小学英语教学法教程（第3版）课件 unit5-9 Teaching Vocabulary,Grammar and Pronunciation-Adapting and Evaluating Text

Unit5TeachingVocabulary,GrammarandPronunciation5.1HowtoteachvocabularytoyoungLearnersVocabularyhasbeenrecognizedasoneofthemostimportantelementscontributingtosuccessfullanguagelearning.However,manylearnersfindvocabularyverydiffculttolearnevenwithenormoustimeandeffortputintoit.Whatvocabularytoteachandhowtoteachthemremaintobecrucialquestionsworthprobinginto.Task5.1.1Whatdoesitinvolvetolearnaword?Studythesamplebelow(Figure5.1.1).Discusswithapartnerwhatshouldbeinvolvedinteachingthosewordstochildren.5.1.1

Whatdoesitmeantolearnaword?DiscussionPoint

Whatdoesitmeantolearnaword?

Knowingawordalsoinvolvesusingitinagrammaticallycorrectway,knowingitsgrammaticalconnectionswithotherwords,knowingwhichwordscanbeusedtogetherwithit,whichisalsocalledcollocations,knowingitspositiveandnegativeassociationsandmostimportantlyknowinghowtousethewordintherightsituation.Obviously,theteachingofvocabularyshouldnotonlyfocusonspelling,meaning,andpronunciationbutonwordgrammar,wordrelations,wordgroups,andwordcollocations.

Theuseofwordsintherightsituationisanotherimportantaspectwhichshouldbegivenmoreattention.KnowingawordTeachingawordTask5.1.2Thefollowingaresomewaysofpresentingnewwords.Readthemandmatcheachwithanexampleprovidedbelow.Whatothermethodsorwayscanbeused?Pleasegiveyourexamples.□Usingcards.□Usingpicturesorillustrations.□Usingquestions.□Involvinglearnersinactions.5.1.2Whatmethodscanbeusedtopresentnewwords?Example1Teacher:OK,let’sdosomeexercises.Listenandfollowmyinstructions.Let’sjump.(Teacherjumps)Students:Jump.(Studentsjump)Teacher:OK,nowlet’swalk.Walk.OK,walklikethis.(Teacherwalks)Students:Walk.(Studentswalk)Example2Teacher:(Finishedstorytelling)OK....Whosebirthdayisitinthestory?Students:It’sBobby’s.Teacher:Yes.It’sBobby’sbirthday.So,hismothergiveshim...(Expectingchildrentoanswer)StudentA:A

box?StudentB:(InChinese)一份生日礼物。Teacher:Ah,yes,agift.Hismothergiveshimabirthdaygift.一份礼物,A

gift.Students:A

gift.Teacher:Doyougetabirthdaygiftforyourbirthday?...Example3Teacher:Nowlookatthepictureofazoo.Whatcanyouseeinthezoo?Students:Monkeys!Pandas!Teacher:Whatelse?Whataretheseanimals?(Pointingtothegiraffesinthepicture.)Student

A:Giraffe.Teacher:Yes.Theyaregiraffes.Students:Giraffes.Example4Theteachergaveoutsomevegetablecardstosomepupilsintheclassbeforethelessonbegan.Teacher:Ihavesomevegetablehere.Look,whatarethey?(Showingseveralmushrooms)Students:Theyare...Teacher:Listen,mushrooms.Listencarefully,They’remushrooms(Theteacherwritesthewordsalongwithapictureontheblackboard).Readafterme,mushrooms.Students:Mushrooms.Teacher:OK.Now,whohasmushrooms?Showyourcardtotheclass,please.“Ihave...”Students:(Thosewhohavethewordcardsofmushroomsstandup)Ihavemushrooms.Teacher:Excellent,thankyou.Sitdown,please.Otherwaysforpresentingnewwords:Usingmovingimagesfromthewebsitesorvideos.___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________DiscussionPoint

