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Tips to Teach Phonetics in Malaysia

Man being the social beast need to find solace through communication – both verbal and written. Now, formally the medium of communicating with each other orally starts at a very young age. And the practice of perfecting reading and writing skills among students require experts who can guide them from an early childhood. With some serious changes going in the education sector across the world, Malaysia found its teachers upgrading their skills to deliver the best possible methods through which the little ones can receive proper communication skills.

teacher training course in Malaysia

Educators or aspiring teachers associating with them in the field need to brush up their skills in case they lack it. And more who would engage themselves in teaching children how to communicate effectively by pronouncing correctly. Clear and correct pronunciation is something which is and must be learnt from the very onset of education. Therefore, aspiring teachers who are pursuing primary teacher training course in Malaysia are considering strategies which will help students interact with others clearly.

To meet the desired objectives of both the learner and the facilitator seven relevant tips related to teaching phonetics.

First, consider the alphabet & the vowel lengths —

Generally, small children find it difficult to read bigger words because of long alphabets. Similarly, they get confused in pronouncing the vowels clearly prior to their bigger lengths. The logic is very clear; they are comfortable and face little difficulties in pronouncing vowels which are short, compared to those which are long. Thus, bigger words with more alphabets are complex to them than those which are shorter. Say, pronouncing ball as /ba:ll/  or any other short words like but, bit, by, go, ask, for etc.

Second, consider the confused words —

As an educator who pursued teacher training courses in Malaysia, you need to identify words which are pretty confusing in nature. Synonyms even though they may be noted as short words, may have the same meaning but are pronounced differently. For instance,

  • Do differentiating practices where long vowels are additional long (e.g. ‘seeeeeat’) and short vowels are exceptionally unexpected (e.g. ‘sit’).
  • This is particularly incredible if you get any chance that the child has to pronounce sit and not seat whereby not matching the other words.
  • It’s imperative to misrepresent in the first place. But basically, it is important to understand the goal of teaching the little ones and make them feel comfortable and thus using skills so that they can identify a clear distinction between these two words. Accordingly, they can pronounce and ignore mistakes.
  • Do check those words where the breath takes a longer time to hold and the sound will be louder or more prominent.
  • After some time, make the vowels shorter and shorter until the point when they are of the proper length.
  • Some demonstration would express that mouth position too is vital. Therefore expressions made verbally are directed by using the generally accepted methods to position the mouth while talking extraordinarily. This helps students handle troublesome sounds easily.
  • To begin with, show with recordings and misrepresented or mispronounced words making the sounds yourself. At that point to figure out the errors and ask them to watch out the mouth positions while shaping the sounds.

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