A Brief History of Silent Letters

Silent letters in English often originate from the language's complex history. Early English borrowed words from Latin, French, Norse, and other languages, creating a blend of pronunciations. Over time, spoken language evolved faster than written forms, leading to silent letters. For example:

• The k in knight reflects Old English’s pronunciation of the word (cniht).
• The b in doubt is a vestige of its Latin root, dubitare.

The printing press further cemented certain spellings, even as spoken pronunciations continued to change. English spelling reforms have been sporadic, so many silent letters remain today as a link to the past.

Which Letters Can Be Silent?

Silent letters appear across the alphabet. Here’s a comprehensive list with examples:

1. A
   • Example: bread, heart, logical
   • Note: Silent when it modifies the vowel sound, as in bread.
2. B
   • Example: lamb, debt, subtle
   • Often silent after m or before t.
3. C
   • Example: muscle, scissors
   • Typically silent in the sequence sc.
4. D
   • Example: Wednesday, handkerchief
   • Often silent in consonant clusters.
5. E
   • Example: hope, name, bake
   • Frequently silent at the end of words, influencing the preceding vowel sound.
6. G
   • Example: gnaw, sign, gnome
   • Silent before n or in some words with French origins.
7. H
   • Example: honest, hour, ghost
   • Silent in some words borrowed from French or due to historical shifts.
8. K
   • Example: knife, knee, know
   • Silent before n.
9. L
   • Example: calm, yolk, salmon
   • Often silent after vowels like a or o.
10. N
    • Example: autumn, hymn
    • Silent at the end of some words of Greek or Latin origin.
11. P
    • Example: psychology, pneumonia, receipt
    • Silent in words of Greek origin, especially before s or n.
12. S
    • Example: island, aisle
    • Silent in certain words derived from Old French.
13. T
    • Example: castle, listen, ballet
    • Silent in words with historical or foreign origins.
14. U
    • Example: guitar, guess, building
    • Often silent after g or q.
15. W
    • Example: write, sword, two
    • Silent before r or in some words with Old English roots.

Letters That Are Never Silent

While most letters can be silent in certain contexts, a few letters are almost always pronounced:

• F: There are no commonly recognized silent uses of this letter.
• J: Always pronounced, as in jump or just.
• R: In most English dialects, especially American English, r is pronounced. However, in non-rhotic accents (like British Received Pronunciation), r can be silent after vowels (e.g., car).

Why Do Silent Letters Matter?

For students, silent letters may seem like stumbling blocks, but they play a vital role in the language:

• Spelling & Meaning: Silent letters differentiate homophones (e.g., write vs. right).
• Etymology: They provide clues about a word’s origin (e.g., debt hints at its Latin root).
• Pronunciation Practice: Mastering silent letters aids fluency and comprehension.

Tips for Teaching and Learning Silent Letters

1. Recognize Patterns: Teach students common rules, such as "k is silent before n."
2. Use Mnemonics: Create memorable phrases to remember tricky words (e.g., “The knight knew the knee was bent”).
3. Practice Reading Aloud: Encourage reading aloud to build familiarity with silent letter usage.
4. Explore Word Origins: Understanding a word’s history often explains its spelling.

]]> https://pedagogy.herzog.ac.il/understanding-adjective-order-in-english/ Mon, 25 Nov 2024 13:14:12 +0000 https://pedagogy.herzog.ac.il/?p=13573 a beautiful small round French wooden table
or
a beautiful small round red French table
Confused? No need
Just remember OSASCOMP]]> Ever been confused about the order of adjectives? Don’t worry, it’s pretty simple once you get the hang of it. The trick is the acronym OSASCOMP — just remember this, and you’ll know how to arrange your adjectives correctly.

Here’s what it stands for:

• Opinion (e.g., lovely, awful)
• Size (e.g., big, tiny)
• Age (e.g., young, old)
• Shape (e.g., round, square)
• Color (e.g., red, blue)
• Origin (e.g., French, Japanese)
• Material (e.g., wooden, plastic)
• Purpose (e.g., sleeping, running)

So, instead of saying “a red beautiful small round French wooden table,” you’d say “a beautiful small round red French wooden table.” Sounds way more natural, right?

Pro Tip: When you have multiple adjectives from the same group in a sentence, separate them with a comma. No comma is needed between adjectives from a different group. And remember, most of the time, you’ll only need 2 or 3 adjectives together, so don’t overthink it.

