45
Using Phonetics in teaching

Teaching Phonics

Embed Size (px)

DESCRIPTION

Phonetics

Citation preview

Page 1: Teaching Phonics

Using Phoneticsin teaching

Page 2: Teaching Phonics

What is the Phonology?

Phonetics all of the

sounds

Phonemics significant

sounds

Phonics teaching reading

sounds

Page 3: Teaching Phonics

Phonology describes how to use your...

Maybe that’s why lizards can’t talk ...

teeth

larynx

tonguelipspalateuvula

Page 4: Teaching Phonics

Inside Your Head!

We use all of these to speak.

Page 5: Teaching Phonics

Consonants 1

/p/

/b/

Plosives – stop air, let it go suddenly

unvoiced

voiced

Bilabial - lips

Page 6: Teaching Phonics

Consonants 2

/t/

/d/

unvoiced

voiced

Alveolar – ridge behind the teeth

Plosives – stop air, let it go suddenly

Page 7: Teaching Phonics

Consonants 3

/k/

/g/

unvoiced

voiced

Velar – back of the throat

Plosives – stop air, let it go suddenly

Page 8: Teaching Phonics

Consonants 4

/f/

/v/

Fricative – let air pass through

unvoiced

voiced

Labio-dental – lip(s) and teeth

Page 9: Teaching Phonics

Consonants 5

/θ/

/ð/

Fricative – let air pass through

unvoiced

voiced

Dental – teeth and tongue

Page 10: Teaching Phonics

Stick your tongue out!/θ/ and /ð/ are both written ‘th’.

Many learners of English mispronounce these as /t/, /d/, /f/, /v/, /z/, /s/ or /ʃ/

While this rarely affects understanding, if you do not pronounce this sound correctly, you will always have a distracting accent.

Page 11: Teaching Phonics

Consonants 6

/s/

/z/

Fricative – let air pass through

unvoiced

voiced

Alveolar –ridge behind teeth

Page 12: Teaching Phonics

Consonants 7

/ʃ/

/ʒ/

Fricative – let air pass through

unvoiced

voiced

Palato-alveolar

Page 13: Teaching Phonics

So what is a lisp?

I with I wath a thkylarkI’d thail up in the thkyAnd thing thuch thad thweet muthicThat you would thob abd thigh.

I’d thing thuch tholemn melodiethTho thoothing and tho thadThat thilly thingth ath thoft ath youWould thoon be thcreaming mad!

Page 14: Teaching Phonics

Consonants 8

/ʧ/

/ʤ/

Affricate – stop air, let it go gradually

unvoiced

voiced

Palato-alveolar

Page 15: Teaching Phonics

Consonants 9

/h/

Fricative – let air go through

Glottal

Page 16: Teaching Phonics

Consonants 10

/m/

Nasal – let air out of your nose

/n/

/ŋ/

bilabial

alveolar

velar

Page 17: Teaching Phonics

Why is it hard to speak clearly when you have a cold?

aɪ hæv ʌ kəʊd ɪd baɪ dəʊz

Page 18: Teaching Phonics

Consonants 11Lateral – air goes around tongue

/l/

Alveolar

Page 19: Teaching Phonics

Consonants 12Approximant – nearly touching

/j/

Palato-alveolar /r/

/w/

Palatal

Bilabial / Velar

Page 20: Teaching Phonics

So can you explain the difference between /l/ and

/r/?

Page 21: Teaching Phonics

See your handout:Putting it all together

Page 22: Teaching Phonics

BM Consonants

c

sy

ny

Page 23: Teaching Phonics

Vowels

[owls]

The consonants are simple ...It’s the vowels that are complicated!

Page 24: Teaching Phonics

i: ı ʊ

ɜ:əe

æ ʌ ɑ:

u:

ɔ:

ɒ

high

low

Tongue position: front back

mouth

Lips

close

open

Page 25: Teaching Phonics

2 sounds within the same syllable

Diphthongs

Page 26: Teaching Phonics

Spelling of vowel sounds 1

ant

baby

tape snailtray

/æ/

/eɪ/

a

a a-e ay ai

Short ‘a’

Long ‘a’

Page 27: Teaching Phonics

Spelling of vowel sounds 2

/eə/ air

a ar

arehair

square

carbanana

/ɑ:/

Page 28: Teaching Phonics

Spelling of vowel sounds 3

/e/ e

e ea

ee ey

ea

y/i:/

bed bread

Forget-me-not

me beach

tree

key pony

Short ‘e’

Long ‘e’

Page 29: Teaching Phonics

Spelling of vowel sounds 4

ear

er ir or ur

eer

/ə/

ear deer

fern

shirt

worm

fur

/ɪə/

Page 30: Teaching Phonics

Spelling of vowel sounds 5

er ar or ure/ə/

a e i o u

teacher

collar doctor

measure

zebra garden

fossil lion circus

Page 31: Teaching Phonics

Spelling of vowel sounds 6

/ı/ i

i i-e igh y

e

/ɑı/

tin rocket

tiger kite light fly

Short ‘i’

Long ‘i’

Page 32: Teaching Phonics

Spelling of vowel sounds 7

/ɔ/ o

o o-e ow ew

wa

/əʊ/ oa

frog swan

go

boat

note

snow

sew

Short ‘o’

Long ‘o’

Page 33: Teaching Phonics

Spelling of vowel sounds 8

oo

oo ew ue

/ʊ/ u

/u:/

book

bull

moon

screw

glue

u/ʌ/ obus glove

Short ‘u’

Long ‘u’

Page 34: Teaching Phonics

Spelling of vowel sounds 9

/ʊə/ oor

or o-e aw oor/ɔ:/ a

moor

fork ball sauce

saw door

our

tourist

ure

cure

ur

jury

Page 35: Teaching Phonics

Spelling of vowel sounds 10

/ɑʊ/ ow

oucow

house

/ɔı/ oy

oitoy coin

Page 36: Teaching Phonics

How can 5 little vowels get so complicated?

And HOW can I teach them all?

(I’m exhausted just thinking about it!)

Page 37: Teaching Phonics

What is the best way to learn? (anything)

Connect the learning to as many senses as possible.

1. hearing

2. seeing

4. tasting

3. smelling 5. touching

Action and movement

Page 38: Teaching Phonics

Key WordsConnect each sound to:a WORD

which has

A sound

A picture

An action

Page 39: Teaching Phonics

i: ɪ ʊ u: ɪə eɪ

e ə ɜ: ɔ: ʊə ɔɪ əʊ

æ ʌ ɑ: ɒ eə aɪ aʊ

p b t d ʧ ʤ k g

f v θ ð s z ʃ ʒ

m n ŋ h l r w j

Think of a key word and action for each sound

Page 40: Teaching Phonics

For example:

/æ/

apple

*bite* action*crunch* noise

image

action

word

taste (memory)

phonetic sound

noise

Page 41: Teaching Phonics

In the Classroom:

Stimulus:

Response:“æ”

“apple” *bite* action

*crunch* noise

“mmm” think about taste

Page 42: Teaching Phonics

Choose your own personalised Key Words

Page 43: Teaching Phonics

Group Discussion

Page 44: Teaching Phonics

So ... Now we’re ready to teach the kids ...

Page 45: Teaching Phonics

With our key words, sounds and actions, school children will be engaged and will learn quickly.