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Applying Phonetics fəˈnɛtɪks in Low Elementary Classrooms www.googleslidesppt.com _ 30+ Ready Made Google Slides & PowerPoint Presentation for Free
Applying Phonetics fəˈnɛtɪks in Low
Elementary Classrooms
www.googleslidesppt.com _ 30+ Ready Made Google Slides & PowerPoint Presentation for Free
Aims of the Element
#1
To recognize basic
concepts in phonetics.
.
#2
To discuss the importance
of knowing and teaching
phonetics for an EFL
teacher.
Instructions
1
2
3
In secret, write the name of an animal in a piece of paper, fold the paper and put it away in your pocket or purse.
After that, stand up and find other people with the same animal as yours. There’s a catch! You can only communicate by making noises (like the animals) or mimicking.
Once you have found all the people with the
same animals as yours, introduce yourself to
the group.
DisscussionIn this group, discuss the following questions:
1-How do animals actually communicate? By those noises you made?
2-How is animal communication different from that of humans?
3-Why do languages sound differently around the world?
4-Does the same happen with animals?
https://www.youtube.com/watch?v=
SzeEq5MvNFg
● Why do people have
different “accents”?
You can simply
impress your audience
and add a unique zing.
Your Text Here
You can simply
impress your audience
and add a unique zing.
Your Text Here
Why is it important
to study language?
What is phonetics?
Phonetics is one of the branches of linguistics.
It is concerned with describing the physical properties and production of
speech sounds that occur in languages of the world.
When we speak, it is usually one continuous string of sounds. We can identify
speech sounds when we divide a string of sounds into bits known as
segments.
For example, as a speaker of English, you know that the word ‘cap’ has three
segments ‘c’, ‘a’, and ‘p’. When each sound is substituted with another in a
frame such as in a word, it causes a change in meaning. By so doing, a
phonetic study provides an inventory of sounds of a language.
How is phonetics divided?
Phonetics is divided into 3 branches:
Articulatory phonetics: Study of how sounds are produced by our vocal ap.
Acoustic phonetics: Study of the sound waves created by our vocal ap.
Auditory phonetics: Study of how speech sounds are perceived (ear, brain,
etc)
What is phonology?
Phonology is the study of how we organize
and structure sounds to convey meaning. The output
of Phonetics, that is the speech sounds, constitutes the
input for phonological analysis.
Knowledge of the phonology of a language allows you
to combine sounds that make meaningful speech.
Having phonological knowledge means for
example, knowing which sounds can combine together
to form words, which sounds can occur at the
beginning or at the end of a word, and how they should
be pronounced.
What are the most important elements in phonetics and phonology?
What are the most important elements in phonetics and phonology?
- A phone is a unit of speech sound. It may refer to any speech sound or
gesture without regard of its place in phonology of a language. (1 sound)
- A phoneme is a set of phones or a set of sound features that are thought
of as the same element within the phonology of a particular language.
(sounds with meaning)
- Allophones are variations of phonemes. So, they are set of possible spoken
sounds used to pronounce one single phoneme. e.g. [pʰ] (as in pin) and [p]
are allophones of the phoneme /p/. Phrase vs Praise
What are the most important elements in phonetics and
phonology?
- A grapheme is one of a set of orthographic symbols (letters or
combinations of them) in a given language that serve to distinguish one
word from another and usually correspond to or represent phonemes.
For example, the f in fun, the ph in phantom and the gh and laugh.
-Why is it important for an EFL teacher to know
phonetics?
-Why is it important for an EFL teacher to know
how to teach phonetics and phonology?
AIMS OF THE ELEMENT
To provide resources for the use of phonetics in the lower
elementary classroom
To introduce the use of the IPA
DISCUSSION
What basic knowledge and tools should a teacher
have in order to be able to use and apply phonetics
inside of his/her classroom?
Difference between consonants and vowels
-There are 26 letters in the English alphabet, right? It is made
up of 5 vowels and 21 consonants, right?
