PHONICS的教学与思考

主讲：高歌浙江外国语学院英文学院2012年11月7日PHONICS教学与思考（1）PhonemicawarenessPhonicsReadingfluencyVocabularyComprehensionPhonemicawarenessPhonicsReadingfluencyVocabularyComprehensionPhonemicAwarenessTheabilitytohear,identify,andmanipulatetheindividualsounds(phonemes)inspokenwordsprovidesanunderstandingthatthesoundsofspokenlanguageworktogethertomakewords.A“push-in”teacher,Mrs.ColleenSpano,workswithasmallgroupoffirstgraderstohelpthemwithlettersandsounds.Sheconstructsalessonaroundareviewofphonemicawarenesstheyhavelearnedandextendsittoanewactivitywithconnectedtext.Thesethreechildrenareconsolidatingbeginningsoundsusingpictures.ThegamesheintroducesthemtoisHungryHippos.YoucanseethattheyarematchingwordsthatbeginwithB,C,andH(bothupperandlowercaselettersareused)withthecorrectbeginningletter-sound.Thecardsfortheboardgamecontainpicturesofthosewords.Mrs.Spanomakesabsolutelysurethateachchildisisolatingthecorrectbeginningsound…andshesupportseachoneinmakingthatdecision!Whentheyfinishplayingtheboardgame,eachonegetsahippowiththreeboxes…likeElkoninboxes.PhonemicawarenessPhonicsReadingfluencyVocabularyComprehensionPhonicsTheunderstandingthatthereisapredictablerelationshipbetweenphonemes(soundsofspokelanguage)andgraphemes(lettersandspellingsthatrepresentthosesoundsinwrittenlanguage)helpsreadersusethoserelationshipstoaccuratelyandautomaticallyrecognizefamiliarwordsanddecodeunfamiliarwords.PhonemicawarenessPhonicsReadingfluencyVocabularyComprehensionFluencyFluency,theabilitytoreadtextaccuratelyandquickly,providesabridgebetweenwordrecognitionandcomprehension.Fluentreadersrecognizewordsandcomprehendatthesametime.PhonemicawarenessPhonicsReadingfluencyVocabularyComprehensionVocabularyThedevelopmentofstoredinformationaboutthemeaningsandpronunciationsofwordsnecessaryforcommunicationiscategorizedintofourgroups:listening,speaking,reading,andwritingvocabularies.PhonemicawarenessPhonicsReadingfluencyVocabularyComprehensionComprehensionComprehensionstrategiesaresetsofstepsthatpurposeful,activereadersusetomakesenseoftext.1.Howmuchphonicscanberegardedasphonics?P:26lettersonlyisneverenoughS:Dividethe44soundsintostagesChildren‘sReadingDevelopmentPre-alphabeticPartialalphabeticFullalphabeticConsolidatedAutomaticChildren‘sReadingDevelopmentPre-alphabetic:phonemicawarenessPartialalphabetic:consonantlettersFullalphabetic:26letters+th,sh,ch,wh,ng,qu,Consolidated:uptosentencelevelAutomatic:goingtofluencyWhattoteach?1.AlphabeticprinciplesName,sound,shape,writing2.PrintKnowledge:learntowrite3.PhonemicAwareness:rhymesandalliteration,wordstress4.Phonics:soundandletterconnections5.Vocabulary:blendingandsegmentation6.ReadingFluency:automaticrecognitionAlphabeticPrinciplesLetternameLettershapeLettersoundLetterwritingb,p,p,qg,j,p,q,yActivitiesforAlphabeticPrinciplesABCsongsJollyphonicsAlphabetline-upBingoWhat’sthenext?UareoutHotpotatoASLLetterTPRABC加油站Maze字母迷宮Dottodot字母连连看Writing字母练习紙Uppercasevs.lower-case大小写互换AssessmentsoftheAlphabeticPrinciplesRecitetheABCsongRecitethealphabetLettersoundfluencyLetternamingfluencyTimedwritingABCLetterNamingFluencyProbe1ccNuQMuhSinbeNFfoaKkgpkpaHCeGDbwFihOxjIKxtYqLdfTgvTVQowPJtBXZvUPRlVClWRJmOzDGyUYZyAmXzHSMEqnjsWrdsBIrAELccNuQMTotal:____/110PrintKnowledgeTheconceptof“letter,”“word,”and“sentence”WritingconventionsSpacebetweenwords(wordboundaries)Direction(lefttoright)Uppercasevs.lowercasePunctuationsFullstops(?,.,!)2.Theeffectofthealphabeticphonicssong(s)Q:DochildrenreallylearnedtodoanythingfromsinginganABCphonicssong?Q:Toteachthelettersasawhole,oroneatime?Q:Isthereabetterwaytoteachthesong?3.Howshouldthealphabeticlettersbetaught?Q:Whatisthesequenceofalphabetsongs?Consonantfirst,orconsonantsandvowelstogether?Q:Howmanylettersatime?Q:Shouldwritingbetaughtatthesametime?Andhow?4.Whatarethekeyphonicsskillsthatchildrenareexpectedtohave?1.Beabletobreakasentenceintowordsandawordintosyllables,andasyllableintosounds2.Beabletoidentifyarhyme3.Beabletoidentifyanalliteration4.Beabletoblendandsegment5.AutomaticrecognitionofwordwithphonicsfluencyOntheteachingofphonics4.Teachingmethods:a)TheJollyphonicswayb)Fromalphabettoindividualsoundsc)Fromsoundstowordsd)FromwordstotargetedstoriesOntheteachingofphonics3.Phonicsteachingaidsa)Fridgealphabetmagnetsticksb)Alphabeticflashcardsc)Alphabeticcardfoldersd)Wordflashcardse)Preparedslidesorwhiteboardf)TeachercreatedmaterialsOntheteachingofphonics2.Whatisinphonicsteaching?a)Soundsofthealphabetb)Namesofthealphabetc)Basicvowelsclusterd)Basicconsonantclusterse)Soundblendingf)Soundsegmentation5.Whatisexpectedfromthechildrenafteryouhavetaughtthemphonics?TheAssessmentlist:1.Icanlistentoandidentifyoutdoorsounds2.Icanlistentoandidentifyindoorsounds3.Icanusedrumsticks(beat,tap)tomakedifferentsounds4.Icanusemyvoicetosingatdifferentvolumes5.Icanidentifythesoundsonagame6.Icanidentifysoundsmadebehindascreen(keys,bellsetc.)7.Icanmakethecorrectanimalnoisefromasetofclues8.Icangiveothersasetofcluestoguessananimal9.IcanguesswhatisinsidethecontainerbythesounditmakesTheAssessmentlist:1.Icansayt