Phonics Phonics 與發音、拼字教學與發音、拼字教學

彭 道 明北市景興國中

Phonics Phonics 基礎的重要性基礎的重要性

“ “ 如果英語學習是一場馬拉松賽跑，如果英語學習是一場馬拉松賽跑， phoniphonicscs 就是一雙好的慢跑鞋，是這場競賽中不就是一雙好的慢跑鞋，是這場競賽中不可或缺的工具。”可或缺的工具。”

天下雜誌「天下雜誌「教出英語力教出英語力」」 P.99P.99

Sound Goes FirstSound Goes First

1. 1. SoundSound always goes first in learning any always goes first in learning any language in the world.language in the world.

2. Teachers help their students recognize 2. Teachers help their students recognize the the soundsound..

3. It is advisable to help them produce some 3. It is advisable to help them produce some English English soundssounds through through soundssounds in their in their mother tongue.mother tongue.

教學的基本原則教學的基本原則 “ “ Teach phonics in context. ”Teach phonics in context. ” 在文章段落裹教 在文章段落裹教 phonics phonics

“ “ Teach new words in sentences or context. Teach new words in sentences or context. ””

在句子或上、下文裡教單字在句子或上、下文裡教單字 不不要求學生為單字而背單字要求學生為單字而背單字

““Put grammar back into context”Put grammar back into context” 在篇章段落或上、下文裡教文法在篇章段落或上、下文裡教文法

Phonics Phonics 與 拼字、閱讀與 拼字、閱讀Sound first then printSound first then print1.1. 先找出先找出 sound & letter sound & letter 之間、然後再找之間、然後再找出出

sound & spelling sound & spelling 之間的對應關係，這之間的對應關係，這 種「看字讀音」的能力，幫助學生降低障種「看字讀音」的能力，幫助學生降低障 礙，增進閱讀的流暢度。礙，增進閱讀的流暢度。

2.2. 除了除了「看字讀音」的能力外，教師也應培「看字讀音」的能力外，教師也應培養他們養他們「聽音拼字」「聽音拼字」的能力的能力。。

看字讀音看字讀音1. 1. 從 從 spelling spelling 的排列組合，找出發音線索的排列組合，找出發音線索 cute, cut, pepper, backcute, cut, pepper, back

2. 2. 用「分音節」的方法，讀出多音節的字用「分音節」的方法，讀出多音節的字 Ken-sing-ton cho-co-late Ken-sing-ton cho-co-late

3. 3. 「輕、重音」概念，簡化複雜度「輕、重音」概念，簡化複雜度 pen, open, en-gine, en-gi-neer, pen, open, en-gine, en-gi-neer, as-par-a-gus as-par-a-gus (•)(•)

Learning by Doing Learning by Doing

第一要件：第一要件： 學生的課桌上，整堂課都要將學生的課桌上，整堂課都要將課本攤開、攤開、 練習本練習本打開放旁邊，手裹握著打開放旁邊，手裹握著筆。。

Help the students learn by doing Help the students learn by doing and keep them busy in class.and keep them busy in class.

Learning by doing Learning by doing 教學示例教學示例 第一組 kite

第二組 kit

第三組 kick

第四組 kitty

特別組

特別組：特別組：1. 1. hamburger hamburger ham-bur-ger ham-bur-ger 或 或 HAM-bur-gerHAM-bur-ger2. banana 2. banana ba-NA-na ba-NA-na3. cookie 3. cookie c cooookiekie

從單字到句子的 從單字到句子的 延伸延伸 練習 練習

T: I usually have fish, beef , vegetables and T: I usually have fish, beef , vegetables and rice forrice for

my lunch.my lunch.S1: ____________________________________S1: ____________________________________S2: ____________________________________S2: ____________________________________S3: ____________________________________S3: ____________________________________… …

( T: teacher S1: student 1…) (fast ( T: teacher S1: student 1…) (fast learner)learner)

該課句型寫作 該課句型寫作 進階 進階 練習練習

T: I like pork but I don’t like fish.T: I like pork but I don’t like fish.S1: I like snacks but I hate snakes.S1: I like snacks but I hate snakes.S2: I like hamburgers but I like cake S2: I like hamburgers but I like cake

better.better.S3: ___________________________________.S3: ___________________________________.S4: ___________________________________.S4: ___________________________________.S5: ___________________________________.S5: ___________________________________.……( T: teacher S1: student 1…) (fast ( T: teacher S1: student 1…) (fast

learner)learner)

