APPROACHES AND METHODS…..

1. APPROACHES AND METHODS….. In The Teaching of English Pamela Allen, ESL

2. MORE TO THINK ABOUT! THE DIRECT METHOD TPR (Total Physical Response) THE SILENT WAY CLT (Communicative Language Teaching)

3. Strategies worth using….. Can you “Jigsaw”? You are responsible for imparting the material and information to your peers! If you leave it out, they have lost something; if you include it, they have it now and always! 

4. In your “learning team”….. • * Read and discuss the information and ideas associated with the method. Relate to your teaching experiences. • *Create/present a skit showing teacher/student involvement and responses to the method. (Multiple Intelligences at work.) • *Chart important details/info about the method to post as your group “teaches” all of us. 

5. Articulatory Phonetics • *Involves movement of air from lungs through vocal cords. • * Includes oral and nasal cavity, larynx, pharynx, lips, tongue, and teeth • * Look at 6.1 on page 236 in Introduction to To Language. Find the oral and nasal cavity structures.

6. Major Places of Articulation As we discuss the articulation sounds, practice in your groups by making the movements yourself. Use the mirror on the table to see what all happens. *Labiodentals: produced by touching the bottom lip to the upper teeth (f) (v) *Interdentals: produced by inserting the tip of the tongue between the teeth; the “th” sound; for some, the tongue merely touches behind the teeth….forming more of a dental sound (think) (these)

7. Alveolars: • All seven of these sounds are pronounced by the tongue being raised in various ways to the alveolar bridge. • * (t) (d) (n) tongue tip raised touching ridge or slightly in front of it. • * (s) (z) sides of front tongue raised, tip lowered so air escapes over it. • * (l) tip of tongue is raised, rest of it remains low, • *(r) curl the tip of the tongue back behind alveolar ridge or bunch up the tongue behind the ridge. • WHICH WERE HARD FOR YOU TO DO?

8. Morphology: The Study of Word Formation - Rule Productivity  • *There is internal organization in word formation. Rule example: add “er” to a verb to make “ noun”. teach + er = teacher • *”Structure” is important in determining meaning. • * Morphological processes (inflection) is used freely to form new words from free and bound morphemes. Affix: a morpheme attached to a word Prefix: an affix attached to front of word Suffix: an affix attached to the end of a word • *We can generally predict the meaning of of the word by the morphemes…but not always!

9. Morphological complex words whose meanings are not predictable must be….. ..... “listed in our mental lexicons”. Store them in your memory for future use: Unpredictable “un” forms: unloosen loosen; let loose undo reverse by doing

10. The Rules Do Not Always Apply….. Think about the process that forms plurals from singular nouns. These words are exceptions to the English inflectional rule of plural formation: child, man, foot, mouse Certain verbs/past tense are also exceptions to the rule: go, sing, bring, run, know When children are learning English, they first learn the “regular rules”, then discuss the exceptions. As they “get more of an ear for English”, it will start to make more sense. 

11. Compounding: Can You Dig It? • * Some recent compounds: Youtube, Facebook, carjack, powernap noun + noun = noun (SGC) “girlfriend” adjective + adjective = adjective “icy-cold” noun + adjective = adjective “headstrong” With two words in different categories, the second determines the “head” category.

12. The meaning of the compound is not always the sum of its parts…….. Example: “She has a red coat in her closet.” “She has a Redcoat in her closet.” Some compounds reveal a different meaning/relationship between the parts: “Cathouse” does not mean a house for cats”. When the words are together, we usually stress the first word.

13. Syntax Review Syntax = Greek orgin + “together + sequence/order/arrangement Normal word order/ English: firmly fixed Subj.+verb+object or subj.verb complement Poetry: word order can shift to heighten word connection and emotional impact Rule of Syntax: > phrases > sentences

14. Lexical Categories Nouns: person ,place, thing Verbs: action or being Adjectives: describe nouns Determiners: the, a, an Prepositions: express location/function – “to for, in, an, at, of, with • Word Order: Declarative statements: subj+verb+object “I like cake.” Interrogative-questions: modal verb+subj+verb+obj. “Does Brian like cake?” Adjectivesbefore nouns: coconut cake

15. Syntax Challenges: ELLs Question formation Modal verbs: do, does, will, could, would, should Adjective placement Passive voice: Brian has eaten the cake.

16. Semantic Challenges: ELLs Multiple meaning words: miss “Miss Jones is my teacher.” “I will miss her during the summer” Idioms & American phrases: “It was raining cats and dogs this morning.” “Time really flies in Praxis review class.” “ Please turn off the lights”.

17. Sociolinguistics The way “society” impacts the learning and use of language….. Be it good or not, it is there! “It arises out of need, work, joy, affection, tastes, generations…it goes beyond the dictionary.” Walt Whitman Culture + language

18. Language & Society Dialects Regional Dialects Phonological differences Lexical differences

19. Social Influences: English Literary genre: a category of literary work determined by tone, content, fiction, length…. Groups: Prose, poetry, drama Subgroups: many!

20. Vocabulary: Three Tiers Tier 1: Basic vocabulary – rarely require direct instruction; sight words, early reading words; typically no multiple meanings…. book, girl, sad, run, dog, see Tier 2: High frequency, multiple meanings – reading comprehension, across different domains, mature language situations (adult talk, literature), strong influence on speaking/reading, direct instruction…..masterpiece, fortunate, mature, concept Tier 3: Low frequency, content/context specific- occurs in specific domains, subjects in school, hobbies, occupations, technology, science, medical… economics, chemistry, amino acids, opera,

21. Homonyms, Homophones, Homographs= English Language Confusion! Homonyms:, sound same, spelled differently, different meanings - bear, bare Homophones: sound same, spelled differently, different meanings – be, bee; son, sun Homographs: sound differently, spelled same, different meanings – desert (dry environment) desert (to leave)