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grape, grade
E e----------------Pete, Swede, these, theme, Chinese
I i----------------side, mile, bike, nice, kite, nine
O o----------------note, rose, bone, home, globe
U u----------------cube, mute, cute, huge, tube, duke
元音字母在重读音节末尾时，也发长音。
Pa-per, ta-ble, me-ter, fe-ver, ti-ger, li-cense, lo-tus, lo-cust, pu-ma, tu-lip
E e----------------Pete, Swede, these, theme, Chinese
I i----------------side, mile, bike, nice, kite, nine
O o----------------note, rose, bone, home, globe
U u----------------cube, mute, cute, huge, tube, duke
元音字母在重读音节末尾时，也发长音。
Pa-per, ta-ble, me-ter, fe-ver, ti-ger, li-cense, lo-tus, lo-cust, pu-ma, tu-lip
| 不背字母，不用音标。 见词能读，听音能写。 |
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Phonics教学法教程出版后，已经帮助成千上万的学生摆脱了死记硬背的痛苦，驶上了轻松高效的英语学习之路，考试成绩显著提高，小学生就可以读懂原版书，并能与外国朋友进行自如交流。 |
Alphabetic principleEnglish spelling is based on the alphabetic principle. In an alphabetic writing system, letters are used to represent speech sounds, or phonemes. For example, the word pat is spelled with three letters, p, a, and t, each representing a phoneme, respectively, /p/, /?/, and /t/.[5]The spelling structures for some alphabetic languages, such as Spanish, are comparatively orthographically transparent, or orthographically shallow, because there is nearly a one-to-one correspondence between sounds and the letter patterns that represent them. English spelling is more complex, a deep orthography, partly because it attempts to represent the 40+ phonemes of the spoken language with an alphabet composed of only 26 letters (and no diacritics). As a result, two letters are often used together to represent distinct sounds, referred to as digraphs. For example t and h placed side by side to represent either /θ/ or /e/. English has absorbed many words from other languages throughout its history, usually without changing the spelling of those words. As a result, the written form of English includes the spelling patterns of many languages (Old English, Old Norse, Norman French, Classical Latin and Greek, as well as numerous modern languages) superimposed upon one another.[6] These overlapping spelling patterns mean that in many cases the same sound can be spelled differently and the same spelling can represent different sounds. However, the spelling patterns usually follow certain conventions.[7] In addition, the Great Vowel Shift, a historical linguistic process in which the quality of many vowels in English changed while the spelling remained as it was, greatly diminished the transparency of English spelling in relation to pronunciation. The result is that English spelling patterns vary considerably in the degree to which they follow rules. For example, the letters ee almost always represent /i?/, but the sound can also be represented by the letters i and y. Similarly, the letter cluster ough represents /?f/ as in enough, /o?/ as in though, /u?/ as in through, /?f/ as in cough, /a?/ as in bough, /??/ as in bought, and /?p/ as in hiccough, while in slough and lough, the pronunciation varies. Although the patterns are inconsistent, when English spelling rules take into account syllable structure, phonetics, etymology and accents, there are dozens of rules that are 75% or more reliable. [8] A selection of phonics patterns is shown below. [edit] Vowel phonics patterns
[edit] Consonant phonics patterns
[edit] Handling of sight words and high frequency words within phonicsSight words and high frequency words are associated with the whole language approach which usually uses embedded phonics. According to Put Reading First from the National Institute for Literacy,[9] embedded phonics is described as indirect instruction where 'Children are taught letter-sound relationships during the reading of connected text. (Since children encounter different letter-sound relationships as they read, this approach is not systematic or explicit.)'.In systematic or explicit phonics, students are taught the rules and the exceptions, they are not instructed to memorize words. Memorizing sight words and high frequency words has not been found to help fluency. Put Reading First adds that 'although some readers may recognize words automatically in isolation or on a list, they may not read the same words fluently when the words appear in sentences in connected text. Instant or automatic word recognition is a necessary, but not sufficient, reading skill. Students who can read words in isolation quickly may not be able to automatically transfer this 'speed and accuracy'.[9]
[edit] Different phonics approaches[edit] Synthetic phonicsMain article: Synthetic phonicsSynthetic phonics is a method employed to teach phonics to children when learning to read. This method involves examining every letter within the word as an individual sound in the order in which they appear and then blending those sounds together. For example, shrouds would be read by pronouncing the sounds for each spelling '/?, r, a?, d, z/' and then blending those sounds orally to produce a spoken word, '/?ra?dz/.' The goal of synthetic phonics instruction is that students identify the sound-symbol correspondences and blend their phonemes automatically. Since 2005, synthetic phonics has become the accepted method of teaching reading (by phonics instruction) in the United Kingdom and Australia. See Synthetic phonics. [edit] Analytical phonicsMain article: Analytical phonicsAnalytical phonics has children analyze sound-symbol correspondences, such as the ou spelling of /a?/ in shrouds but students do not blend those elements as they do in synthetic phonics lessons. Furthermore, consonant blends (separate, adjacent consonant phonemes) are taught as units (e.g., in shrouds the shr would be taught as a unit). Analogy phonics is a particular type of analytic phonics in which the teacher has students analyze phonic elements according to the phonograms in the word. A phonogram, known in linguistics as a rime, is composed of the vowel and all the sounds that follow it in the syllable. Teachers using the analogy method assist students in memorizing a bank of phonograms, such as -at or -am. Teachers may use learning 'word families' when teaching about phonograms. Students then use these phonograms to analogize to unknown words. Embedded phonics is the type of phonics instruction used in whole language programs. Although phonics skills are de-emphasized in whole language programs, some teachers include phonics 'mini-lessons' in the context of literature. Short lessons are included based on phonics elements that students are having trouble with, or on a new or difficult phonics pattern that appears in a class reading assignment. The focus on meaning is generally maintained, but the mini-lesson provides some time for focus on individual sounds and the symbols that represent them. Embedded phonics differs from other methods in that the instruction is always in the context of literature rather than in separate lessons, and the skills to be taught are identified opportunistically rather than systematically. Owing to the shifting debate over time (see 'History and Controversy' below), many school systems, such as California's, have made major changes in the method they have used to teach early reading. Today, most[which?] teachers combine phonics with the elements of whole language that focus on reading comprehension. Adams[10] and the National Reading Panel advocate for a comprehensive reading program that includes several different sub-skills, based on scientific research. This combined approach is sometimes called balanced literacy, although some researchers assert that balanced literacy is merely whole language called by another name.[11] Proponents of various approaches generally agree that a combined approach is important.[citation needed] A few stalwarts favor isolated instruction in Synthetic phonics and introduction to reading comprehension only after children have mastered sound-symbol correspondences. On the other side, some whole language supporters are unyielding in arguing that phonics should be taught little, if at all.[citation needed] |
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