TESOL COMMUNIVERSITY TRAINING PROGRAM

TESOL COMMUNIVERSITY TRAINING PROGRAM
JOIN TESOL. TEACH THE WORLD TESOL COMMUNIVERSITY TRAINING PROGRAM

TESOL COMMUNIVERSITY TRAINING COURSEBOOK 2 Principles and Creative Strategies in TESOL (TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES) 2013

COMMUNIVERSITY TRAINING COURSEBOOK 2
TESOL COMMUNIVERSITY TRAINING COURSEBOOK 2 Principles and Creative Strategies in TESOL RHODA T. PEREZ, Ph.D.( TESOL) Linda F. Moore, MA.Ed. 2013

COURSE : PRINCIPLES AND CREATIVE STRATEGIES IN TESOL
DESCRIPTION This course is designed to prepare emerging and practicing teachers of TESOL through application of theories, principles and creative strategies of teaching-learning English. As a requirement, the teacher-participants are expected to conduct a practicum or teaching demonstration as well as an evaluation of their peers’ performance. OBJECTIVES : General :: To discuss the various principles, theories and strategies of TESOL Specific : At the end of the training program, the participants should be able to To explain the meaning, nature and functions of language and its structural component; To compare and contrast first language acquisition and second language learning; To provide optimum linguistics preparation for the prospective TESOL teachers; To conduct and evaluate a teaching demonstration for each language /linguistic component/structural area; To pass a pre-qualifying written and oral test and interview . ( 6 hours)

COURSE SCHEDULE DAYS TOPIC TASKS TIME Day 1 Day 2 Day 3 8 hours
What is language? Structural Areas Communication Standard English Pronunciation drill/quiz NAE & BE Standards Pronunciation Drills Lecture Interaction Discussion Quiz 8 hours Day 2 What is TESOL Approaches to TESOL Pronunciation Drills/quiz 8 hours Day 3 TESOL Lesson Design CLT Lesson Planning Sequencing CLT Criteria Lesson Planning Discussion/Lecture

DAYS TOPIC TASKS TIME Day 4 Day 5 Day 6 8 hours 8.hours 8 hours
Teaching Demo Phonology Morphology Post-teaching eval Post-teaching conference Interaction 8 hours Day 5 Teaching demo Syntax Lexicon Teaching Demo (con’t) Post-teaching demo 8.hours Day 6 Teaching demonstration Semantics Post-teaching Eval Closing Program Awarding of Certificates 8 hours

I. INTRODUCTION: A. WHAT IS LANGUAGE?
System of signals, a set/ code and sounds Cognitive-active/linguistic/emotive/affective elements Meaning in word/words with meaning Message from sender to receiver Vocabulary is its heart. Involves people, culture, education Useful vocabulary Meaning for interaction Exists in a language community. The goal of language is communication

B. Linguistic Structures 1TO BE MOVED PLS. Coursebook 1
Topic : Lexico-Morpho-Semantic Functions Contents Groupings of Words Nature of Semantic Change Functional Styles Source: Exploring the System of the English Language ISBN ; Adapted from Ludmila Cawdrey TTTP CHINA 2010

Groupings of Words Words can be grouped together into lexico-semantic fields on the basis of their shared meanings that can be of the following types: similar opposite included different Hence, synonymic, antonymic, hyponymic and homonymic lexico- semantic fields or groups of words should be distinguished. Synonymy deals with sameness of meaning. Antonymy deals with oppositeness of meaning. Hyponymy refers to the words in which the meaning of one word is included in the meaning of another word. Homonymy deals with different words that are pronounced and/or spelled in the same way.

Groupings of Words: Synonymy
Synonymy deals with sameness of meaning. Synonyms are words conveying the same notion but differing either in shades (elements) of meaning or in stylistic characteristics . synonyms may belong to the same part of speech (cf., ridiculous, absurd, inane) or formed by words of different word-classes (cf.,; sleeping, sleep time, to sleep).

Groupings of Words: Synonymy (pp. 146 – 148)
Examples: to begin – to start – to – commence (stylistic differences) to tremble - to shiver (from cold) - to shudder (from disgust) (difference in shades of meanings). Synonyms may differ in the way of building word- combinations: to answer (a question) – to reply to (a question); to finish (school) – to graduate from (University); to offer (a concrete thing) – to suggest (an idea).

Groupings of Words: Synonymy . Synonymic Dominant
Each synonymic group has a dominant element called the synonymic dominant - the most general term potentially containing the specific features rendered by all the other members of the group, cf.: to tremble – to shiver – to shudder. The synonymic dominant has the following features: 1. high frequency of usage; 2. broad combinability, i.e., an ability of a word to be used in combinations with various classes of words; 3. broad general meaning; 4. lack of connotations (to ask – to inquire – to question – to interrogate )

Groupings of Words: Synonymy . Types of Synonyms
V. Vinogradov (1953) established the following classification of synonyms: ideographic, stylistic, ideographic-stylistic, contextual, absolute (total) synonyms.

Ideographic synonyms are words conveying the same notion but differing in denotations, cf.: a piece – a lump – a slice, to tremble – to shiver – to shudder, anger – fury. Stylistic synonyms are words conveying the same notion but differing in stylistic connotations, cf.: to try – to endeavor (bookish), to see – to behold (archaic), sky – heaven (poetic), a horse – a steed (poetic).

Ideographic-stylistic synonyms differ in semantics, emotional coloring and stylistic references, cf., to say – to pronounce, a head – an onion, money – cabbage. Contextual synonyms are similar only under some specific conditions, cf., negative forms: can’t stand it – can’t suffer it – can’t bear it. Absolute (total) synonyms are words coinciding in their semantics and stylistic characteristics (terms) cf., a noun – a substantive; an inflection – an ending; an oculist – an eye-specialist.

Groupings of Words: Synonymy . Sources of Synonymy
Borrowings from different languages (Latin, French, Italian, etc.): beautiful (Fr) – fair (E); to begin (E) – to commence (Fr) – to initiate (Lat). Variants in American and British English: elevator - lift, sidewalk – pavement, sweets – candy, cookie – biscuit, apartment – flat, butty – sandwich, heartsome – cheering, snap – packed lunch; Different styles, technical terms, slang: cordial – heart, optic – eye, lexeme – word, orthography – spelling, phoneme – sound; Euphemistic and dysphemistic expressions (see next slide)

Groupings of Words: Synonymy . Euphemisms, Dysphemisms
Euphemisms are synonymic words used to avoid direct unpleasant, improper or offensive things. Dysphemisms are offensive words and expressions that are substituted for inoffensive words. Sources of euphemisms and dysphemisms are various religious and social taboos, examples: a) Lord; the Maker; Goodness! Good Lord! the Prince of darkness, Old Nick; to depart this life, to be taken, to go to a better world, etc. b) W.C., gentlemen’s room, ladies’ room; to wash one’s hands, etc. c) merry, tipsy, fresh, full, drunk as a Lord, soaked, stewed, boiled, pickled, canned, half-seas-over, intoxicated, etc. d) a liar – an untruthful man, a stupid man - not exactly brilliant; naked – in one’s birthday shirt; sweat - perspiration, etc.

Groupings of Words: Antonymy
Antonymy deals with oppositeness of meaning. Antonyms (opposites) are words that possess contrasting meanings. Antonymy is very typical of adjectives because qualitative characteristics are easily compared, while verbs and nouns are not rich in antonyms. Like synonyms they are interchangeable in the context, they have the same functions and grammatical meaning and are mostly found within one word-class. Unlike synonyms they do not differ in style, dialect and emotional coloring.

Groupings of Words: Antonyms. Morphological Characteristics
Most of the antonyms have unrelated morphological forms: good or bad, big or small, tall or short, etc. But there also exist words that form morphologically related pairs derived by means of negative or opposable prefixes and suffixes, cf.: pleasant and unpleasant, logical and illogical, rational and irrational, hopeful and hopeless, etc.

Groupings of Words: Antonyms. Types of antonyms
Antonyms are generally divided into 4 types: gradable antonyms, complementary antonyms, conversive antonyms, directional antonyms.

Groupings of Words: Antonyms. Types of antonyms (cont)
1. Gradable antonyms are predominantly adjectives that denote qualities subject to classification : high – low, hot – cold, narrow – wide (narrow – narrower – narrowest); Gradable antonyms usually describe properties in comparison to other properties: short – tall (in comparison to other people). 2. Complementary (contradictory) antonyms appear when the denial, negation of one of the members of the pair applies the assessment (are equivalent) of the other one: male – female, dead – alive, aunt – uncle; Complementary antonyms do not allow middle values, any logical middle term: clean – dirty, dry – wet.

Groupings of Words: Antonyms. Types of antonyms (cont)
3. Conversive antonyms appear in a set of words when one member of the pair is referred to the other member: to send - to receive, to take – to give, to buy – to sell. Conversives (converses; relational opposites) represent opposite perspectives of the same relations: husband – wife, aunt – niece, nephew, father - son. One of the converses cannot be used without suggesting the other. In most of the cases they express social roles (teacher – student) or kinship relations (father – mother). 　　4. Directional antonyms, generally adverbs and prepositions, that indicate opposite spatial directions: up – down, in – out. A subtype of directional opposites is called “reversive” opposites – words that describe two phenomena indicated by opposite directions of development: marry – divorce, enter – leave, appear – disappear.