Dogme ELT (English Language Teaching) is based on three core principles:

1. Focus on communication: Lessons are driven by meaningful conversation. The teacher and students create the content in real-time, which means materials are not predetermined.
2. Emergent language: Language emerges organically from the needs and interests of the students. Rather than drilling grammar or vocabulary lists, teachers guide learners based on what naturally arises in conversation.
3. No materials: Dogme advocates for the reduction, or elimination, of prepared materials. The teacher becomes a facilitator, actively listening and responding to students’ language needs without relying on textbooks or lesson plans.

Implementing Dogme in the Classroom

Bringing Dogme into the classroom requires a shift in mindset. Here are some practical steps to get started:

1. Start with conversation: At the beginning of each class, ask open-ended questions that engage your students in meaningful dialogue. Instead of following a rigid syllabus, let the conversation dictate the direction of the lesson.
2. Listen for opportunities: As students speak, listen for grammar, vocabulary, or pronunciation issues that arise naturally. Use these moments to teach in context. For example, if a student struggles with past tense while telling a story, you can briefly explain and practice the correct form in that moment.
3. Encourage student interaction: Dogme encourages peer-to-peer learning. Facilitate pair or group work where students can engage in conversations on topics that interest them. This builds confidence and gives them more opportunities to use the language meaningfully.
4. Embrace flexibility: With Dogme, flexibility is key. As a teacher, you need to be prepared to adapt and move with the flow of the lesson. There is no predetermined structure, so allowing students to guide the learning process keeps lessons dynamic and student-centered.

Why Dogme?

The philosophy behind Dogme is rooted in the belief that language learning should be about communication, not the memorization of rules or vocabulary. Here are some of the key benefits of using the Dogme approach in your classroom:

1. Real-world language use: By focusing on spontaneous conversation, students practice the language they need for real-life situations. This prepares them to be more confident and flexible in their interactions outside the classroom.
2. Student autonomy: Dogme shifts the power dynamic from teacher-led instruction to student-driven learning. Students take responsibility for their learning as they actively participate in conversations and identify areas for improvement.
3. Deep engagement: Without the distraction of textbooks or pre-planned materials, students engage deeply in the conversation. They are more likely to be invested in the lesson when the content is relevant to their lives and interests.
4. Responsive teaching: Teachers are able to respond to students’ immediate language needs. This type of teaching is personalized, as lessons evolve based on what emerges in conversation, rather than following a one-size-fits-all syllabus.

Challenges of Dogme

While Dogme offers many advantages, it is not without challenges:

1. Unpredictability: Lessons can be unpredictable, which might feel unsettling for teachers used to structured plans. It requires confidence, experience, and a deep knowledge of language to guide spontaneous lessons effectively.
2. Student expectations: Some students, especially those who are used to traditional methods, may expect clear lesson goals or the use of textbooks. Managing expectations and explaining the rationale behind Dogme is crucial to get buy-in from students.
3. Assessing progress: Without structured activities or exams, it can be more difficult to measure progress. Teachers need to develop ways to assess students’ speaking and comprehension informally through observation and feedback during conversation.

Click on the LINK to get to the podcast.

1. Common Phrases for Apologizing

• "I’m sorry."
  This is the most straightforward way to apologize. It is appropriate for almost any situation, from casual to more formal settings. [2]
• "I apologize."
  A more formal way to express regret, often used in professional or serious contexts.
• "I’m terribly sorry."
  This adds emphasis, showing that you are deeply sorry.
• "Please forgive me."
  A sincere plea that directly asks for the other person’s forgiveness. [1]

2. Phrases for Specific Situations

• "I didn’t mean to upset you."
  This phrase is great when you want to explain that your actions were unintentional.
• "It was my fault."
  Admitting responsibility is an important part of many apologies, especially in professional settings.
• "I owe you an apology."
  This is a formal way to start an apology, signaling that you recognize your mistake.
• "I take full responsibility."
  A serious expression of accountability often used in workplace or academic settings.

3. Apologizing to Teachers or Authority Figures

When apologizing to someone in a position of authority, such as a teacher, it’s essential to remain respectful and sincere.