Phonics Phonics 的研究發現的研究發現英語的拼音文字是由字母所組英語的拼音文字是由字母所組成，因此「成，因此「字音聯結」能力可字音聯結」能力可以降低背單字的記憶負擔以降低背單字的記憶負擔 (mem(memory load & mental energy)ory load & mental energy)

Phonics Phonics 的研究發現的研究發現 (2)(2) 「「字音聯結」能力字音聯結」能力高，文字的辨識高，文字的辨識 能力也高，有助提昇閱讀能力。能力也高，有助提昇閱讀能力。

PhonicsPhonics 有助於培養語音的感知能有助於培養語音的感知能 力，提升「音感」或「音韻覺識」力，提升「音感」或「音韻覺識」 (sound awareness)

語音的掌握語音的掌握優先於文字或標音符號優先於文字或標音符號

先音後符：先音後符： 先熟悉聲音，再教代表該聲音的字母或先熟悉聲音，再教代表該聲音的字母或 標音符號。標音符號。

先聲音後文字：先聲音後文字： 背單字一定要先唸熟，才背得牢。背單字一定要先唸熟，才背得牢。

10 ways to teach phonics10 ways to teach phonics1.Plenty of sound input 1.Plenty of sound input 大量接觸聲音大量接觸聲音

2.Whole-word method 2.Whole-word method 整字辨識、記憶整字辨識、記憶

3.Sound & letter correspondence 3.Sound & letter correspondence 字母與發音的對應關係字母與發音的對應關係

4.Sound & spelling relationships4.Sound & spelling relationships字母字母群群與發音的對應關係與發音的對應關係

10 ways to teach phonics 10 ways to teach phonics (2)(2)5.Tone and syllable division 5.Tone and syllable division

語調、輕重音與分音節的教學語調、輕重音與分音節的教學

6. 6. Phonics rules Phonics rules 字母拼讀規則字母拼讀規則

7.K.K. symbols7.K.K. symbols ，， Webster markings and Webster markings and … …

用不同系統的標音符號來輔助教學用不同系統的標音符號來輔助教學

10 ways to teach phonics 10 ways to teach phonics (3)(3)

8.Sound and meaning association8.Sound and meaning association 聲音與意義的聯想聲音與意義的聯想

9.Word form and meaning association9.Word form and meaning association 字形與意義的聯想字形與意義的聯想

10.Highlighting irregular words 10.Highlighting irregular words 突顯例外字突顯例外字

2. 2. Whole-word method Whole-word method 整字辨識、記整字辨識、記憶憶

牢記約牢記約 300300 個基礎單字個基礎單字

利用這些利用這些常見字常見字 (sight words/high(sight words/high frequency words)frequency words) ，做為日後 ，做為日後 phonics phonics 教學的材料教學的材料

「先死記，再活用」「先死記，再活用」

Sound-letter correspondenceSound-letter correspondence字母與發音的對應關係字母與發音的對應關係

一一 . . 子音字母子音字母 one letter - one soundone letter - one sound BB/b/, F/b/, F/f/…/f/…

two letter - one soundtwo letter - one sound ch, tch, ph, th, sh, ng…ch, tch, ph, th, sh, ng… (consonant diagraphs)(consonant diagraphs)

字母與發音的對應關係字母與發音的對應關係 (2)(2)

one letter – two/more soundone letter – two/more sound x x /ks/ /ks/ s s /s, z, ∫, /s, z, ∫, 了了 //

silent letter(s)silent letter(s) knoknoww, writ, writee, clim, climbb, hi, highgh… …

consonant blendsconsonant blends br, cl, st, spr…br, cl, st, spr…

二二 .. 母音字母母音字母 Short vowels ( in CVC patterns)Short vowels ( in CVC patterns) Long vowels ( in CVCe patterns)Long vowels ( in CVCe patterns) Vowel digraphs ( ai, ay, ee, ea, oa, oe, Vowel digraphs ( ai, ay, ee, ea, oa, oe,

ue, oo…)ue, oo…) “ “When two vowels go walking, the first doesWhen two vowels go walking, the first does the talking.”the talking.”

