Teaching a child phonics

How to Teach Phonics to Your Child

The answers to our kids' questions about letters, sounds, and words aren’t always as simple as they first appear. How do you explain that the O can be /o/ as in oval or /o/ as in otter, that nanna does not end with the letter R, or why you just can’t sound out the word "was"?

Taking a closer look at what’s involved with phonics, and the role it plays in learning to read can be a helpful place to start.

Why Phonics Is Trickier Than It Sounds

Phonics is the process of teaching children to correlate an individual sound with its corresponding letter or letter group. The more easily they can hear, identify, and manipulate sounds, the easier it will be for them to decode new words when they are ready to read.

Phonics is a fundamental building block of literacy, one that parents can help to develop. But many parents misunderstand phonics to be a program that can teach reading skills “fast” through fun sing-alongs, alphabet worksheets, and flashcards. In fact, it generally takes years to master — while there are 26 letters in our alphabet, there are 44 unique sounds, and most children will spend the better part of kindergarten, first, and second grade learning how those sounds relate to each other to form words.

Raise a reader by getting the best book recommendations, reading tips, and discounts delivered straight to your inbox.

PLEASE ENTER A VALID EMAIL ADDRESS.

PLEASE SELECT A NEWSLETTER OPTION.

Preschool View Sample

Elementary School View Sample

<div><h3>Thanks for signing up! Look out for a confirmation email from us. </h3><h4>Want to connect now? Find us on social media!</h4><h3><a adhocenable="false" href="https://www.facebook.com/scholasticparents/" target="_blank"><img src="/content/dam/parents/icons/facebook.svg"></a> <a adhocenable="false" href="https://www.instagram.com/scholasticparents/" target="_blank"><img src="/content/dam/parents/icons/instagram.svg"></a> <a adhocenable="false" href="https://twitter.com/scholparents" target="_blank"><img src="/content/dam/parents/icons/twitter.svg"></a> <a adhocenable="false" href="https://www.pinterest.com/scholparents/" target="_blank"><img src="/content/dam/parents/icons/pinterest.svg"></a></h3></div>

Where Parents Get Tripped Up

Any parent who has tried to sound out words with a pre-reader will quickly realize that they have forgotten what hard work it is. Short vowels like “a” and “e” may sound alike to a young ear. Letter combinations like “sh” and “th” are hard to explain to a child who is only recently comfortable with the alphabet. Kids encounter sight words like “the” and “said” that can’t even be sounded out thanks to their irregular spelling! Ask a 6-year-old to spell “kid” and they are just as likely to say, “c-i-d…” as “k-i-d,” leaving parents at a loss for how to explain.

So How Can You Help Your Child?

Kids simply need practice — countless opportunities to hear, grasp, and manipulate the sounds of words, so they can eventually “decode” words quickly for fluent reading. For parents, this might sound like lots and lots of repetition — and that’s okay. It may seem like your child is stuck, but think of phonics like learning a secret code — once your child breaks the code, she'll move forward through that unlocked door without looking back.

One of the most beneficial things parents can do is help their child learn to hear the individual sounds within words. Ideally, he'll receive a comprehensive reading program at school, which includes “spelling rules” and learning sight words. These nine simple phonics-based activities are an ideal way for parents to support literacy development at home.

Focus on the First Letter

1. Talk about the name of a letter and the sounds it makes: Try explaining to pre- and early readers that just like children letters have names, and that also just like children, letters can often say or make different sounds.

For example, you might say, “I can see a letter from your name. Can you see the letter A (say A as in apricot)? In this word it’s making an /a/ sound, a-pple. The letter’s name is A and it’s making an /a/ sound.”

2. Brainstorm words that begin with the same sound: Help your child to think of other words that begin with the /a/ sound. For example, “I can think of another word that starts with that /a/ sound — ant! Can you think of an /a/ word? /a/ /a/ (pause for your child to respond).” If they cannot think of an answer or are not interested, you might like to offer another suggestion or simply leave brainstorming for another time.

3. Have fun with silly sentences that begin with the same sound: If you and your child have brainstormed a verbal list of words you might like to try putting them together into a silly sentence, for example, “The angry ant attacked the apple with an ax!”

4. Play the classic game, I Spy: “I spy with my little eye something beginning with /b/.”

“Ball does begin with b but it’s not what I spy.”

