expressing much in few words

Definitions

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• expressing
  • Phrases
    • expressing offensive, insulting, or scandalous criticism
    • having or showing or expressing reverence for a deity
    • feeling or expressing pain or sorrow
  • Paragraphs
    • Start by expressing your desire for more freedom in a respectful way. Let your parents know that you understand that they are only looking out for your safety and wellbeing, and explain why you think you are ready for a little more independence.
• much
  • Sentences
    • Am I talking too much?
    • Though he had already finished the book, he read it a second time because he enjoyed it so much.
    • I eated two much food today.
    • I ate too much food today.
  • Paragraphs
    • Pick a number from 1-5 to tell me how much you like to talk. 1 means you don't like to talk at all, 5 means you love to talk.
    • Pick a number from 1-10 to tell me how much choice you feel you have when talking. 1 means you don't feel like you have any choice (the stuttering picks everything you say or don't say), 10 means you have all the choice over what you say.
• words
  • Phrases
    • A picture is worth a thousand words
    • Target words from story:
    • interjections (filler words)
    • With target words:
    • Multiple-Meaning Words:
    • Here are some examples of single-syllable words that have a "k" or "g" sound where you can substitute the "k" or "g" for a "t" or "d" and still form a real word:
    • filler words
    • To be at a loss for words
  • Sentences
    • Improving prosody (e.g. Correct stress on 2-syllable words, 3-syllable words, 4-syllable words)
    • Sentence Building: Learners are given a set of words or phrases and have to arrange them into grammatically correct sentences.
    • Gap-filling Exercises: Learners complete sentences or texts by filling in the missing words or phrases.
    • Mind Maps: Learners create visual representations of vocabulary or concepts, connecting related words and ideas.
    • Pick two items and make a sentence using both words.
    • Pronunciation Practice: Learners practice pronouncing words, phrases, and sentences in the target language, focusing on correct pronunciation and intonation.
    • Sentence Completion: Learners are given incomplete sentences and have to fill in the missing words or phrases to make complete sentences.
    • Touch the words ‘merry’ and ‘believe.’ Tell me what they mean.
    • The sturdy man wrote a rhyme, with red words on a grime.
    • Expanding language (e.g. combining 2 words, combining 3 words, using 'ing' endings)
  • Paragraphs
    • Step 2: Pitch Glides Up. The patient glides up on open vowel words such as “knoll” to stretch the vocal folds. Step 3: Pitch Glides Down. The patient glides down on the same word (knoll) to contract the vocal folds.
    • b. Review vocabulary words
    • Write the words ‘merry’ and ‘believe’ in the top right corner of the page. Tell me what they mean.
    • I had trouble saying those few words just now. I'm really bad at talking.
    • Say 3 words that rhyme with each of the words in the list. Words can be real or made up as long as they have the same sound.
    • b. Use vocabulary words
• expressing
  • Phrases
    • expressing offensive, insulting, or scandalous criticism
    • having or showing or expressing reverence for a deity
    • feeling or expressing pain or sorrow
  • Paragraphs
    • Start by expressing your desire for more freedom in a respectful way. Let your parents know that you understand that they are only looking out for your safety and wellbeing, and explain why you think you are ready for a little more independence.
• much
  • Sentences
    • Am I talking too much?
    • Though he had already finished the book, he read it a second time because he enjoyed it so much.
    • I eated two much food today.
    • I ate too much food today.
  • Paragraphs
    • Pick a number from 1-5 to tell me how much you like to talk. 1 means you don't like to talk at all, 5 means you love to talk.
    • Pick a number from 1-10 to tell me how much choice you feel you have when talking. 1 means you don't feel like you have any choice (the stuttering picks everything you say or don't say), 10 means you have all the choice over what you say.
• words
  • Phrases
    • A picture is worth a thousand words
    • Target words from story:
    • interjections (filler words)
    • With target words:
    • Multiple-Meaning Words:
    • Here are some examples of single-syllable words that have a "k" or "g" sound where you can substitute the "k" or "g" for a "t" or "d" and still form a real word:
    • filler words
    • To be at a loss for words
  • Sentences
    • Improving prosody (e.g. Correct stress on 2-syllable words, 3-syllable words, 4-syllable words)
    • Sentence Building: Learners are given a set of words or phrases and have to arrange them into grammatically correct sentences.