Whatmethodscanbeusedtopresentnewwords?Thebestwaytopresentnewwordsistoprovideameaningfulcontextandgivechildrenthechancetoobserve,tothink,toact,andtoactivatetheirpriorknowledgeasdonebytheteachersintheaboveexamples.Task5.1.3Lookatthefollowingactivitiesanddeicidewhattheirfocusesare.Howcanyouadaptthemforyourpupilsinaspecifcteachingsituation?Whatactivitiesdoyouknowforteachingandlearningvocabulary?Addyouractivityinthespaceprovidedbelow.Workingroupsoffourandchooseavocabularylearningpageinatextbook.Workouta20-minutelessonplanofvocabularyteaching,individually.Thenshareitinyourgroup.Whatcanyoulearnfromeachothers’lessonplans?Name:Lookandmatch.Targetstudents:Beginninglevel.Procedures/steps:Putpicturesontheblackboardinonecolumn,andthenwritethenamesonthenextcolumninarandomorder.Havechildrenlookatthepicturesandmatchthemwiththenames.Purposeorfunction:

Practicesrecognitionofwordformandmeaning.Makingitsimplerormorechallenging:______________________.5.1.3Whatactivitiescanbeusedtopracticevocabulary?Name:Listenandpoint.Targetstudents:Beginningandintermediatelevels.Procedures/steps:Putfourorfvepicturesontheblackboardandnumberthem.Theteachersaysaword,andchildrenshoutoutthenumberthatmatchestherightpicture.Purposeorfunction:_____________________________________.Makingitsimplerormorechallenging:______________________.Name:Theoddoneout/Whichisdifferent?Targetstudents:Beginningandintermediatelearners.Procedures/steps:Putfourorfvepicturesontheblackboard.Childrenneedtopointattheonethatdoesnotbelongtothegroup.Purposeorfunction:_____________________________________.Makingitsimplerormorechallenging:Tomakeitmorechallenging,havechildrenexplainthereasonwhyacertainpictureisdifferent.Name:Putthewordsintoboxes.Targetstudents:Beginningandintermediatelearners.Procedures/steps:Inthisgame,childrenneedtoputwordsintocorrectgroups.Chil-drenaregivenseveralwordsandtheyneedtoputwordsintogroups,forexample,groupsoffruit,vegetable,orverbs,nounsandadjectives.Purposeorfunction:_____________________________________.Makeitsimplerormorechallenging:_______________________.Name:Bingogame.Targetstudents:Beginners.Procedures/steps:Inthisgame,childrenneedtolistenandwritewords.Childrenneedtoprepareadiagramwith3×3boxes(shownontheright).Theteacherlistninewordsandchildrencopythemintotheirboxesinwhateverordertheylike.Thentheteacherchoosesawordonetimeandreadsitout,childrenneedtofnditintheirboxesandcrossitout.Whenthecrossedwordsformaline,vertical,diagonal,orhorizontal,theysayBingo.Purposeorfunction:_____________________________________.Makingitsimplerormorechallenging:Tomakeitmorechallenging,youcanchoosetodictatethewordsinsteadofhavingthemcopiedfromtheboardforhighergraders.Othervocabularyactivities/gamesIknowName:_________________________________________________.Targetstudents:_________________________________________.Procedures/steps:________________________________________________________________________________________________________________________________________________________.Purposeorfunction:_____________________________________.Makingitsimplerormorechallenging:______________________________________________________________________________.DiscussionPoint

