Practical teaching methods of English pronunciation

English pronunciation teaching is a popular and efficient teaching method, so what are the practical English pronunciation teaching methods? Let's read this English pronunciation teaching content carefully.

English pronunciation teaching methods

First of all, let students realize the importance of phonemes and attach importance to them ideologically. Phoneme is the smallest unit in English, and mastering the correct pronunciation of phoneme is the basis and key to improve our pronunciation. The correct pronunciation method of phonemes directly affects the result of information transmission. Secondly, let students master the correct pronunciation method of phonemes with simple and effective teaching methods, that is, practice in front of the mirror and pass on the mouth shape in class. Then we can also use the teaching method of learning English and Chinese tongue twisters to cultivate students' practical application ability.

1. Pronunciation in front of the mirror means that students are required to recognize their mistakes by observing their lips, mouth shapes and pronunciation parts in front of the mirror, so as to correct their bad pronunciation habits. Because primary and secondary school students are used to simply following the English teacher when they start learning English, English pronunciation is not valued as much as grammar. Due to the lack of systematic study of English pronunciation, it is difficult for students to master pronunciation skills, which leads to pronunciation errors.

2. Through the mouth shape method. By playing some pass lip games, students will have a certain understanding of the changes and differences of mouth opening, lip shape, tongue position and tongue position between phonemes. At the same time, it can also cultivate their ability to distinguish sounds by observing the mouth shape under some special conditions, such as when the background is noisy and they can't hear the sound.

3. According to many rhymes and similar pronunciations in English and Chinese pronunciations, English tongue twister method makes English learners' pronunciation organs more flexible and helps students distinguish pronunciation from pronunciation.

Through tongue twister pronunciation teaching, students' pronunciation will be improved obviously, and those students who don't know /n/ and /l/ learn to overcome this bad pronunciation habit. By using paper or palm to detect the strength of airflow and touching vocal cords with middle finger to detect the strength of vocal cords vibration, the bad pronunciation habits of students' words, such as strong aspirated consonants and strong voiced consonants, are basically corrected.

How to teach English pronunciation in primary schools

1. Use "sneak into the night with the wind, moisten things quietly." Primary school students' acceptance ability is not as good as that of middle school students, and concentrated learning of phonetic symbols does not conform to children's age characteristics and cognitive laws, which will make primary school students feel bored. Therefore, when teaching words, teachers should "sneak into the night with the wind and moisten things quietly." By observing the pronunciation and spelling of words, students can summarize the rules of pronunciation, so that students can unconsciously understand the internal relationship between letters and phonemes. Teachers should make full use of the phonetics in each unit of the PEP textbook PartC, but teachers can't simply arrange a lesson in each unit to complete the phonetics teaching content in Part C.. Pronunciation teaching should run through every English class, especially the teaching of words and vocabulary. In this way, students will not feel bored and can maintain the durability of pronunciation teaching.

2. Arrange the phonetic teaching progress reasonably. At the beginning, the textbook "Primary School English" published by People's Education Edition did not let students concentrate on learning phonetic symbols, but let students gradually infiltrate phonetic teaching while mastering letters, some words and vocabulary, which is very consistent with children's age characteristics and cognitive characteristics. But I think the teacher can teach 48 phonetic symbols when the students finish learning the second volume of primary school English published by People's Education Press. It is too late to learn 48 phonetic symbols in the seventh book (grade six). This is based on the law of memory: the effect of audio-visual combination is far better than hearing. If students simply listen to phonemes, there is no visual stimulation of phonetic symbols, which is not conducive to students' memory. Therefore, when learning the third volume, teachers can introduce 48 phonetic symbols to students one after another, and ask students to master the pronunciation, recognition and spelling of 48 phonetic symbols within one year. In the teaching of the fifth volume, we will infiltrate the pronunciation of letter combinations into the teaching of words, phrases and sentences. It is more reasonable to arrange the phonetic symbol teaching progress in this way. To put it into practice, it requires our teachers to be familiar with the whole set of textbooks, to run the boring phonetic teaching through the whole process of English teaching in primary schools, and to adopt the teaching strategy of "a single spark can start a prairie fire".

Effective pronunciation teaching methods in primary schools

First of all, understand the particularity of English word pronunciation teaching in primary schools.

In the past, many scholars thought that it was best not to learn phonetic symbols in the lower grades of primary school, especially not to concentrate on learning phonetic symbols. So, does it depend on teachers' repeated reading, students' imitation after listening and teachers' correction to solve the pronunciation problem? We all know that people's brains are preconceived, that is, what they hear first or get first often dominates their minds, and it is not easy to accept different opinions in the future. It is very difficult to correct students if their pronunciation is incorrect for the first time, or if they can't hear clearly and make mistakes. Therefore, the pronunciation teaching of English words in primary schools has certain particularity.

In teaching, we often find that some students can't imitate the teacher's pronunciation well, which leads to inaccurate pronunciation. To solve this problem, only let students master the rules of pronunciation. Of course, we should not talk about language knowledge and phonetic rules at the beginning of primary school, let alone let students remember the rules, but gradually infiltrate phonetic teaching at different stages. For example, when learning English, children in lower grades should master certain words and infiltrate pronunciation rules through "natural spelling".

