Sound it Out 音から考えて書く

1. Sound it Out音から考えて書く Bringing Phonics into the Classroom

2. Reading and Writing in Native-Speaking Countries • Usually starts in Grade 1 (日本の小学校 1 年） • Taught for 2 to 3 full years (at least once a week) • Helps students to connect English sounds to letters. (Basic reading) • Helps the students to fix/correctpronunciation • Helps students with spelling and writing

3. Reading and Writing in Japan • 6th grade elementary school students are taught the alphabet by studying the names of the letters • 英語ノートレッスン１ • JHS students are taught how to write the alphabet for 1-3 months during the 1st term of 1st year.

4. Reading And Writing in Japan 2 • Phonics work books are usually given to the students as homework • Sometimes the students receive 2 or 3 phonics lessons • New vocabulary is learned by repeating after the ALT or JTE and memorizing the word as a whole

5. Romaji taught to students in Elementary school is different from English pronunciation and different from Junior High School romaji Students try to spell English words using incorrect, romaji, spelling Students sound out words using incorrect katakana pronunciation Reading and Writing in Japan 3

6. This creates a problem • By the time JHS students reach 3rd year there are still many who cannot recognize or read new words. • Japanense students often cannot ‘sound out’ new words, or when they do often use katakana as a guide. • They often need someone (the ALT or JTE) or something (An electronic dictionary or CD) to pronounce the word for them.

7. How this affects students’ learning • Students are at a disadvantage (不利）if they cannot ‘sound out’ new words they come across. • The students may already know the word if they hear it (from years of English in elementary school). So if they can ‘sound it out’, they can (maybe) understand the word and the sentence. • Spelling is a big problem on tests and in essays: • When a student understands the link between English sounds and letters, they will be able to spell better and get better scores on tests.

8. How it Helps • Phonics helps with pronunciation too! • Knowing that l, r, v, th and other sounds do not exist in the Japanese language can give teachers the chance to focus on those sounds. • It will also let the students start to connect those special sounds to the letters.

9. I don’t have time to teach phonics  • Phonics should be taught as a full lesson at least once a week, but with the English schedule now, we don’t have time to teach phonics full time. • We CAN introduce small 3-5 minute activities/worksheets/games to the class and do them EVERY English class • We CAN continue phonics activities from year 1 through to year 3

10. How? • Let’s work together! • ALTs and JTEs want their students to succeed in English, both on tests and with communication. • ALTs know their JTEs are busy and have demanding schedules. • We know you must teach the students many things in a small amount of time • Let us help you! We can make short work sheets, or fun phonics activities to help the students build their reading, writing and speaking skills that won’t take time from regular study.

11. Introducing New Sounds The Pronunciation Track (JHS) The difference between Japanese and English phonetics Super Slow Motion Sensei (ELM) The Talking Head Use diagrams or props to help the students see what you are doing Where to Start(ALTs)

12. Develop • Identifying Problem Sounds • Sounds which do not exist in the Japanese language • TH, R, L, V, F • Sounds which are similar to one another • V & B • TH & S • R & L • The physical difference of those sounds, What are you doing to make that sound?

13. Phonics Work Sheets

14. Phonics Activity Ideas:Let’s Work Together • Short 5-10 Minute Activities • Group Phonics Competitions (Phonics Scramble activities) • The Phonetic White Board • 3分前Activities • Phonetic ‘Karuta’ (Junior High School Karuta) • “Listen and Write” activities