“Bacon? You’re right, bacon begins with b. I spy bacon!”

(The I SPY Books are another way to practice simple words and their sounds, as well as build memory and observation skills.)

Get Them Rhyming

5. Read rhyming books together: There are many fabulous picture books that share their stories in simple rhyme. Once a story is familiar to your child try pausing before the rhyming word, waiting to see if your child offers the correct response.

(You can't go wrong utilizing the classic Chicka Chicka Boom Boom or Brown Bear, Brown Bear, What Do You See?. )

6. Play simple rhyming games: Rhyming games such as this First Learning Puzzles: Rhyming help your children to notice sounds within words and to learn that the same sound may be heard in many different words.

7. Play rhyming tennis: This one is great for kindergarteners who are familiar with rhyming. Choose a rhyming sound, say ‘-at’ as in ‘cat,’ and take turns back and forth each saying a new word that rhymes with the initial word. For example, player one says ‘cat,’ and player two ‘hat’, player one then says ‘rat,’ and player two, ‘mat.’ The round comes to an end when one player cannot think of a new rhyming word.

Progress to Hearing a Short Sequence of Sounds

8. Encourage your child to hear a sequence of sounds: This might sound scarier than it actually is! Look for everyday opportunities to break a short word (start with words with just two or three sounds, for example, hat, dog, car) into its individual sounds for your child to zip back together or blend orally. For example, as you are getting ready to go out to play you might say, “I need to put on my h-a-t. Do you have a h-a-t? What do we need to put on?” The answer, obviously, being ‘hat.’

9. Practice with a Phonics book set. Peppa Pig Phonics, for example, provides parents ample opportunities to sound out short words (and point out the differences between short and long vowels), while your child is sure to delight in the colorful illiustrations and silly antics of Peppa and her friends.

Shop the best phonics sets below! You can find all books and activities at The Scholastic Store.

How to teach your child phonics

Image: Ladybird 2020

From making friends to confidence with letters and numbers, there’s a lot to learn when starting school. Children learn a lot through play – but these days, reading skills are also taught systematically, from the earliest days in nursery or reception class right through their first years in primary school.

It can be a bit of a puzzle to work out how best to support your child through the early stages of reading, especially since teaching methods may have changed quite a bit since you were at school! Read on if you’d like to find out what to expect as your child builds their reading skills, how to help them – and how you can both have fun while you do so!

Phonics buzz-words - decoded!

Phonics: using the sounds made by individual letters and groups of letters to read words.

Decoding: using your phonic knowledge to sound out and read words.

Grapheme: a written letter or group of letters, like ‘s’, ‘a’, ‘she’ or ‘air’. Some graphemes are single letters like ‘a’; others are digraphs like ‘ai’.

Digraph: two letters that make one sound together, like ‘sh’, ‘ai’, ‘oo’.

Phoneme: the sound a letter or group of letters make – e.g. the word ‘mat’ has three phonemes, ‘m’, ‘a’ and ‘t’. The word ‘through’ is longer, but it also has three phonemes, ‘th’, ‘r’ and the ‘oo’ sound in ‘ough’.

Sounding out: using your phonic knowledge to help you say each sound within a word, e.g. ‘r-e-d’ or ‘s-au-ce-p-a-n’.

Blending: running the sounds in the word together to read the whole word, e.g. ‘r-e-d, red’, ‘s-au-ce-p-a-n, saucepan’.

High-frequency words (also known as ‘common exception words’): the very important, very common words which we use a lot, but which aren’t always decodable using phonics. This includes crucial words like ‘the’, ‘one’, ‘where’, etc. Children are taught to recognise these words on sight – a few of these words are introduced and learnt at a time.

Image: iStock

So, what is phonics, and why is it so important?

Phonics means using letter sounds to help you read words.

Most schools in the UK now teach reading through phonics. The reason phonics is so widely used is that research shows it works! That’s why the official school curriculum says that children need to be taught to read using a systematic phonics system.

In pre-school or nursery, before they even start learning letter names and sounds, children begin developing their listening skills so that they are tuned into the different sounds in words.

Then, usually in reception or year/primary one, the letters of the alphabet are introduced in a set order, and children learn one sound for each letter. At that point, they can sound out and read simple, short words like ‘c-a-t, cat’ and ‘s-u-n, sun’. Next, children learn that some letters make different sounds when you put them together, like ‘sh’, ‘ee’ and ‘ai’.