Whatactivitiescanbeusedtopracticevocabulary?ItissuggestedbyCameron(2001)thatvocabularyneedstobemetandrecycledfromtimetotimeindifferentactivities,withnewknowledgeandnewconnectionspracticedeachtimewhenthesamewordismetagain.Cameron(2001)alsopointsoutthatthebestandmosteffcientwayforyounglearnerstoactuallylearnandrememberwordsiswhentheyareinvolvedinthinkingandinconstructingmeaning.AschildrenlearnmorewordsinEnglish,vocabularystrategyinstruction(e.gwordspider)shouldbeintroducedintheteachingofvocabulary.Besides,younglearnerscanalsobehelpedandguidedtoreflectontheirlearningprocessbyevaluatingtheirlearningresults.5.2Howtoteachgrammartoyounglearners?5.2.1Shouldgrammarbetaughtintheprimaryschool?Task5.2.1Beloware10assumptionsaboutgrammarteachingintheprimaryschool.Discusswithyourpartneranddecideifyouagreeordisagreewithhim.Why?AssumptionsYourattitude1.Pupilsneedtobegivendetailedgrammarrulesiftheywanttolearnaforeignlanguagesuccessfully.2.Childrendonotneedtolearngrammarruleswhentheyacquiretheirfirstlanguage,sotheydonotneedthemeitherwhenlearningaforeignlanguage.3.Ifpupilsgetenoughchancetopracticeusingaforeignlanguage,theydonotneedtolearngrammar.4.Makingchildrenunderstandthegrammarrulesshouldbeaveryimportantteachingobjective.5.Grammarshouldbetaughttohelpchildrenanalyzedifficultstructuresintextsanddialogs.6.It’sOKforchildrentomakegrammaticalmistakes,becausecommunicationinaforeignlanguagewithouterrorsissomethingmostpeoplewillneverachieve.7.Pupilsinlowergradesdonotneedtolearngrammar,butwhentheymovetoupperlevels,grammarshouldbetaughtexplicitly.8.Knowinggrammarisnotenoughforrealcommunication.9.Helpingchildrensummarizethegrammarrulesfromtheexamplesisaverygoodwaytoteachgrammarinprimaryschools.10.Childrendon’tlikegrammar.Theygetboredwithit.DiscussionPoint

Shouldgrammarbetaughtintheprimaryschool?Infact,therearedifferentviewsregardingtheissueofteachinggrammartoyounglearners.Grammarshouldbetaught.Someeducators(e.g.Larsen-FreemanandLong,1991)stronglybelievethatgrammarshouldbetaughtandgrammarcanimprovecommunication.Cameron(2001)believesthatgrammarshouldnotbeviewedinthisnarrowsense.Grammarisimportantforchildrentolearnaforeignlanguagebecauseinrealcommunication,grammarisnecessaryforexpressingprecisemeaningindiscourse.Grammarshouldn’tbetaughtOthers,(e.g.Celce-Murcia,1991)believethatgrammarislessimportantforchildrenthanforadults,anditislessimportantinlisteningandreadingthaninwriting.Somepeopleregardgrammarasalistofrulesinitstechnicalforms.Inthissense,wewouldsaythatgrammarshouldnotbetaughttoyounglearners.DiscussionPoint

Shouldgrammarbetaughtintheprimaryschool?“Grammargrowslikeaplant,perhaps,wateredbymeaningfullanguageuse,andpushingoutnewshootswhileolderstemsarestrengthened”.However,thewayshowgrammaristaughtneedtobecarefullyconsidered.Asthegoalsofteachinggrammararenotfortheruletoberememberedforbetteruseofthelanguageincommunication,weshouldfollowtheprinciplesinteaching:teachlearnerstoexpressthemselvesasclearlyaspossiblewithconfidence;strengthengrammaticalaccuracyinafunandpurposefulway;increasegrammarawarenessamongyounglearners;meetlearningstyleswhereverpossible.Task5.2.2AComparetheapproachesusedbytwoteacherswhenpresentinggrammar.Whichonedoyouthinkismoresuitableforchildren,andwhy?5.2.2Howshouldgrammarbepresented—deductiveorinductive?A我们用IS和动词的-ING形式表示正在进行的动作。比如：Heissinging.Sheisdancing.Tomisrunning.Amyisreading.BLookatthepicture.Whoareinthepictures?Right,Lisa,Jenny,AmyandTom.What’sLisadoing?She’ssinging.What’sJennydoing?Listen,she’sdancing.Now,lookatTom.What’sTomdoing?Yes,Tom’srunning.AndhowaboutAmy?Great.Amy’sreading.(Teacherthenwritesthesentencesontheblackboard.)DeductivemethodTeacherAadoptedadeductivemethodtointroducegrammar.Whenteachersteachgrammarfollowingthedeductivemethod,he/shewillmostprobablytakethefollowingsteps.(1)Explaintherules,mostprobablyinChinese.Forexample,theteacherexplainsthatthesuperlativeformofanadjectiveismadeofanadjectiveplus-est:clean→cleanest,tall→tallest.(2)Giveoneortwoexamples,e.g.Mrs.Greenhasthelargesthouseintown.(3)Askpupilstomakesentencesbasedonprompts.Usuallyasubstituteexercise.InductivemethodTeacherBusestheinductivemethod.Intheinductivemethod,theteacherprovideslearnerswithauthenticlanguagedataandinducesthelearnerstonoticegrammarruleswithoutanyformofexplicitexplanation.Itisbelievedthattheruleswillbecomeevidentifthepupilsaregivenenoughappropriateexamplesinacontext.

