooms, click the Close rooms button to close all the rooms at once. Or you can close them one-by-one by clicking the room’s ellipses and selecting Close room. At this time, breakout room participants cannot return to the main meeting room on their own nor can they close their own breakout room.

After Your Breakout Rooms – Once you close your breakout rooms, you can actually re-open them if you want. They will have the same artifacts—shared files, whiteboards, things like that—as before, so the attendees can work on existing content. Or you can delete the existing breakout rooms and create new ones for a fresh experience.

YOU can Download An Attendance List And Transcript, just like regular meetings. The recording will become available afterwards via Microsoft Stream. Only breakout room attendees and the organizer will have access to these because they’re in the breakout room-specific meeting chat, at least until the new meeting recap feature rolls out.

Switching Between Main Meeting And Assigned Breakout Room – If this feature is enabled by the teacher, students can return to the main meeting at any time while the room is still open by selecting ‘Return’. Students will still be able to return to their assigned breakout room from the main meeting while the room is open by selecting ‘Join room’.

Accessing The Breakout Rooms After A Session – You can revisit the breakout rooms after the session and view chats, shared files, whiteboards as you can with standard chat areas and meetings. The chat area for each room is available via the standard Teams chat panel: However, students are not able to add or share files within the chats once the meeting has ended.

I have enjoyed using breakout rooms with all my students and they have benefitted immensely. If run properly, and with efficiency, the greatest benefactors is not just the teacher, but the students themselves.

Please try it and see for yourself.

Good luck in all your endeavours.

Be EMPOWERED and EXCEL!!

HIGHLY REGARDED REVISION TECHNIQUES YOU WILL NEVER FORGET

Study

Dear GCSE/AP/IGCSE /SAT/IB Candidate – Just Ace That Exam . . . but how?

Just remember: Exams are important – but they are not the only key to a successful future.

The exam season is within us.

As preparations are underway, I felt going through these HIGHLY REGARDED REVISION TECHNIQUES YOU WILL NEVER FORGET, will steady the ship in the stormy waters in your quest to attaining your very best.

PLEASE . . .

  • Don’t leave revision to the last minute.
  • Don’t avoid revising subjects you don’t like or find difficult.
  • Don’t cram ALL night before an exam.
  • Don’t study when you’re really tired. It’s better to get a solid night’s sleep after a short study period, than to push on until 2am. You won’t remember much and will be less effective the next day.
  • Don’t forget that there is life beyond revision and exams.

Minimise Distractions

  • Identify what distracts you. Is it social media, television, email, phone or family?
  • Once you’ve identified distractions, take steps to consciously block them out.
  • Turn off your phone and leave it in another room, close email and social media.
  • Hang a ‘do not disturb’ sign on the door; put on ear phones and listen to some ambient sound to shut out external noise or conversation.
  • It’s important to do this actively; distractions won’t go away, so it’s important to learn how to shut them out.
  • Reward yourself when the work is finished – but only if you’ve remained focused and used the time well. 

pexels-photo-449609.jpegLay Out The Study Plan

ONCE these are observed, it is time to:

  • Have your own revision timetable – start planning well before exams begin.
  • Start doing more revision about four weeks before your exams.
  • Make your books, notes and essays user-friendly.
  • Use headings, highlighting and revision cards, and get tips on other revision techniques from teachers and friends with experience of exams.
  • You could also consider buying revision guides. 

How & Where Can You Study?

  • ‘Chunk’ information. Don’t try to study the entire course in one sitting. Divide the subject up into topics and aim to study a ‘chunk’ at each study session.

Set Study Goals

  • Set yourself a goal for each study session to help you keep track of what you are revising.
  • Write them down as soon as you begin your study session, or set them at the end of the study session for next time:
    • I will read through and summarise chapters . . .
    • I will work through two past paper questions on . . .
    • I will learn the main concepts that were discussed in . . .

Sort Out What You Don’t Understand

  • Clarify the meaning of any words or concepts you don’t understand before trying to study them.
  • If you aren’t clear about what that information means, memorising it won’t help. Get to know it!
  • Prioritise the hardest subjects first in each study session.
  • Allocate more time to studying the subjects you find most difficult.

