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Thread: alphabet

  1. #11
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    Re: alphabet

    Quote Originally Posted by Tide View Post
    The main question is: the name of letters and their correspondence to their sounds. S[h]ould we teach the names in early steps? Or you believe the students can learn the names later?
    Teach both. Students need to know that letters have names and sounds.

    1. Names are used in spelling words verbally:
    Max: How do you spell bat?
    Sam: You spell it [bi:] [e:] [ti:].
    Think classroom language. How are your students going to be able to ask you or their peers how to spell a word if they don't know how to name the letters?


    2. Sounds are used in pronunciation:
    The symbol "A" is called [e:]. That's its name, and it has more than one sound; e.g., [ae] as in apple and [a] as in father, and so on.
    Adults will of course catch on much quicker than children, but age has nothing to do with and shouldn't have anything to do with teaching the alphabet, no matter the language, because they represent the symbols of written and spoken language.

  2. #12
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    Re: alphabet

    Fairly enough, I was seventeen or eighteen. Equally fairly, I learned the alphabet before I was four.

  3. #13
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    Re: alphabet

    Quote Originally Posted by weiming View Post
    Fairly enough, I was seventeen or eighteen. Equally fairly, I learned the alphabet before I was four.
    _____________
    Correction
    Fair enough, not fairly enough.
    Equally fair, not equally fairly.

  4. #14
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    Re: alphabet

    [CAUTION: I am not a teacher:take the advice and or corrections offered in this post at your own risk.
    If you doubt the information, please get a qualified opinion from one of the teachers on these forums.]

    I am "speaking" fairly. as in "Admittedly". You have mistaken my sentence for "(That is) fair enough. " As I am already obviously speaking, I have omitted the verb just as you assumed I did, using a different verb.

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