Transcript Phonics - 中華基督教會基法小學 CCC Kei Faat

學好英文
由
Phonics 開始
家長教英語拼音常遇
到的問題
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家長不懂英語怎去教拼音
家長的角色和學習的目標
外藉教師與本地英文科教授Phonics分別
坊間拼音方法五花八門怎樣選才對
英語拼音能解決所有英文字讀音的問題
學拼音有甚麽好處:了解兒童閱讀成長梯階
英語和美語在發音上的分別
Phonics與改善學校默書的困難
教英語拼音的常見毛病?
教咗但教不識的原因
• 只教sound recognition，不教blending
e.g. /a/ , /m/, /p/
/m/ /ap/, /ma/ /p/, /m//a//p/
教英語拼音的常見毛病?
教咗但教不識的原因
• 只教較簡單的a-z，不懂複合韻母
e.g. a-z 只包涵short vowel a,e,i,o,u,及子音
single Consonants: b, d, f, g, m...
• 複合韻母例子：ea, ee, ai, oi, igh, oa…
教英語拼音的常見毛病?
教咗但教不識的原因
• 只順序教a-z，沒有系統及層次教授及練習
• 只要求學生背誦，缺乏訓練聽力分辨能力
• 多由教師示範拼讀生字，少讓學生分析如何
拼讀新字
教英語拼音的常見毛病?
教咗但教不識的原因
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缺少重温，未能與新學的字音合拼練習
操練方式沉悶，欠多樣化
只重視默串，未能配合閱讀
默串生字未能配合拼音所學
教英語拼音的常見毛病?
教咗但教不識的原因
• 拼讀新字時，未能圖字並茂地建立學生的字庫
• 重反覆操練(drilling)，
輕視趣味和建立學生成功感
• 拼讀訓練不足，未能發展自動化的拼讀能力
怎樣教英語拼音?
What is Phonics？
A way of teaching reading and spelling that
stresses symbol-sound relationship
It is the understanding that there is a
predictable relationship between the letters
(graphemes) of written language and the
individual sounds (phonemes) of spoken language
Phoneme to Grapheme Relationships
One-to-one relations
Phoneme
/d/
d
/b/
b
One-to-many relations
/З:/
Grapheme
bird
nurse
pain
/еІ/
day
Many-to-one relations
/i:/
/ε/
tea, bear
Purposes of
Phonics Instruction
• Establishes grapheme-phoneme
relationships and the use of graphophonics
cues in reading. This is termed the
alphabetic principle.
• Develops word recognition based on their
visual and orthographic features. This
process is called decoding.
• Aids in building reading fluency and
automaticity.
English Phonics
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Consonants: b, d, f, g, h, j, k, ck, l, m...
Vowels: a, e, i, o, u, ea, oa, igh, ie, oo…
Consonant blends and digraphs: dr, st, pl
Long vowels: ea, oa, igh, ie, ite, ate, ube…
short vowels: a, e, i, o, u
R-controlled vowels: ir, ar, or, er, ur…
Vowel digraphs: ee, oe, ai, ay…
Diphthongs: ou, oi, oy
English Syllable
Patterns
• Closed: Short vowel ending with consonant
e.g. bat, tip, pot, bus, beg...
• Open: Long vowel, no consonant ending
e.g. go, we, he, no...
• Vowel Digraph: vowel spelled with 2+ letters
e.g. ea, ee, ai, ay, ie, oa, ui, ue…
• C-le at the ends of words
e.g. cycle, apple, able...
English Syllable
Patterns
• R-controlled vowel
e.g. ar, er, ir, ur, or (al, au, aw)
• Vowel-consonant-e long vowel pattern
VCe :magic e / silent e
e.g. ate, ame, ite, ote, ube, use, epe
Step-by step Sequential Skills
Development in Phonics
1. Sound Recognition
2. Blending skills Development
3. Phonemic manipulation skills
e.g. addition, deletion, segmentation
4. Basic Syllable Rules e.g. word chunking skill
5. Acquisition of Phonics Rules
6. Apply in Context e.g.Spelling and Reading
Sound recognition
http://www.genkienglish.net/phonics.htm
http://www.tampareads.com/phonics/phonicsindex.htm
http://www.starfall.com/
ai
ay
a-e
ie
igh
i-e
y
ue
u-e
ew
/a/, /e/, /i/, /o/, /u/.
/a/, /e/, /i/, /o/, /u/.
/a/, /e/, /i/, /o/, /u/,
are short vowels that we use!
A vowel is in every word,
every word, every word.
A vowel is in every word
that we read or write.
/ai/, /ee/, /ie/, /oa/, /ue/.
/ai/, /ee/, /ie/, /oa/, /ue/.
/ai/, /ee/, /ie/, /oa/, /ue/,
are long vowels that we use!
ee
ea
oa
o-e
ow
Phonics Sequence
1.
