How to teach English phonetic symbols in primary schools?

Teaching English phonetic symbols in primary school Phonetics are the basis for mastering language knowledge and acquiring speech skills. Students who teach English phonetic symbols in primary schools must start with phonetics when learning English. The primary school stage is the best time to learn pronunciation. Students can learn it quickly under the conscious and planned teaching and influence of teachers. The new English curriculum requires primary school students to master a large number of words. If students are not taught phonetic symbols or how to memorize words correctly, and only let students read and memorize them repeatedly with the teacher, then students will be less efficient in memorizing words and it will be easy for them to memorize words. Forget. Pronunciation is the basis for mastering language knowledge and acquiring speech skills. Students who teach English phonetic symbols in primary schools must start with pronunciation when learning English. The primary school stage is the best time to learn pronunciation. Students can learn it quickly under the conscious and planned teaching and influence of teachers. The new English curriculum requires primary school students to master a large number of words. If students are not taught phonetic symbols or the correct way to memorize words, and only let students follow the teacher to read and memorize them repeatedly, then students will be less efficient in memorizing words and it will be easy for them to memorize words. Forget. However, if students correctly grasp the phonetic symbols and pronunciation rules, they can learn to spell new words on their own, and they can also spell new words according to the pronunciation rules. This plays an important role in students' memory of words, can remove huge obstacles for students to learn English, stimulate students' interest in learning English, and improve students' efficiency in learning English. Phonetic symbol teaching is relatively monotonous, and those boring phonetic symbols can scare students away. So how to make students interested in phonetic symbols teaching and willing to learn? In teaching, I used a variety of teaching methods, which played a very good role in improving students' interest in learning phonetic symbols. 1. Break the whole into parts and practice repeatedly. When students first learn English, I do not focus on phonetic symbols, but organically integrate phonetic symbols teaching and word teaching. Whenever I teach a new word, I teach the students the pronunciation of each letter in the word, requiring the students to see the mouth shape clearly, understand the pronunciation essentials, and write the phonetic symbols of each letter on the blackboard. For example, when teaching the word bike, Tell students that b is pronounced as /b/, i is pronounced as /ai/, k is pronounced as /k/, and e is silent. When teaching words, the phonetic symbols are taught at the same time, so that the phonetic symbols are closely connected with the words, and they are subtle. After long-term training, students can pronounce the sounds of the words when they see them, and they are also familiar with the phonetic symbols, and can remember the words they have learned more firmly. 2. Concentrated appearance and intensive training. In the senior grades, when students have a certain understanding of phonetic symbols, I will focus on 48 phonetic symbols so that students can have an overall understanding of phonetic symbols and understand the difference between letters and phonetic symbols; explain some simple pronunciation essentials; understand the pronunciation rules of letters and letter combinations; preliminarily distinguish between vowels, consonants, open syllables, closed syllables, long vowels, short vowels, etc. And combine the words learned to decompose their phonetic symbols. Then use a variety of methods to guide students to read the phonetic symbols. Once students learn phonetic symbols, they can better master pronunciation and can use phonetic symbols to spell and memorize words by themselves. In this way, students' self-learning ability is cultivated, learning efficiency is greatly improved, and students' confidence in learning English is enhanced. 3. Collaborative exploration and finding patterns When teaching phonetic symbols, I let students discover, summarize, and summarize on their own under the guidance of the teacher. According to the concept of phonetic symbols teaching in the new textbook, a group of words is presented, allowing students to discover the similarities between these words by reading the words, and then recognize the vowels or consonants of the group of words, and use these characteristics to spell the new words. . For example, when the words bike, fine, nice, and five are shown, students are first asked to read this group of words, and then the group discusses the pronunciation of i, and finally summarizes i/ai/, and the teacher also guides the students to observe these four words and discover Their word-formation characteristics, and then give new words kite, line, mine, quite, etc., and let students read these words according to the pronunciation rules. By discovering and summarizing through group discussions, students will learn more vividly and better, have a deeper impression of phonetic symbols, and have a firmer grasp.

