1. 學英文 由 Phonics 開始

2. 為甚麼要學拼音開始？ 2

4. 學哪一種英語拼音方法？ 例如：IPA, Phonics4

5. 用哪一套模式
學英語拼音？
例如：Jolly Phonics,
ABC Pathway… 5

6. 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/

7. 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…

8. 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

9. 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

10. 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

11. 怎樣教英語拼音? 11

12. 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

13. Phoneme to Grapheme Relationships
/d/ d
/b/ b
One-to-one relations
Phoneme
Grapheme
One-to-many relations
bird
/З:/
nurse
pain
/еІ/
day
Many-to-one relations
/i:/
tea, bear
/ε/

14. 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.

15. 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

16. 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...

17. 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

18. 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

19. Sound recognition http://www.genkienglish.net/phonics.htm 19

20. ai ay
a-e
/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
ie i-e
igh y oa
o-e ow ue
u-e ew

21. Phonics Sequence 1. Single consonants 2. Short vowels
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          -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. 21

22. 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 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 22

23. Phonics Sequence 4. End blends
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.
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* 23

24. 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          -ish           -osh            -esh            -ush    -ath          -ith           -otch           -etch           -utch    -atch         -itch          -oth            -erch           -urch    -arch         -irth          -orch 24

25. 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              -ice              -ode      -ade              -ide              -oke      -age              -ife               -ole      -ake              -ile               -one      -ale               -ine              -ope      -ame             -ite               -ote      -ape              -ive      -ate 25

26. 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          -each              -eed               -oach    -ail           -ead               -eek               -oad    -ain          -eak                -eel               -oam    -ait          -eam                -eem              -oan    -ay          -ean                 -eep               -oat    eat               -eet 26

27. 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                 -ook               -ound    -oin               -oom               -our    -oint               -oon               -ouse    -oist               -oop               -out    -oot 27

28. 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               -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 28

29. Scheme of P.1 Phonics Short Vowels
short a, short e, short i, short o, short u
Total:
47 Lessons
per school year
Consonants
b, c, d, f, g, h, j, k, ck, l, m, n, p, r, s, t, v, w, x, y, z, qu
Word 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 29

30. Scheme of P.2 Phonics or, ur, ir, er Blends
S-Blends, R-Blends, L-blends
sp, st, sl, sm, fl, bl, cl, tr, gr, cr, etc
Total:
30 Lessons
per school year
Long Vowels
Long a, Long e, Long i, Long o, Long u
R-Controlled Vowels
or, ur, ir, er
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, 30

31. 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)

32. The ability to hear rhymes and alliteration
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)

33. The ability to do oddity tasks
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)

34. 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
same middle sound: kitten,
missing, lesson?

35. 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
the word as a whole. /p/…an ---
What’s the word?
c. phoneme by phoneme
the word as a whole. /s//a//t/ ---

36. 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?

37. 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)

38. 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)

39. 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". 39

40. 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. 40

41. 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". 41

42. a e i o u y r w l ai au ay ar aw al a-e ea ee ei eo eu ey er ew ie igh
Magic e ai au ay ar aw al
a-e ea
great
long a
head
[E] ee ei
veil
their eo
Leo
[io]
leopard eu ey
hey
Valley
short i er ew
screw
Long u
sew
long o ie
field
long e
friend
igh ir
i-e oa oe oi oo
food
long u
book
[U] ou
soup
touch
short u oy or ow
town
[aU]
o-e ue ui
build ur
u-e

43. 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 :

44. Step-by step Sequential Teaching
multi-sensory teaching approach e.g. songs, rhymes, poems, actions, big books, miming or tactile games, etc.
rhyming
distinguish individual sounds (listening)
letter sounds revision (action)
spelling/dictation onset and rime, medial sounds, whole word (within 3-5 letters)
systematic and explicit approach
identifying sounds in words e.g. f-i-sh
interactive games, word charts, etc.
final blending e.g. /s/ /a/ /t/
/sa/ /t/
/s/ /at/
Say it as it sounds
Look, Cover, Write and Check
successive blending e.g. ssssaaaat
word bank
paired reading
word wall, word-family posters, blending lines, etc.
writing tasks e.g. silly sentence, guided poem or rhyme writing, etc.
blending games

45. 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.
( )
2. Nonsense word checking
(Ruth Miskin’s Nonsense Word Test )
( )
3. Sight word recognition
(Phonics-Web\Spelling and sight recognition in the National Literacy Strategy.htm)
Reading Competency Test
( )

46. 拼音教材 letter sound songs http://www.pbs.org/parents/lions/site/map.html
phonics worksheets/ flash cards
flip books, phonics wheels, phonics dices, scrapbooks, e-books online

47. 拼音教材 big decodable books http://www.readinga-z.com/book.php?id=1112
wall posters /audio posters
online phonics games

48. 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
家長網上資源庫

49. Teach to their strengths Let children taste the fruit of their success !49