Miss Michelle 英文老師

I noticed that a lot of my students cannot differentiate between the three words. Hopefully, this helps us all to remember the difference!

Miss Michelle 留意到好多學生都會分唔清呢三個字。睇完post要記住啦！

【課上小趣事：What colour also okay???】

上星期上課時，Miss Michelle 遇到學生搞笑嘅港式英文有啲「頭痕」。好彩佢都聽得明廣東話，好快就能夠解碼😂

Native 英文老師有本地語言同文化嘅知識真係好重要！Miss Michelle 多年在港嘅經驗同廣東話嘅理解係課堂上都派上用場，幫到學生有效率咁糾正語法上嘅小錯誤😆

Had a funny moment with one of my students last week. I was a little confused at first, but luckily I understand enough Cantonese to figure out what he meant! 😂

It's super important for NETs to have some knowledge of the local language and culture! I find that my Cantonese knowledge and the extensive time I've spent in Hong Kong really help my students and I efficiently correct language mistakes when we encounter them during class😆 -Miss Michelle

【常見 CHINGLISH 錯誤】
好多香港嘅小朋友都學緊多種語言。唔怪得小朋友有時會撈亂中英文嘅句法。Miss Michelle 將一啲香港小朋友常見嘅 'Chinglish' 錯誤集埋左一齊，俾大家參考。

小朋友一習慣左用錯嘅句式，會好難先改返啱。所以聽到小朋友用呢啲句式或者字詞，記得盡快教返啱啊！

Most kids in Hong Kong are learning two or three languages at the same time. It's no wonder that they sometimes blend English and Cantonese sentence patterns! Here are a few examples of "Chinglish" mistakes that I often hear my students make.

Once kids get into the habit of inaccurate language use, it can be difficult to break the habit. If you hear your kid(s) making these mistakes, try to correct them as soon as possible!

【✨免費故事工作紙✨】

說故事是小朋友腦部發展的重要關鍵，亦是小一面試經常會考到的環節。家長與小朋友練習說故事時，應該都會發現小朋友說的故事不太完整。有些小朋友還未掌握交代時、地、人 (time, place and characters)，有些小朋友未能說出故事情節的時間排序，亦有些小朋友太注重某些細節，但說不出完整故事。

其實一本故事書內有20多頁的資訊，要把故事組織，對小朋友來說，是相當困難的。 Miss Michelle 的故事班會用到 Story Map, 與小朋友辨認出 time, place and characters, 再一起選出關鍵情節畫出來。Story Map 上亦有指出時間排序的字，讓小朋友看着Story Map, 就有簡化的故事情節和說故事的提示，令說故事的過程變得更易消化。

如果你想在家與小朋友練習想，可向我們索取可列印的Story Map pdf 檔案。
✨索取方法: 請幫這個post讚好，再發個內容是 ‘我要 Story Map' 的訊息到Miss Michelle的專頁，我們會盡快把檔案發給您✨

Storytelling is an integral part of a child's development. It often is also a huge part of P.1 Interviews. When practicing storytelling with kids, parents may notice their kids having difficulty telling a complete story. Some kids may not be able to clearly express the characters, time, and place of the story. Other kids may find it difficult to tell the story in the correct order, while some may focus on minor details but leave out important parts of the plot.

Storybooks usually contain 20+ pages of text and picture information. It is quite a challenge for kids to organize that information into an understandable story. In class, I often use a Story Map to help. The Story Map is a guide for me to help kids identify the characters, time, and place. We also choose important parts of the story to draw, and learn to use the given sequencers (e.g. first, then, finally) correctly. Then, all the kid needs is their Story Map to easily and simply tell their story.

If you would like a printable pdf of my Story Map to practice with your kids, like this post and send us a message that says 'I want the Story Map'. We will send the file to you as soon as possible~

-Miss Michelle

【 NET 老師 PHONICS 小貼士 】
當孩子學會了單字母發音（simple phonics)，下一步是開始混合他們以學識的發音 （又名 blending) 。有些父母可能會發現孩子不斷練習，但還是很難掌握簡單的blending 。孩子盡最大努力將聲音組合在一起，但不知何故仍然無法得出正確的字。

【 發生了什麼問題？】
Miss Michelle 注意到香港孩子的一個普遍問題，就是在每個字母發音的末尾添加了一個額外的發音。例如，他們學會 “M” 發音為“muh”，“N” 發音為“nuh”。當孩子學習blending時，“man” 這個簡單的 CVC 字 就會 blend 為“muh-a-nuh”。額外的 “uh” 聲使孩子很難將這些 phonics 單字母發音 blend 成有意思的字。

【 如何解決這個問題？】
與孩子練習拼音時，要確保不添加額外的音節。產生最多問題的聲音通常是“F”、“L”、“M”、“N”和“R”。再次以 “man” 為例；如將“M”音正確教為“mmm”， 並將“N”音正確教為“nnn”，孩子們將更快捷學會 blending 和 獨立閱讀。他們不再會 blend 出 “muh-a-nuh”， 反而能正確讀作“mmmaaannn”。以下連結的 YouTube 視頻，以概述所有正確讀。視頻是用 Jolly Phonics 框架排序，但可用於任何Phonics教學大綱，包括 Letterland 和 RWI，聲音都是相同的。
https://www.youtube.com/watch?v=-ksblMiliA8
希望這個小貼士對您和孩子的英語學習之旅有所幫助~
有興趣可在 Miss Michelle 的專頁留言, 讓我們可以幫助您或您的孩子遇到的任何其他英語學習困難！

Once your kid knows a few letter sounds from their phonics classes, the next step is to start blending those sounds. Some parents may notice that their kids have difficulty when blending letters. They try hard to put the sounds together, but somehow still cannot arrive at the correct word.

*What is the problem?
I’ve noticed that a common problem among Hong Kong kids is that they add an extra sound at the end of each letter sound. For example, they learn that the “M” sound is pronounced as “muh” and the “N” sound is pronounced as “nuh”. When they blend, the word “man” will be blended as “muh-a-nuh”. The extra “uh” sounds makes it difficult for them to put the sounds together into words with meaning.

*How can teachers and parents fix this?
When practising phonics with kids, make sure that no extra syllables (sounds) are added. The sounds that create the most problems are usually “F”, “L”, “M”, “N” and “R”. Take “man” as an example again; by teaching the “M” sound as “mmm” and the “N” sound as “nnn”, kids will have a much easier time blending and reading. Instead of “muh-a-nuh”, they will know to read the blend the sounds as “mmmaaannn”. I’ve linked a YouTube video below for an overview of all the phonics sounds. It’s organized in the Jolly Phonics framework, but the sounds are the same for any phonics syllabus your child may be following, including Letterland and RWI.
https://www.youtube.com/watch?v=-ksblMiliA8

Hope this helps with you and your child’s English learning journey~
Leave me a comment or send me a message about any other English learning difficulties you or your kids might have! － Miss Michelle