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REP C R T RESUMES. ED 017 347
TEACHER GUIDE FOR ENGLISH SPEAKING.BY DINSMORF, CYRENA B.HOME EDUC. LIVELIHOOD PROGRAM, ALBUQUERQUE, N.MEX.
PUB DATEFORS PR:CE MF-$0.75 HC -$5.64 139P.
RC 001 S45
ST
DESCRIPTORS- *ENGLISH (SECOND LANGUAGE) , *ENGLISH INSTRUCTION,
ENGLISH EDUCATION, *NON ENGLISH SPEAKING, ORAL ENGLISH,*TEACHING GUIDES, *WORKBOOKS,
ENGLISH SPEAKING, LEVEL I, IS INTENDED TO BE USED AS ATEACHING GUIDE FOR NON-ENGLISH SPEAKING ADULTS OR TOINTRODUCE THE TEACHING OF ENGLISH AS A SECOND LANGUAGE. THEOBJECTIVES ARE TO TEACH STUDENTS BEGINNING ORAL FACILITY ANDTO TEACH THEN TO READ AND WRITE WORDS IN UNDERSTANDABLESENTENCE PATTERNS. THE SOUNDS OF ENGLISH ARE TAUGHT WITHINTHE CONTEXT OF CONVERSATION AND STRUCTURE. INSTRUCTION ISPLANNED AS A CORRELATED UNIT IN LISTENING, SPEAKING,READINGS, AND WRITING. FOUR BASIC TYPES OF SENTENCES ARETAUGHT -- POSITIVE STATEMENTS, NEGATIVE STATEMENTS, IMPERATIVESTATEMENTS, AND QUESTIONS. THE STUDENT WORKBOOK CONSISTS OF150 WORDS ASSOCIATED WITH PICTURES. EMPHASIS IS PLACED ON THEFOLLOWING TYPE DRILLS -- REPETITION, COMPLE7ION, CHAIN, WORDRECOGNITION, WRITING, READING, PRONUNCIATION, INTONATION, ANDPLURAL FORMATION. INCLUDED ARE 1000 MOST -USED WORDS, WORDSWHICH HAVE TROUBLESOME SOUNDS FOR SPANISH SPEAKING ADULTS,WORDS OF MINIMAL PAIRS, DIAGRAMS FOR INTONATION OFPRONUNCIATION, AND SAMPLE LESSON PLANS. (JH)
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U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE
OFFICE OF EDUCATION
THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE
PERSON OR ORGANIZATION ORIGINATING IT. POINTS OF VIEW OR OPINIONS
STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION
POSITION OR POUCY.
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ENGLISH SPEARING
"PERMISSION TO REPRODUCE THIS
COPYRIPTED MATERIA91. AS BEEN GRANTED
BY 11.aZ.Mame_ elie6
TO ERIC AND ORGANIZATIONS OPERATING 91r44.761UNDER AGREEMENTS WITH THE U.S. OFFICE OF
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Copyright t HOME EDUCATION LIVELIHOOD PROGRAM 1967
English S eakin is published pursuant to the EconomicOpportun ty ct of 1964. Written permission for repro-duction of any or all of this material is requested.Home Education Livelihood Program, .131 Adams .Street NE,Albuquerque, New Mexico, 87108.
o-
INTRODUCT ION
ENGLISH SPEAKING is a cooperative effort of the staffof the Home Education Livelihood Program. ENGLISHSPEAKINIG. is written solely for the introduction of oraland writing skills to students in Group I participatingin adult. baz ic education classes.
This manuscript and the Teacher's Guide was preparedand written by N. J. LeRoy of the HELP staff. Con-tributions and editorial services to the book have beenprovided by Mr. C. R. Dement, Mrs. J. Dinsmore, and MissE. M. Henderson also of the HELP staff. Sketches forthis book were made by Mrs Harold Snider of Albuquerque,New Mexico.
Don C. WestfallState Education DirectorRome Education Livelihood Program,
A SOCORRO PUBLICATION
"...r.'44,1 4
TEACHER GUIDE
FOR
ENGLISH SPEAKING
(Revised)
Prepared by Mrs. Cyrena B. Dinsmore of the HELP staff.
TEACHER GUIDE FOR ENGLISH SPEAKING
This Teacher Guide is designed for your ase in teachingENGLISH SPEAKING. It is not intended to serve as a ri-gid outline for instructional purposes, but rather as aframework for organizing class work. The teacher shoulduse his imagination and ingenuity to help the studentslearn and undelstand the type of material that is pre-sented in the text.