Groupings of Words: Antonyms
Groupings of Words: Antonyms. Practical Give antonyms to the following words and define their types: Wife, right, wide, shallow, feminine, to send, to give, to laugh, to open, to accept, quickly, old, merry, optimist, stranger, talkative, clever, empty, enemy (Attention: A polysemantic word may have several antonyms for each of its meanings: dull – interesting, dull - clever, dull – active; light – heavy, light - strong, light – dark)

Groupings of Words: Hyponymy
Hyponymy refers to the semantic relations of generality and inclusion, cf.: flower: rose, tulip, carnation, forget-me-not. A more specific term is included in the member of a more general meaning: meat: pork, mutton, beef; bird: swallow, sparrow, blue tit, blackbird, sea-gull, stork, etc. A word with a general meaning is called a super-ordinate term or hyperonym (flower, meat, bird). A word with a specific meaning is called a hyponym (rose, tulip, carnation, forget-me-not; pork, mutton, beef; swallow, sparrow, blue tit, blackbird, sea-gull, stork). Words that are in equal relations are called equanemes (pork – mutton – beef). cf., in a word set star – sun – nova, star is a super-ordinate, sun and nova are hyponyms to the super-ordinate and equanemes to each other. (A flower, furniture, a bird, a mammal, an insect, a bug)

Groupings of Words: Homonyms
Homonymy deals with different words that are pronounced and/or spelled in the same way. Homonyms are words that are identical in their sound form and spelling, but are different in their meanings, cf., bank 1 – “an artificial embankment”, bank 2 – “a business establishment authorized to perform financial transactions”, bank 3 – “a set of similar things arranged in a row”; band 1 – “a thin strip of flexible material”, band 2 – “a group of musicians who play together”.

Homonyms are accidental creations and their existence leads to confusion and misunderstanding of communication. Sometimes homonyms are used to create humorous situations that are called “a pun” - a joke based upon the play of words: - “What’s this, waiter?” – “It’s bean soup, sir” – “Never mind what it has been. I want to know what it is now (G.B. Antrushina, 1985). Homonyms have specific morphological and lexico-grammatical features. Morphologically, homonyms may be subdivided into several groups: homonyms proper, homophones, and homographs.

Groupings of Words: Homonyms. Morphological features
Morphologically: homonyms proper, homophones, and homographs. Homonyms proper are words that are the same in sound and spelling: fit 1 – “perfectly fitting clothes”, fit 2 – “a nervous spasm”. Homophones are identical in a sound form but differ in spelling: night - knight, piece - peace, scent – cent - sent, sea – see – C; bee – B. Homographs are words that are identical in spelling but differ in their sound form: bow [bau] – [bou], lead [li:d] – [led].

Groupings of Words: Homonyms. Lexico-grammatical features
Some of the homonyms belong to the same part of speech, others - to different word classes, cf.: a match 1 – “a game” (noun) and a match 2 – “a narrow strip of flammable material” (noun); to tear 1 - “to pull apart or into pieces” (verb) and a tear 2 - “a drop of the clear salty liquid” (noun); staunch 1 – “loyal, firm, dependable” (adjective) and staunch 2 – “to stop flowing” (verb). Lexico-grammatically, homonyms may be classified into two classes: full homonyms and partial homonyms.

Groupings of Words: Homonyms. Full homonyms
Lexico-grammatically: full homonyms and partial homonyms. 　　Full homonyms have the same category of parts of speech and identical paradigm: a bay 1 – “a body of water partly enclosed by land” (noun), a bay 2 – “a deep prolonged barking” (noun), a bay 3 – “a laurel with stiff, aromatic leaves” (noun). 　　Partial homonyms split into 2 types: Partial lexical homonyms and Partial lexico-grammatical homonyms.

Groupings of Words: Homonyms. Partial homonyms
partial lexical and partial lexico-grammatical homonyms. Partial lexical homonyms are words that belong to the same word class but are identical only in their corresponding forms: to lie (lay, lain) – to lie (lied, lied) (V) to can (canned, canned) – can (could) (V) to hang (hung, hung) – to hang (hanged, hanged) (V) Partial lexico-grammatical homonyms may be simple and complex.

Groupings of Words: Homonyms. Partial homonyms
Partial lexico-grammatical homonyms: simple and complex. Simple lexico-grammatical partial homonyms are words that belong to the same word class and have one identical form in their paradigms, but it is not the same form: found 1 - “to establish” (V), found 2 – Past Indefinite of the verb to find (V). Complex lexico-grammatical partial homonyms are words that belong to different parts of speech and have one identical form in their paradigms: a rose 1 (noun) – rose 2 (Past Indefinite of the verb to rise), left 1 (adjective) – left 2 (Past Indefinite of the verb to leave).

Groupings of Words: Homonyms. Full Classification
Morphologically, homonyms may be subdivided into 3 groups: homonyms proper homophones homographs Lexico-grammatically, homonyms may be classified into 2 classes: full homonyms partial homonyms: 1) Partial lexical homonyms and 2) Partial lexico-grammatical homonyms: a) simple partial lexico-grammatical homonyms b) complex partial lexico-grammatical homonyms

Groupings of Words: Homonyms . Task 1 Give homonyms to the following words and define their types: Dock, pelt, alight, foil, tense, peer, spit, hack, patter, bound, pip, castor, fast, toll, pat, bank, tend, bow, pet, tick, snub, pawn, hawk, one, can, tip, bean, snuff, peak, fob, husky, tender, peep, tenor, brake, fawn, hatch, pound, nail, plump, ear, eye, saw, bar, ray, low, lower, post, hold, hull, scale, shock, shot

Groupings of Words: Homonyms. Task 2 Define types of the following homonyms: Mews (he) – mews, surf – serf, tear – tear, currant – current, hail – hail - hale, rich – to retch, buyer – byre, wind – wind, tale – tail, die – dye, left –left, piece – peace, match – match, knight – night, bow – bough, thought – thought, see – sea – C, shower – shower, week – weak, write – right – rite, bay – bay – bay, buy – by – bye, temple – temple, shy – shy, made – maid, ball – ball, coco – cocoa, navel – naval, bow – bow, husky – husky, toll – toll, slough – slough, sound – sound, pole – pole, paw – pour – pore, a tow – to tow – a toe, main – mane, bound – bound, shock – shock, eye – I, found – found, lie – lie, fast – fast, post – post

Nature of Semantic Change: Development of Meaning
Meanings of words are never stable. They change. The change of meaning has 3 aspects: causes of semantic change, nature of semantic change, results of semantic change. Causes of semantic change answer the question why the word changed its meaning; Nature of semantic change explains how different changes of meaning took place; Results of semantic change show what has changed.

Nature of Semantic Change
Semantic changes are based on associations between 2 meanings: the old meaning and a new one. The process of development of a new meaning is called “transference of meaning”. There exist 2 types of transference of meanings: similarity of meaning, and contiguity of meaning.

Nature of Semantic Change: Metaphor. Similarity of Meanings
Metaphor is a transference of meanings based on their resemblance or similarity; It’s association of 2 objects, one of which in some way resembles the other. There exist various kinds of similarities: physical properties of human beings and objects (or vise versa); specific features of character or behavior of animals and birds to denote human qualities; resemblance of properties of a concrete object and an abstract notion (examples: see the textbook)

Metaphor: Task 3 Explain metaphors in the following words:
a green bush – a green apple – a green man – green with envy, fruitful tree – a fruitful work, a blooming flower – a blooming health, wings of a bird – wings of an airplane – wings of a mill – wings of joy, leg of a table – leg of a man, bitter cucumbers – bitter thoughts, sour milk – sour smile, warm weather – warm sympathy, hot temperature – hot forehead – hot words – hot jobs

Nature of Semantic Change: Metonymy. Contiguity of Meanings
Metonymy is based on the contiguity of meanings. It is an association of different relations of objects The simplest case of metonymy is called synecdoche (examples: see the textbook)

Metonymy: Task 4 Explain the use of metonymy in the following sentences
A well-known soprano was singing “Annie Laurie” (A. Christie) Pint of butter, please. His son was away at Cambridge. A blue china was standing on the table. He married a good inheritance and was quite satisfied. A thin elderly woman came out of number 14 (A. Christie) The Rolls Royce is waiting for you to take you to the yacht (E. Stuckly). I had some silver in my purse. School began in September. Use your eyes, use your ears, use you brain – if you’ve got any. And if necessary – act. (A. Christie) Voices, voices. Everywhere you looked were eyes, hands, mouths… (E. Courtney)

Metaphor vs Metonymy: Task 5 Pick out cases of metaphor and metonymy in the following sentences and define types of transference of their meanings: Guests can be introduced to our table. I noticed a bright steak of sun on the wall. At dinner he saw a new face. He dived under the bed and fished out another bottle. (S. Maugham) His heart danced with him. (S. Maugham) Phillip was all ears. (S. Maugham) I told him that sherry, hock and burgundy were being served. (A. Christie) We, Englishmen, do not parade our emotions. (A. Christie) At eye level on the white wall facing the desk was a small Renoir (M. Miller). Silk suits you. Suddenly, her eyes danced (A. Christie). The porter can’t throw any fresh light upon the matter. All is so dark to us in this matter. 16. I froze there to listen to those old hats.

Functional Styles Functional style is understood as a system of expressive means peculiar to a specific sphere of communication (I.V. Arnold, 1974) All the circumstances may be divided into 2 types: formal and informal. Accordingly, 2 Functional styles are distinguished: Formal Functional style, and Informal Functional styles.

Functional Styles. Informal FS
Informal words are traditionally divided into the following types: colloquial words, cant, jargon, argot, vulgarisms, slang, and dialect words.

Functional Styles: Informal FS. Colloquial Words
　Colloquialisms are familiar words and idioms used in informal speech and writing. They are not common for polite conversation or business correspondence. They are used to emphasize informality and familiarity of a social situation. They are: shortenings: an exam, a fridge, a flu; phrasal verbs: to make up, to pick up, to go on; colloquial equivalents of common words: a girl (a woman of any age), to kick the bucket (to die). 　　There are three layers of colloquial words: literary colloquial, familiar colloquial and low colloquial words.

Functional Styles: Informal FS. Colloquial Words (cont)
Literary colloquial words are used in everyday speech and do not have negative connotations. Familiar colloquial words are used by the young and the semi-educated. They possess negative coarse connotations: ta-ta (goodbye), shut up (keep silent), etc. Low colloquial words are typical of uncultivated people (G.P. Krapp, 1953): cant, Jargon, and argot. Cant is the conversational vocabulary used by members of a specific occupation, profession, sect, class, age group, and interest groups. Jargon is the secret vocabulary of such sub-groups. Argot is both the cant and the jargon of any criminal group.

