Before engaging in other teaching/learning activities and games, it may be necessary to teach and/or learn the names of the 26 letters of the English alphabet. Here are some possible lesson steps:
In large print on a (chalk or white) board or large paper, put the upper (and/or lower) case block letters of the alphabet in order. Begin with A. In clear English, say the name of each letter as you print it. Listeners try to imitate your pronunciation.
Beginning with A, point to each letter in order and say its name. As learners repeat, reinforce or correct their pronunciation by modeling the name of the letter again—perhaps even more slowly or clearly.
Begin with the last letter on the board or paper. In reverse order, point to each letter and pronounce its name. Learners repeat several times. Continue to model clear pronunciation.
Point to the letters in random order. Emphasize the ones that learners have difficulty with. Learners repeat the names again.
Point to the letters of the alphabet in order and have the group tell their names. Repeat in reverse order. Then point to letters in random order, and have learners name them. Provide additional practice of letters whose names may confuse learners—such as A vs. E vs. I, B vs. V vs. F vs. W, C vs. S, K vs. Q, D vs. T, etc.
If exact or close repetition of lesson or activity procedures provides participants with comfort or confidence, you can repeat the same steps at appropriate intervals with the same materials in similar ways. On the other hand, if “bored” teachers or students tend to tune out when they think they already “know the answers,” variety or surprise can make them more alert—so that they don’t waste their own time.
For instance, any or all of the above instructions can be followed with other materials, such as colorful alphabet posters, pre-printed alphabet charts projected onto a screen, smaller versions distributed on handouts or cards, big letters on separate pages hung in a line or a banner, and so on. With or without help, learners can “teach” one another in pairs or small groups. They can use alphabet materials on their own and/or for home study with their families.
Slow Down or Speed Up?
Multi-Level Pointers
In naming the letters of the alphabet in English, the writing systems of beginners’ native languages may determine the pace and level of the presentation, the practice activities or games, the reinforcement, and the mastery checks or tests.
For instance, those unfamiliar with the roman alphabet may be able to handle only one or a few letters per lesson. In this case, there should be several or many copies of each letter to point to and name.
If they are learning or practicing only the letter names, more advanced learners can deal with the whole alphabet at one time. Especially if they already “know” the information, the names can be presented and practiced as “mini-pronunciation lessons.” For example, the lengthening of vowel sounds at the ends of words (in all the letter names except f, h, l, m, n, r, s, w, x) can be indicated with the pulling apart of hands or the stretching of a rubber band.
The voiced/voiceless contrasts of the initial consonants in the letter names b vs. p, z vs. c and d vs. t invite an explanation of the principles of voicing (vibration of the vocal cords vs. the use of air), which apply to the names of all the consonant letters
