INTRODUCTION TO

LINUS2.0 :
KURSUS PEDAGOGI PEMULIHAN

PHONICS
BAHASA INGGERIS KEPADA
GURU BAHASA INGGERIS BUKAN OPSYEN

BY: PN. ASY ASSUARA RAZAK.SISC+ PPDM.

By:
Pn. Asy Assuara binti Razak
SISC+ PPD Marang
Slot 1
Activity 1: Lets Sing!
A-M N-Z

A-M N-Z
 PHONICS
Associating sounds with letters of the alphabet.
CONSONANTS
When sounding, air flow is interrupted or limited by the position of the
tongue, teeth or lips.
VOWELS
When sounding, your breath flows freely through the mouth.
LONG AND SHORT VOWELS
Whether a vowel has a long sound, a short sound, or remains silent, depends
on its position in a word and the letters around it.

Words that YOU NEED TO familiar...

a
Long a Short a

ape apple

lake axe

gate sack
e
Long e Short e

eat echo

eel nest

feet edge
i
Long i Short i

iceberg insect

kite bird

bite panic
 Words that YOU NEED TO familiar...
WORD DECODING
- The ability to apply the knowledge of letter-sound relationship
(phonics), including the knowledge of letter patterns (eg: cvc, cvcc,
ccvc) in order to correctly pronounce written words.
- Involved 2 techniques(blending and segmenting).
WORD FAMILIES
Groups of words that have a common feature or pattern they have
some of the same combinations of letters. Example; ab - lab, cab,
snab, crab.
BODY CODA
When we combine the onset with the vowel, we get the body of a
syllable. Everything after the body is the coda. Example;
 Words that YOU NEED TO familiar...
DIGRAPHS
a combination of two letters representing one sound, as in ph and ey.
DIPHTONGS
a sound formed by the combination of two vowels in a single syllable.
BLENDING
The ability to combine separate sounds to make up a word.
/m/ // /n/ = m a n
SEGMENTING
The ability to hear a word and identify the individual sounds that make up a
word.
m a n = /m/ // /n/
ONSET-RIME
The "onset" is the initial phonological unit of any word (e.g. c in cat) and the term
"rime" refers to the string of letters that follow, usually a vowel and final
consonants (e.g. at in cat).
Activity 2: Let us familiarize ourselves....

Get into group of 5

Slot 2
Phonemic Chart
These are the sounds and actions for Year 1
These are the sounds and actions for Year 3
 Learn more by watching
video
Activity 3: Speed Dating!!!!
Slot 3
 Techniques
of Teaching Phonics
Word Decoding
Techniques
What is Word Decoding?
Word decoding is the ability to apply the
knowledge of letter-sound relationship (phonics),
including the knowledge of letter patterns (eg:
cvc, cvcc, ccvc) in order to correctly pronounce
written words.

The 2 techniques are:

Blending and Segmenting of sounds
(Constructs 1- 5)
 Blending
The ability to combine separate sounds
to make up a word.
 Blending
*Onset-Rime

The "onset" is the initial phonological

unit of any word (e.g. c in cat) and the
term "rime" refers to the string of letters
that follow, usually a vowel and final
consonants (e.g. at in cat).
The cat sat on a hat.
Onset Rime
Onset Rime
Arm Blending
Blending Slide
Activity 4: SLIDING SOUND
Work in group to demonstrate this strategy
Materials: A picture of a slide drawn on mah-jong paper provided.
Steps;
1. Draw a large slide.
2. write a word on the slide or from other piece of paper, distributing
letters from top to near the bottom.
3. Demonstrate blending by pronouncing each sound as you slide
your hand under each letter until you reach the bottom.
4. Ask the children to say the whole word then write at the bottom of
the slide.
Slider Cards
Word family slide

Materials: A strip of paper as slide to write onsets. A medium sized

shape (of any object) to serve as the body of slide. Make the window
large enough so that the strip with onsets can be threaded through it.
Steps;
1) Ask the children to pull the strip through the slide, different words
are formed.
2) Ask children to write down the words they make and pronounce
the words.
Word Wheels
Roll a word
 Materials: copies of roll a word dice illustration, manila card or any
suitable paper, glue or tape, scissors and marker pen.
Preparation:
1) Create your own dice by using the hand out given (2 sets
beginnings & endings).
2) Cut out the dice and assemble it.
Procedure:
1) The students roll (word beginnings) and (word endings) block and
blend the beginning and ending sounds together to make a word.
2) The students will write each word that they make. Ask them to
circle the words that are real and cross off the words that are not.
 Blending
*Body Coda
When we combine the onset with the vowel, we
get the body of a syllable. Everything after the body
is the coda.
.

Examples:

Word Body Coda

sit si t
sweet swee t
book boo k
Body Coda

ne t

pa n
 Segmenting
The ability to hear a word and identify the individual
sounds that make up a word.

- listen to the word

- segment the sounds
 Phoneme Segmentation
The ability to hear a word and identify the individual sounds that make up a word.
Elkonin Boxes

How to use Elkonin Boxes?

1. Pronounce a the target word slowly, stretching it out by sound.
(e.g.: // /i:/ /p/)
2. Ask the child to repeat the word.
3. Have the child count the number of phonemes in the word.
4. For example, sheep has three phonemes and will use three boxes.
//, /i:/, /p/
5. Direct the child to slide a token in each cell of the Elkonin box .
Worksheet 6
 Word Shapes

*Construct 4 & 5
Activity 5: A mini notebook of mine
Summary
Google drive :