-Vowels and consonants are sounds, not letters. Depending
on your accent and how thinly you slice them, there are
about 20 vowels and 24 consonants.
-Group work: In your tables, discuss and agree on at least 15
vowels sounds. Provide a word as an example for each
vowel sound. (3 min.)
-A vowel is a speech sound made with your mouth fairly open.
-A consonant is a sound made with your mouth fairly closed.
When we talk, consonants break up the stream of vowels, so that we
don’t sound like we’ve just been to the dentist for four fillings and the
anaesthetic hasn’t worn off yet.
Consonants require more precise articulation than vowels
Phonemes are the sounds of spoken language.
Graphemes are the written equivalent of sounds or phonemes.
In a language such as English, not all words have a
phoneme/grapheme match. For example, the words bough, through
and trough all end –ough but each is pronounced differently.
In order to study the sounds of English, linguists devised an alphabet
which contains symbols to capture all possible sounds in English,
called the International Phonetic Alphabet.
The International Phonetic Alphabet (IPA)
It is an alphabet of phonetic notation designed to capture all the
different ways words in English can be pronounced, based on
the Latin alphabet. It was designed by the International
Phonetic Association (1999) as a standardised system for
representing sounds of oral language.
Group work:
Open your booklets to worksheet # 1 and # 2. Look at the 2
tables, one for consonants and the other for vowels. About
how many consonant sounds did we say there were? How
many vowel sounds?
Review the tables carefully and discuss with your peers. For
each one of the IPA phonemes, write in at least 3 more
representative words. (10 min)
Resource for practicing with the IPA online, with audio.
Now, work in pairs and find which sound you have problems
with. You have 10 minutes.
http://www.antimoon.com/how/pronunc-soundsipa.htm
Classifying Sounds
Organs of speech - in order to understand wheredifferent sounds come from and their way of being
produced, we first need to take a closer look at
where it all happens, organs of speech or
articulators.
Watch the video this first time paying close attention
to the location of the different articulators and their
position within our speaking apparatus.
https://www.youtube.com/watch?v=l4eby6lbtEI
Classification of sounds: Consonants
Consonants in English are pulmonic. That is, their
formation depends upon an egressive (outward-flowing)
airstream initiating in the lungs. Pulmonic consonants are
described according to three features:
1.place of articulation
2.manner of articulation
3.voicing
Place of articulation:
- bilabial mute
- labiodental vase, face
- dental thing, those
- alveolar dance, zoo
- post alveolar fish, pleasure
- palatal yacht
- velar kite, gang, dancing
- glottal that, hat
Manner of articulation
- plosives [p], [t], [k], [b], [d] and [g]
- nasal [m], [n] and [ŋ]
- fricative [f], [s], [z], [v], [h], [ ʃ ] and [ʒ], [θ] and [ð̠]
- approximants [w], [r], [j], [l]
- affricates channel, grudge
Voicing
The third VPM descriptor, voicing, refers to the vibration of the vocal
folds which takes place as a result of airstream flowing out of the lungs
and through the larynx. This vibration occurs only when the vocal cords
are pulled together quite close together, though not close enough to be
clamped completely shut. For example when the vocal cords are tightly
clamped together, the plosive sound, glottal stop is articulated.
Classification of sounds: Vowels
English has five vowels in its alphabet: a, e, i ,o u. The IPA chart for
vowels in English can be shown as follows:
1.front vowels
2.back vowels
3.central vowels
4.diphthongs
AIMS OF THE ELEMENT
To support teachers in developing a good understanding of phonic
principles.
To examine the most important phonic teaching methods
To provide appropriate resources.
LET´S HAVE A POLL. True or False?
1. All children can learn to read by being read to and by reading good literature.
2. Learning to read is a natural process like learning to speak.
3. Many children (and adults), regardless of intelligence, require direct and systematic
instruction.
4. Literacy isn't just about learning how to read.
5. Students who read words but don´t understand them, often struggle with comprehension.
6. High quality phonics teaching involves the use of activities to activate one sense (Visual,
auditory,kinesthetic) at a time Visual.