Before introducing ENGLISH SPEAKING, it is suggested thatat the first day's class meeting, each student should be-gin to learn how to print and write his name. Use a cardform to enroll each student in the class. This will giveyou some evaluation of his skills. If he can fill outthe card, you will know that he can read directions, andyou can observe his skill in printing or writing. If hecannot fill out the card, you will have an opportunity toget acquainted with him as you ask the questions and fillout the card for him. If a student cannot write his name,write it for him so that he can use it to copy. Being .
able to sign his name is the first writing skill the stu-dent should master. (Zaner-Bloser sheets are availablefor use in teaching manuscript and cursive writing.) Youcan get the first class meeting off to a good start bygetting to know your students and by helping them get toknow each other. A sample lesson plan for the first classmeeting is included in this guide.
ENGLISH SPEAKING is to be used at HELP Level I as an intro-duction to English as a second language. (A description ofLevel I, its objective, content, methods, and materials, isattached.) You will need an overhead projector and a setof the transparencies that correspond to the.text. Primarily,ENGLISH SPEAKING is designed to teach the student who speaksno English a beginning oral facility. In using ENGLISH SPEAK-ING, the sounds of English are to be taught within the con-text of conversation and structure. Secondly, ENGLISH SPEAK-ING is to teach the student to read and write the words andsentences that he can speak and understand. Speech precedesreading and writing, and a student is never to be asked toread or write anything that he cannot first understand and say.
When beginning writing instruction, do not teach the ABC's. Atfirst, teach your students the things they will be able to useright away--their names, the names in the family, their addresses,the names of objects in the classroom, names of their books. Afterthis, let them memorize the alphabet and learn to print and writeit, both upper and lower case.
Teacher Guide LorEnglish Speaking -2-
Each day's instruction is to be planLed as a correlated unit.Practice in listenin., speakin readin and writin should be in-cluded ea,.711 day. Each skill practiced will reinforce the otaers.
With reading and writing, the students are to be taught theuse of the period, the question mark, and the apostrophe,and that sentences begin with a capital letter.
ENGLISH SPEAKING teaches a limited vocabulary of approximately150 words and three basic sentence patterns. There are about150 "content" words (concrete nouns) symbolizing things thatcan be pictured, like ,apple, box, tree. Both the singularand plural forms of these conte:it words are given. Your stu-dents will want to master vocabulary and sentence patternsthat they can use in natural everyday situations. Therefore,if there are other nouns that your students need to learn,for classroom use and for their own everyday situations,please do not hesitate to substitute for or add to the nounsfound in ENGLISH SPEAKING. For example, you may want toidentify objects within the classroom. Word labels attachedto objects in the classroom are a useful device for teachingword recognition. However, make sure that your studentsunderstand all meanings and that the basic sentence patternspresented are habituated.
The three basic sentence patterns in ENGLISH SPEAKING arepositive statement, negative statement, and question. Thecontent words that are taught by means of pictures will varywithin the sentence patterns. The "structure" words such asthis, that, these, those, is, are, a, an, what's, it, they,it's, and they're will remain the same. The structure wcrdscannot be taught through pictures and must be taught withinthe context and framework of a sentence. The examples of thethree basic sentence patterns to be taught in ENGLISH SPEAK-ING are as follows:
Positive Statement
This is a/anThat is a/anYes, it is.It's a/anThese areThose areThey'reYes, they are.
1111
Negative Statement
No, it isn't.No, they're not.They're notIt's not a/an
..-
Question
Is this a /anIs that a/anWhat's this?What are these?What are those?Are theseAre thoseWhat are they?
1
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b
1'
Teacher Guide for1112110 Speaking _3_
In addition to the three basic sentence patterns in ENGLISHSPEAKING, you will also need to teach, functionally, theimperative or command sentence such as "Listen," "Repeatafter me," "Read this sentence," "Write this sentence," etc.
The nouns in LNGLISH SPEAKING have been selected on thebasis of sound as well as on the basis of vocabulary."Troublesome Sounds for Spanish Speaking Adults" and a"Minimal Pairs" list are included as a part of this guide.Students learn sounds and pronunciation best by imitating theteacher, and much class time should be spent on actual pro-nunciation and repetition exercises. The first essential ofgood pronunciation is proper intonation. Intonation of basicsentence patterns must be drilled repeatedly until habituated.For example:
This is
That is aNs.Is this a (box?
Is that alli7cX;
11.114L:
It's alDRI.
What'sgk?
What'sra'qy
-
These are xes.