Believe In Yourself

Rewrite Your Notes

  • Rewriting your notes helps you to remember them. Don’t just copy out your original notes—you’ll end up simply memorizing the exact wording instead of the actual concepts.
  • The key is to read and think about the contents of your notes, what you noted down and why (In what way is it important?), how to express it most efficiently and memorably, and then re-write them in your own words.
  • When you finish studying a section of notes, ask yourself questions relating to the material to see if you remembered what you just read.
  • It can also help to answer your questions out loud as if you were talking to someone.
  • Take notes of the important points when revising.
  • Try to answer the questions of past exam papers.
  • Explain answers to tricky questions to someone else.

Review Past Exam Papers

  • Review any previous exam papers for your course
  • Work through past papers. Note the trend on how questions are asked.
  • Look at the wording of the questions and familiarise yourself with the clue words. I call these TARGET WORDS!
  • Practice doing the papers under exam conditions and carefully review your answers.

Help At Hand: Please ASK

  • Ask for help from your teacher/learning mentor, parent or a friend if there are things you don’t understand
  • Don’t cram the night before—it’s ineffective because you’re taking in so much information at once that it’s impossible to memorise it all. You’ll hardly retain anything and will be tired and stressed when the time comes to actually sit the exam.

Form A Study Group

  • Form a study group with other students.
  • Swap practice exams and give feedback.
  • Drill each other on study topics.

Pamper Yourself

  • Remember it’s important to eat and sleep well.
  • Put yourself first – this is an important time for you. Try to talk to your family about how:
    • they can make studying a little easier for you.
    • For example, by agreeing times when you can have your own space, when they will try to be a little quieter around the house and when you’d rather not be disturbed (except perhaps for the occasional treat, such as a drink or snack).
  • Don’t revise all the time: Make sure you give yourself time each day to relax, taking breaks to do something you enjoy – watch TV, listen to music, read a book or go out for a walk.

Ever TriedRevising To Remember: Use The SQ3R Method Of Study

It is about Surveying, Questioning, Reading, Recalling and Reviewing

SURVEY: Before you begin to study, survey the material to get a quick overview. Skim through your notes to get a picture of the main ideas. If studying from a book, look at tables of contents, possible chapter summaries, graphs and tables.

QUESTION: Your reading is more active and memorable if you look for specific answers to questions. If there are headings in the material turn the heading into a question. For example, if the heading is Organisational Theory, your questions might be: ‘What is organisational theory and where did it start?’

READ: Read through the material once, without making notes. On your second reading, make notes of the main ideas. Try to use your own words.

RECALL: Close the book/ cover your notes. Try to recall what you have read. Make notes of what you remember then check their accuracy against your study material.

REVIEW: Review all your notes at the end of the study period. This is an important part of the study process because it can really help you remember what you have studied.

  • Try summarising your notes down to key words that will act as memory triggers for related ideas.
  • Try to tackle past exam questions if they are there
  • Set review times separately from your study times.
  • Read through your review notes, cover them and then recite them.
  • Check the originals for accuracy.

Prepare For The Big Day

  • Have a good breakfast, if you can.
  • Make sure you know where the exam is being held and what time it starts. Give yourself plenty of time to get there.
  • Take all the equipment you need for each exam, including extra pens and pencils.
  • Take in a bottle of water and tissues.
  • Go to the loo beforehand!
  • If you feel really anxious, breathe slowly and deeply while waiting for the exam to start.

Pace Yourself In The Exam Hall

  • Remember to write your name on the exam paper. You would not believe how many people have forgotten to do it!
  • Read the instructions before starting the exam.
  • Ask the exam supervisor if anything is unclear.
  • Read through all the questions before starting writing, and make sure you are clear how many questions you are required to answer.
  • If there is a choice, start by answering the question you feel you can answer best.
  • If you are stuck on a question, go on to the next. You can always come back to it later. If you are really stuck, try to have an intelligent guess anyway.
  • Leave time to read through and check your answers before the exam finishes.
  • Plan how much time you’ll need for each question.

pexels-photo-764681.jpegPerform As Well As You Can

  • Knowing that you’ve done your best may help you overcome feelings of letting anyone down.
  • Don’t go through the answers afterwards with your friends if it is only going to make you more worried.
  • Try to put the last exam out of your mind and look ahead to the next one. You can’t go back and change things.

You’re you, so you can only do the best you can on the day.

Good luck in all your endeavours

As of old: BE EMPOWERED and EXCEL