Diphthongs ( oi, oy, ou, ow…)Diphthongs ( oi, oy, ou, ow…) R-controlled vowels ( ar, air, are, ir, urR-controlled vowels ( ar, air, are, ir, ur

…)…) ?? L-controlled vowels ( al, all ) L-controlled vowels ( al, all )

phonicsphonics 教學實例教學實例

Sound catcher Sound catcher word watcher word watcher

day day daysdays key key keyskeys play play playsplays

copy copy copies copies baby baby babies babies story story storiesstories

基礎而核心的 基礎而核心的 CVCCVC 組合組合 catcat the form and the phrase for ready the form and the phrase for ready

useuse the sound and its print the sound and its print

(Romanization)(Romanization)

CVCCVC 組合的擴充組合的擴充 VVCC atat

CCVVCC batbat

CCVVCCCC fastfast

CCCCVVCCCC freshfresh

CCVVCCCCCC matchmatch

CCCCVVCCCCCC crutchcrutch

CCCCCCVVCCCCCC shrimpsshrimps

CCCCCCVVCCCC scriptscript

VVCCCCCC inchinch

PhonicsPhonics 教學的三種模式教學的三種模式1. 1. 歸納式教學歸納式教學 (teaching phonics inductively)(teaching phonics inductively)

2. 2. 演繹式教學演繹式教學 (teaching phonics deductively)(teaching phonics deductively)

3. 3. 歸納與演繹並行式教學歸納與演繹並行式教學 (…both inductively and deductively)(…both inductively and deductively)

1. 1. 歸納式教學歸納式教學Teaching phonics inductivelyTeaching phonics inductively1. 1. 教完對話或短文之後，請學生將包含字母教完對話或短文之後，請學生將包含字母

cc 的單字寫下來，譬如：的單字寫下來，譬如：

含字母 含字母 cc 的單字的單字 ccent, ent, ccat, at, ccity, ity, ccoat, oat,

ccut, riut, ricece, ni, nicece, , ccookook ( and other known words)( and other known words)

2. 2. 全班一起唸單字，歸納出哪些是 全班一起唸單字，歸納出哪些是 soft csoft c 和 和 hard chard c, , 並列表以加深印象、增強學習效果。並列表以加深印象、增強學習效果。

soft csoft c ccent, ent, ccity, riity, ricece, , ninicece

hard hard cc

ccat, at, ccoat, oat, ccut, ut, ccookook

3.3. 整理表格以助記憶整理表格以助記憶

A E I O U OOA E I O U OO

/ s / ce cice ci

/ k / c a c o c u c c a c o c u c oooo

A good word watcherA good word watcher

教學延伸：字母教學延伸：字母 CC 的變體的變體 從 –從 – ce ce 到 到 -cean (ocean) -cean (ocean) 從 –從 – ci ci 到 到 -cian (musician, politician) -cian (musician, politician) 從 –從 – ci ci 到 到 -cial (special, facial)-cial (special, facial) 從 –從 – ci ci 到 到 -ciou (delicious, spacious)-ciou (delicious, spacious)

-tion, -sion, -tial(initial)…-tion, -sion, -tial(initial)…

模式二模式二 ::演繹式教學 ( teaching phonics deductively )教學舉例：教學舉例：1. 1. 教完對話或短文，教師直接告訴學生教完對話或短文，教師直接告訴學生 -ow- -ow- 對應兩個不同的音。對應兩個不同的音。

2. 2. 除了找出課文中的例字，同時也鼓勵學生除了找出課文中的例字，同時也鼓勵學生 回想學過的單字，由教師或學生寫在黑板回想學過的單字，由教師或學生寫在黑板 上。上。

One pattern with two One pattern with two soundssounds

-ow-ow -ow-ow lowlow showshow growgrow knowknow flowflow follow follow window… window… ( ( 海「鷗」海「鷗」 / / 音標 音標 / / oo / / ))

howhow cow cow downdown town town brown brown toweltowel shower… shower… ( ( 蘇「澳」蘇「澳」 / / 音音