Those arelku.
What areF4gs?
What are l;
The xes.
Are these boxes?
Are those boxes?
Yks, they re.
17k. the 're
It's of a box. They're not boxes.
It a box. What are t
Emphasize intonation when you first introduce a word, phrase,or sentence. To help your students achieve proper intona-tion, use some of these techniques: Exaggerate the rise andfall of your own voice and move your hand up and down asyour voice rises and falls; draw intonation lines on theblackboard; tap the rhythm out on your desk; bum the rhythmof a sentence.
Teacher Guide forEnglish Speaking -4-
The pictures in the text and the transparencies for use onthe overhead projector are excellent visual aids to use inintroducing English as a second language. However, thebest visualaids are the physical objects themselves, inso-far as they can be brought into the classroom. To intro-duce words, you will find flash cards very useful. However,the words should be used in sentence patterns rather thanin isolation. Each word on a card should be large enoughto be seen by the whole class.
To achieve understanding, it may be necessary, at times,to give instructions or to give an equivalent word, phrase,or sentence in the student's native language. However,this should be discontinued as soon as possible.
Following are some examples of practice exercises that'canbe used to introduce and drill the words and sentence pat-terns in ENGLISH SPEAKING. Speaking, listening, reading,and writing skills are all included in the exercises. Varythe exercises to keep your students interested and attentiveand to keep the class work moving. Shift from one type ofexercise to another; change often from choral to group toindividual recitation; divide your class into smaller groupsso that you can listen to groups and correct students indi-vidually. Work toward maximum participation; it is thestudents who need to practice speaking English, not theteacher.
Before you proceed to a new exercise, be sure that everymember has taken all the parts -- that he has asked ques-tions as well as answered them, that he has made negativeconstructions as well as positive ones. As the students be-come familiar with your instructions and techniques, youwill be able to proceed more rapidly. However, it is impor-tant that a class not tr to learn too much at once or otoo fast. Sentence patterns and vocabulary should both belimited and should be immediately useful for sensible con-versation about things in the classroom and in everyday life.
The drills given are basic and furnish a framework to be ex-panded and adapted to daily lesson needs. They are in noway intended to be all inclusive or to offer a complete blue-print for your class. The nouns and sentences used in theexercises are examples only and are subject to teacher sub-stitution to fit the lesson.
Teacher Guide forEnglish Speaking -5-
Before leaving ENGLISH SPEAKING, review thoroughly theconcepts it has presented. Use oral drills to test listen-ing, speaking, and reading achievement, and dictation_drills to test writing achievement of each student. Nostudent is to be introduced to the next text until he hasmastered the material in ENGLISH SPEAKING.
PATTERN DRILLS
HAND SIGNALS
Be sure to work out a system of hand signals for drillingyour class. Hand signals will allow you to drill rapidlyand will eliminate the need for always giving verbal in-structions. Have signals for "Listen," "Be quiet," "Repeat."etc.
REPETITION DRILLS
Repetition drills are first and basic for oral practice.Start with repetition drills, using the object itself, atransparency on the overhead projector, or a picture. Besure that the entire class can see the presentation. Re-peat the word or phrase at least three times and indicaterising and falling intonation by hand movements. Be surethat the difference in the use of, the articles a and an,and the omission of the article with words like thread,celery, and overalls, are understood.
Teacher: "L;.sten, BOX BOX"
"Repeat after me. BOX BOX BOX"
Have the class repeat each time in chorus.Establish the meaning of the word and thenwork on intonation and pronunciation. Muchrepetition is needed to assure accurateimitation of the teacher.
Teacher Guide forEnglish Speaking -6-
Teacher: "Listen. X A LOX A BOX"
"Repeat. A BOX A BOX A BOX"
Have the students repeat each time, firstin chorus, then in small groups -- by rows,by location in the room, men vs. women,etc. Listen particularly for the rising-falling intonation, and the pronunciationof the vowels: a /a/ and short o.
Teacher: "Listen. THIS IS A THIS IS A BOX. THIS IS A BOX."
"Repeat. THIS IS A BOX. THIS IS A BOX. THIS IS A BOX."
Have the students repeat each time, firstin chorus, then in small groups, then in-dividually. Check the intonation andpronunciation of a /a/. Emphasize thesounds of s in this /s/ and in is /z/.
Repeat the above drills with the first five nouns or withnouns of your own choosing. When the students are imitat-ing you satisfactorily, speak normally and at your usualconversational speed. Pick pictures at random and revieweach noun taught.
