how and why starting with teaching the vowels alphabets

1. N.B: Regardless of what order letters are chosen to be taught, it is important that students know the
names of individual letters and the sounds that can represent each one. (Graham, 2010). <DIDACTIC GUIDE OF
ENGLISH FOR 3rd YEAR PRIMARY EDUCATION page 15>
But why teaching the alphabets should start with teaching the vowels ?
 Because when it comes to teach the ‘consonants letters’ , this will help the learner:
 Learn the letter by building the syllable of a word and at the same time the different sound
of this consonant letter .
 For example : Teaching the consonant “b” of course using flash cards related to the taught syllable
and word
1. b+a  ba  bat – bad- basket…….
2. b+e  be  bee - bell – bed….
3. b + i  bi  big - bike - bicep – bijou……
4. b+o  bo  book - boot – board….
5. b+u  bu  butcher - bull – button ….
The teacher forms and produces the letter with modelling clay on the board, then the consonants + the vowel
forming the syllable with clay too , then the learners are invited to reproduce that on their slate , finally the
teachers writes the syllables on the class copy book and invites the learners to write .
 Presentation of the vowel “a, e , i , o , u , ” in a context & in TWO (2) Sessions
1. Show photos or flashcards that contain the vowel “a” or “ e” or “i” or “o” or “u”
2. The teacher pins the photos or flashcards on the board.
3. The teacher reads slowly the flash cards and invites the learners to repeat pointing at word on the
board.
4. Isolation of the vowel “a” (under each flash card the teacher isolates the vowel “a”
5. invites the learners to listen and repeat it (The teacher articulates well and invites the learners to pay
attention to the way he or she utters the vowel “a”
6. The auditory analysis : The teacher invites the learners to a game where they :
7. Raise the finger when they hear the vowel “a”
8. Cross their hands when they do not hear it
9. Quick review of the last sessions ( teachers shows pictures , sticks them on the board and invites the
learners to read them
10. visual recognition of the vowel “a”
11. Preparing the learners to write using the modelling clay
12. Writing of the vowel “a” on the learners’ slates
13. Reproducing the vowel “a” on the class copy book
By: Mr.Samir Bounab (yellowdaffodil66@gmail.com )
Session
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