Functional Styles: Informal FS. Slang
Slang comes mostly from cant, jargon and argot words whose popularity has increased and a large number of common people uses or understands them. 　　Slang has a tendency to be vulgar and offensive. 　　Slang is more common in speech than in writing. 　　Slang prefers short words, especially monosyllables. Slang is predominantly a language of males. Many types of slang words, including the taboo, refer primarily to male interests: work, money, politics, sports, women.

Functional Styles: Informal FS. Slang (cont)
Spheres of communication where slang is used: - money: cabbage, lettuce, kale; - parts of the body: cabbage, cauliflower; - people: apple, cold fish, frog, honey; - drunk person: boiled, fried, pickled; - sexually attractive people: cookie, honey, tomato, peach; - some situations and attitudes: to swallow a story, to ask what’s cooking; nonsense: apple-sauce, banana oil, spinach. 　Student’s slang is very varied to cram (to study diligently), a bear (a difficult college course), to cut (to miss class), a shotgun (an unexpected exam), to crib (to cheat during an exam), to flunk (to fail to pass an exam), a brain (a smart student), a clod (a stupid student), a bore (a dull lecture), a drag (a boring social evening) (E. Chaika, 1994).

Functional Styles: Formal FS.
Formal words are typical of a formal style and are restricted to formal situations. Formal words are associated with learned words: words of scientific prose, officialese, literary learned words and words of poetic diction; archaisms, obsolete words, neologisms and professionalisms (or terms).

Functional Styles: Formal FS. Learned Words
　　Learned words are sometimes called bookish words as they are quite often met in written speech. Words of scientific prose are characterized by their dry and matter-of-fact connotations: recant, postulate, compile, experimental, conclusive, etc. Officialese are words of a bureaucratic and pedantic language: to proceed (to go), to inquire (to ask), sufficient (enough), attired (dressed), to obtain (to get), etc. 　　Literary learned words are typical of fiction, they are described as refined words: to bechance, to felicitate, elusive, fascination, etc. 　　Words of poetic diction are used in poetry, obtain high-flown, sometimes archaic, connotations: a clarion, a brow (a forehead), to behold (to see), Alas!

Functional Styles: Formal FS. Learned Words (cont)
Archaic words are met in books, in written speech: they are rare in present usage: betwixt (before), save (except), a woe (sorrow), hapless (unlucky), a damsel (a girl), nay (no), thau (you). Obsolete words completely went out of use: anon (at once), to befall (to happen), etc. 　 Neologisms are new words and expressions created for the purposes of naming new things and phenomena: antibiotic, feedback, nuclear fission. They are borrowed from other languages or made according to the productive patterns of word formation: affixation: de-icer, super-radar, electee, kitchenette, musicdom; compounding: gold-digger, ghost-writter, a walk-up, walk-ins; shortening and blending: telist (telegraphist), coke (coca-cola); conversion: to garage, to force-land, etc. 　　Terms (professionalisms) are used in a certain branch of sciences, art, technology,e.g., in Linguistics – bilingual, allophones, palatalization, componential analysis, hyponymy, synonyms, etc.

Functional Styles: Basic Vocabulary
　Basic vocabulary or Standard English opposes to Informal and Formal vocabulary. It is used and understood by a majority of people under any circumstances or degree of formality, regardless of profession, educational level, social group, geographical location: a table, to go, beautiful, up, down, etc.

Functional Styles: Stylistic Means of the Vocabulary
The use of the functional styles is characterized by the choice of language means suitable for a specific situation of communication. All the stylistic devices, characteristic of the Functional styles, are organized on several levels: a level of morphemes – morphological expressive means, a level of words – lexical stylistic devices, a level of sentences – syntactic expressive means.

Functional Styles: Morphological Expressive Means
Morphological expressive means fall into 2 types: phonetic expressive means and graphical expressive means. 　Phonetic expressive means deal with sound forms found in poetry: 1. onomatopoeia - the use of words, to imitate sounds of animals, objects or actions: hiss, bowwow, bump, sizzle: …she came down the stairs and shooed me away; 2. alliteration is a repetition of consonants: From a cheap and chirpy chopper on a big black block [ch,p,b, k]; 3. assonance is a repetition of similar vowels, usually in stressed syllables:...Sylken sad uncertain rustling of each purple curtain [ə:].

Functional Styles: Morphological Expressive Means (cont)
Graphical expressive means convey in writing people’s emotions expressed by intonation and stress: 1. graphon is the intentional violation of the graphical representation of a word: gonna (going to); Sooper Class Model; Knee-hi; NRG (energy); 2. italics, multiplication, capitalization of a word: Allll aboarrrrrd! Help. Help. HELP; 3. morphemic repetition: She unchained, unbolted and unlocked the door; 4. occasional words: I am an undersecretary in an underbureau.

Functional Styles: Lexical Stylistic Devices
Lexical Stylistic devices are called tropes and make speech colorful and bright. Among tropes we find the following lexico-stylistic devices: Metonymy: She was a pale eighteen; Metaphor: I found three splendid moons on the plate (pancakes) Simile – comparison of different objects in the structures that contain words “like” and “as”: His skin was tight as a drum. She acted like a dog around him. Epithet expresses a bright, unexpected, characteristic s of an object: She gave him a you-know-how-dirty-men-are look; an I-and-thou relationship to God. Irony is created by words with contextual meanings directly opposite to dictionary meanings: She returned the sweet smile of an alligator;

Functional Styles: Lexical Stylistic Devices (cont)
Pun is misinterpretation of a group of words in a sentence: Have you seen any spirits, or taken any? (“supernatural forces” and “ strong drinks”); Hyperbole (exaggeration) is emphasis achieved through overstatement: My vegetable love should grow faster than empires; Periphrasis (euphemisms/ disphemisms) - a roundabout way to express an idea: Sometimes the unbelievable happens. Antonomasia - a proper name is used instead of a common noun, or vice versa: Dr Clean Hands appeared in front of us; Zeugma is the use of words that are not connected semantically: She went home in a flood of tears and a silver Nissan. In 1578 he set sail with a group of colonists and Queen Elizabeth’s blessing; False chain (a variation of zeugma) - a number of semantically disconnected objects are attached to the same verb: the room was furnished with tulips, foreigners and French novels; Oxymoron joins two antonymous words: pretty ugly, awfully beautiful, loving hate; Allusion – use of words that make the reader think about some historical events, literature, mythology, etc.: The car had the wings of Mercury I thought…

Functional Styles: Syntactic Expressive means
Syntactic stylistic devices make speech emphatic by means of a specific syntactic arrangement of an utterance: 1. Repetition may be of several types: 1) anaphora - the beginning of a sentence is repeated:...good-bye, Lily, good-bye love, good-bye silly dreams; 2) epiphora - the end of a sentence is repeated: I wake up and I am alone, I talk with people and I am alone...; 3) framing – the beginning of a sentence is repeated at the end: She must leave. Today, now, immediately...Yes, she must leave; 4) anadiplosis (catch repetition) – the end of one clause is repeated in the beginning of the following one: Now he understood. He understood many things...; 5) chain repetition (several anadiplosis): Failure meant poverty, poverty meant squalor, squalor meant destruction; 6) successive repetition - closely following repeated units: She felt sure. Sure. Sure. 7) simple repetition - repetition without specific order of arrangement of words : I watched him walk away with sickness in my heart - though it was a pleasing sickness.

Functional Styles: Syntactic Expressive means (cont)
2. Parallelism - similar arrangement of word combinations, phrases and even sentences: On the chair sat an old woman, on the table sat a younger one. 3. Antithesis - juxtaposition of contrasting ideas in parallel constructions: “This pot is cracked. Look!” – “It isn’t cracked,” I said. 4. Inversion - when the predicate precedes the subject, or the object precedes the subject-predicate unity: ...in came Beryl, out bounded Elizabeth after me… 5. Ellipsis - omission of one or more members of a sentence: In manner, close and dry. In voice, husky and low. 6. Detachment - singling out one of the secondary members of the sentence: She was crazy about you. In the beginning. 7. Polysyndeton is a repeated use of conjunctions: He was wifed in Texas and mother-in-lawed, and uncled, and aunted, and cousined... 8. Asyndeton is an omission of conjunctions: Her face blushed, paled, vanished... 9. Rhetorical questions are questions without expecting any answer: Why? Why? Who could ever give a clear answer?

Functional Styles: Task 6 Pick out and analyze stylistic devices in the following sentences:
1. I really don’t see anything romantic in proposing. It is very romantic to be in love. But there is nothing romantic about a definite proposal (O. Wilder). 2. …beautifully preserved and written in an impeccably neat penmanship – crimson ink on cream paper -… 3. …and that the greatest story ever told is, in fact, the greatest story ever sold? 4. They were astonishingly stupid (J.K. Rowling). 5. Eyes streaming, he swayed, trying to focus on the street to spot the source of the noise. 6. “I love you mucher”. “Plenty mucher? Me tooer”. 7. He swallowed the hint with a gulp and a gasp and a grin. 8. We can’t say much about you-know-what, obviously… (J.K.Rowling)

Functional Styles: Task 6 (cont)
9. All shortcuts have disappeared. Screen. Mind. Both are blank. 10. And yet – and yet – what less could I do? I’ll tell you my story, gentlemen, and then I’ll ask you, as man to man, what less could I do? (A.C.Doyle) 11. A real grooming guru of the class. 12. Follow our advice: Drink Pinta Milka Day. 13. She unchained, unbolted and unlocked the door. 14. Laughing, crying, cheering, chaffing, singing, David Rossi’s people brought him home. 15. He was the culture vulture of the family. 16. “Put – it – away!” uncle Vernon snarled into Harry’s ear. “Now! Before – anyone – sees!” – “Get – off – me!” Harry gasped. 17. In 1578 Humphry Gilbert set gait with a group of colonists and Queen Elizabeth’s blessings.