This same type of drill can be adapted as you pres.dnt thesubstitution in the sentence pattern of That and It, pluralpronouns and nouns, etc. It is also to be used to presentthe other sentence patterns.
COMPLETION DRILLS
Use completion drills to help the students produce frommemory the complete sentence pattern they have learned inrepetition drills. Have the students repeat first iichorus, then in small groups, then individually. Continueeach drill, using other nouns.
Teacher: "I say: BOX You say: A BOX"
Teacher: "I say: A BOX You say: THIS IS A BOX."
Teacher: "I say: PDX You say: A BOX THIS IS A BOX."
Teacher Guide forEnglish Speaking
Teacher: "I say: THIS IS A . . . . You say: THIS IS A BOX."
"I say: THIS IS . . . BOX. You say: THIS IS A BOX."
"I say: THIS . . . A BOX. You say: THIS IS A BOX."
"I say: . . . IS A BOX. You say: THIS IS A BOX."
When the students have habituated this exercise, you can in-troduce chain drills.
CHAIN DRILLS
Go around the class and assign each student one of theletters A, B, or C. Point to a box or the picture of abox and indicate that, in turn, each group of studentslettered A, B, or C is to follow the drill. Repeat theprocedure, using other nouns.
Teacher: "You're student A. You say: BOX"
"You're student B. You say: A BOX"
"You're student C. You say: THIS IS A BOX."
The ENDLESS CHAIN can be used for question-answer drills.You ask a question, the student who answers it then turnsto his neighbor and asks it, the neighbor answers it, andso on until the chain has gon3 around the class. Follow-ing are some examples:
Teacher: "I say: WHAT'S THIS? You say: IT'S A BOX."
"I say: IS THIS A BOX? You say: YES, IT IS."
SUBSTITUTION DRILL
With substitution drills, you can show the students thatthey can replace one word with another, using the samesentence pattern. 'Substitution drills also show the stu-
dents which parts of the sentence pattern remain the sameand which parts can be replaced.
Teacher Guide forEnglish Speaking _8-
Teacher: "I say: THIS IS A BOX. (Cue) POST"
"You say: THIS IS A POST."
"I say: THIS IS A POST. (Cue) DUCK"
"You say: THIS IS A DUCK."
Contine cueing and substituting nouns. Havethe students respond in chorus, in smallgroups, and individually. By this time, thestudents should be able to substitute any ofthe nouns they have practiced. The sametype of drill can, of course, be used to sub-stitute different pronouns and plurals.
CONVERSION (TRANSFORMATION) DRILL
Conversion drills are usually of two kinds. An affirma-tive statement is changed to a negative statement, or apositive statement is changed to a question (or viceversa). Examples:
Teacher: "I say: THIS IS A You say: THIS IS NOT A BOX."
.°1Teacher: "I say: THIS IS A BOX. You say: IS THIS A(BOX?"
Teacher:. "I say: ARE THESEIBOXES? You say: THESE AREfikXES."
CONVERSATION DRILL
After students have memorized the vocabulary and basicsentence patterns and can make automatic responses, moresophisticated conversation drills can be used. For ex-ample, you display some object and ask "Is this a ?"
and your students answer "Yes, it is" or "No, it's not."Then you can ask "What is it?" or "What are they?" as thecase may be, and your students can answer "It's aor "They're ." They are now able to choose whatthey want to say in answer to your questions. To obtainmore participation, encourage your students to ask thequestions as well as to give the answers.
Teacher Guide forEnglish Speaking -9-
WORD RECOGNITION
Using the book, blackboard, overhead projector, or flashcards, present each word in oral repetition, completion,chain, and substitution drills as you did with the pic-tures or objects. Randomize the presentation to be surethat students recognize each word. Use the word flashcards and have the students use each word in the basicsentence pattern "This is a /an, ." "That is a/an
." "It is a/an ." "Those are ." etc.The content words and structure words should both be in-cluded in the word recognition drill.
WRITING DRILL
The teacher should obtain and distribute a Zaner-Blosersheet to each student. The student should first learnto print and then make the transition to cursive writing.
BOX box
A BOX a box
This is a box.
Print the above on the blackboard or on a transparency foryour overhead projector. Have each student copy it untilhe has mastered the form. Then, in the text, by the pic-ture of the box, have each student print "This is a box."He should use a capital letter and a period.
Using the blackboard or transparencies, have students writethe complete sentence "This is a/an " for each picture.
Without using any visual aid, dictate the same exercise asabove (i.e., "This is a/an .") until each student canwrite it from memory.
