(SKKN mới NHẤT) how to teach english spelling the sound k

I would like to mention some lessons to how to teach english spelling - the sound ‘k’.. Lesson one : The sound “-IC” * Since the vocabulary level of words that end in “-ic” is for interm

SỞ GIÁO DỤC VÀ ĐÀO TẠO THANH HOÁ

TRƯỜNG THPT THẠCH THÀNH 3

SÁNG KIẾN KINH NGHIỆM

HOW TO TEACH ENGLISH SPELLING - THE SOUND "K"

Người thực hiện: Nguyễn Văn Mạnh Chức vụ: Giáo viên - TTCM

Đơn vị công tác: Trường THPT Thạch Thành 3 SKKN thuộc lĩnh môn: Tiếng Anh

THANH HOÁ NĂM 2017

I INTRODUCTION

1.1 Reasons for choosing the research

1.2 Aims of the research

1.3 Scope and object of the research

1.4 Researching method

1.5 New points

II MAIN CONTENT

2.1 Theoretical background

2.2 The status of the problem

2.3 Some useful suggested lessons of spelling

2.3.1 Lesson one: The sound “-IC”

2.3 2 Lesson two : The sound “qu”

2.3 3 Lesson three : The sound “ X ”

2.3 4 Some useful tips.

2 4 Result after applying the research in teaching

III CONCLUSION AND SUGGESTION

3.1 Conclusion

3.2 Some suggestions

I INTRODUCTION

1.1 Reasons for choosing the research:

I started to do this research for two reasons : desperation and guilt I wasdesperate becuse My middle school and high school students repeated theirspelling mistakes year after year I felt guilty because, as an English teacher ofnon - native speakers, I had but few teaching remedies When " spelling" wasdiscussed in the staff meeting at my school, I focus on such questions as : " Howmuch to correct?" and " How many marks should be deducted for poorspelling ?"

It seemed that both teacher and students had succumbed, unknowingly, totwo " nature - nurture" spelling myths: one saying that good spellers are born,not made; the other saying, give students enough reading and writing to do, andspelling will teach itself If either of these statements were true for everyone,then why should we try to re-introduce spelling? One thing disturbed us: thereseemed to be a fair number of students we considered " good readers" whosewritten work had many spelling errors

The spelling generalizations were unaccompanied by a detailedexplanation, thus, some of us were confused! There were also no practiceexercises for the students No practice, no learning! Slowly, the teachersabandoned the new spelling programme, some more quickly than others - a factmany students didn't mind, since it had become a trifle boring

The long list of spelling patterns was shelved, until the monotony ofstudents' spelling errors forced us to ask, once again:

+ Why can't they spell?

+ Which spelling patterns do we teach, and how do we organize them ?

+ What should the lesson plan include ?

+ What should be our criteria for the practice activities ?

+ What and how do we test ?

1.2 Aims of the research:

- To introduce some lesson plans to motivate students in spelling

1.3 Scope and object of the research:

- Scope : Researching in the process of teaching English at Thach Thanh

3 high school

- Object: This subject is concerned with ways of organizing spelling

activities in the class

- In the topic of the 2015, I mentioned the sound “ C” or “ K” , the sound “-ck”

or “-k” at the end of a word

- In the topic of the 2017, I mention the sound “-IC” , the sound “qu” , thesound “ X ”

II MAIN CONTENT:

2.1 Theoretical background

All of us know that spelling is very difficult, especially for the beginner learningenglish Therefore, to solve this problem and to make the learners moreenthusiastic about learning english I would like to mention some lessons to how

to teach english spelling - the sound ‘k’

2.2 The status of the problem

From all the periods , I see that most of our students are still passive, notreally interested in learning English This consequence is partly because ourstudents come from the rural regions, their knowledge of English is not rich,especially some know very little about English When the teacher asks them toread or write, they mostly read or write incorrectly

That is the reason why I think that I must design the really interestingactivities for the spelling lesson to attract students’attention and make themmore excited with the lessons

2.3 Some useful suggested lessons of spelling

2.3.1 Lesson one : The sound “-IC”

* Since the vocabulary level of words that end in “-ic” is for intermidiate andadvanced students, most of the exercises for this spelling pattern are at theselevels Howevever, we feel that it is important for all students to know that whenthey hear the sound / ik / as in panic at the end of a multi – syllable word, it will

3 WRITE ON THE BOARD:

We write “-ic” when we hear the sound /ik/ at the end

of a word that has two or more syllables

You might suggest that students add this to their notebooks, with examples

* Warm-up practice of “ic” spelling pattern:

The same list can be used at two levels Choose ten words from the followinglist and dictate the as a listening exercise It is recommended to include some

“-ic” words from the previous lesson

Plastic; fantastic; trick; logic; electric; clinic; thick; traffic; chick; arithmetic; stick; Mick; Atlantic; click; brick; classic; magic.

* Beginner and intermidiate students can write either “-ic” if the word they hear

has more that one syllable, or “-ick” if it has only one syllable

* Advanced students can write the whole word they hear.

