CONSONANT CHART

PHONICS COMPARISON TABLE

Sounds in the Same Horizontal Row Have the Same, or Nearly
the Same, Position of the Vocal Organs.

To teach the pupil to differentiate breath, voice, and nasal sounds by touch: With his hand on his throat he can feel no motion when breath sounds are emitted by him, but he can when voice sounds are sent out. The nasal sounds may be felt by placing the first two fingers alongside the with the tip of the thumb at the throat.

nose,

SOME PHONIC MISTAKES TO BE AVOIDED

Pŭ for p (blow out a candle); dŭ for d; wŭ for w (oo); whŭ for wh (blow an imaginary feather-hoo); f for th (place the tongue between the teeth and send the breath or voice over it); tŭ for t; kŭ for k.

Improper breathing will cause mistakes; sound on the expiration.

In sounding the hissing s and hushing sh, the breath must flow over the point of the tongue. Therefore, the tip must not touch the front palate or the teeth, or a lisp will result.

In sounding 1, the tip of the tongue must touch the anterior part of the hard palate just at the gums, or the proper ringing sound will be lacking. In sounding ing, the tip of the tongue must not be lowered, otherwise the nasal quality will be lost.

Following are the pages in the Finger-Play Reader, Part I, in which certain sounds are explained: m, 3 and 12; s, 2; ee, 12; n, 12; p, 14; h, 24; l, 30; ay, 34; wh, 40; w, 44.

Have the pupils use a mirror when practising.

Oral gymnastics should be indulged in when necessary.

If you have a class of foreign-born children, you will have to combat many peculiarities in the action of their vocal organs, which have become fixed through many years' practice in their native tongue. Let each pupil use the mirror in these exercises, as this will be found helpful.

EXERCISES FOR ORAL GYMNASTICS

1. Projection of the tongue as far as possible anteriorly.

2. Movement of the tongue freely within the buccal cavity.

3.

By order: Tongue between teeth; tip of the tongue at top of the upper teeth; tip of tongue at roof of mouth. To be done slowly at first, and then gradually more rapidly.

4. Open the mouth wide (two fingers). Say, ah, ée, oo, slowly. 5. Move the lower jaw from side to side.

These exercises, used sufficiently, will give flexibility where needed; a few minutes' practice each day on the square and linear phonic tables (see p. 420) will not only give accuracy in enunciation, but will also attune the pupils' ears to nice distinctions in speech.

The teacher should always use the pitch pipe in this exercise. Sound either D flat or C, and have the pupils make their responses in the tone you have given. Occasionally, the scale may be sung, using one of the phonograms instead of Do, Re, Mi, Fa, etc. The exercise may also be varied by asking the pupils to sing the phonogram in intervals which the teacher dictates or places on the board in musical notation; as, 1-3-5-8; 2-4-6; or 1-5-8, etc.

Sing slowly

6

Ung, ung, ung, ung, ung, ung, ung, ung, ung, ung,

ung, ung, ung,

ung, ung, ung, ung, ung, ung, ung, ung, ung, ung, ung.

Quality of tone very soft and pure. Pronounce final consonants very clearly, even if exaggerated. Use the phonogram selected by the teacher.

This list is used through the courtesy of Dr. James Lee, District Superin

tendent of Schools, New York City.

WORD CHOICE:

The italicized word in each of the following sentences is wrongly used. Put the proper word from the given lists in its place.