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The document discusses spelling development and instruction for students. It covers: 1) Two phases of spelling development and developmental sequences for instruction. 2) Formal and informal methods for assessing spelling skills, including tests, inventories, and error analysis. 3) Approaches for teaching spelling, including rule-based, multilinguistic, multisensory, and test-study-test techniques. 4) Study strategies, word lists, considerations for students with learning disabilities, and spelling activities.
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Here are the steps:
1. The reader will say a word or sentence with a target pronunciation feature.
2. The player tries to catch the feature.
3. If caught correctly, the player becomes the new reader.
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5. The team with most turns reading after 5 minutes wins.
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The document discusses what grammar is and its importance in language learning. It defines grammar as the rules that determine how sentences are formed in a language, describing the structure and combination of words. Morphology covers word formation rules, while syntax covers word order rules. The document also presents arguments from experts on both sides of whether grammar should be explicitly taught, or learned implicitly through communication. Some say it helps with accuracy and prevents fossilization, while others argue it is not necessary for children learning their first language.
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This document discusses testing students' pronunciation in English as a foreign language. It notes that pronunciation is often neglected in EFL/ESL classes despite its importance for communication. The author explores various methods for testing pronunciation, including dictation exercises, segment discrimination tests using pictures or words, and color-coded cards to test phonological alternations. While listening tests are ideal, alternatives are suggested when logistics make listening tests difficult, such as in high-stakes nationwide exams. The goal is to motivate students and evaluate their mastery of specific pronunciation features.
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Our project, (2)
This document outlines an English spelling course for 10th grade students. It discusses conducting a needs analysis through a questionnaire that found over 55% of students were not good spellers. The course aims to improve students' spelling abilities through developing strategies like breaking words into syllables. It will have skills-based content covering prefixes, suffixes, spelling rules. Students will be assessed through dictation quizzes, writing tests, and a final exam. The course will be taught using various interactive methods and activities. Challenges include coordinating members' schedules and distributing the needs analysis survey.
Strategies and Activities for English Language Learners Presentation
This document contains a presentation about strategies and activities for English language learners. It discusses displaying academic vocabulary prominently and including language standards in each subject. It recommends explicitly teaching learning strategies through scaffolding and different types of questions. Comprehension activities mentioned include concept mapping, flash cards, small group work, hands-on experiences, and journaling. Differentiated assessments are suggested to support students at various fluency levels. A listening and speaking activity called "Have You Ever?" is described. The presentation concludes by thanking the presenter's daughter for her help as the presenter's first ELL student.
Teaching vocabulary & grammar
The document discusses various aspects of teaching vocabulary and grammar. It addresses that teaching vocabulary needs to focus on meaning, form, use and other elements. Grammar teaching should balance form and function to help students communicate effectively. Various activities are suggested for teaching vocabulary and grammar, including deliberate teaching, strategy training, and giving repeated attention to target words. The document emphasizes that both vocabulary and grammar need to be taught through meaningful, communicative activities.
Grammar and vocabulary
This document summarizes two articles about vocabulary assessment: Testing and Teaching Vocabulary by Paul Nation, and Second language vocabulary assessment: Current practices and new directions by John Read.
The Nation article discusses statistical methods for counting words in texts and determining vocabulary frequency. It also describes developing a vocabulary levels test with matching and definition items. The Read article reviews purposes of vocabulary size measurement and sampling high-frequency words from lists. It discusses the yes/no test format and efforts to measure depth of vocabulary knowledge through association tasks and scales. The article concludes by examining ways to assess vocabulary use in context.
Resources folder
The document describes 10 activities for an English language classroom. Each activity aims to practice a certain language skill (speaking, listening, writing, etc.) and includes the objective, level, description, and sometimes an adaptation or scoring rubric. The activities focus on eliciting prior knowledge, asking about personal information, preferences and opinions, describing pictures, debating topics, role playing invitations, and practicing grammatical structures like comparatives. Scoring is done through checklists, rubrics, or answer keys depending on the activity.
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