The same type of drill can be used for other substitutionsand constructions. The lines in the text can be used forstudent writing of the following sentences when each sen-tencc has been mastered:
,
J
Teacher Guide forEnglish Speaking -10-
This is a/anThat is a /an
It's a/anIs this a/anIs that a/anIt's not a/an
He must also master writing the following constructions:
What's this?What's that?Yes, it is.No, it isn't.
READING DRILL
Either the blackboard or word flash cards on a displayboard can be used for this reading drill.
Print a sentence such as This is a box on the blackboardor arrange flash cards to form the sentence. Pronouncethe sentence and have your students repeat it after you.Then erase or remove the word This and replace it with theword That and then the word It. Pronounce each new sen-tence and have your students repeat it after you in chorus,small groups, and individually. The same drill can be usedwith These, Those, and They.
Using the same sentence, erase or remove the noun box andreplace it with other nouns. Pronounce each new sentenceand have the students repeat it after you in chorus, insmall groups, and individually.
At random, replace both the pronouns and the nouns untileach student has mastered all the possible combinations.For you to evaluate his mastery, each student should readorally every possible coribination.
Teacher Guide forEnglish 5peak'ng -11-
QUESTIONS
Use repetition drills to teach pronunciation and intonationof the questions; use completion and chain drills to habitu-ate the pattern. Examples:
Teacher: "Listen: WHAT'S TH S? IT'S rk""Repeat: WHAT'S THIS? IT'S A BOX."
Teacher: "Listen: IS THIS AI BOX? k, IT S."
"Repeat: IS THIS A BOX? YES, IT IS."
Teacher: "I say: WHAT'S THIS? You say: THIS IS A/AN
PLURALS
Present plurals first as repetition drill, pronouncingfirst the singular and then the plural of each noun youare working with. Have the students imitate your pro-nunciation in chorus, small groups, and individually. Emphasizepronunciation and pay particular attention to the threeplural endings: /s/, /z/, and /iz/. This drill can in-clude up to ten nouns at a time. Be sure all studentsunderstand that the plural ending stands for more thanone. This can be done by using more than one object orwith the pictures in the book or the transparencies.Substitution drills can be used to drill the usage of isand are in the sentence pattern and to drill the omissionof the article with the plural nouns.
Teacher: "Listen. THIS IS A BOX. THESE ARE BOXES."
"Repeat. THIS IS' A BOX. THESE ARE BOXES."
Continue with the singulars and plurals of different nouns,adapting the various kinds of drills.
Sentences to be mastered for listening, speaking, reading,. and writing are as follows:
I
Teacher Guide forEnglish Speaking
These areThose areWhat are these?What are those?They're .*
-12-
Are these ?*
Are those ?*
Yes, they are.No, they're not.They're notWhat are they?
TEACHING THE ALPHABET
Most of your adult students will want to learn the Englishalphabet. The list of nouns on page 5 of Section 3 and theZaner-Bloser sheets can be used to teach the alphabet andthe soundi of each letter within the context of a word. Topractice writing, each student should have lined paper, andletters should be proportioned as shown on the Zaner-Blosersheets. The objective is to learn the shapes and sounds ofthe individual letters in alphabetical sequence. This in-cludes initial consonant sounds, the long and short vowelsounds, and the hard and soft sounds of c and ;E. Lettersshould be used in words and words in sentences. Flash cardscontaining letters and words are very effective in helpingto teach alphabetical concepts.
In teaching writing, introduce each letter in manuscriptstyle first, both upper and lower case. Then make the transi-tion to cursive writing.
Following are some exercises and progress checks that can beused in teaching the letters and sounds of the alphabet.
The word ancel can be used to introduce the sound of long a.Individually and collectively, have the students name otherwords they have had in ENGLISH SPEAKING that begin with thesame sound. Drill on pronunciation until each student canmake the sound acceptably. Then use the word ant to teachthe short a sound. Drill on the words in the list that startwith a, having the students discriminate which words begin
*Sentences to be written on the lines by the picture in thetext. The other sentences must also be mastered.
Teacher Guide forEnglish Speaking -13-
with a short a sound and which ones begin with a long asound. Before leaving the a words, teach your studentshow to print and write the letter a, both upper and lowercase. Proceed with other letters of the alphabet in thesame manner.