B. WHAT MAKES A LANGUAGE? Its structural areas or components are: 1. Phonology – vowel and consonant sounds, accent, intonation, stress, phonetics, phonemics, etc. 2. Morphology – word formation, verb inflections, plural form of nouns, class and function words, morphemes, etc.

3. Lexicon – the total collection of words/vocabulary of a language, language registers (formal, informal, slang, technical, colloquial, literary, scientific, etc. 4. Syntax – the grammar of a language, ordering of words or phrases in an utterance, tense aspects, verb forms, etc. 5. Semantics – the study of meanings: denotative, connotative, figurative, cultural, idioms, etc.

6. Pragmatics – refers to how language is used in a society (what is said but not meant, or not actually said, but meant) by a speaker or listeners; presuppositions in a language, shared knowledge, cultural or general perception; observes maxims of quality, of quantity, of relevance, of manner, between and listener; politeness and maintenance of face image. - Question (comment on; Every teacher is a language teacher).

II. What is communication?
“Communication is a dynamic process of passing information from one person to another.” Communication is an interchange of thoughts, opinions, or information. Communication is transmitting ideas, information, feelings and thoughts through verbal or non-verbal means.”

COMMUNICATION What makes communication a process?
- Communication is a dynamic process, involving a number of essential elements and steps that must be effectively carried out.

COMMUNICATION Basically, communication has three elements:
THE SENDER THE MESSAGE THE RECEIVER SENDER RECEIVER In this illustration, where does the communication process begin…and end? 6 1 5 7 2 4 3

The oral communication process
involves the following 7 steps: 1. Ideation – forming the message or idea in the mind of the sender 2. Encoding – the sender’s choice of the appropriate words for the idea 3. Transmitting – the message through speech organs, and sound waves 4. Hearing – the receiver’s hearing or listening to the message as uttered by the sender

5. Understanding – the receiver’s correct perception of what he hears from the sender
6. Decoding – the receiver’s creating appropriate words to match the idea or message received 7. Feedback – receiver’s response to what is heard, understood, and decoded by means of a question, answer, confirmation, or action/performance.

Comprehension question:
In a classroom, how is oral communication from the teacher to the students/student to teacher carried out? When does effective communication between or among teachers and students take place?

III. TYPES OF DIRECT NONVERBAL COMMUNICATION
A. APPEARANCE, as shown in: -age, profession, economic position, race and culture 1. Artifacts-clothing and jewelry for personal status cars, for social status Physical traits-false fingernails or dyed hair, posture How does the appearance of teacher or student affect learning?

B. KINESICS - or body language which occurs from
culture to culture, race to race, person to person. Emblems-nonverbal messages Illustrators-message drawn in air Affect displays-showing emotions Regulators-conscious message Adaptor-low level consciousness with nervousness & anxiety How does the teacher’s or student’s kinesics in the classroom affect language learning?

- Eye contact or eye language
OCULESICS - Eye contact or eye language Cognitive Oculesics – listener is looking away from the speaker Monitoring Oculesics – listener is looking intently at the speaker’s eyes Regulatory Oculesics – listener’s choice of looking or not looking at the speaker’s eyes Expressive Oculesics – showing emotions or feelings while listening Oculesics could be culture-based. How does it affect, enhance, or distract from learning?

HAPTICS - Body touching or contact
Functional/professional - handshake, pat on the shoulder Social/polite - handshake, hug, social kiss, Friendship/warmth – long handshake, friendly hug, touch on the arm, holding hands,

Love/intimacy – affectionate hug, kiss, public display of affection, laying the head on the shoulder, etc. Sexual – showing intimacies done only in private What is appropriate and culturally acceptable body contact between teacher and students? Can it affect learning?

E. PROXIMICS - Space & distance between/among communicators while speaking 1 ½ feet apart – intimate: relations or topics of a confidential nature 1 ½ to 4 feet apart – social or professional: groupings, acquaintances, meetings 4 feet to 12 feet – consultative: larger group, lectures, meetings, conferences In a classroom (from 20 to 50 students), how could the teacher maintain proximics and be effective, especially in language learning?

F. PARA-LANGUAGE Meaningless vocal elements with speech or verbal mannerisms Filled pauses: “ah,” “uhm,” “uh,”, “er” Unfilled or a long pause, or a stop Verbal misplaced mannerisms: “so?” “all right,” “and,” “OK?” In a conversation or a classroom recitation, how does para-language affect language learning?

IV. WHAT IS LANGUAGE LEARNING? (LL)
LL is an active process Not systematic, but actual Not just linguistic knowledge Involves decision making processes Involves emotional aspects or language ego A developmental process May affect positive transfer from L1 to L2 (First language to second language).

What is second language acquisition (SLA)?
Learning a language other than the first Focuses on processes and products or performances Draws upon disciplines of linguistics Psycholinguistics Bio-psycholinguistics Socio-linguistics Applied Linguistics Contrastive comparative Linguistics

Involves principles and second language learning theories
Relates to the teacher’s understanding of learner’s behavior Involves individual and societal multilingualism and education

Factors of SLA Age – the younger/the older/the better?
Gender – female/male: A better learner? Social class – Middle class child; working class child, more successful, more adaptable? Ethnic identity/cultural distance – the closer to the target language the better?

The role of L1 in L2 acquisition
Children’s creativity in L1 subconscious process can be done in L2 Constant imitation of L2 becomes a habit Children’s verbal behavior tends to match adult models Children’s speech pattern is reinforced through approval of the adult models Comprehension question: Explain “practice makes perfect or correct practice makes perfect “. Relate it to language teaching.

FREQUENCY OF INSTRUCTION IMPACT OF ENGLISH AS A GLOBAL LANGUAGE
V.WHY STUDY ENGLISH? ENGLISH AS A GLOBAL LANGUAGE ( Nunan, 2005) COUNTRY GRADE LEVEL (at which English is introduced as a compulsory subject) FREQUENCY OF INSTRUCTION IMPACT OF ENGLISH AS A GLOBAL LANGUAGE CHINA GRADE 3, AGE 9 Primary school:2-3 40-minute lessons/week; secondary school:5-6 45-minute lessons/week Age for compulsory English lowered from 11-9 in September 2001 English teaching emerging as private business English becoming increasingly significant as university entry requirement English enhancing promotional prospects in the workplace

COUNTRY GRADE LEVEL (at which English is introduced as a compulsory subject) FREQUENCY OF INSTRUCTION IMPACT OF ENGLISH AS A GLOBAL LANGUAGE HONG KONG YEAR 1, AGE 6 Primary school: 4-6 hours/week; Secondary school: 7-9 hours/week Overwhelming concern in government and business sectors that Hong Kong will lose economic advantage if English language skills are not enhanced

COUNTRY GRADE LEVEL (at which English is introduced as a compulsory subject) FREQUENCY OF INSTRUCTION IMPACT OF ENGLISH AS A GLOBAL LANGUAGE JAPAN 1st year, Age 12 Junior high school: 3 50-minute lessons/ week From 2002, primary students increasingly exposed to English, especially listening and speaking

COUNTRY GRADE LEVEL (at which English is introduced as a compulsory subject) FREQUENCY OF INSTRUCTION IMPACT OF ENGLISH AS A GLOBAL LANGUAGE KOREA Grade 3, Age 9 Grades 3-6:1-2 hours/week; Grade 7-9: 2-4 hours/week; Grade 10-12: 4 hours/week Compulsory English lowered from age 13-9 Huge financial investment in teaching English Concern with negative effects on national identity due to early introduction of English

COUNTRY GRADE LEVEL (at which English is introduced as a compulsory subject) FREQUENCY OF INSTRUCTION IMPACT OF ENGLISH AS A GLOBAL LANGUAGE MALAYSIA Age 7 Primary school: 90 min/week; Secondary school: 4 hours/week Concern with decline in educational standards and competitive economic advantage Fear of impact on national language

COUNTRY GRADE LEVEL (at which English is introduced as a compulsory subject) FREQUENCY OF INSTRUCTION IMPACT OF ENGLISH AS A GLOBAL LANGUAGE TAIWAN Grade 1, Ages 6-7 1-2 hours/week Compulsory English lowered from Grade 5 to Grade 1

COUNTRY GRADE LEVEL IMPACT OF ENGLISH AS A GLOBAL LANGUAGE
(at which English is introduced as a compulsory subject) FREQUENCY OF INSTRUCTION IMPACT OF ENGLISH AS A GLOBAL LANGUAGE VIETNAM Grade 6, Ages 11-12 Grades 6-9: minute lessons/week; Grades 10-12: minute lessons/week English compulsory from junior high school (ages 11-12) English plays central role in education and employment English proficiency now required for most professional employment

VI. WHAT IS STANDARD ENGLISH ?
1. STANDARD ENGLISH DOES NOT HAVE TO BE GOOD BUT DOES STANDARD MEAN… -an authorized model? By whom and where? -an accepted example? -The usual, regularized, accepted kind? -A level of excellence or quality? -A principle of propriety, honesty and integrity? -A recognized authority and competence? STANDARD ENGLISH IS RELATIVELY UNIFORM THROUGHOUT THE ENGLISH SPEAKING WORLD 3. STANDARD ENGLISH IS USED IN PUBLIC, FORMAL CONTEXT (Parliament, law courts, churches, mass media, education, published writing, and diplomatic relations among countries) STANDARD ENGLISH IS USED BY EDUCATED NATIVE ENGLISH SPEAKERS AND UNDERSTOOD BY OTHER SPEAKERS OF ENGLISH. 5. STANDARD ENGLISH IS USED IN THE PRINT AND BROADCAST MEDIA and understood by all speakers of English.

