学英文由Phonics开始

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 relationshipIt 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/:/ birdnurse/i:/ tea, bearOne-to-many relations Many-to-one relations/d/ d/b/ bOne-to-one relationsPhoneme Grapheme/ painday 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 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 Phonics1. Sound Recognition2. Blending skills Development3. Phonemic manipulation skills e.g. addition, deletion, segmentation4. Basic Syllable Rules e.g. word chunking skill5. Acquisition of Phonics Rules 6. Apply in Context e.g.Spelling and Reading Sound recognitionhttp:/ /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!aiaya-e eeeaie i-e igh y oao-eowueu-e ew Phonics Sequence1. 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, dab, 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 Sequence3. 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 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 Sequence4. End blends L blends N blends T blends Others -all -and*-ant-ass -alm-ang*-art-amp* -ill*-ank*-ast-iss -old*-ing*-ift*-oss -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, bland, gland, brand, grand, strand. Phonics Sequence5. 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 -ish -osh -esh -ush -ath -ith -otch -etch -utch -atch -itch -oth-erch -urch -arch -irth -orch Phonics Sequence6. 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 -ice -ode -ade -ide -oke -age -ife -ole -ake -ile -one -ale -ine -ope -ame -ite -ote -ape -ive -ate Phonics Sequence7. 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 -each -eed -oach -ail -ead -eek -oad -ain -eak -eel -oam -ait -eam -eem -oan -ay -ean -eep -oat -eat -eet Phonics Sequence8. 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 -ook -ound -oin -oom -our -oint -oon -ouse -oist -oop -out -oot Phonics Sequence9. 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 -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 PhonicsShort Vowels short a, short e, short i, short o, short u Total:47 Lessonsper school yearConsonants b, c, d, f, g, h, j, k, ck, l, m, n, p, r, s, t, v, w, x, y, z, quWord Families at, am, ap, an, ank, ad, amp, ack, and, ang, in, it, ip, ig, id, ib, im, ick, ink, ill, ing, int, ot, 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 PhonicsBlends S-Blends, R-Blends, L-blendssp, st, sl, sm, fl, bl, cl, tr, gr, cr, etc Total:30 Lessonsper school yearLong Vowels Long a, Long e, Long i, Long o, Long uR-Controlled Vowels or, ur, ir, erVowel 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, Five Basic types of phonological awareness tasksThe ability to hear rhymes and alliterationThe ability to do oddity tasksThe ability to orally blend wordsThe ability to orally segment words The ability to do phonemic manipulation tasks (Reference : Explicit Systematic Phonics) The ability to hear rhymes and alliterationa. 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 tasksa. 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 tasksd. medial sounds (long vowels) Example: Which word does not have the same middle sound: take, late, feete. 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 wordsa. syllables Example: Listen to these word parts. Say the word as a whole. table - Whats the word? b. onset / rime Example: Listen to these word parts. Say the word as a whole. /p/an - Whats the word?c. phoneme by phoneme Example: Listen to these word parts. Say the word as a whole. /s/a/t/ - Whats the word? The ability to orally segment wordsa. syllables Example: Listen to this word. table, Say it syllables by syllables. (table)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 tasksa. 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 taskse. 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 Rules1. Sometimes the 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 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 Rules7. 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 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 Rules9. 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 i o u y r w l Magic ea ai au ay ar aw al a-ee eagreatlong aheadE ee eiveillong atheirE eoLeoioleopardE eu eyheylong aValleyshort i er ewscrewLong usewlong oi iefieldlong e friendE ighy ir i-eo oa oe oi oofoodlong ubookU ousouplong utouchshort u oy or owtownaU o-eu ue uibuildshort i ur u-e The principles of giving phonemic awareness instructionSystematic & Explicit PhonicsStep-by step Sequential Teaching GuideFun and Easy-to-Learn PhonicsMulti-sensory teaching approach in PhonicsParental involvement and support (Reference : http:/) Step-by step Sequential Teaching Revision BlendingSound RecognitionHigh-Frequency or Tricky wordsteaching Paired-work Practicerhymingletter sounds revision (action) distinguish 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. ssssaaaatsystematic and explicit approachword wall, word-family posters, blending lines, etc.paired readingblending gamesword bank identifying sounds in words e.g. f-i-shLook, Cover, Write and CheckSay it as it soundsinteractive games, word charts, etc.writing tasks e.g. silly sentence, guided poem or rhyme writing, etc. 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 Miskins Nonsense Word Test ) (http:/www.readinga- )3. Sight word recognition (Phonics-WebSpelling 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:/ http:/ http:/www.beenleigss.eq.edu.au/requested_sites/sounds/#CVC http:/ http:/ http:/ http:/ flip books, phonics wheels, phonics dices, scrapbooks, e-books online http:/ http:/ http:/www.bbc.co.uk/schools/wordsandpictures/clusters/print/index.shtml http:/www.bbc.co.uk/schools/wordsandpictures/longvow/print/print.shtml http:/ 拼 音 教 材 big decodable books http:/www.readinga- http:/ http:/www.early- wall posters /audio posters http:/ online phonics games http:/ http:/www.bbc.co.uk/schools/wordsandpictures/cvc/index.shtml http:/ http:/ http:/www.beenleigss.eq.edu.au/requested_sites/sounds/#CVC http:/www.readwritethink.org/files/resources/interactives/construct/index.html http:/ http:/ http:/pbskids.org/lions/ http:/www.pbs.org/parents/lions/site/map.html 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拼 音 教 材 Teach to their strengthsLet children taste the fruit of their success !