To provide variety and reinforce learning, it is suggestedthat letters be taught in blocks. For example, afterteaching the sounds of a, b, c, and d, the students shouldmemorize these four letters in sequence. Subsequentblocks can be taught as follows: e, f, g, -- h, i, j, k --1, m, n o, p, q r, s, t u, v, w x, y, z. How-ever, care must be taken that students can produce eachgroup in sequence to form the complete alphabet. Thefollowing drills can be used for this purpose:
Print (or write) the missing letters:
d f
p r t
a b c f g h k 1 m
y z
ADDITIONAL EXERCISES
P q r U V
Sentences to be put on the blackboard, said out loud, andwritten:
A is for apple.B is for boy.C is for coat.D is for door.E is for egg.F is for fence.G is for girl.H is for hand.I is for Indian.J is for jacket.K is for key.
Teacher Guide forEnglish Speaking -14-
L is for ladder.M is for men.N is for nail.O is for -ox.
P is for pencil.Q is for queen.R is for ring.S is for socks.T is for truck.U is for umbrella.
is for vise.W is for wagon.X is for X-ray.Y is for yarn.Z is for zipper.
Draw a line between the words that begin alike:
ant ballbaby ringladder applezoo lamproad zipper
Print (or write) the missing letter:
d ess lapc w pple
ndian
Draw a line between the words that are alike:
apron
car
girl
tree
window
Teacher Guide forEnglish Speaking
Draw a line between the letters that have the same sound:
P
m
ra
b
SAMPLE LESSON PLAN*
This is a sample lesson plan for the first class meeting of abeginners' class of non-English speaking adults.
TOPIC: Identification and getting acquainted.
AIMS: To teach each student how to write his own signature.To teach students to ask and answer identificationquestions.To teach students rout e' classroom instructions in-volving simple statements and inverted order questions.
MOTIVATION AND ACTIVITIES:
Each student is assured of the teacher's interest andfriendliness as individual attention is given to fillingout class enrollment cards with name, address, and anyother information the teacher may desire. Each studentwho cannot write his 'win name is given a card with hisname written on it.
The teacher circulates in the classroom. He points tohimself and says, "My name is Mr. ." He thenpoints to a student and asks, "What is your name?" Ifthe first student cannot answer, the teacher proceedsto the next one until a student answers correctly. Theother students will get the idea of what is meant whenthey hear the answer. Every student must be given theopportunity to ask and to answer the questions inEnglish.
The sentence patterns are then placed on the blackboardas follows:
Mrs. BrownMy name is Mr. Smith
Miss Ramos
What is your name? My name is
The next sentences, using the same patterns, are:
My address is
What is your address?
*Adapted in part from the NAPSAE publication Adult Basic EducationA Guide for Teachers and Teacher Trainers
My
rainers
)Sample Lesson Plan
Allow sufficient board space for the sentencesand be sure they are visible to each student.
Using a chain drill, ask the first student, "What is your name?"The student answers, "My name is ." He then asks thestudent next to him, "What is your name ?'! The student: answersand proceeds to ask his neighbor the question, and so on aroundthe room. The same drill is used for "What is your address?""My address is .
II
This gives every student in the class an opportunity to both askand answer the questions.
With the use of the chain drill, the teacher must use certainwords to give instructions to the students. These words may be,"I say: My name is ." He points to the student andsays, "You say: What is your name?" If the student does notunderstand, the teacher may proceed to a student who does under-stand, or, if necessary, the teacher may use the native words foray (Dice, in Spanish), Ask (Prequnta), and Answer (Contesta).
If suitable to the level of the class, the teacher writes thefollowing on the blackboard for students to copy and fill in.
What is your name?
My name is
,
What is your address?
My address is
The teacher circulates in the room to help individual students.Those who cannot write their names should practice forming theletters in their names and leave the dialogue copying until later.
SCRIFTIoN
EVEL I:
On-English speaking
dults.
kMARY
OBJECTIVE:
o develop listening
nd speaking skills
n English.
TME PROPORTION
istening
30%
peaking
--
30%
eading
30%
riting
10%
TESL LEVELS:
OBJECTIVES, CONTENT, METHODS, AND MATERIALS
CONTENT
Speaking vocabulary:
Start with 8-10 words of
vocabulary a day.
Basic intonation patterns:
question, statement, and
command.
The written forms'of the
words and sentences that
can be understood and
spoken.
Basic punctuation: period,
question mark, and
apostrophe.
Sentences beg :.n with a
capital letter.
Manuscript and cursive
writing.
Group process and discus-
sion of common problems.
METtiODS
The basic presentation
should be audio-lingual
(i.e., memorize basic
sentences,,oral class-
room drill without text,
etc.)
Present each vocabulary
word in context of a
sentence.
Proceed from the known
to the unknown.