TWO LARGEST VARIETIES OF STANDARD ENGLISH
North American English (NAE) British English (BE) ( See Appendix)

VII. WHAT IS TESOL? TESOL originally meant Teachers of English for Speakers of Other Languages, founded in 1966, in Virginia, U.S.A., as an international professional organization for those concerned with the teaching of English as a Second Language or as a Foreign Language. Today TESOL is both an organization, and a course, or profession, for teaching English to speakers of other languages. MISSION: to develop the expertise of its members and others involved in teaching English to speakers of other languages and to help them foster effective communication in diverse settings while respecting individual’s language rights.

TESOL OBJECTIVES: 1. Articulates and advances standards for professional preparation and employment, continuing education and student programs; 2. Links groups worldwide to enhance communication among language specialists and practitioners; 3. Produces high quality program services and products for teaching language; 4. Promotes advocacy to further the language teaching profession.

TESOL maintains ESL-ESOL STANDARDS
(ESL – English as Second Language) (ESOL – English for Speakers of other Languages) ESL standard means that language skills are necessary for social and academic purpose, for the learner’s proficiency in English to lead rich and productive lives. TESOL emphasizes that: 1. language is for communication. 2. learning through individual and societal value of bilingual and multilingual ESOL students’ native language have a role in L2 cultural, social & cognitive process in language and academic development. language assessment respects the learner’s language and cultural diversity.

ESL STANDARDS refer to the:
Articulation in the English language development needs of ESOL learners Provisions of directions to educators on how to meet the needs of ESOL students. Emphasis on the central role of language in the attainment of other standards.

OTHER AREAS UNDER TESOL
TEAL & TEFL TEIL TESP TESL TEAL & TESL (UK) TESL (C) EAP ECP TESOL-Teaching English to Speakers of Other Languages (Umbrella acronym) TEAL-Teaching English as An Additional Language EASP-…Academic TESL-Teaching English as a Second Language Special Purposes TEFL-Teaching English as a Foreign Language EGAP- for general TEIL-Teaching English as an International Language Acad. Purposes TESP- Teaching English for Specific Purposes TENOR-Teaching EOP- English for Occupational Purposes English for No EAP- English for Academic Purposes Obvious Reasons

VIII. TESOL APPROACHES & STRATEGIES
A. Development of Language Teaching 1. In the 1960’s, language teaching was a system of rules which learners internalized (task). a. Learners were to approach L2 norms of native speaker. b. Mastery of structure was the priority, meaning just a peripheral. c Focus on syntactic was not much on vocabulary and semantics 2. In the 1970’s, language teaching was a system for the expression of meaning. a.Focus was on learner’s needs, syllabus needs based, and communicative syllabus. b..Learners centered education was prioritized; c. Learner-involvement was the objective in learning process 3..Since 1980’s to the present, Enhancement of the Communicative Language Teaching (CLT) complemented with a Conversational Grammar Approach (CGA) and many other strategies

1. Memory maintenance using: Graduated Interval Recall
B. TESOL STRATEGIES/METHODOLOGY AND LANGUAGE ACQUISITION 1. Memory maintenance using: Graduated Interval Recall Backwards Buildup Drill Stories, drills, and questions Cassette tapes 2. The Communicative Approach using: Visual Eye Contact Biographical Questions Biographical Database

3. Chaos Theory Language students are assigned to think of four-step instructions, and then the class discusses the differences in instructions given by selected students. 4. Tell the story Folk tales, ballads, legends, folk songs, myths, epics, etc. The Never Ending Story Where one student starts and the rest add an event to the story, until reaching an ending. 6. Educational Kinesiology (Situational Problem Solving) Uses thematic vocabulary Accelerates blood flow to the brain Activates the brain’s vigilance circuit

Audio Lingual Method Advanced Audio Lingual Method Sounds and Spellings How to teach more effectively the 40 phonemes of the English language Community Language Learning Draw on the combined knowledge of your students to produce new vocabulary and correct grammar patterns. 11. Humorous Stories or Anecdotes

12. Use of Video How to use BBC or other videos for language models, information gap activities, prediction, and role-play. 13. Word Frequency Approach What are the 10 words that make up 33% of all English usage? What are the 800 words needed for basic fluency? Learn useful activities to target these high-frequency words Word Family Creative Genius Accelerate second language acquisition through activities which stimulate the creative powers of your students 16. Total Physical Response

17. Musical Dictation Activities which capitalize on the memory enhancing quality of music Further music related activities to build vocabulary and reinforce grammar. 18. Paraphrasing or Restating Creative musical activities to build vocabulary and reinforce grammar 19. Reverse Paraphrasing For example, from music to poem/poem to music

21. Content Based Instruction
20. Drama/Dialogues How can dramatic gestures and expressive, emotional voices aid memory retention? 21. Content Based Instruction Other interdisciplinary subjects taught in English (Science, Art, Technology, History, Geography, etc.) 22. Using Actual Objects- Direct Method/approach 23. Giving Instructions- using base form of the verb Integrated Nine Skills In a Lesson Listening, Reading, Grammar, Writing, Speaking, Pronunciation Spelling, Vocabulary, Comprehension and critical thinking 25. Contextual/Situational Approach Interviewing (Skills in Questioning) As in Yes-No questions, or Wh and How questions (Who, What, When, Where.

27. Song dictation 28. Song/Poetry Reading/writing 29. Word Portrait/Character Description 30. Vocabulary or Sounds in Color 31. Folktales or Poetry reading/writing 32. Jazz/Rap/Chant 33. Games/puzzle, anagrams, scrabble 34. Problem Solving Vocabulary building/ enhancement 36. Glossary Making- sentence definitions 37. Picture Clues 38. Media Ads /Print & Broadcast 39. Radio Announcing/TV Broadcasting 40. Play Writing/Acting/Directing

Total Physical Response
IX. APPROACHES TO TEACHING LANGUAGES THROUGH THE DECADES Communicative Language Teaching Language Experience Approach Total Physical Response Community Language Learning Mgmt. Systems Approach Whole Language Approach Individual Instruction Silent Way Audio-Lingual Approach Suggesto pedia Programmed Instruction Basal Readers Approach Grammar Translation Method Direct method

APPROACHES TO LANGUAGE TEACHING/LEARNING
1. AUDIOLINGUAL Theory of language Is a system of rule-governed structures hierarchically arranged Theory of learning Habit formation; analogy not analysis Objectives Control of structures, sound, form and order, goal: native speaker mastery Syllabus Grades syllabus; contrastive analysis Activity types Dialogues & drills, repetition & memorization, pattern practice Learner roles Directed by skilled training techniques to produce correct responses Teacher roles Central & active teacher dominated methods. Provides direction & pace. Roles of material Primarily teachers oriented. Tapes & visual, language lab often used.

2. TOTAL PHYSICAL RESPONSE Theory of language Structural, grammar-bases view of language Theory of learning L2 learning is same as L1 learning; comprehension before production; reduction of stress Objectives Teach oral proficiency to produce learners who can communicate uninhibitedly & intelligibly with native speakers Syllabus Sentence based syllabus with grammatical & lexical criteria but focus on meaning not form Activity types Imperative drills to elicit physical actions Learner roles Listener & performer, little influence over the content of learning Teacher roles Active & direct role ‘the director of the stage play’ with students as actors Roles of material No basic text; materials & media have an important role later, Initially voice’ action, & gestures are sufficient

3. THE SILENT WAY Theory of language Language is composed of elements that has a unique rhythm & spirit. Functional vocabulary & core structure are a key to the spirit of the language Theory of learning Processes of learning second language are fundamentally different. L2 learning is an intellectual, cognitive process. Surrender to be music of the language, silent awareness then active trial Objectives Near native fluency, correct pronunciation, basic, basic practical knowledge of the grammar of the L2, Learner learns how to learn a language Syllabus Basically structural lessons planned around grammatical items & related vocabulary. Items are introduced according to their grammatical complexity.

3. THE SILENT WAY Activity types Learner responses to commands, questions, and visual cues. Activities encourage & shape oral responses without grammatical explanation or modeling by teacher by teacher. Learner roles Learning is a process of personal growth. Learners are responsible for their own learning & must develop independence, autonomy & responsibility. Teacher roles Teachers must a) teach b) get out of the way. Remain impassive. Resist temptation to model, remodel, assist, direct exhort Roles of material Unique materials: colored rods, color coded pronunciation & vocabulary charts.

4. COMMUNITY LANGUAGE LEARNING Theory of language Language is more than a system for communication. It involves person, culture, educational developmental communicative processes. Theory of learning Involves the whole person. It is a social process of growth Objectives Non specific objectives. Near-native mastery is the goal Syllabus No set syllabus. Course progression is topic-based Activity types Combination of innovative & conventional. Translation, group work, recording, transcription, listening, free conversation Learner roles Members of a community, Learning is viewed as an individual accomplishment, but something that is achieved collaboratively. Teacher roles Counseling/parental analogy; provides a safe environment in which students can learn & grow Roles of material No textbook which would inhibit growth. Materials are developed as course progresses.

5. THE NATURAL APPROACH Theory of language Essence of language is meaning. Vocabulary not grammar is the heart of the language. Theory of learning ACQUISITION-a natural subconscious process. Learning cannot lead to acquisition Objectives Designed to give beginners & intermediate learner basic communicative skills. Syllabus Based on selection of communicative activities & topics derived from learner needs. Activity types Allowing comprehensible input, about things in the here-and now. Focus on meaning not form. Learner roles Should not try & learn language in the usual sense, but should try & lose themselves in activities involving meaningful communication Teacher roles Primary source of comprehensible input. Must create positive low-anxiety climate. Roles of material Materials come from real things rather than textbooks. Primary aim is to promote comprehension & communication.

6. SUGGESTOPEDIA Theory of language Conventional, memorization of whole meaningful texts is recommended Theory of learning Learning occurs through suggestion, when learners are in a deeply relaxed state. Baroque music is used to induce this state. Objectives To deliver advanced conversational competence quickly. Syllabus 10 units courses consisting of 1,200 words dialogues graded by vocabulary & grammar Activity types Initiatives, question & answer, role play, listening exercises under deep relaxation Learner roles Must maintain a passive state and allow the materials to work on them (rather than vice-versa) Teacher roles To create situations in which the learner is most suggestible & prevent material in a way most likely to encourage positive reception & retention. Must exude authority & confidence Roles of material Consists of texts, tapes, classroom fixtures & music. Texts should have force, literary quality, and interesting characters.