標標 / / aaU U / )/ )

模式三模式三 :: 歸納與演繹並行式教學歸納與演繹並行式教學 (… both inductively and deductively)(… both inductively and deductively)

唸完課文之後，請學生將所有出現唸完課文之後，請學生將所有出現 -oo- -oo- 的字寫下來，並分辨這些字唸的字寫下來，並分辨這些字唸 的是的是長母音長母音還是還是短母音短母音，然後將這，然後將這 些字寫在黑板上：些字寫在黑板上：

-oo- (food): 59% -oo- (food): 59% -oo- (foot): 36%-oo- (foot): 36%

-oo- -oo- 代表兩種聲音代表兩種聲音 -oo- -oo- 發長母發長母音音

-oo- -oo- 發短母發短母音音

soonsoon

roofroof

typhoon typhoon

afternoonafternoon

( / u / )( / u / )

goodgood

took took

understood understood

( / U/ )( / U/ )

歸納與演繹並行式教學 歸納與演繹並行式教學 (2)(2)

1. 1. 鼓勵學生回想學過、發長母音的字：鼓勵學生回想學過、發長母音的字： -oo- : too, roof, soon, typhoon, afternoon,-oo- : too, roof, soon, typhoon, afternoon, zoo, food, cool, room, broom, zoo, food, cool, room, broom, school, Snoopyschool, Snoopy… … (( 音標 音標 / u // u / 最後出現 最後出現 )) 2. 2. 再請學生想出、並寫出發短母音的字：再請學生想出、並寫出發短母音的字： -oo- : book, cook, foot, look, stood, -oo- : book, cook, foot, look, stood, understoodunderstood……. ……. .(.( 音標 音標 / U // U / ) )

3. 3. 最後，請學生想出 最後，請學生想出 -oo--oo- 發音例外的字：發音例外的字： --oo-:oo-: flood, bloodflood, blood ## (( 音標 音標 //ΛΛ / / ) )

Predictability of vowel digraphsPredictability of vowel digraphs

1. -ai (rain): 74%, -ay (day): 96% , 1. -ai (rain): 74%, -ay (day): 96% , --air (chair): 15%air (chair): 15%

2. -ee (feet): 86%, -ea (seat) : 51%, 2. -ee (feet): 86%, -ea (seat) : 51%, -ea (head): 26%,-ea (head): 26%, -eer (steer), -ere (here), -eer (steer), -ere (here), -ear (wear): 12%-ear (wear): 12%

3. -oo- (food): 59%, -oo- (foot): 36%, 3. -oo- (food): 59%, -oo- (foot): 36%, ( Source: Wiley Blevins p.135)( Source: Wiley Blevins p.135)

語音的「切割」與「合成」語音的「切割」與「合成」

一一 .. 語音的切割語音的切割 (segmentation)(segmentation)1. 1. 利用國語的拼音練習，複習「聲利用國語的拼音練習，複習「聲 頭」與「韻尾」。頭」與「韻尾」。

2. 2. 從子音字母 從子音字母 B,F… B,F… 引出「前半引出「前半音」與「後半音」的概念，再與母音」與「後半音」的概念，再與母音拼出音拼出 bat,fat,…bat,fat,… 。。

二二 .. 語音的「合成」語音的「合成」 (blending)(blending)1.1. 譬如，用譬如，用 /k/, /a/, /t//k/, /a/, /t/ 拼成拼成 catcat ，， 即屬語音合成的能力即屬語音合成的能力

2. it2. it sit,bit, sit,bit,ditdit,fit,hit,kit,fit,hit,kit… … (( 堆砌法堆砌法 ))

3. all 3. all ball -> call-> tall-> small … ( ball -> call-> tall-> small … ( 堆砌法堆砌法 ))

三三 .. 「切割」與「合成」「切割」與「合成」概念的延伸概念的延伸 1.1. 拆字法： 拆字法： table -> abletable -> able smell -> sell smell -> sell 2.2. 推衍法： 推衍法： able -> tableable -> table sell -> (mell) -> smellsell -> (mell) -> smell tree -> street tree -> street dress -> stressdress -> stress

