Please help your child to practise their reading and most importantly to practice FAST READING! These phonics skills are important for all students from P1-P6.
各位家長：
請透過這網站內的資源，協助孩子練習閱讀及速讀。學習拼音技巧對孩子學習英文有莫大的好處。
For our P1 and P2 students please concentrate on the following.
1st
Look at the PHONICS BASIC page. Help students to learn the 44 English sounds using the PURE SOUNDS VIDEO and the PHONICS AUDIO GUIDE.
In Phase 1 we want to introduce our students to simple letter-sound correspondences. As each set of letters is introduced, children are encouraged to use their new knowledge to sound out and blend words. For example, they will learn to blend the sounds s–a–t to make the word sat.
在第一階段，孩子會學習簡單的字母與發音的關聯。孩子學習每一套字母時，家長可多鼓勵他們利用新知識拼讀字詞。例如：透過拼讀 s-a-t 三個音讀出 sat 這個字。
Set 1:
s, a, t, p
at, a, sat, pat, tap, sap, as
Set 2:
i – it, is, sit, pit, tip
n – an, in, nip, pan, nap
m – am, man, mat, map, Tim
d – dad, and, sad, dim, Sid
Set 3:
g – tag, gag, sag, gas, pig
o – got, on, not, top, dog
c – can, cot, cop, cap, cod
k – kid, kit, Kim, Ken
Set 4:
ck – kick, sack, dock, sick, pocket
e – get, pet, ten, net, pen
u – up, mum, run, mug, cup
r – rip, ram, rat, rocket, carrot
Set 5:
h – had, him, his, hot, hut
b – but, big, back, bed, bus
f, ff – of, if, off, fit, fog, puff
l, ll – let, leg, lot, bell, doll
ss – less, hiss, mass, mess, boss
Tricky words:
the, to, no, go, I, into
PHASE 2
We now want to build on the letter-sound correspondences learned in Phase 1. They will now learn consonant digraphs (sounds made up of two letters together such as ‘ch’ or ‘ll’) and long vowel sounds (such as ‘igh’ or ‘ai’).
he, she, we, me, be, was, you, they, all, are, my, her
PHASE 3
Children will consolidate their knowledge during this phase and they will learn to read and spell words which have adjacent consonants (for example, trap, strong, milk and crept).
said, have, like, so, do, some, come, were, there, little, one, when, out, what
PHASE 4
Children will learn some new graphemes for reading. They will also be taught alternative pronunciations for known graphemes. For example, they have already learned ow as in cow and will now learn ow as in blow.
In addition, they will learn alternative spellings for known phonemes. For example, the sound /igh/ has been learned as the grapheme igh as in ‘night’, but can also be spelled y, ie, and i-e.