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标题: 【英语拼音】SWR vs. 100EZ Lessons [打印本页]
作者: 瑜珈 时间: 2012-6-14 23:26
标题: 【英语拼音】SWR vs. 100EZ Lessons
下面这个帖子是SWR YAHOO GROUP里一位美国家长写的，刚好写到有我前几天一直想写的一个帖子， sight words真的需要整体认读吗？
一般的phonics教材包括100 easy lessons都将sight words排斥在拼读之外，认为是需要整体认读的，当有人问我用SWR的话，sight words不需要整体认读吗？我当时就觉得这个问题很奇怪，怎么需要整体认读呢？sight words list被挑选出来是因为使用频率，高频词，而不是因为所谓读音不符合规则，说sight words需要整体认读，不是sight words 本身的错，而是教学的方法问题，有人甚至把is, am, on, he, she这样的都认为是不规则的，不能拼读的，把高频词等同于发音不规则词，我晕。。。
即使学过phonics kids 这样的教材，sight word list 里也是有相当多是可以拼读的，当孩子碰到读错的看似不符合规则的，跟孩子说那是需要整体认读的单词，孩子能不晕吗？难道还需要先将单词分下组，哪些个要整体认，哪些个可以拼？
SWR: SPELL TO WRITE AND READ
100EZ: Teach your child in 100 easy lessons
SWR vs. 100EZ Lessons
Before discovering SWR, I used 100 easy lessons for my first 4 children. I did have to supplement quite a bit. And I mean a lot! I do not have 'automatic'
readers. They never did get to the 100th lesson though, by about 80something, they could read what was in that book and wanted to switch to normal books. My friends tell me the same thing. However, in order to advance further they needed better phonics.
I have not used 100 EZ lessons with the rest of my children. I feel, 'what is the point?' 100 EZ was a 'get them reading first' type book and I am now using a 'get them to spell first' approach. Why would I try to combine two different directions, like going South and North at the same time? I am sure that the
phonems are not introduced in the same order or speed, the markings are different, they probably have 'sight' words that wouldn't be the case in SWR and I'd be forever having to adjust my 'script.'
Reading starts right away with SWR too. Children using SWR are to practice reading using their spelling words. I think this is sometimes neglected. [I
know I do] They do not need to read every single list, every day, but they should read some of their words every day- either using the log, or pick out
words from their index cards. [words on index cards can have trouble spots highlighted- my kids like to do full markings] Mom could make it fun by putting the words in a funny sentence [ make extra 'the, a, an' cards] or mom and student could draw pictures of their words after the reading session. [we like
to draw on our large dry erase board] Swr/Cursvie First provides the writing instruction too. Once a student has reached list I-1 you can start assigning
reading in regular books. Play by the Sea, New England Primer and any 'easy readers' from the store or library will work. [We already had Bob books in our house and lots of Dr. Seuss] You can get a piece of paper and cover the picture, if there is one, and ask the same sorts of questions that 100 EZ asks and then show them the picture. [That was my kids favorite part, so maybe that's the draw of 100 EZ] If getting them to read as soon as possible is your goal, then getting them to i-1 asap should be your goal.
My opinion is, if you have a student that will learn with 100 EZ, then that type of student should fly through SWR instead [per recommended schedules in SWR] They will be reading 'easy' readers just as fast with SWR as they would with 100 EZ. In fact, they will probably reach a higher reading level sooner. Plus they will be able to spell. A student that will struggle with 100 EZ will not learn to read any faster, but will simply be frustrated with torture reading. Ask me how I know. I have years of torture reading to regret! They would do better sticking with SWR at their own pace without the pressure to 'hurry and read.'
A student with visual/learning issues needs their specific needs addressed before any reading takes place. I think this is part of the brilliance of SWR,
any student, at any level, will have their needs met without damage by pushing something too soon or dragging something too slow. 100 Ez just can't adjust for these variations.
