Lena Torres
The CH sound can be challenging for young children to master, and it's important that they can pronounce it correctly before they start school to prevent them from becoming self-conscious about their speech. There are various techniques and activities to help children learn to produce the CH sound correctly. These include tongue and lip placement exercises, games to identify correct pronunciation, and chopping and punching actions to emphasize the force required for the CH sound.
| Characteristics | Values |
|---|---|
| Tongue | The tongue, lips, and airflow must coordinate perfectly. The lateral margins of the tongue are lifted, but the tip of the tongue must also lift up to the alveolar ridge to build pressure for the explosive CH sound. |
| Lips | Round lips |
| Airflow | A "burst of air", not a long continuous sound |
| Learning techniques | Analogies such as punching or chopping; play dough; sound cards; stories; syllables; sentences; conversation |
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What You'll Learn
- The 'ch' sound is a quick burst of air, not a long continuous sound
- Teach the 'chopping' sound using play dough and a plastic knife
- Use the 'punching' sound action to emphasise the 'ch' sound
- Practice saying the 'ch' sound in sentences with a rotating sentence
- Play a game where your child listens to you say the sound correctly and incorrectly
The 'ch' sound is a quick burst of air, not a long continuous sound
The "ch" sound is a unique sound that requires the coordination of the tongue, lips, and airflow to produce. It is described as a "burst of air" or a punch of air that is released quickly and forcefully. This is in contrast to the "sh" sound, which is long and continuous.
To teach the "ch" sound, it is important to start with the correct difficulty level to ensure steady progress without causing frustration. One effective method is to use a water bottle to help students visualize the concept of a quick burst of air. The teacher can spray the water and explain that the "ch" sound is like a burst of air, similar to the water bursting out of the bottle. This visual aid helps students understand the difference between the "sh" and "ch" sounds, as the "sh" sound is more like a continuous flow of water from a faucet.
Another technique is to use play dough and a plastic knife. The child rolls out a "snake" of play dough and chops it with the knife while saying the "ch" sound. If the sound is too soft, the knife won't cut through the play dough, illustrating the need for a strong and forceful "ch" sound. This activity provides a tangible way to emphasize the required force and explosiveness of the sound.
Additionally, the "rotating sentence" technique is useful for practicing the "ch" sound in sentences. In this method, only the word card changes within a sentence framework. For example, the sentence "I touch the ______" can be used with different practice cards, such as "I touch the watch." This approach helps children memorize the sentence structure and focus on producing the "ch" sound accurately.
It is also beneficial to incorporate syllables into the learning process. By adding vowels before, after, or around the "ch" sound, children can practice producing the sound in different positions within a word. For instance, "cha, che, chi, cho, chu" for initial positions and "ach, ech, ich, och, uch" for final positions. This syllable-level practice lays the foundation for accurate word and sentence-level usage.
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Teach the 'chopping' sound using play dough and a plastic knife
Teaching children how to produce the "ch" sound can be done in a fun and interactive way using play dough and a plastic knife. This activity helps children feel competent and proud of their accomplishments.
To start, roll out a "snake" from the play dough. Give the child a plastic knife and ask them to chop the play dough snake into small pieces. As they bring down the knife and exclaim "chop!", they are using the right word to describe their action. If the child says the "ch" sound too softly, the knife won't cut through the play dough, which can motivate them to make a stronger and more forceful sound. You can also give feedback such as, "That was a soft 'ch'. Remember, it has to be a strong and fast chop, just like a karate chop or chopping wood with an axe."
Once the child can make the "ch" sound with the correct force, you can move on to practicing this sound in syllables. Add each vowel after the "ch" sound: "cha, che, chi, cho, chu". Then, practice the "ch" sound in different positions within words: initial ("chair"), medial ("echo"), and final ("batch").
After the child has mastered the "ch" sound in isolation and syllables, you can introduce words and sentences. Start with simple words containing the "ch" sound, such as choo" or "choo-choo." Then, create rotating sentences where only the word card changes: "I touch the ____." With the word card "watch," the sentence becomes "I touch the watch." This helps children practice producing the "ch" sound in context.
Finally, when the child can say the "ch" sound with accuracy in sentences, you can introduce stories. Prepare a story for younger children to practice using the sound cards they've been learning. Include picture clues so they can retell the story without reading. For older children, ask them to write their own stories using the word cards. This encourages creativity and helps them practice the "ch" sound in a conversational context.
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Use the 'punching' sound action to emphasise the 'ch' sound
The "ch" sound can be difficult for children to pronounce correctly, and they may get annoyed or disheartened during practice. It is important to provide praise and encouragement throughout, and to give feedback that helps them to self-correct. For example, you could say, "I love how you're trying! That's not quite it. Let's try again!" or "You're working so hard! Next time, remember to round your lips."
One way to help children learn to pronounce the "ch" sound is to use the "punching sound" action. This involves teaching the child that, just like a boxer makes fast and strong punches, the "ch" sound should also be punched out of their mouth in a strong and fast way. You can ask the child to copy throwing some punches first and then add the sound. If they still make a weak sound, you can throw a "soft" punch and say, "That was a soft 'ch'. Remember, it has to punch out of our mouths strong and fast."
Another similar method is the "chopping sound" action. You can ask the child to pretend to hold an axe and chop wood, emphasising that the action of chopping must be strong and fast. You can also use play dough and a plastic knife, asking the child to chop the play dough while saying the "ch" sound. If they say it too softly, the knife won't cut through the play dough, which can motivate them to make a stronger and more forceful sound.
