It is often debated whether or not an English Language Learner can use their first language during instruction. Here are two teaching methods that support the use of their first language while receiving English language instruction.
Suggestopedia- a relaxed approach to learning a foreign language where a student’s first language may be used freely during instruction. “Make sure the students feel comfortable and confident.”
This method is carried out in four steps.
1. Decipher: The grammar point of the day in introduced. I prefer doing this by presenting the following:
A. What the grammar point is
B. How it is used
C. Displaying a grammatical formula of some kind
2. Concert: The teacher reads examples of the grammar point, the students repeat.
3. Elaborate: Songs are sung and games are played with the grammar point as the focus.
4. Production: In a structured environment, the students use the grammar point spontaneously.
This was the preferred teaching method of one of my team teaching partners when I was a teacher in Japan. This method worked really with with the EFL students. Sadly, the teacher was reprimanded for using this method since it only referenced the book and there wasn't much focus on passing the standardized test. But, the students could communicate with native English speakers and retained what they learned with this method and did well on standardized test. Being a maverick in Japan is unacceptable and this method definitely was nonconforming to the Japanese way of presenting English.
Community Language Learning- students work together to develop what aspect of a language they would like to learn. Teacher acts as a counselor and a paraphrase. Students act like a collaborator. A student’s first language may be used freely during instruction. This method encourages interaction with others in English as well as allows students to interact meaningfully with each other in English.
http://daniel-j-stone.blogspot.com (C) 2009-10
Google Adsense
Custom Search
Sunday, November 21, 2010
Phonics, Syllables, Vowels and Vowel Rules
Phonics
Phonics are sounds that letters make that make up words.
• The English language tends to be difficult due to words being borrowed from other languages. (German, French, Latin, Greek, etc.)
Syllables
Syllables are a word or a part of a word with one vowel sound in it.
Vowels
Vowels create two sounds (long or short)
•When a short word has only one vowel, this word makes a short vowel sound .
• When a short word has two or more vowels, this word makes a long vowel sound.
• The closed syllable rule is when a vowel has a consonant after it that vowel always says its short sound.
• The sound of the short “a” changes just a little bit when “a” has a “m” or “n” after it.
• Rule of Silent E- at the end of a word does not make a sound. It usually changes the sound of the vowel before it. The vowel says it s own name, the long sound.
• Open syllable rule. A syllable is open when that syllable ends in a vowel with no consonant following it.
Consonants
• Blend: a group of two or more consonants, which stand side by side in a word and blend their sounds together.
• Diagraph: two consonants together making one sound.
• R control: when the vowel is controlled by R.
• Q: in English, “Q” always stands with “u”
http://daniel-j-stone.blogspot.com (C) 2009-10
Phonics are sounds that letters make that make up words.
• The English language tends to be difficult due to words being borrowed from other languages. (German, French, Latin, Greek, etc.)
Syllables
Syllables are a word or a part of a word with one vowel sound in it.
Vowels
Vowels create two sounds (long or short)
•When a short word has only one vowel, this word makes a short vowel sound .
• When a short word has two or more vowels, this word makes a long vowel sound.
• The closed syllable rule is when a vowel has a consonant after it that vowel always says its short sound.
• The sound of the short “a” changes just a little bit when “a” has a “m” or “n” after it.
• Rule of Silent E- at the end of a word does not make a sound. It usually changes the sound of the vowel before it. The vowel says it s own name, the long sound.
• Open syllable rule. A syllable is open when that syllable ends in a vowel with no consonant following it.
Consonants
• Blend: a group of two or more consonants, which stand side by side in a word and blend their sounds together.
• Diagraph: two consonants together making one sound.
• R control: when the vowel is controlled by R.
• Q: in English, “Q” always stands with “u”
http://daniel-j-stone.blogspot.com (C) 2009-10
Soft sound of “C” and “G”, Vowel Teams and the letter Y as a Consonant and Vowel
In English, the soft sound is usually heard when “C” or “G” has an E, I, or Y after it. The words "city" and "gem" are examples of this.
Also, in English, there are vowel teams that go by the name, diphthongs. These are two vowels that come together in a word to make only one sound. When two vowels come together, the first one says its own name, while the second one is silent. Here are a few examples:
Example: Long A (EI or AY)
The letter Y
The letter "Y" can act as a consonant and a vowel. As a consonant, it is at the beginning of a word. As a vowel, the letter "Y" is found in the middle or the end of a word.
http://daniel-j-stone.blogspot.com (C) 2009-10
Also, in English, there are vowel teams that go by the name, diphthongs. These are two vowels that come together in a word to make only one sound. When two vowels come together, the first one says its own name, while the second one is silent. Here are a few examples:
Example: Long A (EI or AY)
The letter Y
The letter "Y" can act as a consonant and a vowel. As a consonant, it is at the beginning of a word. As a vowel, the letter "Y" is found in the middle or the end of a word.
http://daniel-j-stone.blogspot.com (C) 2009-10
More on Narrative Essays
What is a Narrative Essay?