7. COMMUNICATIVE LANGUAGE TEACHING (CLT) Theory of language Language is a system for the expression of meaning; primary function-interaction and communication Theory of learning Activities involving real communication; carrying out meaningful tasks; and using language which is meaningful to the learner. Objectives Objectives will reflect the needs of the learner; they will include function skills as well as linguistic objectives Syllabus Will include some/all of the following; structures, functions, notations, themes, tasks. Ordering will be guided by learner needs. Activity types Engage learners in communication, involve processes such as information sharing, negotiation of meaning & interaction Learner roles As negotiator, inter actor giving as well as taking Teacher roles Facilitator, needs analyst, counselor, process manager Roles of material Primary role in promoting communicative language use; task based materials, authentic

X. TESOL Communicative Lesson Approaches

TESOL Communicative Approaches

A. Language Material Development The KILA Model Approach

KILA MODEL (TESOL JOURNAL 2005)
K-Knowledge Considerations Input/output assumption Language Content/topic Language functions Texts Student response I-Instructional Considerations Teacher input Methods, materials, programs, Technologies & educational Environment Time & scheduling techniques Plans for reporting L-Learner Considerations Ages, proficiency levels, developmental stage Societal expectations Learner’s self-perception Prior learning experiences (schema) Preferred Learning styles Strategies, environments, & groupings A-Administrative Considerations Choice of instructional models Scale, pace, & styles of educational delivery Plans for execution Evaluation Promotion Environmental Development Institutional Image

B. The Hourglass Approach TESOL.org2009

C. (CLT) PYRAMID APPROACH TO LESSON PLANNING
1.Elicitation Stage – bringing out new language structures meaningfully (story, poem, songs, dialogs, jazz, games, etc.) Listening 2.Explanation stage (highlighting of forms) – explaining what, when, why and how of the newly elicited language items with rules/tips. Reading * Speaking 3.Controlled Practice – a teacher-directed activity for learners’ mastery of new structure through drills, Q&As and on-the-spot error correction for correct feedback. Pronunciation Vocabulary 4.Skills Work stage – allows teacher to check on learners’ language skills integrated from stage 1 through their feedback. Spelling ,writing , grammar 5.Free stage – a learner-centered tasks to test the acquired skills, free interaction and communication with fluency and accuracy. Integrated 8 language skills from stage 1 4

Some Characteristics of Communicative Lessons
Meaning, not memorized rules, is paramount. Dialogues center on communication. Functions are contextualized and not memorized. Language learning is learning to communicate. Comprehensible pronunciation is sought; grammatical explanation is not over-emphasized. Translations may be used only when needed. Communicative competence is desired. Language is created by learner often through trial and error. Learners are expected to interact. Judicious use of native language is acceptable where feasible. Reading and writing can start from the first day, if desired. Fluency is the primary goal.

CHECKLIST FOR ENSURING COMMUNICATIVE LESSONS
Is the lesson appropriate to the learner’s age and proficiency? If not, can it be adapted? Does the lesson have a single focus? Is the lesson based on an instructional objective or student need? If the main reason for the lesson is the activity, there may be problems of sequencing. YES NO

4. Does the lesson address a real communicative problem. 5
4. Does the lesson address a real communicative problem? 5. Does the lesson have a real world (or at least school practice) outcome? 6. Does the lesson begin inductively and later move to a more deductive footing? (the deductive segment provides clarity) 7. Is there a mix of acquisition and learning activities? 8. Have learners been provided with all the language, skills, and knowledge they need to carry out every activity?

9. Do you have a language presentation—is it a piece of authentic discourse? (Beware of lessons that begin “Today students, we are going to study…”) 10. Do all activities occur in a realistic communicative context? (e.g., only playwrights and screenwriters write dialogues) 11. Do all activities have a clear goal other than “to practice the language” or “it’s good for you”? NOTE: this is especially important for pair and group work and all concluding communicative activities

12. Will learners easily imagine themselves (either now or in the future) engaging in these kinds of activities in English? 13. Are settings and vocabulary fields for all activities in the lesson consistent? 14. Are there opportunities for choice? 15. If you’ve provided choice, have you also provided criteria for making a choice? (e.g., if you give “also”, “in addition to”, “beside”, “furthermore” and “moreover”, will students have a guide for figuring out which to choose?)

16. Does language practice move from more controlled activities (for mastery) to freer, more communicative practice (so students can use the language skill/feature in naturalistic practice that solves real-world problems). 17. Is there attention paid to recursiveness (both within the lesson and in relation to other lessons—past and future?)

18. In content lessons, have you done a mini- discourse analysis to look at the language features that are particularly useful for participating in that lesson? --have you created activities to help learners notice them? --are your activities structured to allow learners to practice that language in an obvious way while they’re succeeding in the lesson

Sample Lesson Plans 1.CLT LESSON PLAN IN TEACHING PHONO-GRAMMAR

I. LANGUAGE ITEMS: Singular and Plural Nouns (sounds of plural noun ending) II. LANGUAGE SKILLS: Listening, speaking, reading, writing (INTEGRATED) vocabulary,grammar, spelling, pronunciation, III. OBJECTIVES: At the end of the lesson the students will be able to: a. identify singular and plural nouns b. use them correctly in function, forms, sounds, and meaning c. identify and use descriptive adjectives correctly in real life situations.

IV. PAST LESSON: Voiced and voiceless vowels and consonants
V. TEACHING AIDS AND RESOURCES: Pictures or actual objects Side By Side, Molinsky & Bliss

VI. PROCEDURE: Motivation: Pre-Elicitation (People’s Clothing)
STAGE 1 Elicitation through Games: “Give me what I want” Singular and Plural nouns of man’s and woman’s clothing (1. Skills: Ex. Give me a coat Give me two coats. Listening, Give me a glove Give me two gloves. Pronunciation Give me a glass Give me two glasses. Speaking ) (Students in groups are expected to give what the teacher wants.)

MOTIVATION: Pre-Elicitation Stage Identifying Clothes Lady’s Clothing

Gentleman’s Clothing

Child’s Clothing

STAGE 2: EXPLANATION OF FORMS AND SOUNDS Highlighting Different Sounds of Plural Nouns 1. Final sounds of plural nouns: /-s/, /-z/, /-Iz/ a. Singular nouns: Plural nouns: Group 1 final /-s/ sounds a hat hats a belt belts a skirt skirts a jacket jackets a sock socks (Students repeat after the teacher’s pronunciation of these nouns)

Group 2 final /-z/ sounds a shoe shoes a glove gloves
an umbrella umbrellas an earring earrings a tie ties (Students repeat after the teacher’s pronunciation of these nouns)

Group 3 final /-IZ/ sound a watch watches a necklace necklaces
a purse purses a dress dresses (Students repeat after the teacher’s pronunciation of these nouns) The teacher asks the students the different ending sounds of the plural form of nouns.

2. Functions and forms Making requests or commands with singular and plural nouns: Ex. Please give me a raincoat Give me two raincoats. Please give me an umbrella Give me umbrellas. Please give me a purse Give me two purses. Would you mind passing me the spoon? Pass the spoons. Could you make a doll’s dress? Make a doll’s dresses. Article A or An is used for singular nouns.

Asking Wh questions (who, what, when, where, why, and also how)
Ex. What’s this? This is a sock. What are these? These are socks. This is used for only one noun. These are for more than one noun. Note: The object/objects are nearer to the speaker.

Who is wearing a pair of mittens?
When do we wear a raincoat? What is the color of your umbrella? Where do you put your stockings? Why are you wearing a pair of boots? How do you wear a scarf?

What’s that? That’s a skirt. What are those? Those are skirts.
That is is used for pointing at a far (only one) object. Those are is used for pointing at far (more than one) objects.

STAGE 3: CONTROLLED PRACTICE (Teacher Guided Activity)
(The class pretends that they are at a department store trying to name the clothing of a mannequin. A pair of students asks and answers questions.) This is { Model question: What’s this? (Pointing to one object.) { Answer: This is a hat. These are { Model question: What are these? { (Pointing to more than one object.) { Answer: These are scarves. The drill continues until all students have had an opportunity to ask and answer questions. Students can change rolls from asking to answering the questions.

-Identify the man’s clothing.
-Give the plural form of each item.

-Identify the girl’s clothing. -Give the plural form of each item

STUDENTS’ A pair of students CONVERSATIONAL uses the following DRILLS NO.1 dialogue. The list of words is used as answers: Student 1: What’s this? Student 2: This is a ____ Student 1: What are these? Student 2: These are ____

Answer choices: Singular nouns Plural nouns
a rain coat a shoe a watch raincoats shoes watches a suit an earring a blouse suits earrings blouses a coat a stocking a necklace coats stockings necklaces a bracelet a glove a purse bracelets(a pair of) gloves purses a sock a mitten a dress socks (a pair of) mittens dresses a belt a sweater a briefcase belts sweaters briefcases a jacket an umbrella a glass jackets umbrellas glasses a shirt a pair of shoes a hat shirts boots (a pair of) boots Note: students must pronounce a final sounds of plural noun (-s, -z, -Iz)

Drill No. 2 Follow the model questions and answers. Student 1: Is this your blouse? Student 2: No, it isn’t. (For singular object) Student 1: Are these your shoes? Student 2: No, they aren’t. (For plural objects) (Use the same list in drill 1 answering questions)

D. SKILLS WORK STAGE 4: Now, use the same list of nouns in saying something about the clothing of the man or woman. Next, use an adjective from the list below to describe the person. Ex. Question: Is this your purse? Answer: No, it isn’t. But I think it’s colorful. Question: Are these your earrings? Answer: No, they aren’t but I think they are beautiful. (For expansion drills, the students may be provided with descriptive adjectives (such as those below) for men’s and women’s clothing, such as colorful, beautiful, expensive, stylish, affordable, simple, attractive, etc.) Note: Skills work from stages 1 to 5

attractive colorful affordable fashionable old expensive gorgeous bold unusual fancy bright classic smart tight pretty cute loose simple stylish long short

E. FREE STAGE: Students are now expected to write a description of any of the clothing of people in class or someone they admire, then tell the class what they have written about.