Once the child can say the "ch" sound correctly, you can start practising it in sentences. A "rotating sentence" is a good way to do this, where only the word card changes. For example, the sentence "I touch the ______" can become "I touch the watch" when a practice card is added. This helps children memorise the sentence and use visual cues to read it aloud. You can also use stories with picture clues to help them practice using the sound cards they have been learning.
It is important to note that the "ch" sound is a quick burst of air, in contrast to the "sh" sound, which is long and continuous. You can use a water bottle to demonstrate this by spraying it to show the burst of air and water mist that puffs out. This helps children visualise the "ch" sound as a quick burst.
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Practice saying the 'ch' sound in sentences with a rotating sentence
The "ch" sound is a digraph, which means that it is made up of two letters that represent a single sound. In English, "ch" is most commonly pronounced as [tʃ], as in "chalk", "cheese", "cherry", or "church". This sound is unvoiced, meaning that the vocal cords do not vibrate during its production. To create this sound, the tip of the tongue presses against the back tooth ridge while the sides of the tongue press against the upper side teeth, briefly preventing air from leaving the vocal tract. The sound is then aspirated when the air is released with friction, similar to the "sh" sound.
When teaching the "ch" sound, it can be helpful to start with syllables before progressing to words and then sentences. For example, you can practice the initial "ch" syllables "cha, che, chi, cho, and chu" and final "ch" syllables "ach, ech, ich, och, and uch". Once you're comfortable with the sound in isolation, you can start practicing it in words.
A fun activity to practice the "ch" sound in words is to use play dough. Roll a play dough "snake" and have the child chop it with a plastic knife while saying the "ch" sound. If the child says the sound too softly, the knife won't cut through the play dough, so this activity provides motivation to make the sound stronger and more forceful.
Once the "ch" sound is mastered in words, you can move on to practicing it in sentences. A great way to do this is by using a rotating sentence. In a rotating sentence, only the word card changes. For example, the final "ch" sentence would be, "I touch the ________ ." With a practice card, it becomes, "I touch the watch." You can then rotate through different practice cards with "ch" words. This method is especially useful for young children who can't read yet, as they can memorize the sentence or use visual cues to help them read it aloud.
- "I see a ________ ." (e.g., "I see a church.")
- "She is eating ________ ." (e.g., "She is eating chocolate.")
- "The ________ is tasty ." (e.g., "The cheese is tasty.")
By using these rotating sentences and practicing the "ch" sound in a variety of words and sentences, you'll be well on your way to mastering this sound!
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Play a game where your child listens to you say the sound correctly and incorrectly
Teaching a child the 'ch' sound can be done through various games and activities. One way is to physically demonstrate the force needed to make the 'ch' sound. For example, you can teach them that the ''ch' sound is like a punch by throwing some punches and then adding the sound. Alternatively, you could use a playdough 'snake' and a plastic knife and ask the child to chop it while saying the 'ch' sound. If they say it too softly, the knife won't cut through the playdough.
Once the child has mastered the 'ch' sound, you can move on to practising it in syllables. Start with the initial 'ch' syllables: "cha, che, chi, cho, and chu". Then, move on to final 'ch' syllables: "ach, ech, ich, och, and uch". Finally, you can practise medial 'ch' syllables: "acho, echi, icha, ochu, and uchee".
You can also use songs and dances to help children practise their pronunciation. Alternatively, you could try a game like "Correct the Teacher", where you say a sentence in a natural or unnatural rhythm, and the child has to decide if you said it correctly or incorrectly. Another game is "No Sounds Listening Comprehension", where the child has to identify which sentence you have chosen without using any English sounds. You can beat out the rhythm on the table or your palm to help them guess.
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Frequently asked questions
First, ensure that your child can identify the correct pronunciation of "ch" before they can master the sound themselves. Play a game where your child listens to you say the sound, both correctly and incorrectly, and ask them if they can spot the difference. Once they can do this with 100% accuracy, you can move on to actual productions of the sound. Give your child a model of what a correct "ch" should sound like and encourage them to imitate this sound.
Teach the chopping sound using play dough. Roll a playdough 'snake' for your child to chop with a plastic knife. If your child says the 'ch' sound too softly, the knife won't cut through the play dough. This can motivate them to make a stronger and more forceful sound. You can also try a ''rotating sentence' activity, where only the word card changes. For example, the final CH sentence would be, "I touch the ________ ." When you add a practice card to it, it reads, "I touch the watch." Then, rotate all your practice cards through the sentence.
The "ch" sound is an affricate, and it involves a quick burst of air. The "sh" sound, on the other hand, is long and continuous, like water flowing from a sink faucet. To produce the "ch" sound, the tongue, lips, and airflow must coordinate perfectly. The lateral margins of the tongue are lifted, but the tip of the tongue must also lift up to the alveolar ridge to create the necessary pressure for the explosive "ch" sound.
It is important to provide a lot of praise and encouragement throughout the practice. While you shouldn't praise incorrect productions (as this can confuse your child and decrease their ability to self-correct), you can still offer encouragement. For example, you can say, "I love how you're trying! Let's try again!" or "You're working so hard! Next time, remember to round your lips." Recognize and point out their progress when they do pronounce the "ch" sound clearly.