7.Effective reading instruction uses materials that contain a large number of words that
children can decode.
1. All children can learn to read by being read to and by reading good
literature.
FALSE
Phonics knowledge and skills are critical to becoming literate
Research conducted in the US over the past decades has found that students who
learn phonics DO BETTER in all aspects of Reading (Word identification,
accuracy of oral Reading and silent Reading comprehension and fluency) that
those who do not learn it.
2. Learning to read is a natural process like learning to speak.
FALSE
Phonics needs to be explicitly taught.
Letter-sound correspondences are arbitrary and therefore difficult to discover without
explicit teaching. Left to chance or inference alone, many students would acquire
phonics knowledge too slowly or fail to learn it at all.
3. Many children (and adults), regardless of intelligence, require direct and
systematic instruction.
TRUE
Phonics needs to be systematically taught.
Research has found that students need systematic instruction that
guides them through each phonetic and decoding skill using a step-by-
step, logical sequence.
Teaching phonics in an effective sequence will significantly influence the
rate at which students successfully acquire phonics knowledge and skills.
4. Literacy isn't just about learning how
to read.
TRUE
Phonics needs to be taught in an integrated
and balanced literacy program.
5. Students who read words but don´t understand them, often struggle with
comprehension.
TRUE
Phonics needs to be taught to a level of automaticity.
It just makes sense that word knowledge is important for reading. Readers need to be able to decode
(sound) the words they encounter when they read, and they also need to know the meaning of the words
encountered. Difficulties in either of these competencies will affect reading comprehension.
6. High quality phonics teaching involves the use of activities to activate one
sense (Visual, auditory,kinesthetic) at a time Visual.
FALSE
Phonics teaching is enhanced by an emphasis on multi-sensory activities
High quality phonics teaching involves the use of auditory, visual and kinesthetic activities
that acknowledge students' different learning styles and encourages them to activate as
many of their senses as possible.
7.Effective reading instruction uses materials that contain a large number of
words that children can decode.
TRUE
Phonics teaching needs to be supported and reinforced using quality texts
Students Phonics teaching needs to be supported and reinforced using quality texts.
Authentic, well-structured, interesting texts of the type currently used in early years'
classrooms are preferable as:
…the vast choice of available books will potentially contribute to them developing and extending their
vocabularies and general knowledge.
Solity & Vousden, cited in Rose, 2006.
Approaches to phonics instruction
Synthetic phonics
With this approach teachers explicitly introduce a new sound
and students blend this sound with previously taught sounds, to
decode new words.
In other words, the teachers first teach the sound different
letters make and then the learners practice blending those
sounds together to read a word.
Analytic phonics
In this method of teaching phonics children are taught to look
initially at the whole word and then break it down to compare
parts of the word to letter-sound relationships they have come
across in previously learned words.
Analogy phonics
Analogy phonics teaches students to use parts of written words they
already know to identify new words.
Most words and syllables are made up of sounds created from onset and
rime or a combination of both.
Students are taught to take the rime and blend it with new onsets.
For example:
Embedded phonics
With this approach, phonic elements are introduced incidentally within the
context of reading texts. This approach is similar to the whole language
method in which instruction is embedded in the authentic reading the
children are participating in. Phonics instruction is very informal.
Group work:
Open your booklets to worksheet # 4 and…
List the principles Principles of effective phonics teaching that you
remember.
Then, write a brief description for each Approach to phonics instruction,
then discuss with your peers.
Something to keep in mind!
Three key strategies known
as modelled, guided and
independent teaching are
central to effective literacy
teaching.
The teacher decides whether
to use modelled, guided or
independent teaching with the
whole class, a small group or
individual students.
Understanding and
using these strategies
will assist teachers to
teach phonics
effectively!
Phonics in action!
A)LETTER OF THE DAY CHART
Use a story to start a discussion about the different
sounds that the letters of the alphabet make. For
example, in the story The fisherman and the Genie, the
letter “g” makes a “j” sound (Also known as soft “g”).
