ebook_english_to_speakers_of_other_lang_study_guide _0361_760618[1].pdf

ELD STANDARDS Academic language development Language-based Reflective of the varying stages of second language acquisition Representative of social and academic language contexts Tied to a state’s English language proficiency standards (WIDA) STATE CONTENT STANDARDS Academic Achievement Content-based Reflective of conceptual development Representative of the school’s academic curriculum Tied to a state’s academic content standards WIDA Consortium

Social Instructional Language Language of Language Arts Language of Mathematics Language of Science Language of Social Studies Academic Language

Listening Speaking Reading Writing Process, understand, interpret and evaluate spoken language in a variety of situations Process, understand, interpret and evaluate written language, symbols and text with understanding and fluency Engage in written communication in a variety of situations for a variety of purposes and audiences Engage in oral communication in a variety of situations for a variety of purposes and audiences

Pam Allen Stacy Feldstein Mariana De Luca

Participants will identify the sounds of American English, the symbols that represent them and their particular characteristics by listening to a PowerPoint Presentation and analyzing language in groups.

1. An Arabic student asks, “Where is my baber?” 2. A Chinese student says, “Watch out for broken grass!” 3. A Serbian student says, “I vant to eat.” 4. A Czech student says, “I leave in Yanuary” 5. A Farsi student says, “When will you co back?” 6. A French student says, “I will stay with zem.” 7. A German student says, “I sink so.” 8. A Japanese student says, “It is bery good”. 9. A Korean student says, “I drive a zeep.” 10. A Spanish student says, “He is chort” 11. A Filipino Student says, “It is my pavorite” 12. A Turkish student asks, “Do I get a stigger?” 13. A Vietnamese student says, “I got two book.”

The study of speech sounds Mom: “Hold on” Toddler: “I’m holing don, I’m holing don.”

/p/ /b/ /m/ Bilabials /t/ /d/ /n/ Alveolars /k/ /g/ /ŋ/ Velars

VoicedVoiceless Air obstructionAir flows freely Vibration of vocal cordsNo vibration of vocal cords zzzzzzzzzzzzzsssssssssssssssssssssss

Languages differ to a greater or lesser degree in the inventory of speech sounds that words are built from. Our linguistic knowledge makes it possible to ignore non linguistic differences. (Background noise, interference)

Velum down Air escapes through nose and mouth Nasal sound Velum up Air escapes through mouth only Oral sound mb

Activity: /t/ /s/= Describe place and manner of articulation What distinguishes them? StopsContinuants The airstream is completely blocked in the oral cavity The airstream flows continually through the mouth Affricates: A stop closure followed immediately by a slow release Fricatives: the airstream is forced through a constriction in the vocal tract causing friction Liquids: some obstruction of airstream, no real constriction /l/, /r/ Glides: (or semi-vowels)little obstruction of the airstream /j/, /w/

With a partner complete exercises 6 on page 262 (except h and i) and 12 on page 264. Share your responses with a different partner. Test questions: Listen to the questions 8,