English phonetic symbol teaching can not be ignored under the new curriculum reform

English phonetic symbol teaching can not be ignored under the new curriculum reform

English International Phonetic Alphabet is the key to English learning. Mastering the pronunciation and spelling rules of phonetic symbols can not only help students solve the pronunciation and reading reasons of words, but also provide a golden key for students to remember words and build up their confidence in learning English.

Therefore, the teaching of English phonetic symbols under the new curriculum reform can not be ignored.

Keywords: English phonetic symbols; Fight; Word memory; Lifelong learning

Occasionally looking through students' English textbooks, I found such notes everywhere: otherwise? Striptease? ; Girls' notes Dogs? ; Thank you very much? Three dollars for a bowl of pickles? This explanation is ironic.

As an English educator, the author's mood has become heavy.

After hard preparation, accurate reading and detailed explanation, we have pushed English to this embarrassing situation.

Only then did we realize how important and necessary it is to teach international phonetic symbols in English teaching.

Many students often use English words in English learning? Obstacles Many students lose interest when they start learning English.

International phonetic symbols are the key to English learning. Students can blurt out words whether they have studied or not.

Teachers help students solve their pronunciation and students solve the reasons for reading aloud, which not only avoids the bad habit of pronunciation, but also saves time and is efficient for students to remember words. When students are interested in English learning, they are willing to speak English, which also gives them confidence in learning English.

Now the author talks about his own practice in phonetic symbol teaching:

First, pay attention to the pronunciation description of phonetic symbols and the comparison between English and Chinese phonemes.

In phonetic teaching, teachers often pay attention to students' pronunciation, teaching skills, and paying attention to the pronunciation description of phonemes.

However, if students are shown the similarities and differences in pronunciation between the phoneme and the mother tongue phoneme, and the teacher explains the phoneme knowledge in detail, the students' understanding of the phoneme knowledge will be suddenly enlightened.

For example, it is difficult for students to distinguish [? ], [s] two phonemes, the author describes students' pronunciation like this: the tip of the tongue touches the back of the teeth, forming a tiny gap, and air escapes from the gap to form a consonant [? ]; The tip of the tongue and the body of the tongue are closed close to the upper gum, but do not touch, and the upper and lower teeth are close together, but do not bite. Air escapes from the tip of the tongue to form a consonant [s]. Through the author's description and training, students can quickly grasp the differences between the two, and at the same time play a multiplier effect in English word reading.

Diphthongs is the key and difficult point in phonetic learning. Paying attention to the comparison of English and Chinese phonemes is one of the strategies to learn from diphthongs.

For example, when learning phoneme [ei], the author tells students that it is different from ei in mother tongue, and it consists of two vowels. When pronouncing, the first vowel [e] slides to the part of the second vowel [i], but it does not completely reach the part of the second vowel [i], which is longer than the EI in Chinese Pinyin. The author also explained to the students that the reason why we China students pronounce is long vowels. Chenopodium:] is not long enough, short vowels are not short enough, and [? Constant] [? For example, the mouth is not wide enough.

After sonic boom [b][d], [? Chenopodium album], the author foresees the difficulties and key points of students' learning English phonetic symbols through the comparative explanation of the similarities and differences between English phonemes and Chinese phonemes, so as to adopt the strategy of comparing English and Chinese phonetic descriptions in teaching to prevent students from making mistakes. In students' standard pronunciation, the author knows that they have gained more than just tiny pronunciation.

Secondly, the idea of teaching phonetic symbols in vowels and consonants is adopted.

In teaching practice, the author often finds that some teachers teach phonetic symbols in a short time. It's really hard to digest that teachers are greedy for more and faster, but students eat alive. Others separate consonants from vowels and teach them in isolation, which has little effect.

In teaching, the author adopts the phonetic symbol teaching idea of combining sounds and consonants in units, and arranges a certain number of vowels and consonants in each unit according to the types and difficulty of phonetic symbols.

For example, in the first unit, the author takes the first vowel [i:] and consonants [p], [t], [d], [k], [f], [v], [s] and [z] as the teaching content, just like letting a child carry 50 kilograms of rice. If they are required to recite it all at once, it is neither possible nor realistic, and it will.

