启发孩子的英

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1、啟發孩子的英「」能力SpellingInstruction拼字教學活動設計台中市國教英語輔導團李旻珊邱雅津盧炳仁陳相儒2007.4.25閱TeachingspellingDoyouteachchildrenspelling?Whyisspellingtaught?Wheredoesspellingfitinto?Whatarestrategiesforspelling?Howtoplanaspellingprogram?Wheredoesspellingfitinto?Spellingisforwriting.The

2、teachercanbuildaspellingprogramoutofawritingprogram.Theneedtospellisaresultofthewritingprocess.Whyisspellingtaught?Tobuildupstudent’svocabularysolidly.Toenablestudentstousevariousstrategiesforattemptingunknownwords.Tohelpstudentsmemorizewordseffectively&efficie

3、ntly.Tomakestudentscompetentspellers.Stagesofchildren’sspellingdevelopment1.Precommunicativespelling2.Semiphoneticspelling3.Phoneticspelling4.Transitionalspelling5.CorrectspellingChildren’sinventingspellings(errors)arerepresentationsofdevelopingspelling.Implica

4、tionsforteachingSpellingactivitiesaremuchmoreproductiveiftheyprovidecorrectmodelsofspelling.Studentsshouldbeencouragedtoformgeneralizationsthroughreading.Accuracyinspellingisagradualprocessthatisacquiredthroughtrialanderror,modelingbyadultsandpeers,hypothesiste

5、stingandopportunitiesforpractice.SPELLINGSTRATEGIESThink-how-it-looksstrategyUseprompts:1.Canyoupicturetheword?2.Canyouthinkwhereyoumighthaveseenthatwordbefore?3.Canyouseeitinyourmind?4.Howdoesitlook?SPELLINGSTRATEGIESThink-how-it-soundsstrategyUseprompts:1.Say

6、thewordslowly.2.Stretchitout.3.Whatsounddoyouhearfirst?4.Whatsounddoyouhearnext?Teachphonicseffectively:e.g.飛鷹13招SPELLINGSTRATEGIESSelf-assessingwordknowledgeThewordisbroom.Stretchtheword–/br//u//m/.Ihearsounds.Iseelettersbecausebrmakesonesound/br/andoomakest

7、hemiddlesound/u/.Thespellingpatternis–oom.35SPELLINGSTRATEGIESSelf-talkofrhymingwordsCompletingarhymingwordsortit,not,slide,dot,bit,hide,fit,got,rideIfthisisnot,thenthisis.Generatingandreadingrhymingwords.Ifthisis(sayingthekeyword),thenthisis(sayingtherhymingw

8、ord).dotSPELLINGSTRATEGIESAnalogyTheteachermodelsthestrategyofapplyingtheanalogyintoteachingwords.E.g.beacheachsleepingsweepingThroughawarenessofanalogy,thechildcanbeginto