如何籌辦拼音班- Phonics.pptVIP

進行英語拼音班前有甚麽是家長必須知道? Phonics跟其他教拼音方法的分別和成效 英語和美語在發音上的分別 有那些影響英語(語言)發展的因素 英語發音系統的複雜性 兒童閱讀成長梯階 家長的角色和學習的目標 外藉教師與本地英文科教授Phonics分別 Phonics與改善學校默書的問題 家長想知道學校有沒有計劃教拼音 舉辦英語拼音班學校應準備些甚麽? Phonics教材 flip books, big decodable books, audio posters, online support, songs, phonics wheels, phonics dices, wall posters, booklets, flash cards, etc 教學人員及I.T.支援同工 舉辦的對象、時間及次數 校本Phonics的發展計劃 Phonics Booklet 舉辦英語拼音班如何促進家校夥伴合作關係? 加強家長成為教育夥伴的意識 提升家長在家輔助子女學習的技巧 組織家長義工參與製作拼音教材 加強與學校的聯繫 改善學校的形象 提升家長在子女面前的形象 促進家校夥伴關係從英語拼音班開始 舉辦英語拼音班 有甚麽困難或擔心? 進行英語拼音班前 有甚麽是家長必須知道? The Evidence-based research on phonemic awareness instruction (Reference : /partnershipforreading/explore/phonemic.html) is more effective than non-systematic or no phonics instruction. is most effective when introduced early. significantly improves kindergarten and first grade childrens word recognition and spelling. significantly improves childrens reading comprehension. The Evidence-based research on phonemic awareness instruction Systematic and explicit phonics instruction: It is particularly beneficial for children who are having difficulty learning to read and who are at risk for developing future reading problems. Approximately two years of phonics instruction is sufficient for most students. Approximately 20 hours of class time over the school year should suffice for phonemic awareness instruction. The Evidence-based research on phonemic awareness instruction Scheme of P.1 Phonics Short Vowels short a, short e, short i, short o, short u Total: 47 Lessons per school year Consonants b, c, d, f, g, h, j, k, ck, l, m, n, p, r, s, t, v, w, x, y, z, qu Word Families at, am, ap, an, ank, ad, amp, ack, and, ang, in, it, ip, ig, id, ib, im, ick, ink, ill, ing, int, ot, og, op, ock, od, ob, ox, ost, ong, et, en, ent, ed, eg, est, end, elt, ell, um, ump, ut, ud, ug, ub, ust, uck, ung, up Scheme of P.2 Phonics Blends S-Blends, R-Blends, L-blends sp, st, sl, sm, fl, bl, cl, tr, gr, cr, etc Total: 30 Lessons per scho