There is already a pretty big learning curve for most of us with SWR, I would not recommend trying to learn SWR while also using 100 EZ. It takes time and
practice to really see the big picture of SWR and to trust it's logic. I know it is hard to resist combining. As homeschoolers we tend to get in the trap of too much 'great curriculum' and not enough selectivity. I know that I try to combine too many history programs, too many math books, and too many
science curriculums because I "love them all" and they are 'all so good.' Trying to use too many different curriculums is more work for mom and confusing
for children. We must endeavor to pick the best of the best and at the same time simplify with the bare necessities.
[ 本帖最后由 瑜珈 于 2012-6-14 23:57 编辑 ]
作者: yiyueluoma 时间: 2012-6-15 09:58
很久没有看到您的帖子了，您的方法和思想给我很大的启发，拜读
作者: Ester 时间: 2012-6-15 14:35
100EZ Lesson 是一个不错的Phonics教材，不过更适合很小的，还不会自主阅读的孩子。另外，100EZ设计上就只是教拼读的初级Phonics教程，并没有要cover 拼写。
其实100EZ的作者另有个很好的拼写教程，跟SWR的方法完全不同。
SWR 虽然非常好，但不适合多数人，我觉得对英文不好的中国家长尤其不适合。SWR 是唯一一个让俺没有弄明白就放弃了的教材（所以我比较佩服用SWR的人，呵呵）。我到现在都觉得SWR是个overkill, 当然对俺娃来说。
我推荐的方法就是一个简单易行的Phonics教材，外加一套系统Phonics练习题。同样能到到拼读拼写并举的目的。
探讨。。。
[ 本帖最后由 Ester 于 2012-6-15 14:40 编辑 ]
作者: Ester 时间: 2012-6-15 14:53
我同意您说的绝大多数Sight Word 需要整体认读不是因为它们不符合拼音规则（这是很多中国家长被误导的误区）。
SWR 是怎么处理 of 这个词的？
[ 本帖最后由 Ester 于 2012-6-15 14:54 编辑 ]
作者: 瑜珈 时间: 2012-6-15 20:55
标题: 回复 #3 Ester 的帖子
不知道您是 买了SWR core kit 全套材料还是只买了SPELL TO WRITE AND READ 这一本书？如果只是这一本教师用书，那是没法用的。
其实，SWR并没有想象中的那么难，在我学习的同期，这个论坛里有好几位家长都在用，都取得了非常好的效果。
我只将主线拎了一下，写了几篇帖子给买了书的家长看，再将几个示范视频给他们看了下，文心妈已经在实践，做得非常不错，还有的家长虽然没有记录，但是从交流中我知道他们也在学，在做，还有一个家长做了一套非常不错的音图卡（让我看过），都在为暑假开始教孩子做着准备。
SWR之所以看起来那么繁琐，是因为作者将背景、理念、教学详细步骤。。。都说得太仔细太透彻了，让人似乎找不到教学主线。
我认为上过大学有大学英语四级底子的家长，都可以胜任。
国内现在有专门的机构在推广，亚洲区总负责人黄陈怡文老师，她在给家长、老师们做培训。也有美国人在中国的学校里使用SWR。
无意中在新浪博客发现一位接受了培训的家长在家教孩子SWR的：狗狗妈的BLOG
作者: 瑜珈 时间: 2012-6-15 20:59
不认同100EZ Lesson 是好教材，里面有不少的误导，相比较好言，还是 phonics pathways更好些，国内的星之升也好过它。
[ 本帖最后由 瑜珈 于 2012-6-15 21:13 编辑 ]
作者: 瑜珈 时间: 2012-6-15 21:06
标题: 回复 #4 Ester 的帖子
您有书，在SWR 的80页，对of的处理，写得很清楚。还说了f 和 v 的关系。
在 SWR 听写的2000个单词里，只有27个单词是作为例外。
作者: Ester 时间: 2012-6-15 21:20
原帖由 瑜珈 于 2012-6-15 21:06 发表 
您有书，在SWR 的80页，对of的处理，写得很清楚。还说了f 和 v 的关系。
在 SWR 听写的2000个单词里，只有27个单词是作为例外。
我有全套东东。
Page 80：
Think to spell: We think to spell /o-f/; we say /o-v/
Syllables: Swing right to hand down as you say "of."