A Beginners:

Word pairs:

Match “-ic” words with nouns to form common phrases and idomaticexpressions Do it as a competition between groups, to see who gets the mostlogical pairings within three minutes

Traffic festival

Picnic band

Elastic boonMetric basketMagic clockSonic circleArctic systemAtlantic lightsMusic oceanElectric stick

B Intermidiate:

What’s their line?

Match field of word with phrases that describe professions All the fields ofwork end in “-ics” A dictionary might be useful here to look up some of thewords in the word bank Do at least ten The first one has been done for you.(A* means that this is difficult, so be careful!)

PROFESSION FIELD OF WORK

1 An arcrobat in a circus ……acrabatics………

2 A member of Parliament ………

3 A beautician in a store ………

4 A scientist of DNA and heredity ………

5 A person who study language ………

6 A robot builder ………

7 A runner on a sportstrack ………

8 An expert in aircrafts and flight ………

9 A person who studies drawing ………

10 A person who fixes cars or tractors ………

11 A scientist of matter and energy ………

12 A doctor of children’s illness ………

13 A specialist in old age ………

Words bank:

Acrobatics; aeronautics; athletics; cosmetics; genetics; geriatrics;

Graphics; linguistics; mechanics; pediatrics; physics; politics; robotics

C Advanced:

Words in the circle

a.All the words in the circle below end in “-ic” See it if you can find eight of them The first letter of each word is capitalized in each segment Write the words you find on the lines

-IC

A

t r

c o a b

B

i n

1

2

3

n P a

L g n

5

o

h y

S m p

i o t

P l

a M

g

6 7

8 9

10

11

12

t p

S e c

r t

a F

n

l B

i t

l a s

b r A a

-IC

A

t r

c o a b

B

i n

1

2

3

n P a

L g n

5

o

h y

S m p

i o t

P l

a M

g

6 7

8 9

10

11

12

t p

S e c

r t

a F

n

l B

i t

l a s

b r A a

1 ……… 7 ………

2 ……… 8 ………

3 ……… 9 ………

4 ……… 10 ………

5 ……… 11 ………

6 ……… 12 ………

Suggested answers:

1 acrobatic 2 bionic; 3 madic; 4 panic; 5 logic; 6 symphonic; 7 politic

8 magic; 9 sceptic; 10 frantic; 11 ballistic; 12 Arabic

2.3.2 Lesson two: The sound “qu”

* This lesson looks at the sound /kw/ as in quick This is a common spelling

pattern and is found at the beginning or in the middle of the words The letter

“q” is always followed by “u” and another vowel

* What are the letter patterns that we have learnt that give us the sound /k/?

answer: “c” as in cat, “k” as in kettle, “-ck” as in back, and “-ic” as in magic.

* How do the following words pair differ in the sound /k/?

Queen – keen; quiet – kite; square – scare ; squid – skid

→ Answer: The first word of each pair has the sound / kw/ and the second the

sound /k/

* WRITE ON THE BOARD:

When we hear the sound /kw/ in a word, we wrtite “qu” “Q”

never stands alone: It is always followed by “u” + vowel

* Warm-up practice of “qu” spelling pattern:

You can choose ten words from the following list dictate them as a listeningexercise The same list can be used at two levels It is recommended to includewords from the previous lesson.

Clap ; trick; quit; black; shock; crown; square; drink; care; jack; quarrel Question; picnic; snack; quize; dask; quick; king; cross

* Beginners and intermediate students can write “c”; “k” “-ck”; “-ic” or “qu”

* Advanced students can write the whole words

a i a m

z

q u i

1 …… which kid in your class asks the most questions

2 …… when your next quiz is

3 …… which Egyptian queen fell in love with Antony

4…… find different things you can put in an aquarium

5 … The name of five games or sports where you have to run quickly

B Intermediate:

Letter fill:

Complete the letters in the digram according to the clues on the left Do at leastseven

1 It has four equal sides Q U

3 A furry animal with a

1 square; 2 equality; 3 squirrel; 4 equator; 5 question; 6 quick; 7 quiz

8 aquarium; 9 queen ; 10 quarter

C Advanced:

Compound words:

From the word bank, match a word to those below to make compound words orfamiliar phrases Most of the words will be used more than once A dictionarywill be useful Do at least 15

Words bank:

Queen ; country; question; quarter; aqua; quick ; square; skin

1 ………… ’s English 11 thick ………

2 to pot the ………… 12 ……… marine

3 “Beauty is only ………… deep” 13 ……… back

2 To pop the question 12 aqua marine

3 “Beauty is only skin deep” 13 quarter back

5 four quarters of the moon 15 aqua lung

9 quarter of an hour 19 quick thinking

10 square dancing 20 a question of time

2.3 3 Lesson three: The sound “ X ”

- The letter “ x” appear at the end of a syllable or a word At the end of a word

its sound is always / ks / as in six With words that begin with “ ex” , its sound

is either / ks / as in exercise or / gz/ as in exhibit.

- The sound / ks / at the end of the words can be spelled in four different ways:

“ks” as in thinks ; “cks” as in sticks ; “ ics” as in comics; and “ x” as in six.