• "I’m sorry for not submitting my assignment on time."
  This phrase directly acknowledges the mistake and shows responsibility.
• "I regret my actions, and I will make sure it won’t happen again."
  This apology shows that you are learning from the experience and are committed to improving. [4]

4. Phrases for Seeking Forgiveness

• "Will you forgive me?"
  A polite way to ask for forgiveness. It invites a response and shows that you value the other person’s feelings. [5]
• "I hope you can find it in your heart to forgive me."
  A heartfelt and emotional expression often used when seeking reconciliation after a serious offense.

5. Offering a Solution or Promise

• "I’ll do my best to make it right."
  This shows your commitment to fixing the situation.
• "I promise it won’t happen again."
  Offering reassurance that the mistake won’t be repeated is often appreciated in both personal and professional apologies.

Sources

1. englishclass101.com – How to Say Sorry in English
2. livexp.com – Apology Phrases For Another Way to Say I'm Sorry in English
3. larryferlazzo.edublogs.org – The Importance Of Saying “I'm Sorry” To Students
4. quora.com – Tips for Writing an Apology Letter to a Teacher
5. beyondintractability.org – Apology and Forgiveness

Before diving into teaching strategies, it's essential to understand the mechanics behind these sounds:

• /θ/ (voiceless dental fricative): Produced by placing the tip of the tongue against the upper front teeth and blowing air out, creating a soft hiss. Example words include "think," "thank," and "bath."
• /ð/ (voiced dental fricative): Made by placing the tongue in the same position as /θ/, but with the vocal cords vibrating. Example words are "this," "that," and "breathe."

Common Challenges for Learners

1. Absence of the Sound in the Learner’s Native Language: Hebrew does not have /θ/ and /ð/ sounds, so learners may substitute them with more familiar sounds, such as /t/, /d/, /s/, or /z/.
2. Tongue Positioning: Learners often struggle to position their tongue correctly. If they are too timid to place their tongue between their teeth, they may produce incorrect sounds.
3. Voicing Issues: Differentiating between the voiced and voiceless versions can be tricky. Learners may need help distinguishing between /θ/ and /ð/ and may struggle to produce these sounds distinctly.

Effective Strategies for Teaching /θ/ and /ð/ Sounds

1. Explicit Articulation Instruction

Start by explaining the articulation process for both sounds. Demonstrate where to place the tongue and how to blow air gently for the /θ/ sound and use the vocal cords for the /ð/ sound. Visual aids like diagrams or videos showing mouth and tongue positions can be extremely helpful.

• Tip: Encourage learners to look in a mirror while practicing to ensure their tongue is in the correct position, touching their upper teeth.

2. Minimal Pairs Practice

Minimal pairs (words that differ by only one sound, such as "thin" vs. "sin" or "this" vs. "diss") are an excellent way to help learners recognize and produce the /θ/ and /ð/ sounds accurately. Create a list of minimal pairs and ask students to listen and repeat after you, focusing on both the correct pronunciation and the differentiation between the pairs.

• Activity Idea: Use a game format, such as "minimal pairs bingo," where learners listen for the correct word and mark it on their bingo cards.

3. Tactile and Kinesthetic Feedback

Encourage students to use tactile feedback to feel the sounds. For example, they can place their fingers on their throat to feel the vibration for /ð/ (voiced) and notice the lack of vibration for /θ/ (voiceless).

• Activity Idea: Have learners practice with their fingers on their throats to feel the difference between "think" and "this."

4. Use of Visual and Auditory Aids

Videos and animations showing the proper mouth movements and tongue placement can be very effective. Additionally, using online tools like pronunciation apps, where learners can hear native speakers' pronunciations and compare them to their own, is beneficial.

• Activity Idea: Use a pronunciation app where students can record themselves and compare their pronunciation with native speakers.

5. Integrating Fun Activities

Games and activities can make the practice more engaging and less intimidating. For example, tongue twisters such as “The thirty-three thieves thought that they thrilled the throne throughout Thursday” can be fun while reinforcing the correct articulation.

• Activity Idea: Organize a “tongue twister challenge” in class where students take turns saying challenging phrases, increasing both their confidence and proficiency.

6. Provide Frequent Feedback

Consistent, constructive feedback is essential. Praise correct attempts and provide gentle correction for mistakes. Encourage students to practice in small groups or pairs, where they can give each other feedback.

• Tip: Use positive reinforcement. Instead of merely pointing out what was incorrect, highlight what the learner did well before gently correcting any mistakes.