Afterpresentingtherules,pupilscanthenbeinvitedtoapplythenewlypresentedstructuretoproducenewsentenceswithmorepicturesandverbalprompts.Duringthepracticetime,theteacherprovideshelpforthosewhohavediffculties.Finally,optionally,theteachermayaskpupilstosummarizethegrammarrule.Task5.2.2BWorkingroupanddiscuss:Whataretheadvantagesanddisadvantagesofthesetwomethodsrespectively?Whatdidyourteachersusewhenyouwerelearninggrammar?Underwhatcircumstancesshouldthedeductivemethodbeusedandwhentousetheinductivemethod?ThedeductivemethodTheinductivemethodAdvantagesDisadvantagesDiscussionPoint

Howshouldgrammarbepresented—deductiveorinductive?ThedeductivemethodTheinductivemethodAdvantages1)itcouldbeverysuccessfulwithselectedandmotivatedstudents.2)itcouldsavetimewhenstudentsareconfrontedwithagrammarrulewhichiscomplexbuthastobelearned.3)itmayhelpstudentsincreaseconfidenceinthoseexaminationswhicharewrittenwithaccuracyasthemaincriterionofsuccess.

1)itdoesprovidechildrenwithmoreauthenticsituations.Disadvantages1)itteachesgrammarinanisolatedway;2)littleattentionispaidtomeaning;3)practiceisoftenmechanical.1)itisverytime-consumingTheinductivemethodismoresuitableforyounglearners.Childrendonotneedtoknowthegrammarrulesexplicitly.Theycanimitateteachersandlearntousethegrammarrulegradually.Task5.2.3AWorkingroupsoffourandreflectonyourowngrammarlearningexperience.Whatkindofgrammarpracticemethodsdidyourteachersusetoconsolidateyourgrammarlearning?Aretheymechanicaldrillingormeaningfulpractice?Listtheminthefollowingtable.5.2.3

Howshouldgrammarbepracticed—mechanicalormeaningful?

MechanicalpracticeMeaningfulpractice1.Fillingintheblanks.2.Doingsubstitutiondrills.3.4.5.6.7.1.Describingpictures.2.Tellingstories.3.4.5.6.7.DiscussionPoint

Howshouldgrammarbepracticed—mechanicalormeaningful?MechanicalPractice(1)Fillingintheblanks.(2)Doingsubstitutiondrills.(3)Changingthesentencestructure.(4)Translatingsentences.(5)Repeatingaftertheteacher.…MeaningfulPractice(1)

Identifyingpictureswithdescriptions

/paragraphs.(2)

Discoveringidenticalpairs.(3)