Once they’ve learned to read words with the most common letter-sound combinations, children move on to learn lots of alternative combinations. They practise reading increasingly complex words. By the time they finish their first year, most children will be well on the way to reading pretty much any familiar word in English! In their second year, children develop their skills still further, practising using phonics to read and spell words that are less familiar and more challenging.

Of course, while all this is going on, children are also learning to understand and enjoy what they read! From nursery and beyond, teachers share wonderful stories and non-fiction books with children and encourage them to think about, talk about and enjoy their reading.

What will your child be learning, and how can you help?

These sections below will offer advice and guidance on what children typically learn in each year of school, with some ideas for helping them if they get stuck.

Keep it easy and fun

Remember the aim of phonics is to get your child reading as quickly and easily as possible so that they are free to read whatever they like! It’s meant to be fun – and no one wants reading to turn into a chore. So, whatever stage of their school life your child is at, don’t forget:

• Keep phonics sessions short and focused. Aim to stop before your child gets bored! Ten minutes is often long enough.

• Make it as fun as possible – see below for some ideas for phonics games you could play together.

• Pick a time when your child’s not too tired, and find a quiet place where they won’t be distracted by screens (or by noisy brothers or sisters!).

• Even when your child is becoming a good independent reader, keep on reading to them! Stories and high-quality non-fiction are important – and so is the cuddly quiet time you spend together sharing them!

• If you’re ever concerned about your child’s reading, talk to their teacher. Tell the teacher what you’ve noticed and ask for their advice. This is often very reassuring and it can be a great source of new ideas for supporting your child!

Image: Getty

Preschool and nursery

This is one of the most important times for children’s learning! They’ll be soaking up ideas and information like sponges – so it’s a great time to start them off on their reading journey!

In preschool and nursery classes, teachers help children to develop the listening skills they’ll need to become successful readers later. Children will be using songs, nursery rhymes and play to discover lots of sounds and get used to hearing and repeating them. This stage is often called Phase 1 of phonics.

At this point, children will be:

• Listening to sounds in the world around them, and copying the sounds (e.g. ‘can you make a car sound? What sound does a dog make?’)

• Using instruments and their own bodies and voices to make and copy sounds

• Listening out for rhythm and rhyme (e. g. spotting the rhyming words in a nursery rhyme)

• Listening to the sounds in spoken words and splitting a word into its separate sounds (e.g. ‘d-o-g’ makes ‘dog’).

It might not seem very much like reading, because they’re not focusing on written letters and words – but it’s crucial preparation for the next stage!

Phonic fun with nursery children

• Use their hobbies and interests! If they’re into animals, see how many different animal noises they can make. Can they copy a sound you make, and tell you what the animal is? Or if they love trucks, cars, and diggers, encourage them to make the appropriate noises when they are playing.

• When you’re out and about, listen out for sounds – birdsong, traffic noises, etc. Can your child tell you what made the sound? Can they copy it?

• Sing songs and say rhymes together. Can your child clap when they hear a rhyming word?

• Clap or tap a rhythm. Can your child copy it? Can they clap their own rhythm for you to copy?

Reception or primary one

Your child’s reception year is the time when they will learn a lot of phonics fast! Schools use lots of different phonics programmes and systems – some common ones are Jolly Phonics, Read Write Inc, Big Cat, Bug Club, and Oxford Reading Tree. So the exact order in which different letter sounds are introduced may vary depending on the scheme your child’s school is using. But most of the phonic schemes used in school are based on the Government’s own guidance, which is called Letters and Sounds.

Letters and Sounds are broken up into five Phases. Phase 1 is the nursery stage, where children learn to listen out for sounds and patterns and copy them.

Children normally start on Phase 2 near the start of their first year at school. This is when most of the letters of the alphabet are introduced. Children learn the letters’ names, and they also learn one common sound for each letter of the alphabet. So for instance, the letter ‘c’ is introduced with a hard ‘c’ sound as in ‘cup’, not the soft sound it has in ‘ice’. And children learn a short sound for each vowel (a, e, i, o and u) – as in ‘hat’, ‘pet’, ‘dip’, ‘pot’ and ‘mug’.