Secondly, different levels of pronunciation teaching are carried out at different stages.

The lower grades can penetrate the pronunciation rules of consonants according to Chinese Pinyin. Beginners can't master English simply through behavioral habits, mechanical imitation and parroting. Otherwise, students' cognitive ability will be underestimated, students' initiative will be restrained, and students will form the habit of learning English unintentionally. When learning letters for the first time, after teaching a letter, you can give a group of words that start with or contain letters, so that students can initially perceive the pronunciation of letters in words, especially consonants. For example, after teaching the letter B, give a group of words book, box, boy and bag, and then ask students to recognize and read it, and initially perceive the pronunciation of the letter B in these words. There are many similar pronunciations. Such as B, P, M, F, D, T, N, L, G, K, H, S and Z in Chinese Pinyin, the pronunciation is similar to English consonants [B], [P], [M], [F], [D], [T] and [N]. Comparing the differences between English and Chinese phonetics can attract students' attention and prevent mistakes.

Starting from middle school, we should help effective students to spell and remember words and avoid rote learning. There are many ways to remember words, among which spelling and memorizing by syllable are better ways to keep effective memory. Let's take the teacher as an example. We can guide him like this: t-e-a, tea, c-h-e-r, "cher", teacher. Such guidance can help students memorize syllables, which is the practical application of pronunciation rules such as letter combination. Insist on this kind of training, even if the student forgets the spelling of the word after a period of time, as long as he can read the word, he can recall it according to the pronunciation law of the letter combination. Moreover, this method is also convenient for students to remember words through syllables and analogies in the future. And the infiltration of vowel pronunciation rules.

In senior grades, phonetic symbols teaching can be infiltrated, which is in line with the current English curriculum teaching standards. Therefore, when teaching new words, students can not only try to read first, but also teachers can write phonetic symbols and divide syllables on the blackboard, and then lead students to spell new words together, especially for syllables with difficult pronunciation in a word.

Common problems in junior middle school English pronunciation teaching

When some students reach the junior high school stage, their English scores will stop and wander around the original level, as if they have encountered a learning bottleneck. The reason is that these students do not have good English pronunciation learning ability, which leads to their inability to further develop their English reading, communication, listening and writing abilities, which greatly restricts their English learning progress. The following are common problems in English pronunciation teaching:

First of all, English pronunciation difficulties will greatly affect students' interest in learning. Junior high school students have just started to learn English systematically, and the vocabulary they need to master in junior high school far exceeds the vocabulary accumulated in primary school, which lays the foundation for further learning English. Memorizing English words according to pronunciation is a very effective way to remember words, but many students find that their English words are not well read, can't remember and forget quickly, and can't complete dictation, which weakens students' interest in English learning.

Secondly, students mistakenly use Chinese Pinyin to recite words. Some students have nonstandard pronunciation and have not studied systematically, so they can only memorize words by rote and cannot recognize them independently. When memorizing words, they annotate them with Chinese characters or pinyin. These students rely heavily on hanyu pinyin and Chinese characters, so they can't read words independently. They can only learn English through teachers' repeated explanations. For example, for the word sand, students will use the Chinese word "San" to mark the pronunciation. In this way, although students have memorized the pronunciation of a single word, they can't apply English thinking to further autonomous learning.

Finally, students don't have the correct phonetic symbols to read knowledge. Some students are not solid in learning phonetic symbols, and they often ignore the use of phonetic symbols and the comparative reading skills between letters and phonetic symbols in pronunciation learning, so they will have no way to start when memorizing words. For example, when reading the words "sheep" and "deep", students will only remember "S-H-E-E-P- sheep, D-E-E-P- deep" repeatedly. They only know the order of each letter, but they don't know the effective skills of memorizing words by pronunciation. Therefore, for some complicated words, even if you read and write dozens of times, you will still make mistakes.

How to Improve Students' Interest in Learning English

1. Speak more English and speak less Chinese.

English should be used as much as possible in English classroom organization teaching, so as to make the classroom English and make students free from mother tongue interference. If they don't understand, explain it to them with eyes, gestures, movements, expressions or available objects to cultivate their ability of understanding, learning, thinking and speculation.

The students are very happy to face the English-only foreign teacher class, but whenever they encounter a conversation they don't understand, they will immediately ask me to translate. For students, this is a very good growth opportunity, so I will advise them to think and guess for themselves, so as to better integrate into the learning atmosphere of pure English.

2. Teaching scene

In order to arouse students' interest, teachers must create various scenarios according to different teaching contents to make teaching situational.

The first step is to establish an introduction. I always spend a lot of time on design introduction, because a good introduction can not only arouse students' interest, but also make them better understand today's learning content. Teachers should teach students classroom language and daily language in a planned way, such as "good morning/good afternoon." "How are you? Me? I'm fine, thank you. What about you? " These common greetings are very familiar to them, and we can set up scenes for them to perform and say. Secondly, in classroom teaching, we should try our best to use objects, pictures, slides, stick figures and text illustrations to create scenes. According to the teaching content, students are required to simulate communication in different roles, so that students can understand the teaching content in a specific context. Third, show the situation through game activities. Because games will bring happiness to their study and make mechanical sentence patterns lively, lively and interesting.