Finding&describingdifferences.(4)Followingdirections.(5)Usingrhymesandsongs(6)Retellingstories.(7)Role-playing.(8)Listening&speaking.Mechanicalpracticesarelargelyusedinlanguageclassroomsbothforgrammarandvocabularypractice.Thiskindofactivitiescanreinforcepupils’accuracyinusingcertaingrammaticalitems.Pupilscanremembertheruleseasilyafterlotsofpractice.Butthiskindofpracticecannotenhancetheuseofgrammarinrealsituations.Soifwewantchildrentouseacertaingrammarrulenaturallyinreallife,onlymechanicalpracticeisnotenough.Mechanicalpracticecanbeusedasapreparationstageformeaningfulpractice.Weshouldallrememberthatthepurposeoflearningalanguageisforcommunication.Therefore,intheclassroom,teachersshoulddesignmoremeaningfulactivitiessothatchildrencanacquirethelanguagebyusingitinrealcontexts.Task5.2.3BWorkingroupsoffouranddiscusshowtoteachthefollowinggrammaticalitemstochildren.Designyouractivities.Trytousebothmechanicalandmeaningfulpractices.(1)Presentcontinuoustense.(2)Comparativesofadjectives.(3)Prepositions.DiscussionPoint

Howshouldgrammarbepracticed—mechanicalormeaningful?Itisbelievedthatgrammardoesnothavetobethemostboringbitofteachingorlearning.Itdoesnothavetobesomethingdiffcultandabstract.Itcanbelearnedassomethinginwhichsocialskills,physicalactivity,intellectualthinkingskills,andpersonalizationarecombinedtoimprovethelearner’scommunicativeperformance.Meaningshouldalwaysbethemainfocusinlanguagelearning,andgrammarisasystemthathelpsmakemeaningmoreprecise.5.3Howtoteachpronunciationtoyounglearners5.3.1Whatisyourattitudetowardstheteachingofpronunciation?Task5.3.1

Doyouagreewiththefollowingstatements?Workingroupsoffour.Discusswithyourgroupmembers.□1.Itiseasierforchildrentodevelopgoodpronunciationthanadults.□2.Childrendonothavetolearnphoneticsymbols.□3.Childrenneedtobeabletodistinguishtheindividualvowelsandconsonantsounds.□4.Toteachpronunciationmeanstoasklearnerstorepeataftertheteachersoundbysoundorwordbyword.□5.Ifchildrencanpronounceindividualsoundscorrectly,theyhavegoodpronunciation.□6.Pronunciationshouldbetestedinexams.DiscussionPoint

Whatisyourattitudetowardstheteachingofpronunciation?1.Isitnecessarytolearnpronunciation?Pronunciationisintegratedinlanguagelearninganditplaysanimportantroleinlistening,speakingandspelling.Itishelpfulforchildrentograspgoodpronunciation.Incommunication,listenersneedtobeabletohearandunderstandEnglishwellandsimilarly,speakersneedtobeabletoproducethelanguageeligibleenoughforotherstounderstand.Goodpronunciationhelpstomakecommunicationsuccessful.What’smore,phoneticknowledgecanmakewordrecognitionandspellingmucheasier.Reading5.3.1AanalyzesthereasonswhypronunciationshouldbeintegratedinteachingchildrenEnglish.DiscussionPoint

Whatisyourattitudetowardstheteachingofpronunciation?2.Whatshouldbeincludedinteachingpronunciation?Pronunciationincludesstress,rhythmandintonationaswellasindividualsounds.Forchildren,itismoreimportanttohelpthemdevelopphonemicawareness(SeeReading5.3.1B)whichmeanstobeawareoftheconnectionbetweenlettersandsounds,tobeabletofeeltherhythmofthelanguage,andtounderstandandproducesounds.3.Isitnecessarytotestpronunciationandhow?Cambridgeyounglearners’Englishtestdoesconsiderpronunciationasoneoftheimportantcriteriaforthefinalscoreoftheoraltest.Itisgoodforteacherstoknowhowgoodtheirstudents’pronunciationisanditmightalsobeagoodideaforlearnerstoknowtheirproblems.However,whentestingpronunciation,teachersneedtobemoretolerantofchildren.Thecriteriaoftestingshouldnotbe“perfection”but“intelligibility”(Harmer,2007).Task5.3.2AWorkinpairsandreflectonyourownexperienceoflearningEnglish.DidyoulearnIPA(InternationalPhoneticAlphabet)whenyoulearnedyourEnglish?Ifyes,atwhatstagedidyoulearnit,atthebeginningoratalaterstage?HowdidyoufeelaboutlearningIPA,interesting,boring,useful,ormotivating?WhatbeneftsorproblemsdoyouthinktheremightbeinlearningIPA?DoyouagreethatIPAshouldbetaughttoprimaryschoolchildrenatthebeginning?Whyandwhynot?5.3.2