ASSIGNMENT / HOMEWORK:
Look in your clothes cabinet. List all the different kinds of clothing. Using the three columns of end-sounds of the plural nouns, write the appropriate word. Singular noun Plural noun end sounds /-s/ /-z/ /-Iz/ Ex: dress dresses glove gloves 1. 2. 3. 4. 5.

2. Then say something about the clothing in your list
2. Then say something about the clothing in your list. Please follow this pattern: Ex. This is my dress. It is colorful. These are my dresses. They are colorful. (The students’ answers can be expanded to more descriptive sentences.)

2. LESSON PLAN IN MORPHOLOGY CLT/CG APPROACH
LANGUAGE ITEM: Inflections of adjectives (comparative form) II. LANGUAGE SKILLS: Listening , speaking, reading , writing, spelling, vocabulary, pronunciation and grammar III. TEACHING AIDS: charts, pictures, reading materials OBJECTIVES: At the end of the lesson, the students will be able to: 1. identify the morphemes used for comparative and superlative forms of adjectives; and 2. create meaningful sentences using the inflections in comparing items.

PROCEDURE: Stage 1: Elicitation -Let the students form a straight line -Let them identify the tallest student. -Record their responses.

Stage 2: Highlighting New Forms Show picture of 3 clowns
Let the students identify which is the short, shorter, and the shortest among them. Ex. _______________ is short. _______________ is shorter. _______________ is the shortest of all. Rob Bob Hob

Comprehension Questions:
Among the 3 clowns, who is the shortest? Between Hob and Rob, who is shorter? What letters are added to the word short to compare two, and three clowns? Answers: suffix –er is added to short to compare two clowns suffix – est is added to compare three clowns

Stage 3: Controlled Practice
Show the picture of 3 books. Let the students identify which book is thick, thicker, and thickest. Let the students make a dialogue for the picture Ex. The blue book is thick. The yellow book is thicker. The red book is the thickest.

Activity 1: Group students by 3’s to look for 3 objects in the classroom and compare them by size, height, color, weight or texture. Example: size - big, bigger, biggest - small, smaller, smallest color - dark, darker, darkest - light, lighter, lightest height- tall, taller, tallest - short, shorter, shortest weight- heavy heavier, heaviest - light, lighter, lightest texture - soft, softer, softest - rough, rougher, roughest - smooth, smoother, smoothest

Activity 2: Use your comparison in complete sentences.
Example: Sarah’s flower is pretty. Joann’s flower is prettier, but Ann’s flowers are the prettiest.

Show picture of Pam, Ann, & Jill.
Stage 4: Skills Work Show picture of Pam, Ann, & Jill. Let the students identify who is thin, thinner, thinnest. Let the students match the sentences with the picture. Ex. Pam, Ann and Jill are friends. Ann is thin. Pam is thinner than Ann. But Jill is the thinnest among them. PAM JILL ANN

Stage 5: Free Stage 1. Show the picture of the racing animals.
Let the students fill in the blanks to complete the story. Ex. The rabbit is fast. The deer is faster than the rabbit. The lion is faster than the deer. The lion is the fastest. 2. Now, let the students make their own comparison of things, animals, or people.

VI. EVALUATION: There are things that are cheaper than Mimi’s bear. Can you tell the class which is cheaper? Ex. Mimi’s teddy bear is cheap. The doll is cheaper than Mimi’s teddy bear. But the apple is the cheapest. P 5.00 P 10.00 P 2.00

VI. ASSIGNMENT: Give the comparative endings of the following: 1. light 2. long 3. big 4. small heavy Use them in comparing three items at home. (For higher grade learners this lesson can be expanded or reinforced with longer adjectives appropriate for their level.)

Edited by Rhoda T. Perez, Ph.D. (TESOL)
TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) Creative Methods in TESOL Edited by Rhoda T. Perez, Ph.D. (TESOL)

PRONUNCIATION DRILLS VOWEL SOUNDS

TESOL | Teaching Pronunciation (TESOL.org2009)
hai! wεlkəm

/ i / / зr / / u / / I / / U / / eI / / ^ / / o / / au / / ε / / I /
/ aI / / a / / / / æ / (IPA SYMBOLS)

bit beat rid read did deed live leave hit heat list least ship sheep
For IPA Symbols, please refer to notes on NAE & BE Standards. Minimal Pairs – Lesson 1( Adapted from Silliman University Handbook) / I / / i /or /iy/ bit beat rid read did deed live leave hit heat list least ship sheep it eat

leave to live elsewhere Either read the book or get rid of it
Lesson 1 beat the dog which bit him read and be rid of it did a good deed leave to live elsewhere Either read the book or get rid of it List at least the important items When are they going to ship the sheep Did you buy it to eat?

read raid sheep shape see say pea pay seek sake meet mate wheel whale
Lesson 2 / i / or /iy/ / e / or /ey/ beat bait read raid sheep shape see say pea pay seek sake meet mate wheel whale steal stale heel hail field failed

The whale rests on the platform with a wheel.
Lesson 2 beat the can of bait read about the raid fine shape of the sheep see what he has to say pay for the peas The whale rests on the platform with a wheel. You waste your time when you steal stale bread. He hurt his heel with hailstones.

pen pin red rid ten tin head hid bell bill sell sill Ben been
Lesson 3 /ε / or /ey/ / I / bet bit pen pin red rid ten tin head hid bell bill sell sill Ben been check chick left lift better bitter

rid yourself of red paint ten tin soldiers
Lesson 3 stick pins and writing pens rid yourself of red paint ten tin soldiers This bird hid its head under its wing. Ben has been to London. What’s left is still too heavy to lift. This bitter pill will make you feel better. Miss Maria is responsible for the mess.

/e/ or /ey/ / ε / age edge main men date debt wait wet deign den
Lesson 4 /e/ or /ey/ / ε / bait bet age edge main men date debt wait wet deign den tale tell shade shed braid bred trade tread

Tell us the tale all over please.
Lesson 4 bet on the bait on the edge of old age men in the main office the date to pay the debt Tell us the tale all over please. Did you get through the gate on time? Write your age at the edge. It was late but they let us in just the same.

/e/ or /ey/ / æ / hate hat Kate cat lame lamb pane pan rate rat
Lesson 5 /e/ or /ey/ / æ / bait bat hate hat Kate cat lame lamb pane pan rate rat same Sam dame dam claim clam

Kate’s cream-colored cat The lame lamb
Lesson 5 bat meat for bait hate her hat Kate’s cream-colored cat The lame lamb Did you put the pan close to the windowpane? He is the same Sam that we always knew. She hated the wind that blew her hat off. The cat belongs to Kate.

(Oh, my Darling Clementine)
IN A CANYON SAT A CANNER (Oh, my Darling Clementine) In a canyon sat a canner Tapping, tapping on a pan; Oh, he had a happy manner And he flapped his hat to fan. In a saddle rode young Adam He was galloping along, But the old man came and stopped him And he burst into a song.

/æ/ / ε / dad dead sad said lass less sat set band bend pat pet
Lesson 6 /æ/ / ε / bat bet dad dead sad said lass less sat set band bend pat pet lad led pan pen

The band marched around the bend briskly. Give me a pen not a pan.
Lesson 6 the bettor is the batter his dead dad said something sad more lads less lasses The band marched around the bend briskly. Give me a pen not a pan. Do you like to pat my pet? He is sad, that’s what he said.

(Oh, my Darling Clementine)
THERE’S A PACKAGE (Oh, my Darling Clementine) There’s a package. There’s a package in the mail. It’s wrapped in yellow paper, And the twine is like a tail. Three stamps are in the corner, One red, the other pale. There’s a package in the mail.

/ a / / æ / sock sack cop cap block black mop map not gnat job jab
Lesson 7 / a / / æ / pot pat sock sack cop cap block black mop map not gnat job jab sod sad rot rat lock lack

I found the sock in the sack. You’ll be hot if you go without a hat.
Lesson 7 pat the clay pot put the sock in the sack cop with a blue sap play with black block The cop lost his cap. I found the sock in the sack. You’ll be hot if you go without a hat. Drive the cat away for my cot.

/ ə / / a / duck dock cut cot hut hot nut not shut shot dull doll
Lesson 8 / ə / / a / cup cop duck dock cut cot hut hot nut not shut shot dull doll luck lock come calm rut rot

the canvas cot that’s cut hot if you stay in the hut
Lesson 8 the coffee cup of the cop ducks by the docks the canvas cot that’s cut hot if you stay in the hut The duck swims under the dock. We heard shot and hurriedly shut the door. No, that’s not a nut. Tourist come when the sea is calm.

/ o / or /ow/ / / coat caught toll tall coal call hole hall flow flaw
Lesson 9 / o / or /ow/ / / boat bought coat caught toll tall coal call hole hall flow flaw load laud phone fawn bowl ball bold bald

caught the man in the red coat tall man near the toll bridge
Lesson 9 bought a motor boat caught the man in the red coat tall man near the toll bridge call for the coal miner His coat goat caught in the thorny bush Did you phone him about the straw fawn? The bold man fought a bald-headed giant condor. The tall stranger refused to pay the toll.

/ o / or /ow/ / u / or /uw/ role rule stole stool road rude moan moon
Lesson 10 / o / or /ow/ / u / or /uw/ boat boot role rule stole stool road rude moan moon pole pool joke juke dome doom coal cool blow blue

a rule for the movie role stole the stool rude man by the road
Lesson 10 one boot on the boat a rule for the movie role stole the stool rude man by the road Measure the depth of the pool with the pole You can do child’s sculpture with a dough. At noon the office will make the information known Can you blow the blue candles out?

