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1树童英语五羊分校MasteringPhonics2Whatisphonics?phoneticsymbols(e.g.IPA)dictionaryskillslisteningskillsspeakingskillsreadingskillswritingskillsB.Phonicsincludesthelearningandteachingofbasicletter-soundrelationshipsspellingrulesA.PhonicsusuallyreferstoausefullearningstrategyteachingstrategyC.Phonicsenhancesstudents’spellingskillsdictionaryskillspronunciationvocabularyskillsChoosethebestoption(s)forthequestionsbelow:inthedevelopmentofstudents’Tutor3(A)Revision1.WhatisPhonics?2.HowusefulisPhonics?3.WhendowestarttoteachPhonics?4.HowdoweplanthePhonicsprogramme?5.HowcanssmasterPhonicsskills?6.WhatisagoodPhonicsactivity?–examples.(B)HowdoweteachPhonicsinthelesson?1.Focusingonspecific(new)sounds2.Tacklingwordsinreadingtexts-Incidentalteaching3.Phonicsawareness4.Revisingsomesounds(onsets&rimes)5.Providingcontext&practice-reading&languageartsOutline4Phonicsisaboutusingletter-soundrelationshipstoworkoutthepronunciationofwordsReadandspellthesewords:pig=/p/+/ig/shong=/sh/+/ong/trink=/tr/+/ink/A1.Whatisphonics?Phonemicawarenessistheabilitytoworkwiththeindividualsoundsinspokenwords.(A)RevisionA2.HowusefulisPhonics?•Itexploitsthesound-spellingrelationshipofEnglishwords,andenableslearnerstoworkoutthepronunciation.A3.WhendowestarttoteachPhonics?•First,learnersshouldlearnthesoundoflettersinthealphabet.•Next,learnerslearnsomesimplewordsthroughlisteningandsightreading–sightwords.•Then,Tshouldintroducethephonicsskillsofchunkingandblending,beginningwithsimpleCVCwords.•Betterstartearly5A4.HowdoweplanthePhonicsprogramme?a.Thealphabetandthemostcommonsound-spellingforeachletter.b.Atleast20sightwordsandhowtoblendsimpleCVCwords.c.Formallyteachthephonicsskills:shortvowels,consonantblends,consonantdigraphs,finale,longvowels,r-controlledvowels,anddiphthongs.d.Consolidatess’phonicsskills,attentiontofluency,formallessonsondecodingtwo-andthree-syllablewords,andworkwithlargerwordchunks.e.Focusonmultisyllabicwords,prefixes,suffixes,andGreekandLatinroots6ByWileyBlevins71)Consonantsounds(/b/,/c/…)2)Short&longvowelsounds(sit,see…)3)Conceptofonsets&rimes(d-og,c-ake…)4)Othervowelsounds(boy,jaw,loud,fork,bird,park…)5)Commonprefixes&suffixes(un-,-er…)6)Consonantdigraphs&consonantclusters(church,shut,thick,clock,spring…)7)Rhymingwords(cake,bake,lake…)Howshouldwechooseletter-soundstoteach?Whatsequence?DoesthisagreewithBlevins?8AnexampleofTeachingSequenceinaHKprimaryschool1.b9.s17.ail25.th2.d10.c18.it26.all3.m11.l19.h27.ose4.p12.r20.t28.ee5.ay13.n21.g29.air6.in14.ame22.w30.ear7.ing15.ine23.y8.f16.at24.chDoesthisagreewithBlevins?A5.HowcanssmasterPhonicsskills?•Throughsystematicinstructionandfrequentpractice.A6.WhatisagoodPhonicsactivity?•LearnersskillsinusingPhonicsimprovesasaresult.•???9Whydossfindithardtodecode?1.Maybetoomuchistaughttoofast.2.Itisimportanttobeginphonicsinstructionatacomfortablestartingpoint.Findoutwhattheyalreadyknow.Thenre-teachthoseskillsthatstudentsstrugglewith.3.Workatasteadypace.Thegoalisteachingtomasteryratherthanjustexposure.4.Provideloadsofdecodabletextreadingpractice,especiallytextswithmanywordswithnewlytaughtsound-spellings.5.Repeatedreadingsofthesetextswillalsobehelpful.ByWileyBlevins11‘Types’ofphonics•Syntheticphonics–ssexamineeveryletterwithinthewordasanindividualsound.E.g./shrouds/=/ʃ,r,aʊ,d,z/.Thenssblendthosesoundsorallytoproduceaspokenword,/ʃraʊdz/.•Analyticalphonics--Analogyphonics–sslookforwordswithsimilarsounds.E.g./shrouds/=shrink,(sh+r),clouds.Whichtypeismoreuseful?12Chunking&BlendingSightwords?WordChunkingBlendingPronouncinglobsterlob-sterthenl-ob,s-t-erl-ob,s,t-er/l/+/ob/,/st/+/er//lobster/B1.Focusingonspecific(new)sounds13(B)HowdoweteachPhonicsinthelesson?Atypicallesson1.T:Theletter“s”standsforthe/s/soundasinsad.(Twrites“sad”onBB&say/s/&/sad/clearly.)2.T:Saythesewordsafterme:/sad/.3.Allssmustbeactiveandengagedthroughoutthelesson.4.TwritesmoreexamplesonBB,e.g.s-ad,s-in,s-up,andmodelshowtoblendthesoundstogether.5.Tguidessstodosorepeatedly.6.Tfollowsupwithguidedandindependentreadingpracticeintextthatcontainswordswiththenewsound-spelling.ByWileyBlevins=4495&print=114B2.Tacklingwordsinreadingtexts-IncidentalteachingMeetMelanieSpeers,athirteen-yearoldstudentfromSydney,Australia.Melanieloveswatersports,especiallysurfing.Inherfreetime,shelikestakingphotoswithherdigitalcamera,chattingonline,andsendingmessagestoherfriendsonthemobilephone.Example1–APassage151.Blazer2.Blouse3.Cardigan4.Jacket5.Jumper6.Pull-over7.Sweater8.Shirt9.SkirtExample2–Itemsofclothing1.Boots2.Flip-flops3.Clogs4.High-heels1.Banana2.Potato3.Tomato4.Sashimi(1)Letter-soundGame–SwattheletterObjective:Tosharpenpps’awarenessofletter-soundrelationshipofconsonants.1.Tmakesaconsonantsound(e.g./m/)2.Ppidentifiestheletterforthesoundbypointingorhittingtheletter(m)onBB3.Representativefromeachgroupcomesouttodothis,or2repsatatimeuseaswattohittheletter.Materials:ConsonantswrittenonBB,orwordcardsstuckonBB,2swats.PhonicsGamesB3.Phonicsawareness(2)Guessingtheonsets(withgivenrime)Objective:Togiveppspracticeinidentifyingonsetsinword