Shouldweteachphoneticalphabetasastartingpoint

forteachingEnglishtochildreninordertohelpthemgetcorrectpronunciation?Task5.3.2BReadthefollowingstatementsandticktheonesthatyouagreewith.Thendis-cussthemwithanotherteacher.□IPAhelpswithpronunciation.□IPAhelpswithspelling.□IPAhelpswithreading.□IPAisnotuseful.□IPAmakeslearningboring.□IPAmakeslearningdiffcult.□IPAworksbetterwithadultsthanwithchildren.□IPAisusefulforself-directedlearning.DiscussionPoint

Shouldweteachphoneticalphabetasastartingpoint

forteachingEnglishtochildreninordertohelpthemgetcorrectpronunciation?

Thebestsolution,intheviewofthewritersofthisbook,istoworkwiththe“normal”alphabet,buttotakeextremecarewhenintroducingthemandtomakesurethatthechildrenarealreadyfamiliarwiththeoralformofthewordsthattheyaregoingtomeetinthewrittenform.Teachersshouldalsonotexpectveryquicksuccesswiththeirchildrenlearn-ingtopronounceEnglishwordsfromtheprintedform,giventhefactthatsuccessdoesnotcomequicklyevenformostEnglishnativespeakingchildren.ItshouldberecognizedthatlearningtodecodeinEnglishisalonghardjob,whateveryourlanguagebackground.Thisapproachisnotsuccessfulwithmanylearnersexceptforthosematureandacademicallyorientedlearners.Learningphoneticsymbols“placesunnecessaryburdens”onlearners.Itiscertainlynotrecommendedforusewithchildren.Theproblemwithit,especiallyinsituationslikeChinawherethewritingsystemisnotalphabetical,isthatitrequiresthelearnertolearnanextremelycomplexphoneticsystemwith44distinctivesounds[phonemes]andawritingsystemwith26lettersinthealphabet.Whatismore,thereisanextrememismatchbetweenthesoundsystemandthesymbolsavailableforrepresentingit.Foryoungchildren,whosefocusisnotontheformsoflanguageatthebestoftimes,thiscouldbeamostconfusinganddistractingexperience.Task5.3.3Discussingroupstherelationshipbetweenpronunciationandreadingandwriting.Doyouthinklearningpronunciationishelpfulinimprovingreadingandwriting?Ifso,canyougivesomeexamples?5.3.3

Canpronunciationhelpwithreadingandwriting?DiscussionPoint

Canpronunciationhelpwithreadingandwriting?

Inforeignlanguagelearning,itisbettertofollowthesameprocess,establishingagoodaural/oralcommandofawidevocabularybeforetheteacheraskschildrentostartreadingandwriting.Ofcourse,learningtoreadmeansmorethansimplybeingabletosaythewordsonthepage.However,thisisanessentialfirststage.InEnglish,lettersymbolsrepresentsoundsinwords.Thishelpsthereaderworkoutthepronunciationofawordthatheorshemayseeforthefirsttime.However,thewritingsystemofEnglishisnotcompletelyconsistentorlogical.Thesymbolsmayhelptosomeextent,buttheyarenotaguarantee.