Read the story, then reread it asking students to
identify words with the letter “g” that make a hard “g”
sound and a soft “g” sound. Create a Letter of the Day
chart and add words to it during other classroom
activities.
LETTER OF THE DAY: g
Hard g
Big
Again
Great
gave
Soft g
Genie
Huge
Magic
giant
Phonics in action!
B) SOUND OF THE DAY CHART
Have a sound of the day chart. For example, use the story of
Pinocchio to locate words that show the different letter pattern
used to make a hard “c” sound and include them in the chart.
SOUND OF THE DAY: hard “c”
c k ch ck
Carpenter
Come
coin
Lifelike
Workshop
looking
Pinocchio
school
Back
Locked
tricks
Phonics in action!
C) SOUND SUMS
Locate compound words in a text to introduce the concept of breaking one word into
separate words. For example, the Peter Pan story has the compound words “waterfall”
and “everyone”; Create a maths style sum to break up the words:
water + fall = waterfall every + one = everyone
Discuss how you could break single words into separate sounds like a
maths sum:
W + e + n + d + y = Wendy (5 sounds)
P + ir + a + te = Pirate (4 sounds)
Phonics in action!
D) COUNTING SOUNDS
Count the sounds in words using different materials to separate each sound in the Word or write the
individual sound.
The Word “l-i-tt-le” from the three Little pigs story
Phonics in action!
E) SIMON SAYS
Use the familiar game Simon Says to practice adding or removing sound from
words. Use words from a well-known story.
For example: Simon says say “snail” withous the “s” sound (nail)
Simon says say “ball” withous the “b” sound (all)
Simon says say “seen” withous the “n” sound (see)
Simon says say “for” but add a “t” at the end (fort)
Simon says say “up” withous the “c” at the beginning (cup)
Extension activity:•Encourage students to create their own Simon says instructions for theirclassmates
Phonics in action!
F) WORD FAMILY TREE
Use rhyming words from texts, poems or nursery rhymes to créate a Word family tree. Read the
story/poem/nursery rhyme first, then locate 2 or more rhyming words with the same letter pattern at the
end of the Word.
Then ask students to brainstorm words to add to the tree.
For example:
Words from the “op” family using shop, stop, hop, mop, drop, etc.
Phonics in action!
G) OCTOFAMILIES
Share a focus text with an octopus as a main character. Use the template of an octopus to create Word
families for focus rimes generated from relevant words in the story.
For example:
The Word sh/ip using ship, lip, trip, etc
on the leg of the octopus.
Phonics in action!
H) Rhyme racing
Use the rhyme pattern from Snow White repeated phrase “Mirror, mirror on the Wall, who is the fairest
one of all?” to present the creation of a Word family for “all” – Wall, fall, tall, etc using magnetic letters
or laminated letter cards.
Take other words from the story and break students into pairs or small groups giving them one Word at
a time to créate their own Word family (Example: snow, White, queen, King).
Allocate a certain amount of time ( Example 1 or 2 min) for them
to generate as many words as possible.
Phonics in action!
I) Shoebox shuffle
Use shoe boxes to sort words into the same Word families generated from a phonics based text.
Record relevant words onto flashcards (Example: sit, pin, lip, wig,pig, etc.). The students then take
turns to sort the words onto the appropriate box. Labels can be changed depending on the focus
rhyme.
Once words are sorted, students can challenge themselves to write down other words that could go
into each shoebox. Keep the boxes in a prominent place so words from other learning activities can be
added. At the end of the week, count the number of cards in each box to see which one had the most.
Phonics in action!
http://bogglesworldesl.com/phonics.htm
https://www.education.com/activity/phonological-awareness/
Collaborative exercise:Demonstration plan
1. in groups of three, plan a lesson applying the following:
a. phonic principles.
b. phonic teaching approaches
c. other appropriate resources.
2. Share lesson plans and reflect on results.
DD
Thank you
