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Certificate IV TESOL Teaching English to Speakers of Other Languages *10317 NAT next Unit 4 Session 11 October 22nd In this lesson we will look at: • Teach sound-spelling relationships • Sound-spelling materials – research next Terminology —Phonology: knowledge of how sounds, words, and chunks of speech are pronounced —Orthography: knowledge of how the writing system works (sound/symbol relationship, spelling, punctuation etc) —Lexicon: knowledge of what words mean and how they are used —Morphology: knowledge of how words and phrases are marked for tense, person, number etc. —Syntax: knowledge of how words are organized and sentences constructed —Appropriacy: knowledge of what language is appropriate according to who you are speaking to, about what and by what means (tenor, field, mode) —Discourse: knowledge of different types of texts and their conventions (genre) —Pragmatics: knowledge of what forms are appropriate in order to realize the communicative purpose (function). next Teach sound-spelling relationships A comprehensive spelling program should teach: • Phonemic awareness • Knowledge of the relationship between sounds and spelling patterns • Knowledge of the morphological structure of written English • Knowledge of spelling rules and conventions • Spelling strategies for writing and proof reading • Strategies to help students memorize words visually next Teach sound-spelling relationships Cater for the different learning styles: Visual – look at the letters and words Auditory – listen to the sounds of the letters and words Kinesthetic – write and air trace the letters and words Phonemic awareness: Teach spelling and phonic through authentic reading and writing tasks – through the vocabulary of the lesson. next Teaching strategies Key words - teach a set of key words which represent the most common spelling representations of each sound. Students then add words they find that match the soundspelling relationship. See example on page 78- 9 of your text book Discuss with a partner: • How did you learn spelling as a child or when you learnt English as a L2? Which strategies did you find most helpful? • Can you think of any other strategies to teach spelling? next Teach spelling rules See page 80-81 of your text book next Activities for teaching and practising spelling • • • • • • • • • Match pictures and words Select correct spelling from a number of choices Word jumble Look, cover, write, check Search a text for words with a particular spelling pattern Given a pattern (make, bake, cake…) Match words alike Circle the word that doesn’t belong Dictation at word, sentence or paragraph level TASK In pairs, add to this list of activities you could do to teach and practise spelling and share them with your classmates. next Lesson example ‘ed’ endings next