1、1. 如何教phonics?1. Phonics包含哪些部分与其教学顺序?2. 教phonics有哪几种重要的原则呢? (1) Teaching phonics inductively (2) Teaching phonics deductively (3) Teaching phonics both inductively and deductively3. 如何看待sound change and exception words?4. 何时开始教phonics比较好?5. 为什么要先熟悉声音再认识符号呢?6. 教phonics有没有其它辅助的方法呢?三.如何将phonics运用在发音与拼字
2、教学上?1. 英文拼字与发音线索识别作用2. Phonics与发音拼字教学策略3. phonics发音规则可以整理成简单的图表4. 运用英语发音的特性来配合phonics的教学5. 发音错误分析与发音矫正Phonics发音、拼字教学包含哪些部分?1. Plenty of sound input充分接触英语的语音a. 教师多播放CD或录音带,让学生有充分接触母语人士发音和语调的机会,培养学生的音感与语感,以达事半功倍之效。b. 模仿母语人士发音和语调是学外语的第一要务。(Sound always goes first and then the print. The sound-letter li
3、nking keeps the word memory longer.)c. 示范者或教师的发音如果不够标准,任何一套标音系统都枉然。2. Whole-word recognition整字辨识、记忆a. 任何语言的初学者皆采用该学习策略(look and say),等他们拥有适量的基本词汇之后,再利用这些单字(sight words),进行字母与发音对应关系的教学。b. 利用cat bat fat引出前半音与后半音的概念。c. 培养音的切割与合成的能力(a) ball call,tableable,thirteenteenager(推衍法)(b) it sit, bit, dit, fit,
4、hit, kit, lit, mit, nit, pit, tit, vit, wit, zit(集中识字法) (c) dress drank3. Sound-letter correspondence 字母与发音的对应关系a. one letter- one sound: B/b/, F/f/b. two letter- one sound: ch, ph, th, shc. one letter- two sound: x/ks/, s/s, z, , 了 /(注:英文字母不敷使用,光是一个字母a就可以表示8个不同的读音。 Mate, mat, Mar, Mary, mall, many,
5、 manage, majestic) 4. Sound-spelling pattern relationships字母群或拼字型态与发音的对应关系a. -ar: bar, car, far, dark, park, smart, guardd. el: help, belt, held, felt, self, shelf, dwelte. ell: bell, cell, fell, sell, tell, smell, swell 5. Tone and syllabification 语调或轻重音与分音节的教学a. penopen, somehandsome, 馒头,雨伞b. feed
6、back, shopkeeper, babysitter, grandparents, living room, pencil case/box, p.o.c. dictionary, elementary, tablevegetablecomfortabled. Wednesday, decoratecelebrateconcentrate 6.Phonics rules字母拼读规则a. cake, Steve, like(*give, live), close(*some, come), cuteb. cat, flag, strap, camp, grasp, stamps c. add
7、, egg, kill, class, cliff, soccer, summer, happen, littled. back, neck, pick, clock, struck e. -ar, -er, -ir, -or, -ur(worker, murmur)f. ca, ce, ci, co, cu ocean, musician, special, official, spacious, delicious 变体:passion, extension, patient, ambition, ambitious, sexual, fashion7. K.K. symbols,Webs
8、ter markings,and personal marks标音符号a. phonics无法判读的字以红色粉笔书写,并在该字旁注出K.K.音标b. Webster markings: photo, photograph, photographer, indict Chicago, heat, head, food, foot, music, Ruth, pushc. personal marks: low, cow, double, doubt, calendar, asparagus, marvelousd. favorite, fragrance, fabulous, negro, re
9、giment 8. Sound and meaning association声音与意义的联想a. this, that, these, thoseb. snake, snackc. medicine(谐音记忆法)9.Word form(letter number)and meaning association字形与意义的联想a. ten, -teen, -tyb. this, that, it, is these, those, they, are10.How to deal with exception words如何看待例外的字常见的错音a. to, do, give, live, so
10、me, come, b. break, great, steakc. soup, youth, coupon, routine, boutique d. / / / /e. run rung拼写与发音之间的对应关系1. 元音-以字母a为例: (1) 完全对应 rate, rain, ray, cat, cattle (2) 不完全对应 arm, all, air, bare, away, chocolate, cabbage (3) 完全不对应 father, water, wash, watch / steak, great, break2. 子音-以字母s为例:(1) s / s / ea
11、se(2) s / z / easy(3) s / / sure(4) s /了/ television何谓R- controlled ?at ar are care air bar bare hair car bare fair dark dare pair garden fare chair market snare stair charge square dear beer herehear deer mereclear peer fear cheer therenear queer where wererearyeartear /n /*tear /v / *wear 拼写与发音之间对
12、应关系的统计数字:(1) 美国史丹福大学曾经以计算机分析字母与音位的对应关系,结果发现17,008个常用字当中(a) 84%的字母与其读音是完全对应的(b) 13%的字母与其读音是不完全对应的(c) 3%的字母与其读音的对应关系完全无法预测(2) Mr. Wiley Belvins在他的著作Phonics From A to Z ( Scholastic Publishers)里提到:(a) 50% of English words can be spelled with phonics rules that relate one letter to one sound (b) 37% of
13、words can be spelled with phonics rules that relate groups of letters to one sound (c) 13% words must be learned by memorization(3) 英国官方机构Spelling Improvement Association 公布的exception words约400个左右何谓音韵觉识(sound / phonological awareness)?将听到的句子或字音分割成较小的组合成份(components)的能力。例如:1.听到How are you?这个句子,知道它是由三
14、个字组合而成的。2.听到today这个单字,知道它是由两个音节to-和-day组合而成的。3.听到best这个单字,知道它是由声头/b/和韵尾/-st/组合而成的。4.听到cat这个单字,知道它是由/k/, /和/t/三个音素组合而成的。音韵觉识是泛指上述所有能力的一个统称。音韵觉识的重要性 音韵觉识建构学习者字母拼读的能力,而字母拼读的能力影响其阅读能力甚巨。(Share, 1995; Stahl, 2001; National Reading Panel) 音韵觉识并不会随着儿童成长而自然发展,必须透过训练才能学得。 中文的方块字基本上代表语意而非语音,每个字的读音学习者几乎是靠记颂的方式死背下来,因此中国学生学英文背单字时,往往无法自行领悟出字母与拼音之间的对应关系,亦即将字母视为与发音毫无关系的符号,于是只好沿用学习方块字的方式,把每个英文单字死记硬背,甚至连音标也背下来了,徒然增加记忆负担(memory load)。 其实,学生在刚刚学会26个字母,马上就得学一套40个左右的K.K.音标符号,不
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