    • Gap-filling Exercises: Learners complete sentences or texts by filling in the missing words or phrases.
    • Mind Maps: Learners create visual representations of vocabulary or concepts, connecting related words and ideas.
    • Pick two items and make a sentence using both words.
    • Pronunciation Practice: Learners practice pronouncing words, phrases, and sentences in the target language, focusing on correct pronunciation and intonation.
    • Sentence Completion: Learners are given incomplete sentences and have to fill in the missing words or phrases to make complete sentences.
    • Touch the words ‘merry’ and ‘believe.’ Tell me what they mean.
    • The sturdy man wrote a rhyme, with red words on a grime.
    • Expanding language (e.g. combining 2 words, combining 3 words, using 'ing' endings)
  • Paragraphs
    • Step 2: Pitch Glides Up. The patient glides up on open vowel words such as “knoll” to stretch the vocal folds. Step 3: Pitch Glides Down. The patient glides down on the same word (knoll) to contract the vocal folds.
    • b. Review vocabulary words
    • Write the words ‘merry’ and ‘believe’ in the top right corner of the page. Tell me what they mean.
    • I had trouble saying those few words just now. I'm really bad at talking.
    • Say 3 words that rhyme with each of the words in the list. Words can be real or made up as long as they have the same sound.
    • b. Use vocabulary words
• expressing
  • Phrases
    • expressing offensive, insulting, or scandalous criticism
    • having or showing or expressing reverence for a deity
    • feeling or expressing pain or sorrow
  • Paragraphs
    • Start by expressing your desire for more freedom in a respectful way. Let your parents know that you understand that they are only looking out for your safety and wellbeing, and explain why you think you are ready for a little more independence.
• much
  • Sentences
    • Am I talking too much?
    • Though he had already finished the book, he read it a second time because he enjoyed it so much.
    • I eated two much food today.
    • I ate too much food today.
  • Paragraphs
    • Pick a number from 1-5 to tell me how much you like to talk. 1 means you don't like to talk at all, 5 means you love to talk.
    • Pick a number from 1-10 to tell me how much choice you feel you have when talking. 1 means you don't feel like you have any choice (the stuttering picks everything you say or don't say), 10 means you have all the choice over what you say.
• words
  • Phrases
    • A picture is worth a thousand words
    • Target words from story:
    • interjections (filler words)
    • With target words:
    • Multiple-Meaning Words:
    • Here are some examples of single-syllable words that have a "k" or "g" sound where you can substitute the "k" or "g" for a "t" or "d" and still form a real word:
    • filler words
    • To be at a loss for words
  • Sentences
    • Improving prosody (e.g. Correct stress on 2-syllable words, 3-syllable words, 4-syllable words)
    • Sentence Building: Learners are given a set of words or phrases and have to arrange them into grammatically correct sentences.
    • Gap-filling Exercises: Learners complete sentences or texts by filling in the missing words or phrases.
    • Mind Maps: Learners create visual representations of vocabulary or concepts, connecting related words and ideas.
    • Pick two items and make a sentence using both words.
    • Pronunciation Practice: Learners practice pronouncing words, phrases, and sentences in the target language, focusing on correct pronunciation and intonation.
    • Sentence Completion: Learners are given incomplete sentences and have to fill in the missing words or phrases to make complete sentences.
    • Touch the words ‘merry’ and ‘believe.’ Tell me what they mean.
    • The sturdy man wrote a rhyme, with red words on a grime.
    • Expanding language (e.g. combining 2 words, combining 3 words, using 'ing' endings)
  • Paragraphs
    • Step 2: Pitch Glides Up. The patient glides up on open vowel words such as “knoll” to stretch the vocal folds. Step 3: Pitch Glides Down. The patient glides down on the same word (knoll) to contract the vocal folds.
    • b. Review vocabulary words
    • Write the words ‘merry’ and ‘believe’ in the top right corner of the page. Tell me what they mean.
    • I had trouble saying those few words just now. I'm really bad at talking.
    • Say 3 words that rhyme with each of the words in the list. Words can be real or made up as long as they have the same sound.
    • b. Use vocabulary words