推衍法再舉例推衍法再舉例1.1. bus -> husbandbus -> husband2. it -> quit -> squid2. it -> quit -> squid3. an-> ank -> rank -> 3. an-> ank -> rank -> drdrank (ank (drdress)ess)

4. 4. 拼字與發音的對應拼字與發音的對應3737 組高頻率的拼字型態組高頻率的拼字型態 ( spelling patterns )( spelling patterns )-ack, -ail, -ain, -ake, -ale, -ame, -an, -ack, -ail, -ain, -ake, -ale, -ame, -an, -ank, -ap, -ash, -at, -ate, -aw, -ay -ank, -ap, -ash, -at, -ate, -aw, -ay (14(14 組組 ))-eat, -ell, -est -eat, -ell, -est ((３組３組 ))-ice, -ick, -ide, -ight, -ill, -in, ine, -ice, -ick, -ide, -ight, -ill, -in, ine, -ing, -ink, -ip, -it -ing, -ink, -ip, -it (11(11 組組 ))-ock, -oke, -op, -ore, -ot -ock, -oke, -op, -ore, -ot (5(5 組組 ))-uck, -ug, -ump, -unk -uck, -ug, -ump, -unk (4(4 組組 ))

-ai, -ay,-air -ai, -ay,-air 拼字出現頻率拼字出現頻率 -ai (rain): 74%, -ai (rain): 74%, -ay (day): 96% , -ay (day): 96% , --air (chair): 15%air (chair): 15%

同一組合對應不同的發音同一組合對應不同的發音 -ea : -ea : sea, seat, meat, beach, teach…sea, seat, meat, beach, teach…

--ēēarar : ear, hear, near, year, fear, tear… : ear, hear, near, year, fear, tear…

--ěěar : bear, wear, pear, tear, swear…ar : bear, wear, pear, tear, swear…

-ear: heard, learn, pearl, earn, earth…-ear: heard, learn, pearl, earn, earth…

**hheareartt

-ee, -ea -ee, -ea 拼字出現頻率拼字出現頻率-ee (feet): 86%, -ee (feet): 86%, -ea (seat) : 51%, -ea (seat) : 51%, -ea (head): 26%,-ea (head): 26%,-eer (steer), -ere (here), -ear (wear): 12% -eer (steer), -ere (here), -ear (wear): 12%

相同組合不同發音相同組合不同發音

tea tea ē read read

teach teach

speakspeak

please please

streamstream

… …

head head ěě dead dead

rreaeadd

breadbread

spreadspread

health health

wealthwealth……

-ea- -ea- 的特殊發音的特殊發音 idideaea IkIkeaea KorKoreaea rreaeall rreaeallylly ththeaeaterter

brbreaeakk grgreaeatt ststeaeakk #

母音 與 變音母音 與 變音

三種情況會引起長、短母音的變化：三種情況會引起長、短母音的變化： 1. 1. 詞類變化 詞類變化 2. 2. 動詞三態動詞三態 3. 3. 名詞單、複數 名詞單、複數

詞類變化與長、短母音詞類變化與長、短母音a:a: nature -> natural, cave -> cavity nature -> natural, cave -> cavity

e:e: secret -> secretary, succeed -> secret -> secretary, succeed -> success success

i:i: dine -> dinner, crime -> criminal dine -> dinner, crime -> criminal

o:o: phone -> phonics, close -> closet phone -> phonics, close -> closet

u:u: reduce -> reduction, produce -> reduce -> reduction, produce -> productionproduction

break -> breakfastbreak -> breakfast

詞類變化與長、短母音詞類變化與長、短母音a:a: nature -> natural, cave -> cavitynature -> natural, cave -> cavity

e:e: secret -> secretary, succeed -> success secret -> secretary, succeed -> success

i:i: dine -> dinner, crime -> criminal dine -> dinner, crime -> criminal

o:o: phone -> phonics, close -> closet phone -> phonics, close -> closet

u:u: reduce -> reduction, produce -> reduce -> reduction, produce -> productionproduction