Student says: One syllable and write: /o-f/
Student reads: /o-v/
Teacher: Put a X over F as an exception
..............
Man! This confuses the hell out of me, and I have a PhD!
原来想Wise可以用，可它的lists又不是按syllable spelling rules 分类的。反正，SWR 除了让俺觉得自己笨，其他一点用没有，哈哈。
还是觉得从 Explode the Code 开始好。
[ 本帖最后由 Ester 于 2012-6-15 21:30 编辑 ]
作者: 瑜珈 时间: 2012-6-15 21:35
标题: 回复 #8 Ester 的帖子
你看到接下去的三行了吗？
这个词本身就是作为例外词处理的。
即使是作为不规则的，它还是有内在的原因。
有的是因为单词的历史发展，有的是因为字母间的联系。
如果没有对SWR理念和方法的了解，仅仅挑出这样一个例外词的处理方法来看，不感到confused，那倒真奇怪了。
[ 本帖最后由 瑜珈 于 2012-6-15 21:59 编辑 ]
作者: Ester 时间: 2012-6-15 21:53
原帖由 瑜珈 于 2012-6-15 20:55 发表
不知道您是 买了SWR core kit 全套材料还是只买了SPELL TO WRITE AND READ 这一本书？如果只是这一本教师用书，那是没法用的。
其实，SWR并没有想象中的那么难，在我学习的同期，这个论坛里有好几位家长都在 ...
有个SWR的前Trainer，写了一本新的教材： The Logic of English。简化了Wanda Sanseri 的这个系统，而且是scripted, 不过它的spelling words 比SWR少。
作者: Ester 时间: 2012-6-15 22:05
原帖由 瑜珈 于 2012-6-15 21:35 发表
你看到接下去的三行了吗？
即使是作为不规则的，它还是有内在的原因。
有的是因为单词的历史发展，有的是因为字母间的联系。
“English words do not end with v."
我只用这个解释 give, live, love。。。 为啥不发长元音，嗯。。。。
作者: Ester 时间: 2012-6-15 22:15
标题: 回复 #9 瑜珈 的帖子
不过”OhElizabeth"(写Old and Dirty guide 的那位）都说过：
SWR doesn't do decoding working explicitly，which some kids turned out to have issues with。。。。
我估计自己还是因为不很认同SWR的方法，同时又有自己认为更好的教材吧。
另外，我比较反感SWR作者那种太过执着，唯有她的东西真金那种口吻，呵呵
Phonics 就那点东西，拼写又有很多方法skin the cat， 最终殊途同归。。。
[ 本帖最后由 Ester 于 2012-6-15 23:05 编辑 ]
作者: 瑜珈 时间: 2012-6-15 22:26
P80 只是用那种方式帮助记忆拼写，并不是说明为什么 f 读/v/，而且也说明了在Paul Hanna的研究项目所用的 2万个单词里，仅此一处 f 读了/v/的音。 在过去，说不定它还曾经就是/f/音呢.
根据读音写，孩子也许会写成 ov ,所以才用“English words do not end with v." 来帮助孩子解释不可以写成是v，由于f 和 v 之间的某种关系，写为 f。
作者: Ester 时间: 2012-6-15 22:37
原帖由 瑜珈 于 2012-6-15 20:59 发表
不认同100EZ Lesson 是好教材，里面有不少的误导，相比较好言，还是 phonics pathways更好些，国内的星之升也好过它。
星之声没见过。
Phonics Pathways 跟 100EZ 的目标人群不一样。不完全具有可比性。只是国内的家长没有明白100EZ Lessons 是针对美国4岁左右还没开始自主阅读的孩子的教材。
100EZ Lessons 的作者 Siegfried Engelmann 是 Direct Instruction （DI)的创建者。DI-based 阅读教科书Open Court Reading 好于HM和SF教材。Engelmann 的东西还是很可信的。
[ 本帖最后由 Ester 于 2012-6-15 23:03 编辑 ]
作者: 瑜珈 时间: 2012-6-15 22:57
以上讨论内容，可以在这里进一步了解:
http://www.welltrainedmind.com/forums/showthread.php?t=384618
作者: Ester 时间: 2012-6-15 23:00
标题: 回复 #5 瑜珈 的帖子
狗狗妈的BLOG，去瞟了一眼，感觉又是个为学英语走火入魔的娘。。。。。
作者: 瑜珈 时间: 2012-6-15 23:20
标题: 回复 #16 Ester 的帖子
...