It is story writing.
How do you write an narrative essay?
You write about events in the order that they happen.
What is needed for a narrative essay?
Time order words are needed for narrative essays. Such words are:
Words: first, second, then, next, finally, afterwards, meanwhile
Phrases: at first, at exactly 5:04pm, after a while, after that, in the morning and in the meantime, etc.
This is a partial listing of words and phrases.
What is the outline of a Narrative Essay?
I. Introduction: The following are typically discussed in this part.
A. The setting
B. Main Characters
C. The Plot
II. Body: The climax is typically discussed in this part. Activities are separated in "time divisions".
Paragraph #1: First....
Paragraph #2: Next....
Paragraph #3: Then....
Note: Time order words are changed and switch in any what that the author sees fit as long as everything makes sense.
III. Conclusion: The ending is listed in this part.
http://daniel-j-stone.blogspot.com (C) 2009-10
It is story writing.
How do you write an narrative essay?
You write about events in the order that they happen.
What is needed for a narrative essay?
Time order words are needed for narrative essays. Such words are:
Words: first, second, then, next, finally, afterwards, meanwhile
Phrases: at first, at exactly 5:04pm, after a while, after that, in the morning and in the meantime, etc.
This is a partial listing of words and phrases.
What is the outline of a Narrative Essay?
I. Introduction: The following are typically discussed in this part.
A. The setting
B. Main Characters
C. The Plot
II. Body: The climax is typically discussed in this part. Activities are separated in "time divisions".
Paragraph #1: First....
Paragraph #2: Next....
Paragraph #3: Then....
Note: Time order words are changed and switch in any what that the author sees fit as long as everything makes sense.
III. Conclusion: The ending is listed in this part.
http://daniel-j-stone.blogspot.com (C) 2009-10
Test Taking Tips
1. Bring at least two pens/pencils with good erasers, a calculator with enough batteries and any other resources that your instructor allows you to.
Bring a watch to the test with you so that you can better pace yourself.
2. Keep a positive attitude throughout the whole test and try to stay relaxed. If you start to feel nervous take a few deep breaths to relax.
3. Keep your eyes on your own paper, you don't want to appear to be cheating and cause unnecessary trouble for yourself.
4. When you first receive your test, do a quick survey of the entire test so that you know how to efficiently budget your time.
5. Do the easiest problems first. Don't stay on a problem that you are stuck on especially when time is a factor.
6. Do the problems that have the greatest point values first.
7. Don't rush but pace yourself. Read the entire question and look for keywords.
8. Ask the instructor for clarification if you don't understand what they are asking for on the test.
9. Write legibly. If the grader can't read what you wrote, they'll most likely mark it wrong.
10. Always read the whole question carefully. Don't make assumptions about what the question might be.
11. If you don't know an answer, skip it. Go on with the rest of the test and come back to it later. Other parts of the test may have some information that will help you out with that question.
12. Don't worry if others finish before you. Focus on the test in front of you.
13. If you have time left when you are finished, look over your test. Make sure that you have answered all the questions, only change an answer if you misread or misinterpreted the question because the first answer that you put is usually the correct one. Watch out for careless mistakes and proofread your essay and/or short answer questions.
14. Double check to make sure that you put your first and last name on the test.
http://daniel-j-stone.blogspot.com (C) 2009-10
Bring a watch to the test with you so that you can better pace yourself.
2. Keep a positive attitude throughout the whole test and try to stay relaxed. If you start to feel nervous take a few deep breaths to relax.
3. Keep your eyes on your own paper, you don't want to appear to be cheating and cause unnecessary trouble for yourself.
4. When you first receive your test, do a quick survey of the entire test so that you know how to efficiently budget your time.
5. Do the easiest problems first. Don't stay on a problem that you are stuck on especially when time is a factor.
6. Do the problems that have the greatest point values first.
7. Don't rush but pace yourself. Read the entire question and look for keywords.
8. Ask the instructor for clarification if you don't understand what they are asking for on the test.
9. Write legibly. If the grader can't read what you wrote, they'll most likely mark it wrong.
10. Always read the whole question carefully. Don't make assumptions about what the question might be.
11. If you don't know an answer, skip it. Go on with the rest of the test and come back to it later. Other parts of the test may have some information that will help you out with that question.
12. Don't worry if others finish before you. Focus on the test in front of you.
13. If you have time left when you are finished, look over your test. Make sure that you have answered all the questions, only change an answer if you misread or misinterpreted the question because the first answer that you put is usually the correct one. Watch out for careless mistakes and proofread your essay and/or short answer questions.
14. Double check to make sure that you put your first and last name on the test.
http://daniel-j-stone.blogspot.com (C) 2009-10
Paraphrasing
Purdue OWL
What are the differences among quoting, paraphrasing, and summarizing?
These three ways of incorporating other writers' work into your own writing differ according to the closeness of your writing to the source writing.
Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.
Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.
Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.
Why use quotations, paraphrases, and summaries?