4. Combining sounds and shapes and making analogies. After students have initially mastered the methods of recognizing, reading and spelling phonetic symbols, I will find some words that conform to the spelling rules for students to spell. This will not only train students to pronounce the rules of letters and letter combinations directly The ability of spelling also cultivates students' ability to quickly respond by connecting the sounds and shapes of words according to pronunciation rules. In word teaching, I always consciously carry out intensive training in phonetic symbols. Simply talking about phonetic symbol knowledge and spelling methods is empty. The key is to allow students to experience, explore, and summarize through continuous practice. Students' pronunciation abilities can only be consolidated through application. Every time I teach a new word, I ask students to try to pronounce the word, and then analyze the phonetic symbols of the word, and use the phonetic symbols to connect the words. I require students not only to be able to pronounce and spell, but also to connect with old words and do some Category training. Long-term training like this can train students to consciously compare the sounds and shapes of words with phonetic symbols, so that students can write words when they see phonetic symbols, and even write phonetic symbols when they see some words with simple structures. 5. Stimulate interest and activate the atmosphere. Interest is the key for students to learn English well, and interest is the best teacher. When students are interested in learning English, they can take the initiative to learn and think actively. If we blindly ask students to perform mechanical imitation drills and parrot in class, then students will definitely get bored easily. Therefore, when teaching phonetic symbols, attention should be paid to discovering and collecting materials that students are interested in to design teaching activities. Let students learn by playing and applying while learning, so that students can learn phonetic symbols in a pleasant atmosphere without any burden. Teaching phonetic symbols is boring. In order to make students learn interestingly, I usually use rhymes, poems, tongue twisters, competitions, games and other means to consolidate phonetic symbols. This is much better than traditional phonetic symbol recognition and memorization, especially for primary school students. It can greatly stimulate their interest in learning English. The specific methods are briefly listed below: 1. Use tongue twisters to consolidate phonetic symbols. Tongue twisters can strengthen the practice of phonetic symbols, help identify the pronunciation of words, and cultivate students' sense of language. There are many tongue twisters in primary school English textbooks. For example, after teaching the pronunciation of the letter combination ea, two sentences appeared: The boy in the sweater is shaking his head. He does not want bread for breakfast. When reading tongue twisters, start from slow to fast, step by step, and start reading It's a bit difficult to pronounce, but once you know it, it will become easier to understand. In class, I use a competition to see who can read quickly and well. The students are very interested and have a firm grasp of the pronunciation of words. 2. Give full play to the role of rhymes in learning pronunciation. The rhymes have a strong sense of rhythm, are catchy to read, and are easy to remember. When teaching vowel phonemes, I often use phonological rhythm to read aloud. For example, when learning the vowel phoneme /a:/, after I introduce the pronunciation rules of the phoneme, I can teach you to read /a: //a: //a: //a: //a:/, using two liters The three falling tones are read rhythmically, the rising tones are read slower, and the following falling tones are read quickly. After each vowel phoneme is taught, find a few consonants for simple spelling exercises. In the spelling exercises, we also use this rhythmic reading method, such as: /da://da: //da:// da://da:/, /pa:/ /pa://pa://pa://pa://pa:/, /ka://ka://ka://ka://ka://ka:/. This reading method is much more interesting than simply reading in rising and falling tones, and students are more enthusiastic about learning. The phonological rhythm allows students to enjoy beauty. 3. Listen to Solitaire. In teaching, I often use this kind of game to consolidate the phonetic symbols I have learned. For example, I first say a phonetic symbol /e/, and then ask the students to name which words contain this sound, and see who says more. Since primary school students have a competitive mentality and are willing to perform, they are unwilling to lag behind. They raise their hands in class, which not only activates the classroom atmosphere, but also consolidates the phonetic symbols, and the effect is very good. 4. Rushing to read phonetic symbols Rushing to read phonetic symbols is a common method I use to consolidate phonetic symbols teaching.

In class, I divided the class into several groups, and then the teacher showed some phonetic symbols one by one. The students raised their hands to answer the question. The teacher asked the student who raised his hand first to read the phonetic symbol. If he read it correctly, he would give 10 points to the group. The group with the most wins. The primary school students all want to win glory for their group, vying for the first place and actively raising their hands to avoid the dullness and tedium of phonetic symbols teaching. In short, teaching English phonetic symbols in primary schools is very important. After learning the pronunciation rules of phonetic symbols, students can spell new words on their own, which is very beneficial to cultivating students' independent learning ability and will benefit students throughout their lives. In teaching, we must constantly reform teaching methods, persevere, and teach each lesson carefully so that phonetic symbols teaching can be implemented in a practical way and lay a solid foundation for students' continued learning.