Single consonants
b, c, d, f, g, h, j, k, ck, l, m, n, p, r, s,
t, v, w, x, y, z, qu
2.
Short vowels
-ab
-ad
-ag
-am
-an
-ap
-at
-ib
-id
-ig
-in
-ip
-it
-ob
-od
-og
-op
-ot
-ed
-eg
-en
-et
-ub
-ug
-um
-un
Then generate three-letter words; for example,
-ab: cab, dab, gab, jab, lab, nab, tab.
Phonics Sequence
3.
Beginning blends
l blends
blclflglplsl-
r blends
brcrdrfrgrprtr-
s blends
scsksmsnspstsw-
3-letter blends
scrsplsprsqustr-
Use the beginning blends below with the list of word families
above to generate four-and five-letter words; for example,
-ap: clap, flap, slap, snap, trap, scrap, strap
Phonics Sequence
4.
End blends
Mix beginning consonants and beginning blends with the
end-blend word families below to generate four- and fiveletter words; for example, -and: band, hand, land, sand,
bland, gland, brand, grand, strand.
L blends
-all
-alm
-ill*
-old*
-oll*
-ell
-elp*
-ull
N blends
-and*
-ang*
-ank*
-ing*
-ink*
-int
-ond*
-ong
-end*
-end
-ung*
-unk*
T blends
-ant
-art
-ast
-ift*
-irt
-ist
-ort
-ost
-eft
-elt
-est*
-ust*
Others
-ass
-amp*
-iss
-oss
-omp
-ess*
-ump*
Phonics Sequence
5.
Beginning and end digraphs
Mix beginning consonants, beginning blends, and beginning
digraphs with the word families below to generate four- to
six-letter words; for example, -ash: bash, cash, dash, gash,
hash, lash, mash, rash, clash, slash, brash, crash, trash,
smash, stash, splash. (Note that when ch follows a short
vowel, a t or r is added before it.)
-ash
-ath
-atch
-arch
-ish
-ith
-itch
-irth
-osh
-otch
-oth
-orch
-esh
-etch
-erch
-ush
-utch
-urch
Phonics Sequence
6.
Long vowels with silent e
Mix beginning consonants, beginning blends, and
beginning digraphs with the word families below to
generate four- to six-letter words;
for example,-ade: fade, jade, made, wade, blade,
glade, grade, spade, shade
-ace
-ade
-age
-ake
-ale
-ame
-ape
-ate
-ice
-ide
-ife
-ile
-ine
-ite
-ive
-ode
-oke
-ole
-one
-ope
-ote
Phonics Sequence
7.
Long vowels in two-vowel combinations
Mix beginning consonants, beginning blends, and beginning digraphs
with the word families below to generate four-to six-letter words;
for example, -eek: leek, meek, peek, reek, seek, week, sleek, creek,
cheek
long a
long e
long e
long o
-aid
-ail
-ain
-ait
-ay
-each
-ead
-eak
-eam
-ean
-eat
-eed
-eek
-eel
-eem
-eep
-eet
-oach
-oad
-oam
-oan
-oat
Phonics Sequence
8.
Miscellaneous vowel combinations
Mix beginning consonants, beginning blends, and
beginning digraphs with the word families below
to generate four-to six-letter words; for
example, -ook: book, cook, hook, look, nook, took,
brook, crook, shook
-oil
-oin
-oint
-oist
-oot
-ook
-oom
-oon
-oop
-ound
-our
-ouse
-out
Phonics Sequence
9.
Vowels controlled by r, l, and w
Mix beginning consonants, beginning blends, and
beginning digraphs with the word families below to
generate four- and five-letter words; for example, ark: bark, dark, hark, lark, mark, park, spark, shark.
-ar
-ard
-arm
-arn
-art
-er
-ern
-ird
-irt
-or
-ord
-ork
-orn
-ir
-ald
-alk
-eld
-elt
-ild
-old
-ur
-aw
-awn
-ew
-ow
-own
Scheme of P.1 Phonics
Short
short a, short e, short i,
Vowels
short o, short u
Consonants b, c, d, f, g, h, j, k, ck, l, m, Total:
47
n, p, r, s, t, v, w, x, y, z, qu
Lessons
Word
at, am, ap, an, ank, ad, amp,
per
Families
ack, and, ang, in, it, ip, ig, id, school
ib, im, ick, ink, ill, ing, int, ot, year
og, op, ock, od, ob, ox, ost,
ong, et, en, ent, ed, eg, est,
end, elt, ell, um, ump, ut, ud,
ug, ub, ust, uck, ung, up
Scheme of P.2 Phonics
Blends
S-Blends, R-Blends, L-blends
sp, st, sl, sm, fl, bl, cl, tr, gr, cr, etc
Long Vowels
Long a, Long e, Long i, Long o, Long u
R-Controlled or, ur, ir, er
Vowels
Vowel
Digraphs
ai, ay, ea, oa, ie, ue, ee, oe
Consonant
Digraphs
sh, ch, th,
Diphthongs
oi, oy, ou, ow, al, au, aw, oo, ew,
others
igh,y,
Total:
30
Lessons
per
school
year
Five Basic types of
phonological awareness tasks
The ability to hear rhymes and alliteration
The ability to do oddity tasks
The ability to orally blend words
The ability to orally segment words
The ability to do phonemic manipulation tasks
(Reference : Explicit Systematic Phonics)
The ability to hear rhymes and alliteration
a. rhyme
Example: I once saw a cat, sitting next to
a dog. I once saw a bat, sitting
next to a frog.