不光是英语，还有好多好多。。。。。。。。呵呵，不知道有几样是孩子自己喜欢的。。。。。
自歪楼。。。。。。。。。
[ 本帖最后由 瑜珈 于 2012-6-15 23:22 编辑 ]
作者: honeystar 时间: 2012-6-16 04:27
喜欢就某个问题深入讨论的帖子。希望能看到更多的讨论。谢谢
作者: 瑜珈 时间: 2012-6-16 15:02
标题: 回复 #12 Ester 的帖子
没有感觉作者的口气有什么不妥，相反，我倒是读到不少别人写的成功的故事，比如下面这个故事：
Using SWR with an older student
My oldest son began his learning in a Christian schools.
From age 3 to 9 he attended pre-school followed by a Bible based Christian
Elementary school and then a Specialized Private school.
He was diagnosed with dyslexia at the age of 7 and a half. He had speech
therapy twice a week, a special classroom with just 3 other children. He also
received occupational therapy and had a reading and math specialist. I
partnered with his teachers and therapists and we all worked together in a
respectful and collaborative manner in the effort to help this little boy learn.
Despite all this intervention my son was not learning. A lot of money had been
invested and precious time lost.
I can remember his second grade teacher telling me I had to choose between a
Christian education and literacy.
After only 10 weeks in the specialized school and more of the same unsuccessful
approach, I felt strongly called to bring my son home. I felt I could do a
better job of teaching him than what I saw in the classroom.
Within 2 months of bringing him home I researched curriculums and found SWR.
We began at the beginning with List A.
I had to un-teach and re-teach. I taught cursive handwriting twice. When we
began, he could read in a labored manner from sight and tired quickly, he could
not spell, had illegible penmanship and had no composition skills. He would
turn 10 in spring.
From 2007 until present I have worked with my son using SWR. I would say his
learning began when we closed the school doors and opened our SWR books.
I have had the opportunity to meet mothers of children. who like my son,
struggled with learning across all areas.
I know, like myself, they have worked very hard to help their children learn.
I can remember my sons former teachers also working diligently. This inability
to make progress happens in both schooled and homeschooled situations alike.
It takes a proven method to help a subset of learners make forward progress and
SWR is that method.
My son has made a great deal of progress since we began. His spelling,
penmanship and composition all improved in the first school year. His ability
to read fluently did not and we began vision therapy. After six months of
vision therapy my son read fluently for the first time. He would turn 12 in a
few months. From that point on his reading took off.
He can read books on all topics and can read for hours, yet I can recall a time
when he was younger and threw a book across the room in frustration.
He continues to improve on his spelling mastery. His first spelling test
measured 2.2 Today it measures 6.0.
We are in List S 6. He turned 15 this spring.
In the last 2 years he has grown a great deal in maturity and Christian spirit.
He can now read scripture and participate in youth group at church. He told us
that he wishes to became a youth group leader for the younger boys next year.
For a period of time my son struggled with acceptance of who is was and like
many struggling learners had a lower level of confidence. One day when reading
scripture, he came to me and told me about his personal battle for control. He
told me of a verse that spoke to him. In a letter from Paul to the Romans, Paul
tells the Romans that it is hard for "humans" to accept the Lord. That week
"human" was one of our spelling words.
My son went on to tell me that he thought that being dyslexic was his main
challenge, but it was probably more of just being human. He then went on to
tell me, "you know mom, in the end you have to make the right choices."
I would encourage any family to consider using SWR for an older student.