7. Create a Safe Environment

Learners may feel self-conscious about producing unfamiliar sounds, especially if these sounds are physically different from those in their native language. Creating a supportive and non-judgmental classroom atmosphere is vital to encourage risk-taking and practice.

• Tip: Use role-plays or drama activities where students are less focused on the sounds themselves and more on communicating a message. This can reduce anxiety and help make pronunciation practice feel more natural.

1. Serendipity

Definition: The occurrence of events by chance in a happy or beneficial way.
Why Teach It: "Serendipity" is a delightful word that captures the unexpected joys and discoveries in life. Originating from "The Three Princes of Serendip," a Persian fairy tale, the term reminds us that sometimes, the most beautiful things happen by accident. Teaching this word can encourage students to stay open to the surprises that learning can bring and can also serve as a gateway to discussing how certain words come into the English lexicon from different cultures. Encourage students to share English words they learn by chance throughout the week.

2. Polyglot

Definition: A person who knows and is able to use several languages.
Why Teach It: "Polyglot" comes from the Greek words "poly," meaning many, and "glotta," meaning tongue or language. This word not only describes people who speak multiple languages but also embodies a spirit of curiosity and openness to the world. Teaching this term can inspire students to think about their own language-learning journeys and the cognitive and cultural benefits of being a polyglot. It can also be a fun entry point for discussions about language families and the diversity of languages spoken around the globe.

3. Cognate

Definition: A word that has the same linguistic derivation as another; a word that is related in origin to another word in a different language.
Why Teach It: "Cognate" words can be a fascinating way to highlight the connections between English and other languages. Words like "mother" in English, "mutter" in German, and "madre" in Spanish all share a common root, making them cognates. Music and מוזיקה or banana and בננה are English/ Hebrew cognates. Teaching this term can help students recognize patterns in vocabulary across languages, making it easier for them to learn new words and understand their meanings. It also allows them to appreciate the interconnectedness of world languages and can boost confidence in multilingual students who may already know cognates from their native languages.

4. Mnemonic

Definition: A device or technique, such as a rhyme or acronym, used to aid memory.
Why Teach It: "Mnemonic" is a great word to introduce when teaching study skills and memory strategies. Mnemonics have been used for centuries as effective tools for memorizing information, from simple rhymes ("i before e except after c") to more complex memory palaces. Exploring this word with students can lead to creative classroom activities where they invent their own mnemonics to remember vocabulary, grammar rules, or historical facts. It also introduces them to the concept of using cognitive techniques to enhance their learning experience.

5. Etymology

Definition: The study of the origin of words and the way in which their meanings have changed throughout history.
Why Teach It: "Etymology" delves into the fascinating histories behind the words we use every day. This word itself has Greek roots, with "etymon" meaning "true sense" and "logia" meaning "study." Teaching etymology can help students understand not only the meaning of words but also the cultural and historical contexts in which they developed. It can make vocabulary lessons more engaging by connecting words to stories, showing how language evolves over time, and helping students draw connections between English and other languages they might know.

]]> https://pedagogy.herzog.ac.il/a-birds-eye-overview-of-the-development-of-english-teaching-methodologies/ Wed, 14 Aug 2024 14:51:32 +0000 https://pedagogy.herzog.ac.il/?p=12014 English teaching methodologies have evolved significantly over the centuries, reflecting changes in linguistic theory, educational philosophy, and cultural contexts. This overview traces their development from traditional to modern approaches.

Gamification involves applying game design principles to educational activities, turning traditional lessons into interactive and enjoyable experiences. In the English language classroom, this approach can significantly boost student motivation and participation. By incorporating elements such as points, levels, badges, and leaderboards, teachers can create a sense of competition and achievement that drives students to excel.

One effective strategy is to use language learning apps and online platforms that are specifically designed with gamified elements. These tools often include quizzes, puzzles, and interactive stories that adapt to each learner’s proficiency level, providing immediate feedback and rewards. Additionally, classroom activities such as vocabulary bingo, grammar scavenger hunts, and role-playing games can make learning more dynamic and memorable. The key is to ensure that these activities are aligned with learning objectives and provide meaningful practice opportunities.

Gamification doesn’t require high-tech solutions; even simple modifications to existing lessons can yield significant benefits. For instance, turning a grammar drill into a competitive team game or using a point system to reward correct answers can create a lively and engaging classroom environment. By leveraging the motivational power of games, teachers can foster a positive attitude towards learning and help students develop their language skills in a fun and effective way.