動詞變化與長、短母音動詞變化與長、短母音 -a- (none)-a- (none)

meet--met--met , sleep--slept—sleptmeet--met--met , sleep--slept—slept

hide--hid--hidden, write--wrote—writtenhide--hid--hidden, write--wrote—written

grow--grew--grown, blow--blew—blowngrow--grew--grown, blow--blew—blown

choose--chose--chosen, shoot--shot--choose--chose--chosen, shoot--shot--shotshot

名詞單、複數與長、短母音名詞單、複數與長、短母音 man--men, man--men, **woman--women woman--women

child--children, child--children, five--fifth--fifteen--fiftyfive--fifth--fifteen--fifty

foot--feet, goose--geese, tooth--teethfoot--feet, goose--geese, tooth--teeth

mouse--micemouse--mice

5. Tone and syllabification 5. Tone and syllabification 語調或輕重音與分音節的教學語調或輕重音與分音節的教學

feedback, shopkeeper, feedback, shopkeeper,

babysitter, grandparents, babysitter, grandparents,

living room, pencil case, living room, pencil case,

trouble maker…trouble maker…

6. 6. Phonics rulesPhonics rules 字母拼讀規則字母拼讀規則 Q1: Q1: 有幾條規則呢有幾條規則呢 ??

Q2: Q2: 要教這些規則嗎要教這些規則嗎 ?? ““When two vowels go walking, the first does the talking.”When two vowels go walking, the first does the talking.”

Q3: Q3: 有例外嗎有例外嗎 ?? stesteāāk, soüp…k, soüp… Q4: Q4: 有多少例外有多少例外 ??

Q5: Q5: 怎麼教這些例外怎麼教這些例外 ??

拼寫與發音之間的對應關係拼寫與發音之間的對應關係 (1)(1) 完全對應完全對應 rate, rain, ray, cat, cattlerate, rain, ray, cat, cattle

(2)(2) 不完全對應不完全對應 arm, all, air, bare, away,arm, all, air, bare, away, chocolate, cabbagechocolate, cabbage

(3)(3) 完全不對應完全不對應 father, water, wash, watch father, water, wash, watch steak, great, breaksteak, great, break

8. Sound and meaning associat8. Sound and meaning associationion

聲音與意義的聯想聲音與意義的聯想a. it, this, thata. it, this, that they, these, those they, these, those (( 音的長短 音的長短 vs. vs. 量量

的多寡的多寡 ))

b. snake, snack b. snake, snack ((聯想法聯想法 ))

c. me-di-cine c. me-di-cine ((諧音記憶法諧音記憶法 ))

9.Word form and meaning associ9.Word form and meaning associationation 字形與意義的聯想字形與意義的聯想a. hill a. hill mountain mountainb. mouse b. mouse micemicec. ten, -teen, -ty c. ten, -teen, -ty (( one meaning with three different formsone meaning with three different forms ))

d. Aud. Auggust, Seust, Sepptember, tember, OOctober,ctober, NNovember, ovember, DDecemberecember

10.10. 例外字的處理 例外字的處理 irregular /irregular / unpredictableunpredictable wwordsordsa. to, do, give, live, olive, some, comea. to, do, give, live, olive, some, comeb. break, great, steakb. break, great, steakc. father, watch, water, washc. father, watch, water, washd. soup, youth, coupon, routine, bouqud. soup, youth, coupon, routine, bouqu

etet boutique, acoustic boutique, acoustic 例外字用例外字用 紅色 紅色 粉筆書寫，必要時，在粉筆書寫，必要時，在母音字母下方注上母音字母下方注上 K. K. K. K. 音標。音標。

What Wiley Belvins What Wiley Belvins thinks about “irregularity”? thinks about “irregularity”?

“ “The more I learn about English, the The more I learn about English, the moremore

regular its spelling seems. At one time regular its spelling seems. At one time I thought about words such as I thought about words such as lovelove and and comecome as being “irregular” since they as being “irregular” since they don’t follow the typical don’t follow the typical o-eo-e spelling f spelling for the long-or the long-oo sound. But when I realize sound. But when I realized the large number of words that follod the large number of words that follow a similar pattern (w a similar pattern (shove, glove, aboveshove, glove, above,, etc.), a regularity began to etc.), a regularity began to emergeemerge.”.”