With her tail up in the air.
Lesson 10 The black cat yawns Opens her jaws, Stretches her legs And shows her claws. Lifting herself On delicate toes. She arches her back As high as it goes. She lets herself down, With particular ease And pads away, With her tail up in the air.

/ U / / u / or/uw/ suit soot could cooed wood wooed look Luke
Lesson 10 / U / / u / or/uw/ full fool suit soot could cooed wood wooed look Luke

ORAL PROFICIENCY TEST SCORING CATEGORIES
I II III IV V GRAMMAR Errors in Grammar are frequent but can be understood by a native speaker used in dealing with foreigners attempting to speak his language. Can usually handle elementary constructions quite accurately but does not have thorough or confident control of the grammar. Control of Grammar is good. Able to speak the language with sufficient structural accuracy to participate effectively in most formal & informal conversations on practical, social & professional topics. Able to use the language accurately on all levels normally pertinent to professional needs. Errors in grammar are quite rare. Equivalent to that of an educated native speaker.

I II III IV V VOC ABU L AR Y Speaking vocabulary inadequate to express anything but the most elementary needs. Has speaking vocabulary sufficient to express himself simply with some circumlocutions Able to speak the language with sufficient vocabulary to participate effectively in most formal & conversations on practical, social & professional topics. Vocabulary is broad enough that he rarely has to grope for a word. Can understand & participate in any conversation within the range of his experience with a high degree of precision of vocabulary His speech on all levels is fully accepted by educated native speakers in all its features. Including breadth of vocabulary & idioms, colloquialism & pertinent cultural references.

I II III IV V COMP R E H N S I ON Within the scope of his very limited language experience can understand simple questions & statements allowing for slowed speech, repetition, or paraphrase. Can get the gist of most conversations of non-technical subjects (i.e. topics which require no specialized knowledge) Comprehension is quite complete for a normal rate of speech Can understand any conversation within the range of his experience. Equivalent to that of an educated native speaker.

I II III IV V F L U E NC Y (No specific fluency description. Refer to other four language areas for Implied level of fluency). Can handle with confidence but not with facility most social situations including introductions & casual conversations about current events as well as work, family & auto-bio-graphical information Can discuss particular interests of competence with reasonable ease. He rarely has to grope for words. Able to use the language fluently on all levels normally pertinent to professional needs. Can participate in any conversation within the range of his experience with a high degree of fluency Has complete fluency in the language such that his speech is fully accepted by educated native speakers.

TEACHING ENGLISH TO SPEAKERS OF OTHER LANGUAGES (TESOL) Creative Methods in TESOL Edited by Rhoda T. Peres, Ph.D., TESOL

PRONUNCIATION DRILLS CONSONANT SOUNDS

Minimal Pairs - Lesson 1 / b / / v / base vase robes roves berry very
boat vote bane vane bury very be “v” swab suave

Lesson 1 - Phrases a wide-based vase roves about in his robes very delicious berry vote for the swiftest boat Farmers vary in the way they bury trash. The covered cupboard is clean. Very nice berries are sold now.

Lesson 2 / p / / f / pan fan pine fine pool fool pat fat paint faint
lap laugh pile file Poe foe Perry ferry pea fee

Lesson 2 a fine pine tree a fool in the pool pat the fat man faint smell of paint The missing file was found in the pile of papers. Did you see Perry aboard the ferry? Let’s make the baby on it’s mother lap laugh.

Lesson 3 / f / / v / fail veil fear veer feel veal fan van offer over
safer saver coffer cover leaf leave belief believe safe save

Lesson 3 fail to conceal the veil fear to veer off the path soggy feel of veal fan in the van

Lesson 4 /d/ / ð / den then doze those dine thine dare there
wordy worthy bread breathe tide tithe sued soothe

Lesson 4 was in the den then those who doze off easily dare to be there wordy not worthy Those men can doze anywhere they choose. He sued for hurt feelings that cannot be soothed. Do you dare to go there, dear?

Lesson 5 /ð/ / s / / d / / t / though sew doe toe
there saver dare tear seethe sees seed seat bathe base bade bat soothed sues sued suit The ticks that bite through thick skin made Dick sick. I dared to tread on that bridge that seems to hang by just thread. His soldier friend bade him wait to bathe at the base.

Lesson 5 / θ / / ð / bath bathe breath breathe cloth clothe
/ θ / / ð / bath bathe breath breathe cloth clothe mouth mouthe wreath wreathe teeth teethe path paths

Lesson 5 bathe in the bathroom breathe his last breath some cloth to clothe The pathfinder led us through many paths. He did not like to bathe in the bathroom. Thank you for telling me something about your method.

seal zeal sink zinc sip zip ice eyes rice rise place plays niece knees
Lesson 6 /s/ / z / seal zeal sink zinc sip zip ice eyes rice rise place plays niece knees cease seize piece peas trace trays

Lesson 6 seal the parcel with zeal sink plate made of zinc eyes cold as ice rise in the price of rice cease to seize the goods A place for plays has been built. My niece broke her knees. I lost trace of the trays.

Lesson 7 A. The phoneme / k / Initial Medial Final keep twinkle link keen uncle think keg buckle sink key knuckle lick king local stick kit vocal mock kite baker neck cake Quaker quake cope maker bake cough pucker seek

Coy Candy Colina craves for a curly cape.
Lesson 7 Cute Kitty, that curly cat belong to Carl Cla-or, and Claudio Quinto. Coy Candy Colina craves for a curly cape. Clair Calumpang, Carlos Cleto’s cousin, came in with a quaint little crib.

Lesson 7 B. The phoneme / g / INITIAL MEDIAL FINAL gape baggage log gaze engage lag goat angle tag goose single tug guide bugle bag gun legal bug grand gurgle mug Granny’s Grapple gender is gone. Griffy Gray is a great game grabber. Glenda grunted as the guard grappled the gun from her. Girlie Gato, Gary Galor’s girl, has a glaring little gun.

sheep ship pension fashion fresh cash
Lesson 8 The phoneme / sh / or / ∫ / Initial Medial Final sheep ship pension fashion fresh cash sheen sham nation usher push gnash shin share facial caption dish flash sure shoot ocean action ash brush shave shirt session issue clash rush She finished washing the dishes. The usher showed us the flashy room. The bishop fought against racial discrimination. A Russian followed the short cut of the shore.

The Asian version is just a camouflage.
Lesson 9 The phoneme / zh / or / / adhesion leisure garage derision allusion measure treasure pleasure azure mirage corsage camouflage explosion seizure glazier division cortege intrusion erosion evasion garage prestige Asian invasion A casual explosion was heard. The Asian version is just a camouflage. Is it a true measure of one’s treasure? Leisure does not always mean pleasure. Prestige goes with treasure.

Lesson 9 The phoneme / ch / or / Č / Initial Medial Final
chain chill achieve pitcher catch touch cheer tune merchant culture each peach chance chew richest lecture ditch inch chaste charm future speeches beach witch cheese choose nature question much teach

Lesson 9 The phoneme / ch / or / Č / /ch/ or /Č/ /sh/ or /∫/ /s/
cheep sheep seep chain Shane sane chin shin sin chore shore soar chip ship sip latch lash lass cheer sheer seer march mash mass check sheik seek

CONSONANT CLUSTERS [sk-]: Initial sounds [-kst]: Final sounds
[-skt] [-sts] [sk-] [-sks] next fixed taxed boxed relaxed waxed risked husked Masked whisked asked basked beasts wrists costs rests feasts bursts skit scar scatter scalpel schedule screen tusks masks discs risks tasks desks [-sk] [-sp] [-sps] [skr-] [-t∫t] risk whisk husk bask mask ask gasp clasp grasp wasp rasp lisp gasps clasps grasps wasps rasps lisps scream scream scrub scrap screen scrabble Matched approached hatched pitched watched fetched

CONSONANT CLUSTERS [sp-] [-∫t] [-zd] [spr-] [str-]
speak spot spoil sparkle space spell lashed gnashed pushed fished crushed rushed praised bruised razed caused teased pleased spread sprain sprout sprinkle sprang spray street strain strength strong struggle strained [sm-] [sn-] [sw-] [sl-] [∫r-]] smile smite smash smother smirk smoke sneaky snobbish snore snore snatch snack swell swarm swoop swallow swindle sweater sleek slant slow sling slaughter sluggish shrub shrimp shrew shrill shred shrink

CONSONANT CLUSTERS [skw-] [-nts] [ðz] [-θs] [-rs]
squirm squall squat squander squash squeak rants cents pants grants grunts vents soothes breathesbathes loathes writhes smoothes paths baths wraths deaths births moths inverse immersenurse coarse curse verse [-rz] [-nt] [-nst] [-t∫] [-nz] roars tears bores letters mothers pairs branch punch inch munch launch lunch fenced danced sensed convincedsilenced pronounced church lurch search perch march parch screens rains brains means joins widens

CONSONANT CLUSTERS [-bz] [-ŋz] [-mz]] [-lz] [-ps] sobs ribs
cabs rubs probes Bob’s rings songs tongues sings wrongs lungs farms psalms spasms schemes creams teams rolls moles balls fools raffles riddles lapse laps relapse peeps pups pops [-ts] [-fs] [-rnz] [-rvz] [-st] bullets tarts pockets skirts shirts pouts fifes puffs loafs dwarfs coughs laughs earns scorns burns turns warns mourns serves nerves carves curves starves scarves stressedmissed dressed placed produced reduced

CONSONANT CLUSTERS [st-] [-rks] [-lvs] [-vs] [-ldz]
stage style stab stuck star stall larks barks lurks marks shirks perks solves involves shelves revolves dissolves themselves drives arrives loves lives knives wives fields scolds holds colds guilds builds

TESOL COMMUNIVERSITY TRAINING PROGRAM

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