Maintain constant inter-
relation between ESL
.classes and other courses
in the curriculum (i.e.,
pre-vocational and skills
clalses).
Interrelate arithmetic
and group process to
reinforce ESL.
In writing, avoid teaching
to form letters and words
in isolation.
Relate subject matter to
adult interests and needs.
MATIMIALS
English Speaking (HELP produced), with
transparencies and teacher instructions.
(Introductory text)
Say It in Engliqr by Dr. Ray Past,
University of Texas at El Paso.
(Introductory text for children)
Zaner-Bloser sheets and transparencies
for manuscript and cursive writing.
Peterson Handwriting Legibility Kit
English 900, Book 1, with programmed
instruction workbook, teams, and
.*
teacher's manual.
(Collier-Macmillan)*
Working with Words, with teacher's
manual.
(Steck-Vaughn) *
Skills in Spelling, Books 1 and 2,
(McCormick-Mathers).*
Arithmetic: Multiplication and Division,
A Programmed Text (programmed instruc-
tion, HELP produced.) Use for those who
are ready.
Troublesome Sounds and Minimal Pairs
exercises
*These texts should follow the in-
troductory texts., See Level II.
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TROUBLESOME SOUNDS FOR SPANISH-SPEAKING ADULTS
a Since a in Spanish normally sounds like the English a in
father, the Spanish epeaker tends to give this sound to
all a's in English. Hence he fails to distinguish between
fate and fat.
e The letter e in Spanish has the sound of the English a in
mate, or of a in met (in closed syllibles). The Spanish
speaker will, therefore, pronounce the English mere as
pare.
1 The i in Spanish has the sound of e in bet Hence the
Spanish speaker often proncunces the English bin as Imo.
u The Spanish speaker tends to use the long u sound for the
short u sound.
x4i. The initial written x in Spanish is sometimes pronounced
as 1 so there is a tendency to confuse the two sounds.
Rd Since in Spanish the written g before e or i and all written
01.10 sound like a strongly aspirated English he the Spanish
speaker tends to pronounce Gerry as Harry and jarred as hard.
Since a strongly aspirated version of the English h sound is
used for the written g and j, the Spanish speaker does not
associate this sound with the written h. In Spanish the
wr1tten h is silent: hence the Spanish speaker will tend to
pronounce aml as arm.
buy In Spanish, our v sound does not exist. Thdrefore, the
Spanish speaker's b's and v's in English all tend to sound
like the English b. His vein and bane sound alike, as do
the v in dove and the b in dub.
tar Since there is no v sound in Spanish, the Spanish speaker
may often confuse v with his own sound for f, saying fine
instead of vine,
sktia Since the Spanish d is usually pronounced th as in English
though, the English dough will often be pronounced the same
as ht.
1t The th sound occurs in Spanish only as a value of the
written d. Since he fails to relate the sound to the
written th, the Spanish speaker may tend to overlook the h
altogether, pronouncing then as ten. Even when he masters
th, since his own language has only the voiced form, he
may pronounce thin with the th of then.
The Spanish speaker almost invariably confuses these two
sounds in English. Our sibilant a sound is ascribed to
both written s and z in Latin-American Spanish, unless the
symbol is followed immediately by a voiced consonant, in
which case a sound close to the English z is heard. Hence
zone will be pronounced as sewn, and the s in rose as the
s sound in cross. He may-also ascribe the z sound to the
-2-
initial s of slip, slap, and slaw since the following
consonant is a voiced 1.
shoch There is no sh solaria in Spanish, so tha Spanish speaker
often ascribes our ch sound to sh and tends to pronounce
both child and shield with the ch sound of the former.
The English value for r does not exist in Spanish. The
Spanish speaker tends to trill all is in English, as
the trilled value is the only one found in his own
language.
The followirg minimal pairs list is especially useful for
Spanish-speaking adults. The list provides practice !.n dis-
criminating and producing the sounds that are most difficult
fcr them.
Ask your students to listen carefully as you pronounce each
pair of words. After each pair, have the students discriminate
whether the words are alike or different. To clarify meanings,
use the words in sentences. Following the discrimination
exercise, have the students pronounce the words in pairs, both
as a group and individually. Then pronounce the words at
random. Have individual students pronounce each word after you,
and use it in a sentence.