Letter sounds

At school, children are taught to pronounce each letter with a very ‘pure’ sound – so the letter ‘p’, for instance, is pronounced with a popping sound, as just ‘p’, not ‘puh’, and ‘s’ is pronounced like a hiss, not ‘suh’.

It’s worth learning how to pronounce the letters in the way children are taught them at school. Your child’s teacher will be able to help you with this, or there are lots of guides online.

Phase 3 introduces the last of the letters – less common ones like ‘x’ and ‘j’ – and also some digraphs – letter pairs that make one sound together, like ‘sh’, ‘th’, ‘ai’, ‘ee’, ‘igh’ ‘oa’ and ‘oo’.

It takes about 12 weeks to work through Phase 3. In Phase 4 (still usually in the first year of school) children learn about words where there are two or more consonants together – like ‘stop’, ‘dust’, ‘stamp’, ‘splash’, etc.

Phonic fun in reception/primary one

• Keep going with the games and ideas suggested for nursery children!

• If your child brings books home from school, encourage them to read to you, and help them with sounding out the words if they struggle.

• Sometimes pause when you’re reading a storybook together, and see if your child can tell you what letter or sound the next word starts with. If the word uses phonics that they already know, encourage them to have a go at reading it. Give them lots of praise for trying, as well as for getting it right!

• Play ‘hunt the word’, using words and sounds that they know from school. Say ‘Can you find the word ‘mum’ on this page? Can you find a word that starts with ‘s’?

• Encourage your child to look for words in the world around them, such as on street signs, shop signs, posters etc. Praise them for having a go at reading these words, and help them if necessary.

Year/primary one

By the time your child leaves nursery or reception, they will probably know quite a lot of phonics. They may be able to read simple words, straightforward short sentences, and even a whole simple book! During year one, they build on this knowledge and become more and more skilful and fluent at reading.

Phase 5 of phonics usually takes the whole of year one. This is because it includes a very large number of different sounds and letter patterns. There is a lot for children to learn at this stage – but with good teaching and your support, it needn’t be confusing!

In earlier phases, children learnt one sound for each letter pattern. They found out that ‘ai’ makes the sound ‘ay’, and ‘oa’ makes the sound ‘oh’. In Phase 5, they learn that there are other ways of making an ‘ay’ sound – for example, the letters ‘ay’ as in ‘day’, or ‘ey’ as in ‘they’, or ‘a-e’ as in ‘game’.

Children also learn different pronunciations for some letters or groups of letters that they’ve learnt before. So this is when they find out that ‘c’ can sound soft in a word like ‘ice’ or ‘city’, or ‘g’ sounds soft in a word like ‘giant’. They also learn that the letters ‘ea’ sound like ‘ee’ in ‘bead’, but like ‘eh’ in ‘head’.

By the end of year one, most children know enough phonics to be able to read the most common words in English.

Image: iStock

Phonic fun in their first year

• Keep on encouraging your child to read books they bring home and prompt them if they get stuck on a word. Talk to your child’s teacher to find out what they’re learning at the moment and which letter sounds the teacher would like you to focus on with your child.

• When you’re reading a story or a non-fiction book together, encourage your child to join in with the reading as much as they want to. Praise them if they try to tackle a tricky word using their phonics! If they don’t quite get it right, tell them the word.

• You could use a set of fun flashcards like to play games and do activities with your child, focusing on the sounds and letter patterns they are learning.

Year/primary two

For lots of children, their second year is the time when they really put all the phonics they know into practice, and learn to read longer and slightly more complex stories and non-fiction books. The focus in year two is not so much on using phonics for reading, as by now many children know most of the phonics they need. There’s more of a shift to using phonics for spelling so that children use the phonics they know to help them work out how to spell a wider range of words.

However, it’s not uncommon for year two children to need to revisit phonics they’ve learnt in year one, so don’t worry if your child isn’t completely confident yet. It’s a good idea to talk to their teacher to find out if there’s a particular way you could support your child and give them practice with the aspect of phonics they’re finding difficult. The key thing is not to let your child get stressed or upset – keep reading and phonic sessions short and fun, and don’t forget to praise them for having a go, as well as when they get things right!

