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English as a Second Language 2
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Overview
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To help students discriminate the beginning, middle, and ending sounds of words. Students will also discriminate contractions, singular / plural words, and present / past tense words.
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Information
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Title
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Discriminating Sounds
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Developer(s)
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Rick Hata & Cauline Howell
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Date
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5/27/2001
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Prerequisites
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1.
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Completion of ESL level 1 A & B with a grade of "P"
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2.
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Appropriate score on Wisconsin ESL Placement Assessment-Oral Communication exam
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3.
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Consent of instructor
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Competency
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A.
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Discriminate sounds
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Linked Core Abilities
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A.
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Communicate effectively
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Performance Standards
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Criteria---Performance will be satisfactory when:
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1.
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learner discriminates the beginning sounds of words with at least 90% accuracy
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2.
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learner discriminates the middle sounds of words with at least 75% accuracy
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3.
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learner discriminates the ending sounds of words with at least 90% accuracy
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4.
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learner discriminates contractions with at least 90% accuracy
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5.
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learner discriminates singular and plural words with at least 90% accuracy
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6.
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learner discriminates present and past tenses with 75% accuracy
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Conditions---Competence will be demonstrated:
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1.
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alone
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2.
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with a partner
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3.
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with a teacher
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4.
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in the work place
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Learning Objectives
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This learning plan addresses the following learning objectives to help you master the competency:
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1.
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Discriminate single consonants
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2.
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Discriminate consonant digraphs (i.e., two consonants that form one sound that is different from the sound of either consonant) ch, sh, th, wh, ph
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3.
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Discriminate consonant blends (i.e., two or more consonants in which the sounds of the consonants are blended together) bl, br, cl, cr, dr, dw, fl, fr, gl, gr, pl, pr, sc, scr, sk, sl, sm, sn, sp, spr, st, str, sw, tr, tw
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4.
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Discriminate words that begin alike
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5.
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Discriminate words that rhyme
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Learning Activities
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_____1.
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Receive unlabeled pictures of objects (pictures of family members, from magazines and newspapers). They put together the pictures that begin with the same sound.
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_____2.
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Answer questions such as "Who can think of a word that starts with the same sound you hear at the beginning of rat?" answer more questions using this model.
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_____3.
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Respond to riddles such as "I'm thinking of a word that starts with the sound that you hear at the beginning of 'girl.' It's the name of a color."
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_____4.
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Receive a list of contractions and the two words that compose each contraction. The teacher pronounces all words. The teacher pronounces the words and the pronounce the contractions. The teacher pronounces the contractions and the pronounce the two words.
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_____5.
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Say the plural noun after hearing the teacher say the singular noun. say the singular noun after hearing the teacher say the plural noun.
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_____6.
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Pronounce the present and past tense of regular/irregular verbs.
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_____7.
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Read a list of words on the board containing similar consonant digraphs and blends. pronounce each word after the teacher models each pronunciation. pronounce each digraph and blend.
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_____8.
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Think of words beginning with different consonant blends/digraphs.
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_____9.
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Practice pronunciation using flashcards.
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Assessment Activities
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_____1.
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Given a list of consonant digraphs and blends, students circle the consonant sounds they hear as the teacher pronounces words. The teacher asks students to circle beginning, middle, and ending sounds.
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_____2.
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Given a list of contractions, students circle the contractions that they hear.
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_____3.
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Students number their paper from 1 to 10. The teacher reads a list of nouns. The students write if each noun is singular or plural.
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_____4.
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Correct students' dictation.
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_____5.
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Students perform dialogs in front of class.
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English as a Second Language 2
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Overview
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To help the students discriminate words, phrases, and sentences.
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Information
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Title
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Discriminating Speech
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Developer(s)
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Rick Hata & Cauline Howell
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Date
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5/27/2001
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Prerequisites
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1.
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Completion of ESL level 1 A & B with a grade of "P"
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2.
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Appropriate score on Wisconsin ESL Placement Assessment-Oral Communication exam
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3.
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Consent of instructor
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Competency
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B.
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Discriminate speech
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Linked Core Abilities
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A.
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Communicate effectively
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Performance Standards
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Criteria---Performance will be satisfactory when:
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1.
