How to Teach and Learn Syllabication分音节如何教与学

Divide doubled consonants in the middle to make syllables. When you see two consonants in a row that are surrounded by vowels, divide the doubled consonants in half to create proper syllabication. For example, sil-ly, let-ter, mar-ble, plas-ma, and Eas-ter are all the proper way to divide these words into their component parts.^[3]

• The only exceptions to this rule are consonant digraphs, which are single sounds represented by two consonants. Common consonant digraphs include the ph, sh, th, wh, wr, ck, ng, and ch sounds.^[4] These should be treated like a single consonant and should not be divided. For example, rather should be divided into rath-er, not rat-her.
• 将双倍辅音从中间分割成音节。 当你看到一排的两个辅音被元音包围时，将双倍辅音分成两半，以创造正确的音节。例如，sil-ly、let-ter、mar-ble、plas-ma和Eas-ter都是将这些单词分成其组成部分的正确方法[3]。
  唯一例外的是双辅音字母组合，常见的双辅音字母组合包括ph、sh、th、wh、wr、ck、ng和ch音。常见的辅音地字音包括ph、sh、th、wh、wr、ck、ng、ch等音[4]，这些音应像单个辅音一样对待，不应分割。例如，宁可分为rath-er，也不能分为rat-her。
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     Divide words with single consonants sandwiched between vowels before the consonant. This does not work for all words, but it will work more than half of the time. You should therefore use this method first.^[5] For example, if you come across words such as ti-ger, sa-bre, or fi-ber, the syllable division comes before the middle consonant. That initial sound will be a longer vowel sound instead of a shorter vowel sound.^[6] Sound out the word to see if this syllable division makes sense.用单辅音夹在辅音前的元音来划分单词。 这并不是对所有的单词都有效，但会有一半以上的时间有效。因此，你应该先使用这种方法。 [5]例如，如果你遇到ti-ger、sa-bre或fi-ber这样的单词，音节划分在中间辅音之前。那个初始音将是一个较长的元音，而不是一个较短的元音[6] 发音，看看这个音节划分是否合理。
     
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     Divide the word after the middle consonant only if dividing before the consonant doesn’t sound right. This method works for about 45% of words, so you will use it less often than dividing words before the middle consonant.^[7] Use this method only when dividing the word before the consonant does not make a recognizable word.只有在辅音前分词听起来不对的情况下，才将单词分在中间辅音后。 这种方法对大约45%的单词有效，所以你会比在中间辅音前分词更少地使用这种方法[7]，只有在辅音前分词不能组成一个可识别的单词时才使用这种方法。

     • For example, when you come across the word “habit,” you should first try dividing before the consonant: ha-bit. However, there is no word that sounds like “hay-bit” in English. You should therefore move on to the second method, which will give you hab-it, a common English word.比如，遇到 “habit “这个词，你应该先试着在辅音前划分：ha-bit。然而，在英语中并没有听起来像 “hay-bit “的单词。因此，你应该继续使用第二种方法，这样就可以得到一个常见的英语单词–hab-it。
     • These words will often begin with a shorter vowel sound instead of a longer vowel sound. Other words in this category include cabin (cab-in), panic (pan-ic), and second (sec-ond).这些词通常会以较短的元音而不是较长的元音开头。这类词还包括cab-in（cab-in）、seven (sev-en), panic（pan-ic）和sec-ond（sec-ond）。
     • Sometimes, there are differences between American and British English in where you divide the word. For example, Americans would usually divide the word “privacy” as “pri-va-cy” (with a long i sound). However, most British speakers would usually divide the word as “priv-a-cy” (with a short i sound).有时候，美式英语和英式英语在划分单词的位置上会有差异。例如，美国人通常将 “隐私 “一词划分为 “pri-va-cy”（发长i音）。然而，大多数讲英国话的人通常会把这个词分成 “priv-a-cy”（发短i音）。
     
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     Memorize important English bound morphemes (or units of meaning). A bound morpheme is a part of a word that is unable to stand alone as a word but that has a self-contained meaning. For example, the English prefix non- implies a negation. The English syllable -er implies a comparison. These morphemes usually stand alone as their own syllables during syllabication.^[8] If you memorize common English bound morphemes, you will be better equipped to divide words properly.

     • Common bound morphemes include: un-, non-, pre-, post-, -ing, -ed, -er, -est, and -less.记忆重要的英语约束语素（或意义单位）。 绑定语素是指一个词的一部分，它不能单独作为一个词，但它有一个自足的意义。例如，英语前缀non意味着否定。英语音节-er意味着比较。这些语素在划分音节过程中通常都能独立成自己的音节[8]，如果能记住常见的英语束缚语素，就能更好地正确划分单词。常见的束缚语素包括：un-、non、pre、post-、-ing、-ed、-er、-est和-less。
     
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     Memorize the special rule about -le words. Words that end in a consonant plus the letters -le have special rules governing syllabication. Divide these words just before the consonant-l-e pattern.^[9] For example, bubble can be divided bub-ble; maple can be divided ma-ple; and purple can be divided pur-ple.