Learning is not for a finite period between the ages of 5 and 18, it is for a
lifetime. Endorsed Trainer Jean Evans recently shared that if a parent can
teach SWR for even one year, she would recommend doing that. If a parent could
teach SWR for 2 years the impact would extremely beneficial.
I have asked questions, taken Training with Wanda, Jean Evans, Barbara Garrett
and with Jean a second time.
I have learned from Britta Mc Coll and implemented many of her notes for my
older and younger sons.
I have recently benefited from Heidi Thomas' dictation videos and her insight as
well. In fact it was Heidi's videos that spurred my need to improve on my
dictation.
SWR can be taught to many different learners and can be used in a variety of
ways. In our experience I feel comfortable saying that for a subset set of
learners like my son, SWR is vital. So if many methods were tried but SWR was
not, please try it. I think you will be very glad you did.
I know for me, there is not a day that goes by that I am not grateful for
discovering SWR and for the dedication and work of Wanda Sanseri.
作者: Ester 时间: 2012-6-16 20:41
原帖由 瑜珈 于 2012-6-16 15:02 发表
没有感觉作者的口气有什么不妥，相反，我倒是读到不少别人写的成功的故事，比如下面这个故事：
Using SWR with an older student
My oldest son began his learning in a Christian schools.
这位家长的孩子是 dyslexics, SWR 当然是她最好的选择之一。 Orton-Gillingham 系统里的方法最早就是针对dyslexic 孩子设计的。有成功地故事，也有不成功的故事。不能光看成功的故事，是吧。SWR 是个很好的教材，很多学校和家庭成功地使用这个教材多年，有忠实的最随着，这个我没有异议，否则我当年也不会买一套。
不过拼读是不是一定通过拼写学，这个还真不一定，这个取决于孩子个体的差异。（我是赞同一起学的，不过我们是通过练习题跟Phonics配套的形式完成的。）有的孩子fine motor skill 远远跟不上其阅读能力，对这种孩子，SWR 就肯定不是最适合的教材。而一个拼读教材可以解决问题，孩子可以迅速走上阅读的道路，拼写可以推后，对有些所谓的Natural speller, 拼写就不用单独学。
具体到SWR，我估计我最大的问题是多音节词的问题（我关心这个主要是因为俺娃小时候没有任何拼写问题，现在多音节词开始出问题），SWR 不教音节和音节划分规律（Please correct me if I am wrong here)，Wise list 里的词音节是划分好的。因此我不知道这样以后遇到多音节词时，会不会有问题？
还有一个问题是schwa 音，SWR 的方法是学拼写时把非重读音节的 schwa 音夸大，这确实是个好方法，我经常教俺娃这么做。但这样做的前提是知道一个词正确的读音，否则会读走了样。比如：mountain， against 里的ai。这对母语人士不是问题，对中国家长可能是问题。
我准备把SWR教师手册好好看一遍，否则我一知半解的跟您讨论好像没在一个级别对话。
作者: 瑜珈 时间: 2012-6-16 22:02
原帖由 Ester 于 2012-6-16 20:41 发表
不过拼读是不是一定通过拼写学，
这个跟您没有异议。如果目的仅是拼读，那选择的可多了。但是如果以为只要会拼读就自然会拼写，那就错了。我曾在某个贴子里引用过 The ABC's and All Their Tricks 一书作者Margaret M. Bishop 在此书中的一段话：
When you are teaching a phonics program, you need to teach spelling right along with the reading. As each new letter sound, letter combination, or letter-interaction is introduced in first grade, you need to have the children writing the words which use that item. They should be using it actively in spelling work and in story-writing. This does not mean copying or spelling out loud by naming letters. It means writing the words by pronouncing them and putting down letters to match the pronunciation.
It is easy to assume that, since your children are learning letter-sounds for reading, they will be able to use them in writing without a lot of emphasis on spelling practice. Unfortunately, it does not work out that way. Using phonics for reading does not automatically help children spell reliably. Indeed, experience in phonics classrooms shows that it works the other way around. What children learn by applying phonics to spelling strengthens their reading ability very noticeably. But the phonics skills do not transfer to spelling ability without special attention to spelling practice.
