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1、自然拼读法英语自然拼读法，通过学习个字母及字母组合在单词中的发音规则，建立字母及字母组合与发音的感知，从而达到“看字读音，听音辨字”的效果。 音素教学的教学原则-实行先集中后分散 (1）首先运用1学时集中识记26个字母（学生在小学时已经基本掌握26个字母的读音及书写，因此教学重点应该是纠正错误的书写和读音），期间可根据需要穿插一些简单易学、琅琅上口的字母歌曲，这样可以起到调节和加深识记的作用。 (2）用34个学时集中进行音素的教学，教学重点是帮助学生了解字母、音素、音标三者之间的内在联系，懂得它们各自在拼读单词中的作用；帮助学生找出发音的规律，初步完成48个音素及其相应字母、常见字母组合的教学
2、。通过集中学习，学生对音素有了一定的了解，有了音素的概念，这样就为学生的独立拼读奠定了基础。 英语共有48个音素,其中元音20个,辅音28个.元音分为单元音和双元音.辅音分为清辅音和浊辅音. 一、元音部分: 1) 单元音 i 发音组合：i 代表单词：sit bit kick pick e 发音组合：e ea a 代表单词：pen egg best bread heaven many 发音组合：a 代表单词：cap map bad 发音组合：u o 代表单词：up cup but monk onion 发音组合：o 代表单词：hot not u 发音组合：oo u ou代表单词：foot goo
3、d pull full should would 发音组合：a er or 代表单词：appear again alike teacher mother brother actor monitor i: 发音组合：e ee ea ie ei 代表单词：me he we bee feel deep seat beat lead chief believe achieve receive : 发音组合：ar ear al 代表单词：far dark farm heart half : 发音组合：al oo aw ou ore au or ar 代表单词：talk ball door floor l
4、aw saw bought thought before ignore caught naughty force born warn u: 发音组合：o oo ou u 代表单词：food fool shoot tomb group blue clue : 发音组合：or ir er ur ear 代表单词：work worm bird dirty term burn surf learn 2) 双元音 ei 发音组合：ei a ai ay 代表单词：eight cake lake make paid main day may ai 发音组合：y i uy 代表单词：cry my bike t
5、ime kite buy guy i 发音组合：oy oi 代表单词：boy toy noise voice coin i 发音组合：eer ear ere 代表单词：beer deer hear near here 发音组合：air ear are ere 代表单词：hair fair chair bear swear dare hare there u 发音组合：oor our 代表单词：poor tour u 发音组合：o ow oa 代表单词：host nose cope own low boat coat au发音组合：ou ow 代表单词：house out sound town
6、now 二、辅音部分： p 发音组合：p 代表单词：pay put speed spend t 发音组合：t 代表单词：tea tip meet 来源:学科网k 发音组合：c k ck 代表单词：cake car can kite sky pick back f 发音组合：f ph 代表单词：five life fat photo telephone发音组合：th 代表单词：think teeth thank both mouth s 发音组合：s c 代表单词：seem set say face race ice price 发音组合：sh s ss ch 代表单词：ship fish su
7、re assure machine h 发音组合：h wh 代表单词：hot home hate whole b 发音组合：b 代表单词：bird big bag d 发音组合：d 代表单词：do did deer bed g 发音组合：g 代表单词：go gap bag v 发音组合：v 代表单词：vote very leave 发音组合：th 代表单词：this then though z 发音组合：z s 代表单词：prize raise eyes 发音组合：s 代表单词：pleasure usualm 发音组合：m 代表单词：some come mother n 发音组合：n 代表单词
8、：note no gun 发音组合：ng n 代表单词：king thing ink tank l 发音组合：l 代表单词：late let tell deal r 发音组合：r wr 代表单词：rice right free write wrong j 发音组合：y 代表单词：year yes you w 发音组合：w wh 代表单词：wait will wheel what when 发音组合：ch 代表单词：cheap catch watch 发音组合：j g dg 代表单词：jeep joke change judge dr 发音组合：dr 代表单词：dream draw来源:学科网
9、tr 发音组合：tr 代表单词：tree trip treat 来源:Z。xx。k.Comts 发音组合：ts 代表单词：sits parents dz 发音组合：ds 代表单词：needs spends 三、进行大量的拼读训练，直到学生看到生单词，能够读出大体上相近的音为止。 以下是一些教学中使用的方法 Phonemic awareness relates to the ability to distinguish and manipulate individual sounds, such as /f/, /, and /t/ in the case of foot. The follow
10、ing are common phonemic awareness skills practiced with students: Phoneme isolation: which requires recognizing the individual sounds in words, for example, Tell me the first sound you hear in the word pick (/p/). Phoneme identity: which requires recognizing the common sound in different words, for
11、example, Tell me the sound that is the same in bike, boy and bell (/b/). 来源:学科网ZXXKPhoneme substitution: in which one can turn a word (such as cat) into another (such as hat) by substituting one phoneme (such as /h/) for another (/k/). Phoneme substitution can take place for initial sounds (cat-hat)
12、, middle sounds (cat-cut) or ending sounds (cat-can). Oral segmenting: The teacher says a word, for example, ball, and students say the individual sounds, /b/, /, and /l/. Oral blending: The teacher says each sound, for example, /b/, /, /l/ and students respond with the word, ball. Sound deletion: T
13、he teacher says word, for example, bill, has students repeat it, and then instructs students to repeat the word without a sound. 来源:学.科.网Z.X.X.KOnset-rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonantor blend that precedes
14、 the vowel and following consonants), for example, j-ump, st-op, str-ong. Yopp (1992) offers the following general recommendations for phonemic awareness activities: a. Keep a sense of playfulness and fun, avoid drill and rote memorization. b. Use group settings that encourage interaction among children. c. Encourage childrens curiosity about language and their experimentation