如何解釋如何解釋 /Λ//Λ/ 取代取代 //αα// 或或 /o//o/ 的現象 的現象 ??

assimilation assimilation

=ease of articulation =ease of articulation

= the changing of a speech sound = the changing of a speech sound

because of the influence of another because of the influence of another

sound next to itsound next to it

/Λ/ 取代 /α/ 或 /o/ 的現象

-ome -ome (some, come pattern)(some, come pattern) some, come, be’come, ‘companysome, come, be’come, ‘company -ove -ove (-love pattern)(-love pattern) love, glove, shove, above, oven, coverlove, glove, shove, above, oven, cover -oth -oth (-other pattern)(-other pattern) other, mother, brother, another, other, mother, brother, another,

以國語的變音為例以國語的變音為例 ㄢ ㄢ ㄅㄢ ㄅㄢ ㄈㄢ ㄈㄢ ㄙㄢ ㄙㄢ ㄧㄢ ㄧㄢ //an/ an/ / / bban/ an/ / / ffan/ an/ / / ssan/ /jan/ /jɛɛn/n/

Mr. Wiley BelvinsMr. Wiley Belvins 在在 Phonics From A to Phonics From A to ZZ ( Scholastic Publishers) ( Scholastic Publishers) 裏提到：裏提到：50%50% of English words can be spelled of English words can be spelled with phonics rules that relate with phonics rules that relate one letterone letter to to one soundone sound..37%37% of words can be spelled with of words can be spelled with phonics rules that relate phonics rules that relate groups of lettersgroups of letters to to one sound.one sound.13%13% words must be learned by words must be learned by memorization.memorization.

英國官方機構公佈的數據英國官方機構公佈的數據英國英國 SSpelling pelling IImprovement mprovement AAssociationssociation這個官方機構公佈的這個官方機構公佈的 exception wordsexception words約有約有 400400個字左右，它們屬於個字左右，它們屬於 ::

1. High frequency words / sight words1. High frequency words / sight words2. Loan words 2. Loan words 外來語外來語

7. 7. 使用不同系統的標音符號使用不同系統的標音符號a.a. Webster markingsWebster markings:: photo, photograph, photographer, heat, head,photo, photograph, photographer, heat, head,

food, foot, p food, foot, pύ>ύ>sh, soüp, Chicägosh, soüp, Chicägob. b. Personal markingsPersonal markings:: low, cow, doubt, calendar, asparaguslow, cow, doubt, calendar, asparagusc. c. K.K. symbolsK.K. symbols:: with, thin, then, mother, cost, doublewith, thin, then, mother, cost, double

註：需要標示特別符號的單字，譬如，註：需要標示特別符號的單字，譬如， ststăătue, frtue, frăăgile, fgile, făăbulous bulous ffāāvorite, frvorite, frāāgrance, sgrance, sēēnior…nior…

「聽音拼字」教學實例「聽音拼字」教學實例 snake, snacksnake, snack bottom, buttonbottom, button trouser, dragon trouser, dragon stretch, strangerstretch, stranger false, August, astronaut false, August, astronaut every day every day oror everyday ? everyday ?

every one every one oror everyone everyone

何時要何時要 doubledouble 子音子音 ?? 為什麼？為什麼？

1.1. sittingsitting

2.2. writing, wriwriting, writtttenen

3.3. bigger, wetter,bigger, wetter, butbut faster faster

4.4. stopped, stopped, butbut helped, kicked helped, kicked

5.5. forgeforgettful, ful, butbut forge forgettttable, able, forgoforgottttenen

動詞三態變化與長、短母音動詞三態變化與長、短母音 -a- (none)-a- (none) meet--met--met , sleep--slept--sleptmeet--met--met , sleep--slept--slept hide--hid--hidden, write--wrote--writtenhide--hid--hidden, write--wrote--written grow--grew--grown, blow--blew--blowngrow--grew--grown, blow--blew--blown choose--chose--chosen, shoot--shot--shotchoose--chose--chosen, shoot--shot--shot mean--meant--meant, leave--left--left,mean--meant--meant, leave--left--left,

lead--led--led, lead--led--led, read--read--readread--read--read

Irregular verbs in sound Irregular verbs in sound groups ( 1 )groups ( 1 )