所以，你用一套教材教拼读，同时配上一套拼写的，是完全符合上述观点的，当然也挺好的。我最终放弃星之升、 phonics pathways 而选择了SWR，正是因为既能学拼写又同时能学拼读，而且丢弃那种所谓的word family法。
[ 本帖最后由 瑜珈 于 2012-6-16 23:30 编辑 ]
作者: 瑜珈 时间: 2012-6-16 22:52
原帖由 Ester 于 2012-6-16 20:41 发表
SWR 不教音节和音节划分规律（Please correct me if I am wrong here)，Wise list 里的词音节是划分好的。
不知道您买了The Alpha List 没有， 在第69页，Dividing words into syllables , 列了七条。不过是按照读音在拼写时如何划音节，并不是看单词如何给这个单词划音节然后确定读音。
另外您说的您孩子多音节出现问题，不知是指拼写还是读？
因为时间关系，我目前并没有额外给女儿弄多少英语，但是从外教给的阅读材料朗读和她平时学校听写来看，没多大问题。
[ 本帖最后由 瑜珈 于 2012-6-16 23:40 编辑 ]
作者: 瑜珈 时间: 2012-6-16 22:59
原帖由 Ester 于 2012-6-16 20:41 发表
有的孩子fine motor skill 远远跟不上其阅读能力，
SWR对于 motor skill 还达不到的的小孩子或者motor skill 发育迟缓的大孩子，也提出了写的解决办法，在SWR 第35页上半页。
[ 本帖最后由 瑜珈 于 2012-6-16 23:07 编辑 ]
作者: Ester 时间: 2012-6-16 23:36
原帖由 瑜珈 于 2012-6-16 22:52 发表
不知道您买了The Alpha List 没有， 在第69页，Dividing words into syllables , 列了七条。不过是按照读音在拼写时如何划音节，并不是看单词如何给这个单词划音节然后确定读音。
另外您说的您孩子多 ...
没有买Alpha.
我孩子多音节词拼写有点问题。
作者: Ester 时间: 2012-6-16 23:41
原帖由 瑜珈 于 2012-6-16 22:59 发表
SWR对于 motor skill 还达不到的的小孩子或者motor skill 发育迟缓的大孩子，也提出了写的解决办法，在SWR 第35页上半页。
佩服啊，这么熟悉这套教材～～～
看了看，都是权宜之计。对那种孩子，蒙特梭利的砂纸好像更好一点。
作者: 瑜珈 时间: 2012-6-16 23:45
标题: 回复 #24 Ester 的帖子
也许您可以尝试下SWR。您孩子肯定不用从section A开始，可以先用SWR P199 -206的任何一个test 测试一下，然后根据P198的表确定WISE SECTION。 测试说明在197页，测试单用196页。
如果孩子不愿意用这种方式，您再继续找合适的材料用。
[ 本帖最后由 瑜珈 于 2012-6-16 23:47 编辑 ]
作者: Ester 时间: 2012-6-16 23:48
原帖由 瑜珈 于 2012-6-16 22:02 发表
这个跟您没有异议。如果目的仅是拼读，那选择的可多了。但是如果以为只要会拼读就自然会拼写，那就错了。我曾在某个贴子里引用过 The ABC's and All Their Tricks 一书作者Margaret M. Bishop 在此书中的一 ...
