自然拼读法1.doc

英语自然拼读法，通过学习２６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3~4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。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 [æ] 发音组合：a 代表单词：cap map bad

[ʌ] 发音组合：u o 代表单词：up cup but monk onion [ɔ] 发音组合：o 代表单词：hot not [u] 发音组合：oo u ou代表单词：foot good pull full should would [ə] 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

[ɑ:] 发音组合：ar ear al 代表单词：far dark farm heart half

[ɔ:] 发音组合：al oo aw ou ore au or ar 代表单词：talk ball

door floor law 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

[ə:] 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 time kite buy guy [ɔi ] 发音组合：oy oi 代表单词：boy toy noise voice coin

[iə] 发音组合：eer ear ere 代表单词：beer deer hear near here

[ɛə] 发音组合：air ear are ere 代表单词：hair fair chair bear swear dare hare there

[uə] 发音组合：oor our 代表单词：poor tour

[əu] 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 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 [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 [θ]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

[ʃ] 发音组合：sh s ss ch 代表单词：ship fish sure 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 [ð] 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 [ʒ] 发音组合：s 代表单词：pleasure usual [m] 发音组合：m 代表单词：some come mother [n] 发音组合：n 代表单词：note no gun

[ŋ] 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 [ʧ] 发音组合：ch 代表单词：cheap catch watch

[ʤ] 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

[tr] 发音组合：tr 代表单词：tree trip treat [ts] 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/, /ʊ/, and /t/ in the case of foot. The following 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 example, \"Tell me the sound that is the same in bike, boy and bell\" (/b/).

Phoneme 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), 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/, /ɑ/, and /l/. Oral blending: The teacher says each sound, for example, \"/b/, /ɑ/, /l/\" and students respond with the word, \"ball.\"

Sound deletion: The teacher says word, for example, \"bill,\" has students repeat it, and then instructs students to repeat the word without a sound.

Onset-rime manipulation: which requires isolation, identification, segmentation, blending, or deletion of onsets (the single consonantor blend that precedes 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 children's curiosity about language and their experimentation with it. d. Allow for and be prepared for individual differences. e. Make sure the tone of the activity is not evaluative but rather fun and informal.

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