If you know the reasons why words are pronounced in a certain way, then you are using the: 2. Phonics Method: Segment words into different sound patterns, and blending them together to sound the whole word.
Which of the two methods do you think is the better method for teaching English?
Zuraidah Mohd Don is professor in the English department at the Faculty of Languages and Linguistics, University of Malaya and Research Fellow at the Department of Linguistics, Lancaster University. She has taught English for over 20 years. Prof. Dr Zuraidah Mohd Don
A research-based Programme 3 Benchmarks of the UK English 1. Programme Contents UK Curriculum for Teaching of English as a Second Language.
A research-based Programme 2. Standard English Pronunciation The English pronunciation traditionally used by the Educated. Also known as the Queen’s English or Received Pronunciation. Now used in British Parliament, by BBC Station, and during Commonwealth Countries Meetings. 3 Benchmarks of the UK English
UK National Literacy Strategy’s and American National Reading Panel’s Teaching Instructions For Early English Learners (4 to 9 years olds) Teaching Instruction is based on: 3. Teaching Instruction is based on: 3 Benchmarks of the UK English
UK Literacy Strategy’s & American National Reading Panel’s Teaching Instructions Phonemic Awareness Phonics Vocabulary Fluency Comprehension
1. Phonemic Awareness The Ability to focus on and manipulate individual sounds (phonemes) in spoken words. Alliteration/ Rhyme (apple, bird; bat, hat) Phoneme Segmentation (c/a/t, f/a/t, m/a/t) Onset-rimes Segmentation (c/at, f/at, m/at) Sentence Segmentation (The fat cat sits on the table.) Syllable Segmentation (fat, ta/ble, kit/ten, o/pen)
2. Phonics The ability to understand the relationship between sound and written word. Print awareness (letters, words) Sound structure (consonants, vowels, etc.) Blending sound into words
Phonics: 44 Phoneme Sounds /b/ in bird /k/ in cat and kettle /d/ in duck /f/ in fish /g/ in girl /h/ in horse /j/ in jam /l/ in lip /m/ in mouse /n/ in nest /p/ in pen /kw/ in queen /r/ in rabbit /s/ in sun /t/ in tap /v/ in van /w/ in wig /x/ in xylophone /y/ in yo yo /z/ in zoo 20 Consonants short /ă/ in apple short /ĕ/ in egg short /ĭ/ in igloo short /ŏ/ in orange short /ǔ/ in umbrella 5 shorts Vowels long /ā/ in cake, paint, clay long /ē/ in bee, long /ī/ in pie, long /ō/ in boat long /ū/ in mule 5 long Vowels /ur/ in fern, bird, and nurse /ar/ in star /or/ in fork 3 r-controlled /oi/ in coin and boy /ow/ in cow and mouse short /oo/ in cook Long /oo/ in school /aw/ in paw and sauce 5 Diphthongs /ch/ in chair /sh/ in ship unvoiced /th/ in three voiced /th/ in this /hw/ in whale /ng/ in sing 6 digraphs
Phonics: 17 Initial Blend & 6 Ending Sounds /ck/ in duck /ft/ in gift /ss/ in grass /ll/ in bell /mp/ in jump /nd/ in hand 6 Ending Sounds /bl/ in blow /cl/ in clow /fl/ in flow /pl/ in plow /sl/ in slow 17 Initial Blends /sc/ in scout /sl/ in sleep /sp/ in spoon /st/ in star /sn/ in snail /br/ in brush /cr/ in crab /dr/ in drum /fr/ in frog /gr/ in grape /pr/ in prawn /tr/ in train
3. Fluency The ability to speak or read with speed, accuracy and expression. Model fluent reading Hear rhythms and intonation Read aloud in class Read High Frequency words
4. Vocabulary The ability to understand specific words presented in texts or orally. Teaching of words & meanings Make story from vocabulary words Retell Story Dramatize
5. Comprehension The ability to understand information presented in written form or orally. Teacher and students discuss the information Answer questions regarding the information Predict outcome Make conclusion
1. To make it Easier for Teachers to Conduct Effective English Classes. Complete Lesson Plans (Thematic) Matching Workbooks Auto-run Multi-media Software Teachers’ Training 2 Main Objectives
2)To Makes it easy and fun for children to learn. Learn to Listen Learn Pronunciation Learn to Answer Learn to Speak Learn to Sound Learn Vocabulary Learn Grammar Learn to Read Learn to Spell Learn Intonation 10 Learning Activities
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2. Vowel Sound ‘a’ and ‘e’ The sound of short vowel ‘a’ and ‘e’ has a slight difference between them and can be difficult for a child to differentiate.
3. Early Introduction of letter s Early inclusion of letter s introduces a child to plural words and usage of verbs in readers. Examples: I sit on the bed. She sits on the bed. I have a bag and two toys. Early inclusion of letter s introduces a child to plural words and usage of verbs in readers. Examples: I sit on the bed. She sits on the bed. I have a bag and two toys.
4. Learn to Read Earlier and Faster 3 letters: a, b, c3 letters: p, a, n acab aanpan nap
4 letters: a, b, c, d4 letters: p, a, n, s acabdad aanpan napasass sappansnaps spanspanssnap snaps
5 letters: a, b, c, d, e5 letters: p, a, n, s, t acabdad acebadadd aanpan napasass sappansnaps spanspanssnap snapsattan taptapspat patssatpant antantspants spatspatspass past
6 letters: a, b, c, d, e, f6 letters: p, a, n, s, t, o acabdad acebedbad fed aanpan napasass sappansnaps spanspanssnap snapsattan taptapspat patssatpant antantspants spatspatspass pastonso notonon tonpotpots nottottots toptopsstop stopsspotspots postpopspop 7 words 48 words