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The document discusses several ways to help students understand meaning at different language levels. At a basic level, pictures, objects, drawings and gestures can help. For elementary students, showing pictures and asking check questions works well. For lower intermediate students, the teacher can ask preference questions and explain individual adjectives. Sounds, syllables, words, phrases and their construction also aid comprehension. When correcting students, teachers should clarify precisely how to fix mistakes to deepen understanding.
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How to Teach Pronunciation
Are you unsure how to teach pronunciation? Do you find it to be an arduous task? Don’t worry, we will help you improve the communication skills of your students through our precise guide.
Source:
https://ksa.mytutorsource.com/blog/how-to-teach-pronunciation/
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2) Pronunciation is best taught starting with individual phonemes and having students practice distinguishing pairs of similar sounds before moving to words and sentences.
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Phonemic Awareness
Phonemic awareness refers to the ability to hear, identify, and manipulate individual sounds in spoken words. The document outlines why phonemic awareness is important for learning to read and spell, provides research supporting its predictive power, and describes effective instructional strategies like blending and segmenting sounds. Key skills are typically mastered between ages 3-8 and instruction should focus on one or two phonemic manipulation types, like blending and segmenting, with no more than 20 hours of explicit teaching needed over the school year.
Phonemic Awareness - What is it?
Phonemic awareness refers to the ability to hear, identify, and manipulate individual sounds in spoken words. The document outlines why phonemic awareness is important for learning to read and spell, provides research supporting its predictive power, and describes effective instructional strategies like blending and segmenting sounds. It recommends assessing phonemic awareness in kindergarten and focusing instruction on blending and segmenting, as these methods have the greatest impact when taught explicitly with structured practice.
The listening skill in Linguistics !!
The listening skill
DEFINITION AND EXAMPLES
Why we listen?
The skill of listening
Sounds , Vowels and Consonants
Word stress?
Sentence stress?
Intonation?
Some exercises for the development of listening skill
Graded practice exercises
Types of classroom listening performance
Some principles of teaching listening comprehension
Graphical Description
Conclusion
Bringing Pronunciation Into Every Class
This document provides guidance on bringing pronunciation into English language classes. It discusses the importance of pronunciation for student confidence and outlines some key pronunciation features to address, such as intelligibility, comprehensibility, and accents. The document recommends focusing first on suprasegmentals like stress, rhythm, intonation, and linking as these provide the most benefit. It provides techniques for practicing suprasegmentals like using rubber bands to mark stress or dots and lines on words. General classroom techniques are also outlined, such as having students listen before seeing text, linking words, and correcting pronunciation "on the fly" with modeling.
Estefania Calero tkt preparation
This document provides definitions for key terms related to teaching English as a foreign language. It includes definitions for concepts like accuracy, affixes, determiners, parts of speech, phonemes, stress, and registers. For each term, it provides a brief classroom application, such as including controlled practice to help with accuracy or using visuals to demonstrate word stress. Overall, the document concisely defines important language teaching concepts and offers starting points for incorporating them into classroom lessons.
Vocabulary skills In Linguistics!!
These slides deals with Teaching Vocabulary in Linguistics.. These slides also deals with How to teach meanings, Material demonstration technique..
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This document provides definitions and teaching examples for various linguistic concepts. It defines terms like focus on form, prefixes, suffixes, determiners, synonyms, chunks, homophones, compounds, and others. For each term, it gives a definition and proposes a way to teach the concept to students, such as having students write sentences using a particular structure or identify examples of the concept in texts. The overall purpose is to explain linguistic concepts and provide teaching methods to help students learn and understand and these concepts.
Pronunciation Made Easy - appi2017
Teresa Almeida d’Eça presents a simple strategy for teaching pronunciation to English language learners using their native Portuguese sounds. The strategy bridges students' first language (L1) of Portuguese to their second language (L2) of English by having students use familiar Portuguese sounds to pronounce English words. This helps students overcome difficulties with English pronunciation in an intuitive way. By starting with basic sounds, letters, and high-frequency words, the strategy generates change and improves students' intelligibility, comprehensibility, and confidence in speaking and listening in English.
Early Literacy And Reading Course
An introduction to critically important elements foreign English language teachers should know in helping students become 'literate' in English. The .pptx presentation here does not include the many sound and video files used to support the concepts, nor does it include the many handouts and other material developed for the course. Intended for teachers of young learners, the program upon which this course is based has also been adapted for young adult English language learners. Contact the author for further information. (Contact email is given at the end of the presentation.)
Feedback is encouraged and welcome!
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C:\documents and settings\estudiantes 26\escritorio\how we can help students to understand meaning
- 1. HOW WE CAN HELP STUDENTS TO UNDERSTAND MEANING?
- 8. How can we help students to understand language form As well as hearing/seeing language How it is constructed? Sounds Comprehend Syllables Words Phrases
- 9. SOUNDS: Pen /p/ /e/ /n/ Ruler /r/ /u/ /l/ /e/ /r/ SYLLABLES: Table the syllable “ta” is stressed Paper the syllable “pa” is stressed Intonation in questions: What is it? On “is” the voice fall dramatically On “it” the voice rising slightly WORDS: Synonyms protection – offer/provide/give protection against /from/for
- 10. PRHASES: It is a pen Invitations: Would you like to + verb phrase Answer: That would be + adjective
- 11. Why do students make mistakes?
- 12. False friends
- 13. Interference
- 17. HOW SHOULD TEACHERS CORRECT STUDENTS?