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learner discriminates spoken words with at least 95% accuracy
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2.
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learner discriminates spoken sentences with at least 90% accuracy
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Conditions---Competence will be demonstrated:
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1.
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alone
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2.
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with a partner
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3.
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with a teacher
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4.
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in the work place
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Learning Objectives
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This learning plan addresses the following learning objectives to help you master the competency:
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1.
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Discriminate between similar spoken words (e.g., ship / sheep, sick / kick, candle / cradle)
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2.
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Discriminate spoken similar numbers up to one million (e.g., fifteen / fifty, eighteen / eighty, nineteen / ninety)
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3.
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Discriminate between the different types of questions (e.g., yes / no, who, what, when, where, why, how, tag questions)
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4.
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Discriminate commands
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Learning Activities
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_____1.
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Given a list of similar sounding words [e.g., ship / sheet, sick / kick, candle / cradle, (Pronunciation Pairs & Dave's ESL Cafe Quizzes)] pronounce these words after the teacher pronounces each word. place their finger on the word that the teacher pronounces.
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_____2.
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Given a list of similar sounding numbers (e.g., fifteen / fifty, eighteen / eighty, nineteen / ninety, etc.) pronounce these words after the teacher pronounces each word. place their finger on the word that the teacher pronounces.
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_____3.
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Answer different types of questions (e.g., yes / no, who, what, when, where, why, how, tag).
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_____4.
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Create mini-dialogues with a partner using WH-questions (New Interchange 1 page 4; New Interchange 1 Teacher's Edition T-145) and present conversations to the class.
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_____5.
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In pairs practice pronouncing similar sounding words (sheep/ship).
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_____6.
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In pairs create dialogues using WH-questions, tag-questions, and yes/no questions.
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_____7.
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Play number bingo to differentiate between similar sounding numbers (15/50).
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_____8.
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Listen and write names and telephone numbers (New Interchange INTRO page 7).
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_____9.
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Play pictionary with similar sounding words and guess the correct words.
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Assessment Activities
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_____1.
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Given pictures of similar sounding words, students circle the pictures of the word that the teacher speaks.
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_____2.
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Given a list of similar sounding numbers, students circle the numbers after the teacher speaks the number.
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_____3.
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Students will verbally answer different types of questions.
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English as a Second Language 2
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Overview
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To help students generate proper pronunciation of words.
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Information
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Title
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Generating Sounds
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Developer(s)
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Rick Hata & Cauline Howell
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Date
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5/27/2001
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Prerequisites
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1.
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Completion of ESL level 1 A & B with a grade of "P"
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2.
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Appropriate score on Wisconsin ESL Placement Assessment-Oral Communication exam
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3.
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Consent of instructor
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Competency
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C.
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Generate sounds
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Linked Core Abilities
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A.
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Communicate effectively
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Performance Standards
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Criteria---Performance will be satisfactory when:
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1.
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learner produces long and short vowel sounds with 80% accuracy
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2.
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learner produces consonant sounds with at least 75% accuracy
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3.
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learner produces beginning sounds in words with at least 90% accuracy
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4.
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learner produces middle sounds in words with at least 75% accuracy
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5.
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learner produces ending sounds in words with at least 90% accuracy
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Conditions---Competence will be demonstrated:
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1.
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alone
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2.
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with a partner
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3.
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with a teacher
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4.
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in the work place
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|
|
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Learning Objectives
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This learning plan addresses the following learning objectives to help you master the competency:
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1.
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Name the five English vowels
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2.
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Realize that letters do not always represent their most common sounds
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3.
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Pronounce the correct short vowel sounds
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4.
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Pronounce the correct long vowel sounds
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5.
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Pronounce the correct consonant sounds
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6.
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Pronounce the correct beginning blends
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7.
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Pronounce the correct middle parts of words
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8.
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Pronounce the correct endings of words
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Learning Activities
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_____1.
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Read aloud a list of similar words that contain the short and long vowel sounds.
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_____2.
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Read aloud texts after hearing pronunciation modeled by the teacher (Working with Words).
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_____3.
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Read rhyming words after hearing pronunciation modeled by the teacher.
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_____4.
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Read short, simple poetry after hearing pronunciation modeled by the teacher.
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