If your second-year child is struggling with phonics…

• Keep reading to them – it’s especially important to do this if they’re struggling a bit with their own reading! By picking stories and non-fiction books that appeal to their interests, you’ll be continuing to show them that reading can be fun and worthwhile.

• As ever, keep reading sessions short and focused, and stop if your child is tired or fed up. A short, happy reading session is so much better than a long, difficult one!

• Go with your child’s own interests. Look for books on topics that really excite them, and don’t be afraid to let them read a book that looks ‘too easy’ or ‘too difficult’ for them. Any reading practice is good reading practice – and if your child is enjoying the book, they will want to put their skills into action.

• Let your child see you reading and enjoying books too!

• Gently encourage your child to practise their reading skills in real-life situations. If they enjoy cooking, let them help you read the recipe. With your help, they could do some internet research to find out more about their favourite footballer, or get tips on how to look after a pet.

• Always talk to your child’s teacher if you have any concerns about their learning.

Some phonics books to help them on their way

Teaching phonetics at the initial and secondary stages of education

Teaching phonetics at the initial and secondary stages of education

Phonetics is a branch of linguistics that studies the sounds of speech and sound structure of the language. You can learn to master the sound side of the language in any age, so it is necessary to pay attention to it already at the initial stage secondary school. Primary school age, according to numerous teachers and psychologists is a very important step. Children of this age have high perceptiveness, which makes it easier for them to assimilate the material, also many of them have an interest in new, including a foreign language, here The main thing is to be able to maintain and increase motivation. GEF standards carry communicative orientation, individual approach, which gives great opportunities for instilling the interest and desire of the child to learn a foreign language. Many students are so passionate about the subject that they continue to study and to improve a foreign language all my life, making it not only a hobby, but also area of professional interest. Child's success in learning a foreign language language at the initial stage of education, in particular in the development of phonetics, in many respects depends on the professionalism of the teacher, his ability to independently correctly play sounds. However, I have a number of questions:

1) What is the essence of teaching phonetics?

2) How to determine the most favorable conditions for language learning start, and suitable methods?

3) How to identify barriers that may arise when learning phonetics?

Having answered these questions, I am going to identify suitable means to eliminate difficulties and fill gaps in knowledge of phonetics at students.

The main goal of teaching phonetics in elementary and secondary schools is the formation of phonetic or auditory-pronunciation skills.

Hearing-pronunciation skills are divided into:

- auditory, which involve the formation of actions and operations to recognize individual phonemes, words, semantic syntagmas, sentences;

- pronunciation skills - involve the ability to correctly articulate sounds and combine them into words, phrases, sentences. This requires the ability to place stress, use pauses and intonation;

- rhythmic intonation skills are knowledge of logical and expressive patterns of stress and intotones. It is this group of skills, and more precisely, their absence betrays us as foreigners. Practice shows that it is easier learn how to pronounce sounds correctly, than how to intonate correctly. So Thus, one of the most important prerequisites for communication is the development auditory-pronunciation skills, or the ability to perceive and correctly associate an audible sound or intooneme with its corresponding meaning, and produce sounds and intotones corresponding to certain meanings.

Violation phonetic correctness of speech, incorrect sound and intonation its design by the speaker leads to misunderstandings and misunderstandings on the part of listener. The most common causes of phonetic errors are: reasons:

- replacement of one phoneme by another: table - cable;

- as a result of incorrect syllable division: a name - an aim;

- as a result of incorrect stress: ‘import - im’port;

- as a result of using a different tone instead of the required one: peremptory Sit down (high fall) instead of the polite Sit down (low rise).

Teaching phonetics in general is an auxiliary character and is subject to the development of speech skills. The question arises as to whether whether to concentrate work on pronunciation at the initial stage or to conduct it in throughout the entire period of study.

Initially, as I have already emphasized, they are laid basics of speaking, listening and reading. Working on pronunciation is an indispensable element in teaching a foreign language and is an intensive character. The development of listening and pronunciation skills should occur along with learning of language material. The sequence of introduction of sounds reflects functional approach: the first to master those sounds that are needed for pronunciation of the first structures, as well as the most frequent sounds, which allows quickly include structures and vocabulary in speaking and listening.

