Pack 2 Yesdi̇l
Pack 2 Yesdi̇l
Pack 2 Yesdi̇l
a. Individual Sounds:
Teachers’ role: - to demonstrate the word on its own first, then moving quickly to
putting it in a sentence!
- making children aware of the differences in sounds ( sound
awareness)
e.g. sheep – ship , tin – thin picking out the difference
between a series of words
fill – feel – fit spotting the odd one out
“Linking”: - certain sounds are run on together to avoid a jerky, staccato effect.
- helps to keep the smooth flow of English
e.g. cut off, there is , etc.
Words which are not strongly stressed are referred to as „Functional words‟
e.g. modals, pronouns,articles,prepositions.
Words which tend to be stressed are important “content words” which give the
main part of a message. ( nouns, verbs, adjectives, adverbs)
Songs and rhymes useful for the teacher in developing the pupils‟
awareness of how English sounds
d. Intonation :
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- minimal pairs : - one sound difference. e.g. pig – peg , bin – pin , ten –
men, etc.
useful for raising awareness of sounds, for remedial work.
Pronunciation Goals
Learnability of a word:
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- Grouping can help pupils associate new words with words they already know and
aid retention and recall.
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Classifying / sorting
Giving instructions
Picture dictation
What‟s missing?
Kim‟s game
Wordsearches
Sequencing
Labeling
vocabulary books
collages
word networks / webs / trees
clines or steps degrees of temperature
word stars
word boxes, banks, envelopes bags.
Mobiles
a. Linguistic knowledge
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Teaching grammar
Form-focusing techniques in meaningful contexts involving students actively.
Sequencing grammar learning activities: (Page 94)
Discovery grammar activities
A discovery grammar activity turns grammar into Problem solving activity
Pupils analyze data through guided questioning
This activity shows how students are helped to work rules for themselves through
discovery learning.
The model descriptions provide the basis for discussion, comparison and hypothesis.
Classroom related language
Classroom talk provides opportunities for children to identify patterns
Developing strategies for grammar learning
About me books\language files
Self\peer testing
Pupils can mark changes in form with coloured pens
They can look for patterns and create their own My Pattern Book
They can compare grammar structure in English and in their first language
Encourage them to learn from their mistakes by keeping a list of their errors and
writing out a self-corrected version for each one.
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Teacher must be realistic; we should expect the children to be able to do. They can‟t
understand and remember every word. Your gestures, tone of voice and visual aids will help
them feel confident about what is important to concentrate on.
Make sure that why they are listening, what the main point or purpose of the activity is.
This helps to build up learners‟ confidence and reduce anxiety.
Important strategy that the teacher should teach is „intelligent guess-work‟ (pupils used
their background knowledge to work out something they aren‟t sure, teacher need to be
aware of this in order to provide support and raise pupils‟ awareness about the benefits of
doing this)
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The point of pre-listening activities: personalize the context, provide motivation and
interest, build up a picture of useful background knowledge and introduce useful
words, structures and concepts
While listening, teacher‟s aim must be teaching not testing! (p.g 102,table 2)
5. Organize listening
Expectations:
Formulaic language:
Simple greetings
Social English
Routines
Classroom language
Asking permission
Communication activities
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Reading strategies:
Reading activities:
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English spelling:
4 ways of learning the spelling of words:
a. visual style : shapes of words
b. auditory style : students sound the word as they recognize the
relationship between sounds and letters.
c. kinesthetic style :through writing many times for different
purposes.(graphic-motor skills)
d. linguistic style : becoming aware of relationship between words and their
grammar and meaning.
Multi-sensory is the best!
To improve students spelling, some games: “hide and seek”, “ noughts and
crosses” (p.120)
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When supporting older learners, prepare them for writing process in the prewriting
stage. The students can be introduced different key language features and grammatical
features. (Language demands)
The language demands can be broken down into key language functions such as
- identifying , describing and comparing people, places and things
- writing instructions
- describing a simple process or cause and effect
- sequencing events or classifying
then the students are asked to write their texts.
Responding to writing
- creating links between the language learning and the primary curriculum
- interesting, motivating, engaging, meet educational meets by reinforcing concepts,
content and learning skills, offer possibilities for exploration of both facts and imagination
and creativity.
Observing copying
Memorizing rote learning of spellings
Carrying out actions, analyzing and experimenting surveys, investigations,
experiments
Seeing patterns and connections kinds of problem solving activities
Interpreting the symbolic representations of information alphabet,
timetables..etc
Interpreting the meaning of texts and visuals
Reflecting and evaluating actions and learning self assessment
Developing language awareness sameness and difference between languages
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c. resources
- using resources from other areas of the curriculum ( subject books in English, atlas,
measuring cups, ruler)
Some benefits of cross curricular approach (p.135)
Problems and questions:
- topic overlap and overkill
- the relationship between learning facts or learning language
- the balance between a product-focused approach or process-focused approach
- the problem finding resources
What skills do teachers need form cross-curricular work?
-Task 3 ( p. 137)
- Linking old knowledge with the new :
pre-activity : mind map, concept map, write a list of key words; some questions from
the students and they will find answers.
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