赞同～～。我也有Bishop的书，最有用的一本书。
网上很多家长好像认为，Phonics学完后只要大量阅读就可以巩固。非也，其实通过学习拼写巩固是最好的方法。
Spelling 是很被忽略的一个学习内容。。。。
作者: Ester 时间: 2012-6-16 23:49
标题: 回复 #26 瑜珈 的帖子
我有，Megawords
[ 本帖最后由 Ester 于 2012-6-16 23:50 编辑 ]
作者: 瑜珈 时间: 2012-6-17 22:17
标题: 回复 #27 Ester 的帖子
跟在“导师”“专家”后面被误导的。。。。。。
很认同您博客里的观点和文章，希望多来介绍介绍哎。
[ 本帖最后由 瑜珈 于 2012-6-17 22:24 编辑 ]
作者: 瑜珈 时间: 2012-6-17 22:35
标题: 回复 #28 Ester 的帖子
整套练习册似乎挺多的。
作者: 瑜珈 时间: 2012-7-19 21:34
标题: 回复 #8 Ester 的帖子
of ， 在SWR列为例外，在回复时我说，说不定它曾经就是/f/呢。
看到还真有，不是曾经，而是现在。挺有意思的。
Greetings,
We're about to go into Section C in the WISE Guide, and I was reading about the
exception word "of". We think to spell /o-f/ but according to SWR, we SAY /o-v/.
Now, the thing is that we actually SAY "of" the way it is spelled /o-f/. We're
Malaysian Chinese and English is our first language at home. Our English is
pretty much spoken following British accents and even our spelling/writing is
according to British spelling (eg. colour, not color).
Do I still need to teach the word "of" as an EXCEPTION WORD even though we say
it the way it is spelled? It would seem rather odd to teach it as an exception
when we don't even say it as /o-v/. Please advice.
Thank you!
Yours,
[ 本帖最后由 瑜珈 于 2012-7-19 21:40 编辑 ]
作者: 瑜珈 时间: 2012-7-19 21:34
My understanding is that, in your situation, it would not be an exception.
It is an exception for us, but I taught my daughter that it is spelled with
an "f" because English words do not end in "v". She will learn the f-v
connection later on.
Cynthia in AK
作者: 瑜珈 时间: 2012-7-19 21:35
Dear Dominique,
You are Malaysian Chinese and you say "of" the way it is spelled.
Should you teach it as an exception word? Your question intrigued
me. I knew that at one time the word was probably spoken as spelled
but I was not aware that the British do this today. I just looked
the word up in the Oxford Dictionary and the pronunciation for F is /
v/. I know that the difference between /v/ and /f/ is difficult
for speakers in the Pacific Rim. Check to see if you can make a
clear distinction. Hold your throat and say /f/. Then say /v/.
The difference can be felt with your Adam's apple. There will be no
vibration with /f/ but you should have vibration with /v/. I call
this, "motor off/ motor on."
You may want to point out that the English speakers in your area say
this word the way it is spelled, but that native American and British
speakers no longer do. Have fun experimenting saying the word the
"funny way."
Blessings,
Wanda Sanseri
作者: 瑜珈 时间: 2012-7-19 21:36
Dear Wanda,
Thank you for your reply! You're right that English is spoken very
differently in the Pacific Rim ... at least in Malaysia anyway. I've
consulted my husband and other local people who speak English fluently
(that is, English is their first language, and not their native mother
tongues eg. chinese dialects), and it's funny that ALL of us pronounce
"of" as /o-f/ and not /o-v/. We were discussing about it and we
realized that our school teachers never once emphasized pronunciation
- well, not the correct ones anyway. It's natural for us to just speak
like this now and not follow CORRECT/PROPER pronunciation. There're
many other phonograms that we don't pronounce correctly too, for
example, /th/ -- we just say it as /d/ -- Crazy huh? Honestly, now
that we're homeschooling, I am discovering, day by day, how the
education system that I grew up with, had actually "screwed up" my own
education/learning. Now I understand what it means by "unschooling".
Anyway, in the case of SWR, I'm trying my best to stick by the correct
pronunciations and rules. My soon-to-be 6yo boy is learning way faster
than I am, hahah! We're enjoying and LOVING SWR - it's truly amazing!
Thanks for your help!
God bless!
peace be with you,
dominique car nee chow
作者: sillyuan 时间: 2012-8-29 20:58
学习了，谢谢楼主无私分享。
作者: linda200504 时间: 2012-9-6 23:48
学习了，谢谢精彩的讨论。
作者: happyqqqq 时间: 2013-4-25 10:10
标题: 非常精彩
非常精彩的讨论，学习到了很多
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