     • The exception to this rule is when the -le is preceded by the ck digraph. These words are divided before the -le. For example, pickle should be divided into pick-le; buckle should be divided into buck-le; etc.记住关于-le单词的特殊规则。 以辅音加字母-le结尾的单词有特殊的音节划分规则。例如，bubble可以分bub-ble；maple可以分ma-ple； purple可以分pur-ple。
       这个规则的例外是当-le前面有ck数码图时。这些词都是在-le之前划分的。例如，pickle应划分为pick-le；buckle应划分为buck-le；等等。
     
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     Divide compound words in-between the two base words. Compound words are words that are built of two separate, individual words that each carry meaning. For example, driveway, wallpaper, and lampshade are all compound words. Be sure that you divide compound words in between their base components: drive-way; wall-paper; and lamp-shade. If a base word in a compound word is composed of multiple syllables, follow the typical rules of syllabication: wall-pa-per.在两个基础词之间划分复合词。 复合词是指由两个独立的、各自带着意义的词建立起来的词。例如，车道、墙纸、灯罩都是复合词。一定要把复合词划分在它们的基础成分之间：drive-way；wall-paper；和lamp-shade。如果复合词中的基础词是由多个音节组成的，要遵循典型的音节划分规则：wall-pa-per。
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     Be wary of dictionaries. Dictionaries usually hyphenate words according to how they should be hyphenated across lines of text. This is distinct from how words should be divided into spoken syllables. Do not rely solely on dictionaries for syllabication support.警惕字典。 字典通常会根据文字中的连字符的方式来连字。这与单词应该如何划分口语音节是不同的。不要仅仅依靠字典来支持音节的划分[10]。
  Method2

  Teaching Syllabication to Others

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     Explain vowel sounds to students. Before a student can learn syllabication, she will have to understand how vowel sounds work. She will also have to learn the fact that some vowel sounds are spelled using two vowel letters, such as the “ou” vowel sound in the word round.^[11] Before moving on to syllable division, ask your student to accomplish the following tasks:

     • Know the difference between a short vowel sound and a long vowel sound.
     • Be able to determine a vowel sound for one-syllable words based on the consonants around it.
     • Recognize common English word patterns. For example, they should learn that many consonant-vowel-consonant words involve a short vowel sound, as in rat or tot, whereas many consonant-vowel-consonant-e words involve a long vowel sound, as in rate or tote.
     • Memorize common vowel sounds that are spelled with two vowel letters, such as “ou,” “oi,” “ie,” “ea,” and “ei.”
     • 向学生解释元音。 在学生学习划分音节之前，她必须了解元音是如何运作的。她还必须了解有些元音是用两个元音字母拼写的，如单词round中的 “ou “元音[11]。 在继续学习音节划分之前，请你的学生完成以下任务。
       知道短元音和长元音的区别。
       能根据元音周围的辅音来确定单音节单词的元音。
       认识常见的英语单词模式。例如，他们应该学会许多辅音-元音-辅音单词涉及短元音，如rat或tot，而许多辅音-元音-辅音-e单词涉及长元音，如rate或tote。
       记住常见的由两个元音字母拼写的元音，如 “ou”、”oi”、”ie”、”ea “和 “ei”
     

  1. Build a student’s vocabulary during syllabication instruction. Many of the rules of syllabication are approximations. There are no exact rules that can be applied 100% of the time. Much of correct syllabication has to do with instinct and experience. This is why it is essential that you are helping to build your students’ vocabularies and reading skills at the same time that you teach syllabication.^[12]

     • For example, continue to ask students to read increasingly difficult texts to expose them to new words, longer words, and new sounds.
     • Assign vocabulary lists to memorize. Make sure you tell students how to pronounce these words as well.
     • Encourage your students to listen carefully to other speakers to hear how words are pronounced and divided into syllables.
     • 在划分音节教学中培养学生的词汇量。 划分音节的许多规则都是近似的。没有确切的规则可以100%适用。很多正确的音节搭配都是靠直觉和经验来实现的。这就是为什么你在教授音节的同时，必须帮助学生建立词汇量和阅读能力的原因[12]。
       例如，继续要求学生阅读越来越难的课文，让他们接触新单词、长单词和新音。
       指定词汇表来记忆。确保你也告诉学生如何发音这些单词。
       鼓励您的学生仔细聆听其他发言者的讲话，以了解单词的发音和音节的划分。
       
