SPELLING
Spelling is just one of the aspects of learning a word. It means knowing its shape: what is like and consequently, being able to read and write the word. English spelling is particularly difficult because there is not a direct relationship between sound and spelling.
Types of activities
• Two groups and many different types for each of them.
• At very early stages the aim will simply be for the students to copy words: Copy the word next to the picture, label pictures, order letters in a word, fill in the missing letters, and copy words in alphabetical order.
• Scott and Ytreberg (1990:71) suggest reading, remembering and copying words.
• “Delayed copying”: The teacher writes several familiar words on the blackboard and lets the children look at them for a few seconds, then (s)he erases the blackboard and asks pupils to write as many as they can remember.
Spelling is just one of the aspects of learning a word. It means knowing its shape: what is like and consequently, being able to read and write the word. English spelling is particularly difficult because there is not a direct relationship between sound and spelling.
Types of activities
• Two groups and many different types for each of them.
• At very early stages the aim will simply be for the students to copy words: Copy the word next to the picture, label pictures, order letters in a word, fill in the missing letters, and copy words in alphabetical order.
• Scott and Ytreberg (1990:71) suggest reading, remembering and copying words.
• “Delayed copying”: The teacher writes several familiar words on the blackboard and lets the children look at them for a few seconds, then (s)he erases the blackboard and asks pupils to write as many as they can remember.
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