1、學英文 由 Phonics 開始,為甚麼要學拼音開始？,學哪一種英語拼音方法？ 例如：IPA, Phonics,用哪一套模式 學英語拼音？ 例如：Jolly Phonics,ABC Pathway,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blendinge.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,
2、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,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
3、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 Relati
4、onships,/:/,bird,nurse,/i:/,/,tea, bear,One-to-many relations,Many-to-one relations,/,pain,day,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 vi
5、sual and orthographic features. This process is called decoding. Aids in building reading fluency and automaticity.,English Phonics,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,
6、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 consonante.g. bat, tip, pot, bus, beg. Open: Long vowel, no consonant endinge.g. go, we, he, no. Vowel Digraph: vowe
7、l spelled with 2+ letterse.g. ea, ee, ai, ay, ie, oa, ui, ue C-le at the ends of wordse.g. cycle, apple, able.,English Syllable Patterns,R-controlled vowele.g. ar, er, ir, ur, or (al, au, aw) Vowel-consonant-e long vowel patternVCe :magic e / silent ee.g. ate, ame, ite, ote, ube, use, epe,Step-by st
8、ep 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 re
9、cognition,http:/ /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/, /
10、ue/, are long vowels that we use!,ai ay a-e,ee ea,ie i-e igh y,oa o-e ow,ue u-e ew,Phonics Sequence,1. Single consonants,2. Short vowels,-ab -ib -ob -ed -ub -ad -id -od -eg -ug -ag -ig -og -en -um -am -in -op -et -un -an -ip -ot -ap -it -at,Then generate three-letter words; for example, -ab: cab, da
11、b, gab, jab, lab, nab, tab.,b, c, d, f, g, h, j, k, ck, l, m, n, p, r, s, t, v, w, x, y, z, qu,Phonics Sequence,3. Beginning blends,l blends r blends s blends 3-letter blends bl- br- sc- scr- cl- cr- sk- spl- fl- dr- sm- spr- gl- fr- sn- squ- pl- gr- sp- str- sl- pr- st- tr- sw-,Use the beginning bl
12、ends 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,L blends N blends T blends Others -all -and* -ant -ass -alm -ang* -art -amp* -ill* -ank* -ast -iss -old* -ing* -ift* -os
13、s -oll* -ink* -irt -omp -ell -int -ist -ess* -elp* -ond* -ort -ump* -ull -ong -ost -end* -eft -end -elt -ung* -est* -unk* -ust*,Mix beginning consonants and beginning blends with the end-blend word families below to generate four- and five-letter words; for example, -and: band, hand, land, sand, bla
14、nd, gland, brand, grand, strand.,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, bras
15、h, crash, trash, smash, stash, splash. (Note that when ch follows a short vowel, a t or r is added before it.),-ash -ish -osh -esh -ush -ath -ith -otch -etch -utch -atch -itch -oth -erch -urch -arch -irth -orch,Phonics Sequence,6. Long vowels with silent e,Mix beginning consonants, beginning blends,
16、 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 -ice -ode -ade -ide -oke -age -ife -ole -ake -ile -one -ale -ine -ope -ame -ite -ote -ape -ive -ate,Phonics Sequence,7. Long vo
17、wels 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 -each -eed -oach -ail -ead -
18、eek -oad -ain -eak -eel -oam -ait -eam -eem -oan -ay -ean -eep -oat -eat -eet,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
19、, look, nook, took, brook, crook, shook,-oil -ook -ound -oin -oom -our -oint -oon -ouse -oist -oop -out -oot,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; f
20、or example, -ark: bark, dark, hark, lark, mark, park, spark, shark.,-ar -ird -ald -aw -ard -irt -alk -awn -arm -or -eld -ew -arn -ord -elt -ow -art -ork -ild -own -er -orn -old -ern -ir -ur,Scheme of P.1 Phonics,Scheme of P.2 Phonics,Five Basic types of phonological awareness tasks,The ability to he
21、ar 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,rhymeExample: I once saw a cat, sitting
22、next to a dog. I once saw a bat, sitting next to a frog. b. alliterationExample: Six snakes sell sodas and snacks. c. assonanceExample: The leaf, the bean, the peach-all were within reach.,(Reference : Explicit Systematic Phonics),The ability to do oddity tasks,rhymeExample: Which word does not rhym
23、e: cat, sat, pig? b. beginning consonantsExample: Which two words begin with the same sound: man, sat, sick? c. ending consonantsExample: 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)Exa
24、mple: 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 consonantsExample: Which two words have the same middle sound: kitten, missing, lesson?,The ability to orally blend word
25、s,a. syllablesExample: Listen to these word parts. Say the word as a whole. table - Whats the word? b. onset / rimeExample: Listen to these word parts. Say the word as a whole. /p/an -Whats the word? c. phoneme by phonemeExample: Listen to these word parts. Say the word as a whole. /s/a/t/ -Whats th
26、e word?,The ability to orally segment words,a. syllablesExample: Listen to this word. table, Say it syllables by syllables. (table) b. onset / rimeExample: 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 (c
27、ounting 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 substitutionExample: replace the first sound in mat with /s/. (sat) b. final sound substitutionExample: replace the last soun
28、d in mat with /p/. (map)c. vowel substitutionExample: replace the middle sound in map with /o/. (mop) d. syllable deletionExample: Say baker without the ba. (ker),The ability to do phonemic manipulation tasks,e. Initial sound deletionExample: Say sun without the /s/. (un) f. final sound deletionExam
29、ple: Say hit without the /t/. (hi) g. Initial phoneme in a blend deletionExample: Say step without the /s/. (tep) h. final phoneme in a blend deletionExample: Say best without the /t/. (bes) i. second phoneme in a blend deletionExample: Say frog without the /r/. (fog),Phonics Rules,1. Sometimes the
30、rules dont 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 j
31、oined 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 Rul
32、es,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, gro
33、w“. NOTE: Diphthongs dont 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
34、, 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“.,The principles of giving phonemic
35、 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:/),Step-by step Sequential Teaching,rhyming,letter sounds revision (action),distingu
36、ish individual sounds (listening),multi-sensory teaching approach e.g. songs, rhymes, poems, actions, big books, miming or tactile games, etc.,spelling/dictation onset and rime, medial sounds, whole word (within 3-5 letters),final blending e.g. /s/ /a/ /t/ /sa/ /t/ /s/ /at/,successive blending e.g.
37、ssssaaaat,systematic and explicit approach,word wall, word-family posters, blending lines, etc.,paired reading,blending games,word bank,identifying sounds in words e.g. f-i-sh,Look, Cover, Write and Check,Say it as it sounds,interactive games, word charts, etc.,writing tasks e.g. silly sentence, gui
38、ded poem or rhyme writing, etc.,Practise Phonics Quiz,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 checkin
39、g (Ruth Miskins Nonsense Word Test )(http:/www.readinga- ) 3. Sight word recognition(Phonics-WebSpelling and sight recognition in the National Literacy Strategy.htm) Reading Competency Test(http:/www.nrrf.org/readtest.html ),拼音教材,letter sound songshttp:/www.pbs.org/parents/lions/site/map.htmlphonics
40、 worksheets/ flash cardshttp:/ books, phonics wheels, phonics dices, scrapbooks, e-books onlinehttp:/ decodable bookshttp:/www.readinga- posters /audio postershttp:/ phonics gameshttp:/ 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,拼音教材,Teach to their strengths Let children taste the fruit of their success !,
