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| − | ===Introducing sounds and the associated symbols===
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| − | =====Objective=====
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| − | ====Introducing script (which is an arbitrary artifact)====
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| − | ====Introducing the connection between script and sound (which is a second arbitrary item)====
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| − | #[https://teacher-network.in/?q=node/199 script-recognition-Alphabets-lowercase-non-phonetic pronounciation]
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| − | #[https://teacher-network.in/?q=node/200 script-recognition-Alphabets-uppercase-][https://teacher-network.in/?q=node/199 non-phonetic pronounciation]
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| − | #[https://teacher-network.in/?q=node/198#overlay-context=node/198%3Fq%3Dnode/198 script-recognition-Alphabets-uppercase-phonetic]
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| − | #[https://teacher-network.in/?q=node/197 script-recognition-Alphabets-lowercase-phonetic]
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| − | ====44 sounds of English language====
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| − | This is a teacher resource, to support teachers to hear the [https://karnatakaeducation.org.in/KOER/en/index.php/44_sounds 44 sounds] in the English language (with associated words) to learn the correct pronunciations
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| − | ====Combination of sounds and scripts====
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| − | Activity - Listening to the sound of the alphabet and seeing the writing of the alphabet, click [http://teacher-network.in/?q=node/176 here]
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| − | ====Sensitizing the ear to the sound and shapes====
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| − | =====Audience=====
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| − | #Young children
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| − | #Any audience that will need the beginning literacy skills in English.
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| − | #Reinforcement for adults (useful for second language learning)
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| − | =====Resources=====
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| − | #Audio clips of the sounds in the language
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| − | #Interactive materials which will introduce the script and the sound
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| − | #For very young children, sensorial activities like writing in sand, tracing on sand etc of the letters
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| − | #Animations showing the formation of the script for each sound along with the recording of the sound
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| − | #Simple words,and commonly used words - audio of the words, images of the word (no focus on script) to register and build vocabulary
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| − | #Concrete items which are commonly used / accessed / seen
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| − | #Basic verbs
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| − | #Word categories - animals, plants, relationships - See a list in this spreadsheet
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| − | #Simple sentences
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| − | =====Unit 1 - Isolation and introduction to sounds=====
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| − | Activity - For the words already introduced, the teacher will introduce the sounds the mouth makes when saying the words. To begin with, restrict it to beginning sounds.
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| − | "What is the sound your mouth makes when you say book?". The students may be able to say "b"
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| − | Here the local language should not be used. While children can listen and speak multiple languages, reading multiple script symbols is not to be encouraged.
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| − | Again the pictures of the words can be projected and students can work in pairs/ groups to say the sounds.
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| − | The teacher can record these and play for the class; this can be a peer assessment activity also.
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| − | =====Unit 2 - Showing the connection between sounds and script=====
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| − | Self learning, learners can browse through the letters and hear the sounds and register
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| − | =====Activities / processes (assessment)=====
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| − | #Self assessment - Quiz oneself - identify and utter the sound on seeing the letter.
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| − | #Hearing the sound and writing the letter
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| − | =====Unit 3 - Minimal Pairs=====
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| − | As English is not a phonetic language, two words can sound similar even though they are spelt quite differently. This audio resource of [https://karnatakaeducation.org.in/KOER/en/index.php/Minimal_Pairs minimal pairs] elaborates examples of such words
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| − | =====Unit 4 - Developing audio resources=====
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| − | Audio resources are essential for language learning, as 'listening' is foundational of the four skills. Teachers can develop audio resources using the resources they already have - their phone/computer to record natural, animal and human sounds; edit audio tracks using Audacity a free and open source audio editor. Such editing can be simple enough to bring in background music
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| − | The teacher can work with students to develop resources that use/build on local cultural resources - stories/folklore, songs, sayings, etc. which can be translated into simple English equivalents. Such resources can provide a comfortable learning space for early language learning too. They can also be multilingual to provide a multilingual learning environment
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| − | [http://riesi.org/ RIESI] has been supporting participants in its [https://karnatakaeducation.org.in/KOER/en/index.php/CELT_RIESI_Language_Workshop_July_2019 CELT] and PDGELT programs to develop audio resources.
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