Average task stage - to prevent deautomatization of auditory-pronunciation skills, to maintain the achieved level their formation. To do this, when working on language material, you need to focus students' attention on the phonetic side of speech. Phonetics separate stages of the lesson are assigned, at which phonetic training or phonetic exercises are carried out. It does not have a fixed place in the lesson, it depends on sequence of performing those tasks where students may encounter phonetic difficulties that the teacher must anticipate and help students to avoid.

Phonetic skill - the ability to pronounce sounds correctly, to put stress where necessary; pronounce everything intonation correctly, etc.

Two methods are known the main approaches in teaching this aspect of the language. Modern methods training is based on a combination of these two methods. Let's take a closer look at them in detail.

Articulatory an approach.

According to this method there are three main groups of phonemes:

-- Coinciding in both languages

-- Mismatched

-- Partially matched

Most difficult to assimilation are the last two groups, with overlapping are the most difficult to grasp. Mastering their articulation is enough difficult task due to the fact that hearing the difference in their pronunciation for The untrained ear is a challenge. This applies to consonants and vowel sounds.

As for "thorns", then one of the most popular British phonetic courses and called "shiporsheep", which translates to "ship or sheep."

In addition to longitude and brevity, when working with English sounds, you need to pay attention to diphthongs. It is very difficult at the initial stages of learning English to hear difference between a vowel and a diphthong derived from it.

Thus, the main the provisions of the articular method in teaching English are reduced to following:

-- Requires input phonetic course for the correct setting of sounds.

-- Every sound needs to be carefully worked out separately.

-- To be studied the work of the organs of articulation to ensure the purity of the pronunciation of each sound.

-- Shaping pronunciation and auditory skills must be produced separately.

Acoustic approach

In this case, the accent is put not on the assimilation of articulation, but on the perception of speech by ear, its imitation. Assimilation of speech takes place in the speech flow, based on repetition and imitation speech structures. This method is very good and justified in conditions of need. quickly learn a foreign language, immerse yourself in the conversational environment and survive in the country the language being studied.

This approach is pure form is not particularly good for a comprehensive school, since not all children have naturally good phonetic hearing. It is quite simple to explain or show in order to correct a mistake in those children who made it because of undeveloped speech hearing. Therefore, the most effective today in teaching English in schools is an approach based on a combination the approaches discussed above, or a differentiated approach.

Differentiated approach

In this approach, as in acoustic approach, much attention is paid to listening to authentic speech. This is supplemented by an explanation of the ways of articulating sounds, however, unlike articulatory approach, this happens without the use of terms, more in an accessible and understandable way. Since this method is typical for most schools and other educational institutions, consider the features the formation of phonetic skills at various stages of learning on his example.

Initial learning is necessary to build the foundation of good pronunciation, which involves correct intonation, observance of pauses, knowledge of the features word stress in a sentence and correct articulation. It is necessary for normal the functioning of students' oral speech. Mistakes in pronunciation interfere the implementation of the main goal of the language - communication, i.e. mutual understanding.

For mastery the phonetic basis of a foreign language, it is necessary, first of all, to learn articulation pattern characteristic of native speakers of this language, that is, the position organs of speech at the time of the absence of articulatory movements.

teacher with help special exercises should ensure that the articulation pattern foreign language eventually became familiar to students, and they could even not to notice the moment of restructuring from one articulation mode to another.

Practice in speech communication reflects the degree of phonetic skills as integral components of oral speech.

Phonetic control skills are carried out when performing speech exercises in reading, listening, speaking and writing.

Form of control may become phonetic competitions for reading poems, playing short dialogues, tongue twisters and even phonetic exercises.

The purpose of phonetic charging:

- anticipation and removal of possible phonetic difficulties: auditory, pronunciation, rhythmic-intonation;

- practicing phonetic skills that were not enough formed.

The content of phonetic charging can be:

- reading words, sentences, microtexts, poems, proverbs, patter.

- reading complex parts of sentences, phrases from the beginning or from end.

- listening for errors.

- dialect recognition.

- definition of attitude towards someone or something by intonation.

- pronouncing the same phrase with different intonation.

- repetition after the announcer in pauses.

- repetition synchronously with the announcer.

- recognition of words by ear.

- recitation of verses, dramatization of dialogues.