taketake took took: shake- shook, stand-stood: shake- shook, stand-stood swimswim swam swam : sit-sat, sing-sang, drink-drank : sit-sat, sing-sang, drink-drank rideride rode rode: write-wrote, drive-drove, : write-wrote, drive-drove, shine-shone, win-wonshine-shone, win-won growgrow grewgrew: know-knew, blow-blew, throw-thr: know-knew, blow-blew, throw-thr

ewew seesee saw saw: teach-taught, catch-caught, : teach-taught, catch-caught, bring-brobring-bro

ughtught sleepsleep slept slept: meet-met, keep-kept, leave-left, le: meet-met, keep-kept, leave-left, le

ad-ledad-led 特殊變化特殊變化 : eat: eat ate, getate, get got, come got, come came, came, gogo went, wear went, wear worewore

名詞單、複數與長、短母音名詞單、複數與長、短母音 man--men, man--men, **woman--women woman--women

child--children, five--fifth--fifteen--fiftchild--children, five--fifth--fifteen--fiftyy

foot--feet, goose--geese, tooth--teethfoot--feet, goose--geese, tooth--teeth

mouse--micemouse--mice

母音拼字規則舉例母音拼字規則舉例a. a. CVCeCVCe : cake, Steve, like(*give, live, olive), : cake, Steve, like(*give, live, olive), close(*some, come), cuteclose(*some, come), cuteb. b. CVCCVC : cat, flag, strap, camp, grasp, stamp: cat, flag, strap, camp, grasp, stamp

s… s… c. c. VCCVCC : : aadd, dd, eegg, kgg, kiill, clll, claass, clss, cliiff, sff, sooccer, sccer, suu

mmer, mmer, hhaappen, lppen, liittle…ttle…d. d. Vck Vck : back, neck, pick, clock, struck : back, neck, pick, clock, struck e.e. R-controlled R-controlled : ar, air, are, ear, eer, ere : ar, air, are, ear, eer, ere ( worker, murmur )( worker, murmur )

一一 .. 將字尾阻塞子音刪去將字尾阻塞子音刪去 將字尾阻塞子音將字尾阻塞子音 (( 如如 p, t, k, b, d, gp, t, k, b, d, g 等等 ))

刪去，特別是在後面接其他字詞的時候。刪去，特別是在後面接其他字詞的時候。 Nice to meeNice to meett you. you. There is a caThere is a cat t / do/ dogg in the room. in the room. I liI likke to go.e to go.

註註 : : 教師要「不斷地，不厭其煩地」提醒學生字尾的教師要「不斷地，不厭其煩地」提醒學生字尾的 p, t, k,p, t, k, b, d, g b, d, g 不要唸得跟字首的一樣清楚、響亮，只要「蜻不要唸得跟字首的一樣清楚、響亮，只要「蜻蜓點水，點到為止」即可。蜓點水，點到為止」即可。

二二 .. 母音的鬆與緊未加以區分母音的鬆與緊未加以區分 發音器官肌肉的鬆 發音器官肌肉的鬆 (lax) (lax) 與緊 與緊 (tense)(tense) ，， 或俗稱的長母音、短母音未加以區分。或俗稱的長母音、短母音未加以區分。

11. eat . eat 與 與 it it 不分。 不分。 (( 同樣的，將同樣的，將 worksheworksheetet 唸成唸成 workshitworkshit 就不足為奇了就不足為奇了 ))

2. say it 2. say it 唸成 唸成 / / ssε / it. ε / it.

3. no, hello, notebook 3. no, hello, notebook 的長母音 的長母音 /o / /o / 都唸成都唸成/ / / / ככ

三三 . . 開口度不同的母音未加以區分。開口度不同的母音未加以區分。

1. father, mother1. father, mother 的母音都唸成 的母音都唸成 / α // α /2. mat, met2. mat, met 的母音都唸成 的母音都唸成 / ε // ε /3. snake, snack3. snake, snack 的母音常混淆的母音常混淆

英語節奏與發音英語節奏與發音英語節奏或節拍會導致發音的改變英語節奏或節拍會導致發音的改變 chchiild ld ch chiildren ldren phphoone ne ph phoonics nics nnaature ture n naaturaltural sseecret cret s seecretary cretary prodproduuce ce prod produuctionction propronounnounce ce pro pronunnunciationciation explexplaiain n expl explaanationnation