Therearewordswithdifferentspellingsbutexactlythesamepronunciationandwordswiththesamespellingsbutdifferentpronunciation.ThismeansthatlearningtoreadwordsaloudinEnglishisnotjustamatteroflearningthesymbolsandpronouncingthecorrespondingsounds.Readersneedtouseotherstrategies,too.Oneistorecognizethegeneralshapeofawholeword.Thisiscalled“LookandSay”.Task5.3.4Lookatthedescriptivestandardsforphoneticknowledgeinthe2022Curriculumandtellyourpartnerwhatyoucanorwilldotohelpyourstudentsmeetthesestandards.Level1Descriptivestandardsphoneticknowledge1.Identifyandreadthe26lettersinupperandlowercases;2.Perceivethesoundsoflettersinwords;3.Perceivesimplespellingrules,andusethemtohelpspellwords;4.PerceiveandimitatespeakingEnglish,andrecognizewordstressandtherisingandfallingtonesofsentences.5.3.4

HowtohelpchildrenimprovetheirpronunciationDiscussionPoint

Howtohelpchildrenimprovetheirpronunciation?

Whatisphonics?Phonicsisamethodofteachingstudentstoread,spell,andpronouncewordsbyunderstandingletter-soundrelations.Withtheknowledgeofletter-soundrelations,studentswillbeabletopronounceawordbyblendingthelettersfollowingcertainsoundandspellingrules.PhonicsskillsarebotheffectiveandfundamentalfordevelopingEnglishreadingandwritingskills.Shouldweteachtheletter-soundrelationstoChinesechildreninthefirstplaceTheansweris:NO.WeshouldbeawarethatchildreninChinalacklisteningandspeakingexperienceswiththelanguageandtheydonothaveavocabularybase.Ifweteachtherulesofspellingasaknowledgesystem,itcandemotivatechildrenforlearningthelanguage.HowtohelpchildrenimprovetheirpronunciationThefirstandforemosttasktohelpChinesechildrenlearnEnglishistohelpthemaccumulatesomeEnglishvocabularyanddeveloppreliminaryexperiencesinspeakingandlisteninginmeaningfulcontexts.WithmoreexperienceswiththelanguageandacollectionofEnglishwords,theteachingofphonicswillfacilitatetheirlearninginreadingandwriting.WhenteachingchildrennewEnglishwords,thefirstthingtodoistoletchildrenheartheword,understanditsmeaningwiththesupportofpicturesorgestures,andthenhelpthemsaythewordorwordsoutloud.Afterthat,askthemtoreadandwritethewordorwordsdown.Task5.3.5Lookatthefollowingsuggestedactivities.Whatdoyouthinkarethepurposes?Howwouldyouorganizethem?Canyouimprovethemtobetterteachphonics?Writeyourideasdownaftereachactivity.Activity1Listentothewordstheteachersaysandtickthecorrectpictures.Purpose:Teachingsuggestion:5.3.5

Whatactivitiesarehelpfulinteachingphonicsskills?Activity2Teachthistoyourstudents:A

says

/a/

/a/

/a/

inapple.(CLAP)(CLAP)(CLAP)(CLAP)(CLAP)Bsays

/b/

/b/

/b/

inbook.(CLAP)(CLAP)(CLAP)(CLAP)(CLAP)Csays

/k/

/k/

/k/

incookie.(CLAP)(CLAP)(CLAP)(CLAP)(CLAP)Purpose:Teachingsuggestion:Activity3Selectanobjectintheroom.Thinkofitsinitialsound.Tellstudents:“Ispysomethingthatbeginswiththesound______”Thefirststudentguessthecorrectobjectselectsthenextobject.Purpose:Teachingsuggestion:Activity4Giveeachstudentawordcardandaskthemtofindfriends.Forexample,askyourstudentstofindfriendswhohavethesamevowelinthewordtheyhave.Purpose:Teachingsuggestion:Activity5Askstudentstowritesimplerhymesusingtheirimaginationsandcreativity.Example:Afatcathasablackhat.Theblackhatisinthebackpack.Purpose:Teachingsuggestion:DiscussionPoint

Whatactivitiesarehelpfulinteachingphonicsskills?

TherearemanymoreactivitiesteacherscanuseinteachingphonicsandgetthestudentsengagedinlearningEnglish.Forexample:Usingsongs.Singingsongstogetherisag