b. alliteration
Example: Six snakes sell sodas and snacks.
c. assonance
Example: The leaf, the bean, the peach-all
were within reach.
(Reference : Explicit Systematic Phonics)
The ability to do oddity tasks
a. rhyme
Example: Which word does not rhyme:
cat, sat, pig?
b. beginning consonants
Example: Which two words begin with the
same sound: man, sat, sick?
c. ending consonants
Example: Which two words end with the
same sound: man, sat, ten?
(Reference : Explicit Systematic Phonics)
The ability to do oddity tasks
d. medial sounds (long vowels)
Example: Which word does not have the
same middle sound:
take, late, feet
e. medial sounds (short vowels)
Example: Which two words have the
same middle sound: top, cat, pan?
f. medial consonants
Example: Which two words have the
same middle sound: kitten,
missing, lesson?
The ability to orally blend words
a. syllables
Example: Listen to these word parts. Say
the word as a whole. ta…ble --What’s the word?
b. onset / rime
Example: Listen to these word parts. Say
the word as a whole. /p/…an --What’s the word?
c. phoneme by phoneme
Example: Listen to these word parts. Say
the word as a whole. /s//a//t/ --What’s the word?
The ability to orally segment words
a. syllables
Example: Listen to this word. table, Say
it syllables by syllables. (ta…ble)
b. onset / rime
Example: Listen to this word. pan, Say
the first sound in the word
(the onset) and then the rest of
the word (the rime).( /p/…an)
c. phoneme by phoneme (counting sounds)
Example: Listen to the word. Say the word
sound by sound. (/s//a//t/)
How many sounds do you hear?
The ability to do phonemic
manipulation tasks
a. Initial sound substitution
Example: replace the first sound in mat
with /s/. (sat)
b. final sound substitution
Example: replace the last sound in mat
with /p/. (map)
c. vowel substitution
Example: replace the middle sound in map
with /o/. (mop)
d. syllable deletion
Example: Say baker without the ba. (ker)
The ability to do phonemic
manipulation tasks
e. Initial sound deletion
Example: Say sun without the /s/. (un)
f. final sound deletion
Example: Say hit without the /t/. (hi)
g. Initial phoneme in a blend deletion
Example: Say step without the /s/. (tep)
h. final phoneme in a blend deletion
Example: Say best without the /t/. (bes)
i. second phoneme in a blend deletion
Example: Say frog without the /r/. (fog)
Phonics Rules
1. Sometimes the rules don't work.
2. Every syllable in every word must have a vowel.
3. "C" followed by "e, i or y" usually has the soft sound of
"s". Examples: "cyst", "central", and "city".
4. "G" followed by "e, i or y" usually has the soft sound of
"j". Example: "gem", "gym", and "gist".
5. When 2 consonants a joined together and form one new
sound, they are a consonant digraph. They count as one
sound and one letter and are never separated. Examples:
"ch,sh,th,ph and wh".
6. When a syllable ends in a consonant and has only one
vowel, that vowel is short. Examples: "fat, bed, fish,
spot, luck".
Phonics Rules
7. When a syllable ends in a silent "e", the silent "e" is a
signal that the vowel in front of it is long. Examples:
"make, gene, kite, rope, and use".
8. When a syllable has 2 vowels together, the first vowel is
usually long and the second is silent. Examples: "pain, eat,
boat, res/cue, say, grow". NOTE: Diphthongs don't
follow this rule; In a diphthong, the vowels blend
together to create a single new sound. The diphthongs
are: "oi,oy,ou,ow,au,aw, oo" and many others.
Phonics Rules
9. When a syllable ends in any vowel and is the only vowel,
that vowel is usually long. Examples: "pa/per, me, I,
o/pen, u/nit, and my".
10. When a vowel is followed by an "r" in the same syllable,
that vowel is "r-controlled". It is not long nor short.