The unit teaching strategy of the organic combination of meta-consonants adopted by the author reduces the capacity of each class, disperses the teaching difficulties, improves students' interest, and provides convenience and conditions for spelling practice.

The author also deeply understands that only by observing the development law of children's cognitive process can education make a qualitative leap.

Third, through a large number of spelling exercises, cultivate students' ability to use international phonetic symbols correctly.

Psychology of foreign language teaching points out that pinyin is a complex process of perception and movement, and its efficiency depends on the speed from sensory stimulation to response. In the process of spelling, teachers should ensure that two-thirds of the class hours are used to practice spelling, and avoid empty talk about phonetic knowledge. Only through gradual and flexible practice can we form spelling ability.

Therefore, in the practice, the author specially designed such a practice mode with both strategy and ladder: Pinyin? Synthetic pinyin? Call pinyin directly? Pinyin jumping? Secondary synthesis of phonetic symbols? Read words according to phonetic symbols? Voice recognition practice? Word stress and unstressed exercises are briefly described in the second lesson of Unit 1:

The content of the second class:

1. Read aloud vowels [i] and consonants [p], [t], [d], [k], [f], [v], [s] and [z].

2. Synthetic pinyin: spell 10 consonants and vowels /p ... I ... pi/, /b ... I ... bi/

3. Direct Pinyin: Press /pi/, /bi/, /ti/, ... /vi/

4. Pinyin jumping: Spell out of order according to the teacher's instructions /vi//ti/

5. Synthesize and spell the phonetic symbols /pis/, /bit/, /tim/, /kip/

6. Read the words /tip/, /kis/, /siks/, /gift/

7. Pronunciation training: spell 10 consonant with vowels/I//it//sit//fit//hit//I://I: t//Si: t//Fi: t//Bi: t/

Fourth, through phonetic learning, master the spelling rules of words, which is convenient for memorizing words firmly.

Letters can't reflect English words well? Sound? Shape? Body? Only introduce the characteristics? Word group? Can this concept be coined? Sound? With what? Shape? Unite.

Take the word chicken for example. If we look at c-h-i-c-k separately, we don't know what sound each letter makes. Only when we regard this word as a word group can we see the corresponding relationship between word form and pronunciation. Ch-I-ck correspond to [t], [i] and [k] respectively.

It is much easier to remember three words corresponding to three phonemes than to remember the combination of five letters.

English is a phonetic symbol, which does not seriously summarize the pronunciation rules of each phrase in a word, nor does it relate the spelling form of a word with its pronunciation, nor does it establish the corresponding relationship between the spelling form and pronunciation of a word.

Then, memorizing words should be done from three aspects: memorizing word forms, memorizing word sounds and memorizing word meanings.

Mastering certain spelling rules can turn three aspects of memory into two.

Grasp the spelling and pronunciation of English words as a whole, and when you see a word, you can read its pronunciation according to its spelling form; Conversely, when you hear the pronunciation of a word, you can spell it according to its pronunciation.

In this way, spelling and spelling are regarded as a whole.

Remembering word forms means remembering word sounds, and remembering word sounds means remembering the spelling of words.

Simplify the three aspects of memorizing words (memorizing word shape, memorizing word sound and memorizing word meaning) into? Type-to-type memorization strategy.

So-called? One-to-one correspondence is for? Pronunciation? And then what? Spelling? As a whole, right? Sound and shape are integrated? Just remember this? Sound and shape are integrated? The corresponding meaning will do.

Will. Remember the form, pronunciation and meaning of words? Reduced to? Remember sound, form and meaning? .

Make the word memory more solid.

In addition, word stress can also be used in comprehensive exercises? Words? Sentences and even paragraphs are a practice strategy. In the design of exercises, the author often arranges some tongue twisters, jokes, riddles and other contents to improve students' interest and enthusiasm in learning and make students' learning interesting.

In short, the English phonetic symbols of the learning system meet the needs of students' cognitive structure.

Phonetic learning, especially phonetic learning, is the most basic and key in the whole learning process, which lays a solid foundation for students' lifelong learning.

As teachers, should we? Teach it to fish? , not? Give it fish? .

I believe it's the only way that it won't happen again? Twelve? Become? Striptease? 、? Girls? Become? Dogs? The joke appeared.