MINIMAL PAIRS LIST
Designed to help fiLudents differentiate between and pronounce
the long a and long sounds.
feet... ..... fate fade........ fade
mate.. ..... .meet beak...... bake
raid........ raid hate ........heat
feed........ fade laid... lead
read.... read rail.... ....reel
keen........cane keep ........cape
Designed to help students differentiate between and pronounce
the long e sound and the short i sound.
bit.........beat grit........ greet
heat hit rip rip
lip.. ...... .lip bead... 4, . ..bid
read. .......rid bit........gbit
grin........ green lip leapreap
-5-
Designed to help students distinguish and pronounce the long
and short sourly of the vowels.
.hate
rate .......rat
rack.. ..... rake
cane.......cane
man........mane
ran........ ran
mat........mate
not........ note
coat .......cot
rode... rod
goat.......got
note... note
cod........ code
hope.....hop
bitbitehid. .......hid
like....... lick
hid....... .hide
1.16."
betbeetweed. .... ..weed
fed........ feed
lead... led
mean.......men
wed wed
met........meet
taib0000.00#UUMe
but........boot
duke duck
boot.boot
rut000000O0root
jut........jute
soon.......sun
ride.......rid
sit........site
ride... ride
10111111MailIkriAtelkabigilirr:c4/1AVIVI');::'.1411ZLILLEILI'v..,ZLILL.:.
Designed to help students differentiate between and pronounce
the sounds of y and a.
yoke. ..joke
yam......... jam
yowl........yowl
yell........jell
yet.........jet
yard......,. jarred
jam.........jam
year........ jeer
yowl..2.....jowl
yet.........yet
Designed to help students distinguish and pronounce the sound
of h.
hand........and
ear00000000 .hear
has.........has
heat ........eat
air........ .hair
.amham00000000
hot......... hot
heel........ eel
hat.........at
eat.........eat
ought.......hot
hold... .....old
has .........as
hail... ale
Designed to help students differentiate between and pronounce
the h sound and the j, or soft g sound.
gem......... hem
jarred
jilt........hilt
gem.........gem
hag.....
junk....
....jag
....hunk.7-
ham.........jam
junk........junk
jeer.
hog.. .jog
hard........hard
..him
00 0.000hear
gym....
Designed to help students differentiate between and pronounce
the hard g sound and the soft ord sound.
get.........jet jab.........jab
jag.........gag job.........gob
gab.........gab get.........get
jilt........guilt gale... .....jail
jot.........got
Designed to help students differentiate between and pronounce
the sounds b and v.
vote... bo at very........berry
robe........ rove bale........bale
ben.........van best ........vest
vest. .......vest boat boat
vat .bat vale... .....bale
Designed to help students differentiate between and pronounce
the sounds of f and v.
fine.......,fine
vast...fast
feel........ feel
van......... fan
ferry.......very
veil... .....veil
-8-
vine... .....fine
very........very
veal....... feel
face. face
veil... .....fail
.7.
D
Designed to help students differentiate between and pronounce
the sounds of v and w.
vine. .....,.wine
wet..... ....wet wine. .wine
wane........vein
viper.......viper vet.......wet
vest ........weet
van ...van
wary..
visor.
.. ...vary
0. ....wiser
vein... .....vein
wiper.......viper
Designed to help students differentiate between and pronounce
the sounds of th and t or d.
tree........ three
try e. ...... °true
tin.. .thin......
tick........ thick
.threw.. 0 .. °true
taught.... thought
there.....
doze......
they....
..dare
..those
....day
then........ den
there... ....there
thank.......dank
Designed to help students differentiate between and pronounce
the z and sibilant s sounds.
sip.. .... . 0 . zip
seal........seal
zinc. ....... zinc
sown........ zone
sipper......zipper
raise.......raise
-9.-
sink.... zinc
zeal.... seal
face... ...faze
sue .........zoo
zip zip
doze... .dose
0.1
Designed to help students differentiate between and pronounce
the sounds of ch and sh.
cheer....... sheer ship........chip
shock..." chalk
cheat....... cheat sheet
share... chair chew" ...shoe
chin. ....... shin chair. ...chair
chop........shop shatter...chatter
Designed to help students pronounce the sound of r correctly.
race mark
bred grain
rack star
graft brain
record red
bright brace
rig car
rain run
rob draw
ram rose
-10-
CONTENTS
Introduction
Unit One.- Singulars Pages 1 through 46
Unit Two - Plurals Pages 1 through 43
Unit Three - Alphabet and Questions Pages 1 through 15
English Speaking is published pursuant to the EconomicOpportunity Act of 1964, A Socorro Publication. Writtenpermission for reproduction of any or all of this mate-rial is requested. Home Education Livelihood Program,131 Adams, N. E., Albuqaerque, New Mexico.
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