Phonemic Awareness Instruction 音韻覺識教學大補帖 台中市西區大同國小英語教師 李旻珊

How to use the phonemic awareness PPT?  Since most phonemic awareness activities are oral, the power point is mainly designed for teachers to increase knowledge and awareness of phonemic awareness.  For the best results, it is suggested that teachers give the instruction and do the exercises orally, without showing students the PPT in advance.  The PPT is made to provide with the outline of phonemic awareness instruction. Teachers can extend and design more oral tasks according to their students’ needs.

 Rhyme Topics  Syllable  Oral blending  Oral segmentation 音節 押韻 音素拼合成單字 單字解碼成音素  Phonemic manipulation 操弄音素另成字

Phonemic Awareness Hearing and playing with sounds What word do you hear? How many sounds are there in the word ‘ 家 ‘ ? What are the sounds in the word ‘ ㄐㄧㄚ ‘ ? There are many ways of playing with English sounds. 學習音韻覺識有什麼好處 ? You can hear and play with the sounds very well in words. 3 ㄐ, ㄧ, ㄚ

Phonemic Awareness ≠ Phonics  Read the word ‘three’. How many sounds do you hear? 3 How many letters do you see? 5 Phonics helps us to spell the word. Phonemic awareness helps us to change the word into sounds inside our heads.

Syllable Clapping to count syllables Listen to the word ‘candy’. Tell how many sounds you hear. The sounds are called ‘syllables’. Exercise: Say loud the word and clap on each sound. 1. spring ( ) 2. teacher ( ) 3. syllable ( ) 4. watermelon ( ) can-dy(2)

Rhyme What is a rhyme? 床前明月光，疑是地上霜。  光 and 霜 have a very similar sound, so they rhyme.  光 and 霜 are rhyming words. Exercise: Identify rhyming words. Do these words rhyme?  spoon-moon  sick-kick dent-bench  sun-fun father-teacher  pack-back     Understanding rhyme

Rhyme Recognising rhyming words 1…2…3 Have some tea. 4…5…6 Pile up bricks. 7…8…9 Draw a line. The rhyming words : three - tea six - bricks nine - line

Rhyme Finding rhyming words Star light Star bright First star I see tonight. The rhyming words: light - bright- tonight Exercise: Make a rhyming word.  hop -  dig - hen -  bat - mop pig pen cat

Oral Blending Say and together, and you can get. Blending sounds together to make a word ㄍㄨㄤ ㄨㄤ ㄍ pot pot Exercise:  k + i + d =  l + e + g = kid leg r + a+ t =  j + u + m + p = jump rat

Oral Segmentation Separating a word into sounds Listen to the word. Listen to the beginning sound. Listen to the ending sound. Listen to the middle sound. cup c u p Exercise:  lamp  lam p +++  sheep  sh + ee + p

Phonemic manipulation Changing the sounds to make new words Listen to the word. Change the first sound into ， then say. Delete the first sound, then say. Change the middle sound into, then say. sand h hand and e send Exercise:  Say the word without  top t op  Say the word without  nest t nes

From phonemic awareness to phonics Well begun is half done. The more phonemes (sounds) students record in their heads, the better they read and spell. Teach students to separate sounds differently to get ready for phonics. For example, for cat, say c + at. 好的開始是成功的一半。 學生儲存在腦袋的音韻愈多，他們的拼讀表現就會更好。 THE END 為準備學習自然發音，教導學生以不同方式切字音， 如將 cat 分割成 c 與 at 。