Quotations, paraphrases, and summaries serve many purposes. You might use them to . . .
•Provide support for claims or add credibility to your writing
•Refer to work that leads up to the work you are now doing
•Give examples of several points of view on a subject
•Call attention to a position that you wish to agree or disagree with
•Highlight a particularly striking phrase, sentence, or passage by quoting the original
•Distance yourself from the original by quoting it in order to cue readers that the words are not your own
•Expand the breadth or depth of your writing
Writers frequently intertwine summaries, paraphrases, and quotations. As part of a summary of an article, a chapter, or a book, a writer might include paraphrases of various key points blended with quotations of striking or suggestive phrases as in the following example:
In his famous and influential work On the Interpretation of Dreams, Sigmund Freud argues that dreams are the "royal road to the unconscious" (page #), expressing in coded imagery the dreamer's unfulfilled wishes through a process known as the "dream work" (page #). According to Freud, actual but unacceptable desires are censored internally and subjected to coding through layers of condensation and displacement before emerging in a kind of rebus puzzle in the dream itself (page #s).
How to use quotations, paraphrases, and summaries
Practice summarizing the following essay, using paraphrases and quotations as you go. It might be helpful to follow these steps:
•Read the entire text, noting the key points and main ideas.
•Summarize in your own words what the single main idea of the essay is.
•Paraphrase important supporting points that come up in the essay.
•Consider any words, phrases, or brief passages that you believe should be quoted directly.
There are several ways to integrate quotations into your text. Often, a short quotation works well when integrated into a sentence. Longer quotations can stand alone. Remember that quoting should be done only sparingly; be sure that you have a good reason to include a direct quotation when you decide to do so. You'll find guidelines for citing sources and punctuating citations at our documentation guide pages.
http://daniel-j-stone.blogspot.com (C) 2009-10
What are the differences among quoting, paraphrasing, and summarizing?
These three ways of incorporating other writers' work into your own writing differ according to the closeness of your writing to the source writing.
Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.
Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.
Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.
Why use quotations, paraphrases, and summaries?
Quotations, paraphrases, and summaries serve many purposes. You might use them to . . .
•Provide support for claims or add credibility to your writing
•Refer to work that leads up to the work you are now doing
•Give examples of several points of view on a subject
•Call attention to a position that you wish to agree or disagree with
•Highlight a particularly striking phrase, sentence, or passage by quoting the original
•Distance yourself from the original by quoting it in order to cue readers that the words are not your own
•Expand the breadth or depth of your writing
Writers frequently intertwine summaries, paraphrases, and quotations. As part of a summary of an article, a chapter, or a book, a writer might include paraphrases of various key points blended with quotations of striking or suggestive phrases as in the following example:
In his famous and influential work On the Interpretation of Dreams, Sigmund Freud argues that dreams are the "royal road to the unconscious" (page #), expressing in coded imagery the dreamer's unfulfilled wishes through a process known as the "dream work" (page #). According to Freud, actual but unacceptable desires are censored internally and subjected to coding through layers of condensation and displacement before emerging in a kind of rebus puzzle in the dream itself (page #s).
How to use quotations, paraphrases, and summaries
Practice summarizing the following essay, using paraphrases and quotations as you go. It might be helpful to follow these steps:
•Read the entire text, noting the key points and main ideas.
•Summarize in your own words what the single main idea of the essay is.
•Paraphrase important supporting points that come up in the essay.
•Consider any words, phrases, or brief passages that you believe should be quoted directly.
There are several ways to integrate quotations into your text. Often, a short quotation works well when integrated into a sentence. Longer quotations can stand alone. Remember that quoting should be done only sparingly; be sure that you have a good reason to include a direct quotation when you decide to do so. You'll find guidelines for citing sources and punctuating citations at our documentation guide pages.
http://daniel-j-stone.blogspot.com (C) 2009-10
Saturday, November 20, 2010
Basic Fundamentals- Behavior equals values
Something that I saw off a video that I was watching back in Japan in 2005. The video was of my collection brought from the US of my former shacho (Japanese term meaning head of company). One of the things that he mentioned was "loosing his way".
With a move as drastic as mine was in 2007, it is understandable that I "lost my way" and spent most of 2008 in conflict with myself.
One of the things from the video that seems to hit home is the following:
1- Identify your values. Your values are the foundation for everything that you do.
2- Keep your behavior in line with your values. By doing this, you will have more success and happiness in all aspects of your life.
3- The further your behavior is away from your values equals more stress.
http://daniel-j-stone.blogspot.com (C) 2009-10
With a move as drastic as mine was in 2007, it is understandable that I "lost my way" and spent most of 2008 in conflict with myself.
One of the things from the video that seems to hit home is the following:
1- Identify your values. Your values are the foundation for everything that you do.
2- Keep your behavior in line with your values. By doing this, you will have more success and happiness in all aspects of your life.
3- The further your behavior is away from your values equals more stress.
http://daniel-j-stone.blogspot.com (C) 2009-10
Subscribe to:
Posts (Atom)