At the initial stage, work with phonetics goes on continuously. students constantly listen to the sample speech of the teacher or speaker, repeat the samples, get used to intonation clichés. Therefore, on the one hand, teaching phonetics on the initial stage is easier than the middle stage. Because in the middle the volume of reading to oneself increases, small passages should be read regularly texts aloud, and if necessary, work out the most complex and important phonetic phenomena at the pre-textual stage, paying attention to rhythmic intonation patterns.

Primary school provides basic knowledge, skills and abilities in all school disciplines, including foreign language. Scientists- linguists, methodologists agree that teaching phonetic skills in the initial stage should be given a special role. Knowledge and implementation of goals and tasks of state standards in the subject "English language", programs, which the teacher works, allow you to create an individual trajectory development of the language personality of the child. The teacher has the right to choose approaches to teaching phonetics skills.

When teaching phonetics it is considered appropriate to use technical means. They give students sample for good pronunciation. Students try to imitate this pattern. speech and strive for it.

Hearing-pronunciation control skills are carried out when performing speech exercises in listening, in reading or speaking. And only in this case it is possible to objectively judge the the degree of practical knowledge of the phonetic side of foreign speech.

Literature

Anufriev A.F., Kostromina S. N. How to overcome difficulties in teaching children // Psychodiagnostic tables. Psychodiagnostic methods. - M.: Publishing house "Os-89", 2000. ¬¬- 272 p.

Watson E.R. Practical phonetics of English language. - M.: MIOO, 2009.- 56 p.

Galskova N.D., Gez N.I. learning theory foreign languages // Linguodidactics and methodology: Textbook for students. Lingu. Un-tov and facts. Foreign language of higher educational institutions. - M.: Publishing Center "Academy", 2004. - 336 p.

Oparina E.A. Methods of teaching foreign languages in diagrams and tables: Lecture notes / E.A. Oparina; Ryaz.state.ped. un-t im. S.A. Yesenin. – Ryazan, 2005.

Solovova E.N. Methods of teaching foreign languages: Basic course of lectures: A guide for students of pedagogical universities and teachers / E.N. Solovova. -M.: Prosveshchenie, 2002

- Come on, put down your name.

Filipok said:

- Hwe-i-hwi, le-i-li, pe-ok-pok.

Leo Tolstoy “Philippok”

Having learned the alphabet does not mean that he has begun to read fluently. Children have to memorize what sounds letters express in various combinations. Given the number of exceptions, the process of learning to read is being delayed. To know how to teach, let's look at the main methods for developing reading skills and the benefits of analytical phonetics.

In England in the nineties of the twentieth century, along with native English schoolchildren, children of parents who had moved to live in the British Isles from other countries began to appear in schools. Teachers soon noticed the fact that immigrant students were better at reading non-native English than native English. The teachers experimented with introducing the method of inductive phonetics into teaching reading in the mother tongue. The result was impressive! Since then, a huge number of studies have been carried out that have proven the effectiveness of this method of teaching reading, many teachers in England began to resort to the method of inductive phonetics. Now it is impossible to imagine the educational process in English-speaking countries without this technique.

There are two methods of teaching reading in the methodology: deductive and inductive phonetics . The difference between deductive (analytic phonics, analytical phonics) and inductive phonetics (synthetic phonics) is that learning to read is based on the process of transition from word to sound, and not vice versa. Also in deductive phonetics there is no mixing of sounds into words, as inductive. Using the method of analytical phonics, it is far from always possible for a teacher to be sure that students will be able to read similar words with an approximately similar set of letters or sounds. As a rule, students just memorize the reading of the learned words and intuitively analyze other words while reading. Inductive phonetics is a kind of speed reading technique. It is used in schools in England at the initial stage of teaching children.

The use of inductive phonetics does not preclude the use of deductive phonetics. In English, there are words that cannot be divided into sounds, and students need to memorize them using visual memory - these are sight words. These include:

frequently used words;
words that are not read according to the general phonetic rules (one, two).

Principles of the method of analytical phonetics

Children try to guess how a word is read after reading a group of similar words.
The emphasis is on the first sound of the word.
Slow learning - one sound per week is introduced.
No logical order for introducing new sounds.
Exceptions to the rules are dealt with, although not all, but only the main ones.
Parsing the correct spelling of a word is often skipped.
Illustrations are used for hints, the child guesses what word is in front of him and “reads” it from the picture

It should be noted that the methodology is suitable for Russian students who are just starting to learn English at school.