REP C R T RESUMES . ED 017 347 RC 001 S45 TEACHER GUIDE FOR ENGLISH SPEAKING. BY DINSMORF, CYRENA B. HOME EDUC. LIVELIHOOD PROGRAM, ALBUQUERQUE, N.MEX. PUB DATE ST FORS PR:CE MF-$0.75 HC -$5.64 139P. 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 A TEACHING GUIDE FOR NON-ENGLISH SPEAKING ADULTS OR TO INTRODUCE THE TEACHING OF ENGLISH AS A SECOND LANGUAGE. THE OBJECTIVES ARE TO TEACH STUDENTS BEGINNING ORAL FACILITY AND TO TEACH THEN TO READ AND WRITE WORDS IN UNDERSTANDABLE SENTENCE PATTERNS. THE SOUNDS OF ENGLISH ARE TAUGHT WITHIN THE CONTEXT OF CONVERSATION AND STRUCTURE. INSTRUCTION IS PLANNED AS A CORRELATED UNIT IN LISTENING, SPEAKING, READINGS, AND WRITING. FOUR BASIC TYPES OF SENTENCES ARE TAUGHT -- POSITIVE STATEMENTS, NEGATIVE STATEMENTS, IMPERATIVE STATEMENTS, AND QUESTIONS. THE STUDENT WORKBOOK CONSISTS OF 150 WORDS ASSOCIATED WITH PICTURES. EMPHASIS IS PLACED ON THE FOLLOWING TYPE DRILLS -- REPETITION, COMPLE7ION, CHAIN, WORD RECOGNITION, WRITING, READING, PRONUNCIATION, INTONATION, AND PLURAL FORMATION. INCLUDED ARE 1000 MOST -USED WORDS, WORDS WHICH HAVE TROUBLESOME SOUNDS FOR SPANISH SPEAKING ADULTS, WORDS OF MINIMAL PAIRS, DIAGRAMS FOR INTONATION OF PRONUNCIATION, AND SAMPLE LESSON PLANS. (JH) monr-dill a . _ L / U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION 1., - '='*"`.:`?,' 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. Doom Mood ''. ENGLISH SPEARING "PERMISSION TO REPRODUCE THIS COPYRIPTED MATERIA91. AS BEEN GRANTED BY 11.aZ. Mame_ elie6 TO ERIC AND ORGANIZATIONS OPERATING 91r44.761 UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REOUIRES PERMISSION OF THE COPYRIGHT OWNER." Copyright t HOME EDUCATION LIVELIHOOD PROGRAM 1967 English S eakin is published pursuant to the Economic Opportun 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. "...r.'44,1 4 o- INTRODUCT ION ENGLISH SPEAKING is a cooperative effort of the staff of the Home Education Livelihood Program. ENGLISH SPEAKINIG. is written solely for the introduction of oral and writing skills to students in Group I participating in adult. baz ic education classes. This manuscript and the Teacher's Guide was prepared and written by N. J. LeRoy of the HELP staff. Con- tributions and editorial services to the book have been provided by Mr. C. R. Dement, Mrs. J. Dinsmore, and Miss E. M. Henderson also of the HELP staff. Sketches for this book were made by Mrs Harold Snider of Albuquerque, New Mexico. Don C. Westfall State Education Director Rome Education Livelihood Program, A SOCORRO PUBLICATION 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 teaching ENGLISH SPEAKING. It is not intended to serve as a ri- gid outline for instructional purposes, but rather as a framework for organizing class work. The teacher should use his imagination and ingenuity to help the students learn and undelstand the type of material that is pre- sented in the text. Before introducing ENGLISH SPEAKING, it is suggested that at the first day's class meeting, each student should be- gin to learn how to print and write his name. Use a card form to enroll each student in the class. This will give you some evaluation of his skills. If he can fill out the card, you will know that he can read directions, and you can observe his skill in printing or writing. If he cannot fill out the card, you will have an opportunity to get acquainted with him as you ask the questions and fill out 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 available for use in teaching manuscript and cursive writing.) You can get the first class meeting off to a good start by getting to know your students and by helping them get to know each other. A sample lesson plan for the first class meeting 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 of Level I, its objective, content, methods, and materials, is attached.) You will need an overhead projector and a set of the transparencies that correspond to the.text. Primarily, ENGLISH SPEAKING is designed to teach the student who speaks no 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 and sentences that he can speak and understand. Speech precedes reading and writing, and a student is never to be asked to read or write anything that he cannot first understand and say. When beginning writing instruction, do not teach the ABC's. At first, teach your students the things they will be able to use right away--their names, the names in the family, their addresses, the names of objects in the classroom, names of their books. After this, let them memorize the alphabet and learn to print and write it, both upper and lower case. Teacher Guide Lor English Speaking -2- Each day's instruction is to be planLed as a correlated unit. 1 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 the use of the period, the question mark, and the apostrophe, and that sentences begin with a capital letter. ENGLISH SPEAKING teaches a limited vocabulary of approximately 150 words and three basic sentence patterns. There are about 150 "content" words (concrete nouns) symbolizing things that can be pictured, like ,apple, box, tree. Both the singular and plural forms of these conte:it words are given. Your stu- dents will want to master vocabulary and sentence patterns that 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 nouns found in ENGLISH SPEAKING. For example, you may want to identify objects within the classroom. Word labels attached to objects in the classroom are a useful device for teaching I word recognition. However, make sure that your students understand all meanings and that the basic sentence patterns presented are habituated. The three basic sentence patterns in ENGLISH SPEAKING are positive statement, negative statement, and question. The content words that are taught by means of pictures will vary within the sentence patterns. The "structure" words such as this, that, these, those, is, are, a, an, what's, it, they, it's, and they're will remain the same. The structure wcrds cannot be taught through pictures and must be taught within the context and framework of a sentence. The examples of the three basic sentence patterns to be taught in ENGLISH SPEAK- ING are as follows: Positive Statement Negative Statement Question This is a/an No, it isn't. Is this a /an That is a/an No, they're not. Is that a/an Yes, it is. They're not What's this? It's a/an It's not a/an What are these? These are 1111 What are those? Those are Are these They're Are those Yes, they are. What are they? ..- b Teacher Guide for 1112110 Speaking _3_ 1' In addition to the three basic sentence patterns in ENGLISH SPEAKING, you will also need to teach, functionally, the imperative or command sentence such as "Listen," "Repeat after me," "Read this sentence," "Write this sentence," etc. The nouns in LNGLISH SPEAKING have been selected on the basis 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 the teacher, and much class time should be spent on actual pro- nunciation and repetition exercises. The first essential of good pronunciation is proper intonation. Intonation of basic sentence patterns must be drilled repeatedly until habituated. For example: - This is These are xes. That is aNs. Those arelku. Is this a (box? What areF4gs? Is that alli7cX; What are l; 11.114L: The xes. Are these boxes? It's alDRI. Are those boxes? What'sgk? Yks, they re. What'sra'qy 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 and fall of your own voice and move your hand up and down as your voice rises and falls; draw intonation lines on the blackboard; tap the rhythm out on your desk; bum the rhythm of a sentence. Teacher Guide for English Speaking -4- The pictures in the text and the transparencies for use on the overhead projector are excellent visual aids to use in introducing English as a second language. However, the best 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 than in isolation. Each word on a card should be large enough to 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'can be 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. Vary the exercises to keep your students interested and attentive and to keep the class work moving. Shift from one type of exercise to another; change often from choral to group to individual recitation; divide your class into smaller groups so that you can listen to groups and correct students indi- vidually. Work toward maximum participation; it is the students who need to practice speaking English, not the teacher. Before you proceed to a new exercise, be sure that every member has taken all the parts -- that he has asked ques- tions as well as answered them, that he has made negative constructions as well as positive ones. As the students be- come familiar with your instructions and techniques, you will be able to proceed more rapidly. However, it is impor- tant that a class not tr to learn too much at once or o too fast. Sentence patterns and vocabulary should both be limited 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 no way intended to be all inclusive or to offer a complete blue- print for your class. The nouns and sentences used in the exercises are examples only and are subject to teacher sub- stitution to fit the lesson. Teacher Guide for English Speaking -5- Before leaving ENGLISH SPEAKING, review thoroughly the concepts it has presented. Use oral drills to test listen- ing, speaking, and reading achievement, and dictation_ drills to test writing achievement of each student. No student is to be introduced to the next text until he has mastered the material in ENGLISH SPEAKING. PATTERN DRILLS HAND SIGNALS Be sure to work out a system of hand signals for drilling your class. Hand signals will allow you to drill rapidly and 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, a transparency on the overhead projector, or a picture. Be sure that the entire class can see the presentation. Re- peat the word or phrase at least three times and indicate rising and falling intonation by hand movements. Be sure that 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 then work on intonation and pronunciation. Much repetition is needed to assure accurate imitation of the teacher.