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       Get students used to counting syllables early on. Whether you are teaching young children, new learners of the language, or native speakers, you should introduce the concept of counting syllables as early as possible. Read off several words of varying lengths, and ask your students to identify the number of syllables they hear. They should be comfortable with counting syllables well before they begin syllabication themselves.^[13]
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     Have your student touch his chin while speaking. Ask young students or people who are having trouble understanding syllables to hold his own chin while saying words. In general, the chin will drop each time there is a new syllable. This physical activity will help make the idea of syllables more concrete.
     尽早让学生习惯数音节。 无论您是在教幼儿、新的语言学习者，还是以英语为母语的人，您都应该尽可能早地引入数音节的概念。读出几个长短不一的单词，让您的学生找出他们听到的音节数。在他们自己开始计算音节之前，他们应该对计算音节很满意。
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     Use drumming and clapping to emphasize syllabication rules. This is especially useful for younger children. Ask your student to clap along with words of varying lengths: one, two, three, and four-syllable words. While clapping might not help your student understand where exactly a word will be divided, this exercise will help your student begin to understand how syllables work, and how many syllables are found in common words.用鼓声和拍手来强调音节规则。 这对年幼的孩子特别有用。要求您的学生跟着不同长度的单词一起拍手：一个、两个、三个和四个音节的单词。虽然拍手可能无法帮助您的学生理解一个单词到底会被分在哪里，但这个练习将帮助您的学生开始理解音节是如何工作的，以及常见的单词中有多少个音节。
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     Have your students memorize only the most useful syllabication rules. Practice and application are the most useful ways to teach syllabication. Having students memorize dozens of minor rules will not help them get the experience they need to understand syllabication.^[14] Only have them memorize the most useful rules of syllabication:

     • 1) Compound words should be divided in-between the two base words.
     • 2) Bound morphemes often comprise their own separate syllable.
     • 3) If two consonants appear in the middle of a word, divide them in half.
     • 4) But never divide consonant digraphs, vowel digraphs, or diphthongs in have.
     • 5) When one consonant is sandwiched by two vowels, first try to divide the word before the consonant. If that doesn’t work, then try to divide the word after the consonant.
       让你的学生只记住最有用的教学大纲规则。 练习和应用是教授音节法最有用的方法。让学生记住几十条小规则并不能帮助他们获得理解音节法所需的经验[14]，只让他们记住最有用的音节法规则。
       1）复合词要分在两个基础词中间。
       2）结合词常由自己的独立音节组成。
       3）如果一个词中间出现两个辅音，要把它们分成两半。
       4）但千万不要把双辅音字母组合、双元音字母组合、双元音一分为二。
       5）当一个辅音被两个元音夹在中间时，先试着在辅音之前把这个词分成两半。如果还不行，再试着在辅音后分词。
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     Give students the Syllable Sort exercise. The Syllable Sort exercise asks students to make lists of words that adhere to various rules of syllabication. At the top of a piece of paper, list four major categories of syllabication: 1) Divide a compound word; 2) Divide a word in between two consonants; 3) Divide a word in between a vowel and a consonant; 4) Divide a word in between a consonant and a vowel. Ask students to brainstorm words that might fit each of these categories, and have them divide the word according to the relevant rule.给学生进行音节分类练习。 音节分类练习要求学生列出遵守各种音节规则的单词。在一张纸的上方，列出音节分类的四大类。1）在复合词中分词；2）在两个辅音之间分词；3）在元音和辅音之间分词；4）在辅音和元音之间分词。请学生集思广益，找出可能符合上述每一类的单词，让他们根据相关规则来划分单词[15]。
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     Ask students to divide proper names into syllables. Many students already know how to pronounce the names of their classmates and friends. Use this knowledge as a tool to emphasize syllabication lessons. Have your students divide up each other’s names into correct syllables to reinforce your syllabication lessons.要求学生把名字分成音节。 很多学生已经知道如何读出同学、朋友的名字。利用这些知识作为工具，强调音节教学。让你的学生把彼此的名字分成正确的音节，以加强你的音节教学。
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     Make a syllabication game using index cards. Write 50 common English syllables on separate index cards. Make sure that these syllables can be combined in various ways to create real English words. Then ask your student to combine these syllables in various ways to create real words and nonsense words. Ask your student where each word should be divided.用索引卡做一个分音节游戏。 将50个常见的英语音节分别写在索引卡上。确保这些音节可以用各种方式组合，创造出真正的英语单词。然后请你的学生用各种方式组合这些音节，创造出真正的单词和无意义的单词。问你的学生每个单词应该分在哪里。
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     Reinforce syllabication knowledge using quizzes and tests. Give your student a list of words that are two-, three-, and four-syllables long. Ask your student to divide each word according to the rules of syllabication. If you notice that your student does not understand a particular pattern, review the rules once more and re-test.利用测验和测试来强化音节知识。 给您的学生一个两音节、三音节和四音节的单词列表。要求您的学生根据音节划分的规则来划分每个单词。如果您注意到您的学生不理解某个特定的模式，请再次回顾这些规则并重新测试。