However , note that all words that end in “ x” are root words

1 WRITE ON THE BOARD: Write the following column headings andexamples:

EX- MIDDLE END OF ROOT WORD

2 ASK : What sound does the letter “ x” make and what kind of vowel soundprecedes it ? Elicit the answers that the letter “ x” make the sound / ks / ( or / gz/

in some “ ex-” words ) and it is always preceded by a single - letter, short vowelsound

You might like to point out that words such as books ; rocks ; banks ;

takes ;picnics also have the sound / ks/ because these are root words plus a

suffix In words that end in “x” , we need to add “ es”

Mix + es - mixes ; fax + es - faxes

3 WRITE ON THE BOARD:

If we hear / ks / at the end of a syllable or a root word and it is preceded by a single-letter, short vowel sound, we write ‘ x’

You might wish to mention to more advanced classes that the same sound / ks /

is found in ‘cc’ word, sush as accident and eccentric.

You might suggest that students write this in their notebooks

* Warm-up practice of “x” spelling pattern:

* Beginners:

You can use the seven words below as a listening -writing exercise Read out thewords and ask the students to write them

Six ; box ; mix ; fax ; next ; sixty

* Intermediate and advanced:

The following list includes words that follow the ‘x’ pattern as well as ‘-xes’ ;

‘-cks’ ; ‘-ks’ and ‘-ics’ words Read out the words and ask the students to writethem

Taxi ; example ; boxes ; backs ; picnics ; relax ; exit ; banks ; exam

1 What is a candle made of ?

2 The crazy millionaire’ shopping list:

a Do you know what the crazy millionaire wants to buy ? Look at his shopping

list and fill in the ‘-x’, ‘-ck’ and ‘-k’ words in place of the numbers and pictures You can use the word bank to help you

b In pairs, decide what he is going to do with the things he buys Which would

he need for .transport ? the kichen ? amusement ? work ? Defend your decisions!

1 66 = sixty -six cricket bats

2 7 =

3 4 =

4 16 =

5 5 =

6 1 =

7 3 =

8 6 =

Answers:

A1 1 wax 2 Fix 3 Mix 4 Fox 5 Sax 6 Exit

A2a

1 sixty -six cricket bats 2 Seven taxis 3 Foour foxes 4 sixteen trucks

5 Five fax machines 6 one saxophone 7 Three mixers 8 Six banks

B Intermediate:

1 Poet’s corner:

Now is your chance to become a famous poet Compare this silly rhyme withwords that end in ‘x’ If you need any help, look at the words in the previousexercises

Sixty - six ; mixes ; foxes ; one ; trucks ; six ; seven

fax machine ; five ; sixteen ; boxes ; twosaxophone ; taxis ; cricket bats ; four ; three ; banks

- My father ‘s s _ _ It needed w _ _

4

- M saw the s and couldn’t r

5

- He jumped off his b and I lost my f !

2 letter fill - in:

a Listen to these sentences then fill in the missing letters of the words Use ‘ qu’ ; ‘ex’ ; ‘k’ ; ‘ c’ ; ‘ks’ ; ‘x’ ; ‘ck’ ; ‘xes’:

1 The si fo .it .ercising because they felt si

2 .en , the sa ophone players, an’t find an cuse for playing tra notes

3 .itty tal si ty words a se ond That’s ite ick

In fa t, it’s faster than a fa

b Make up some more sentences or words with similar missing letters and give them to a friend to solve:

C Advanced:

Complete the sentences to show that you understand the meaning of the ‘x’ words Use s dictionary to help you.

1 A dyslexic person is someone who

2 An exciting trip is one where

3 An excellent meal might consist of

4 A complex problem is one that

5 An expert is a person who

6 A galaxy contains

7 A fax is a message that

8 A hex may be used by

9 A sexist is a person who

10 If you exalt someone you

11 At an exhibition you might see

12 Latex is

13 Wax is used to make

14 A prefix is one or more letters that

15 A suffix is one or more letters that

2 Exclusive alphabet:

In pairs, students work through the alphabet, writing down a word containing the letter ‘x’ for as many initial letters as possible, for example: box Do this

within five minutes Compare answers

2.3.4 Some useful tips:

I have found the following tips helpful in our teaching:

1 Teach one spelling pattern every week

2 Spend 8 - 12 minutes introducing spelling pattern, another five minutes doing the warm - up listening exercise, and as much time as your class needs to do and check spelling activity

3 Because we teach non-native students, try using the students' mother tongue,

if possible, to introduce the spelling pattern and write the "rule" on the board [1]

4 Have a " spelling corner" to record / display the spelling patterns, as you teach them Reffering to previously taught patterns becomes easier this way

5 Encourage your students to use a seperate notebook or fife for the weekly spelling patterns, example words and spelling activities

6 Teach words listed as " common exceptions" only if they are fairly important words that your class is likely to need

7 Test the weekly spelling pattern a few days after teaching it This shouldn't take long, and it can be a five - minute activity for the beginning or end of a lesson

8 To reduce students tension, as well as your own teaching load, try letting the students grade their own spelling quiz, by comparing their answers to those you