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Review and Assessment. ebook_english_to_speakers_of_other_lang_study_guide_0361_760618[1]. pdf. Language and Content Standards. ELD STANDARDS Academic language development Language-based Reflective of the varying stages of second language acquisition - PowerPoint PPT Presentation
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ebook_english_to_speakers_of_other_lang_study_guide_0361_760618[1].
Review and Assessment
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
Language and Content Standards
WIDA’s ELD Standards
Social Instruction
al 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
Language Domains
Pam Allen [email protected]
Stacy [email protected]
Mariana De [email protected]
Phonetics: The Sounds of Language Jan-March,2013
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.
Objective
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.”
Name that Phoneme Substitution
The study of speech sounds
Mom: “Hold on”Toddler: “I’m holing
don, I’m holing don.”
Phonetics
/p/
/b/
/m/
Bilabials
/t/
/d/
/n/
Alveolar
s
/k/
/g/
/ŋ/
Velars
Manner of Articulation
Voiced and Voiceless Sounds
Voiced Voiceless
Air obstruction Air flows freely
Vibration of vocal cords No vibration of vocal cords
zzzzzzzzzzzzz sssssssssssssssssssssss
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)
Identity of Speech Sounds
Nasal and Oral SoundsWhat distinguishes the bilabial voiced /m/ from /b/?
Velum down
Air escape
s through nose
and mouth
Nasal sound
Velum up
Air escapes throug
h mouth only
Oral sound
m b
Activity:/t/ /s/= Describe place and manner of
articulationWhat distinguishes them?
Other phonetic features
Stops Continuants
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,
Practice