"R-controlled "er,ir,and ur" often sound the same (like
"er"). Examples: "term, sir, fir, fur, far, for, su/gar,
or/der".
a
e
a
e
i
o
ai
ea
ee
great
long a
head
[E]
i
ei
eo
veil
long a
their
[E]
Leo
[io]
leopard
[E]
u
y
r
w
l
Magic
e
au
ay
ar
aw
al
a-e
eu
ey
er
ew
hey
long a
Valley
short i
ie
field
long e
friend
[E]
o
u
oa
oe
ue
oi
ui
build
short i
oo
ou
food
long u
book
[U]
soup
long u
touch
short u
screw
Long u
sew
long o
igh
y
ir
oy
or
i-e
ow
o-e
town
[aU]
ur
u-e
The principles of giving
phonemic awareness instruction
Systematic & Explicit Phonics
Step-by step Sequential Teaching Guide
Fun and Easy-to-Learn Phonics
Multi-sensory teaching approach in Phonics
Parental involvement and support
(Reference : http://www.teachphonics.com)
Step-by step Sequential Teaching
rhyming
letter sounds
revision (action)
spelling/dictation
onset and rime,
medial sounds,
whole word (within
3-5 letters)
distinguish individual
sounds (listening)
Revision
Sound
Recognition
multi-sensory
teaching approach
e.g. songs, rhymes,
poems, actions, big
books, miming or
tactile games, etc.
systematic and
explicit approach
identifying sounds
in words e.g. f-i-sh
High-Frequency
final blending
interactive games,
Blending
or Tricky words
e.g. /s/ /a/ /t/
word charts, etc.
teaching
/sa/ /t/
/s/ /at/
Say it as
Paired-work
successive blending
it sounds Look, Cover,
Practice
Write and word
e.g. ssssaaaat
Check
paired
bank
word wall, word-family
reading
writing tasks e.g. silly
posters, blending lines,
sentence, guided poem or blending
etc.
rhyme writing, etc.
games
Practise Phonics Quiz
1. Spelling Games
e.g. sound matching, rhyming game, trace a beginning
/ ending consonant, discrimination of vowels, choose
the right word, word unscramble, spelling a word, etc.
(http://www.dyslexia.org/spelling_rules.shtml )
2. Nonsense word checking
(Ruth Miskin’s Nonsense Word Test )
(http://www.readinga-z.com/phonics/ )
3. Sight word recognition
(Phonics-Web\Spelling and sight recognition in the National
Literacy Strategy.htm)
4. Reading Competency Test
(http://www.nrrf.org/readtest.html )
拼音教材
letter sound songs
http://www.pbs.org/parents/lions/site/map.html
phonics worksheets/ flash cards
http://www.schoolexpress.com/fws/cat.php?id=2254
http://www.nelsonthornes.com/yearbyyear/phonics/indexa.htm
http://www.beenleigss.eq.edu.au/requested_sites/sounds/#CVC
http://www.tampareads.com/phonics/phonicsindex.htm
http://www.readingtarget.com/
http://www.edhelper.com/phonics/Phonics.htm
http://www.kizclub.com/consonant.htm
flip books, phonics wheels, phonics dices, scrapbooks, e-books online
http://www.kizclub.com/phonicsactivities.htm
http://www.kizclub.com/flashcards.htm
http://www.bbc.co.uk/schools/wordsandpictures/clusters/print/index.shtml
http://www.bbc.co.uk/schools/wordsandpictures/longvow/print/print.shtml
http://www.kizclub.com/reading1.htm
拼音教材
big decodable books
http://www.readinga-z.com/book.php?id=1112
http://www.starfall.com/n/level-a/learn-to-read/play.htm?f
http://www.early-reading.com/home/index.cfm
wall posters /audio posters
http://www.adrianbruce.com/reading/posters/
online phonics games
http://www.starfall.com/n/level-a/learn-to-read/play.htm?f
http://www.bbc.co.uk/schools/wordsandpictures/cvc/index.shtml
http://www.nelsonthornes.com/yearbyyear/phonics/games.htm
http://www.kiddonet.com/gb/flash/phonics/Intro.html
http://www.beenleigss.eq.edu.au/requested_sites/sounds/#CVC
http://www.readwritethink.org/files/resources/interactives/construct/index.html
http://www.hkedcity.net/article/phonics2003/games/
http://www.yourchildlearns.com/short-vowels.htm
http://pbskids.org/lions/
http://www.pbs.org/parents/lions/site/map.html
拼音教材
小一 拼音簡報
http://www.kwmwps.edu.hk/My%20Webs/phonics/p1phonics.htm
小二拼音簡報
http://www.kwmwps.edu.hk/My%20Webs/phonics/p2phonics.htm
家長網上資源庫
http://www.kwmwps.edu.hk/My%20Webs/phonics/Phonics_login.htm
Teach to their strengths
Let children taste the fruit of
their success !