1，小学英语自然拼读法系列课程共有几级

神奇语音共分五个级别，对于拼读单词增加词汇量很有帮助，谢谢，希望可以采纳

小学英语自然拼读法系列课程共有几级

2，如何在家教学自然拼读法

a. 普通音标教学法和单词拼写法无法建立起字母和发音的关系，机械地生吞活剥式地记单词,单词记忆效率不高；b. 不能把“音”“形”自然地结合起来，学生易混、易忘，以致于英语学习兴趣不高。
没有一定的单词量，是没法学好自然拼读的。

如何在家教学自然拼读法

3，英语的自然拼读怎么学习

冲聪少儿英语让孩子从听说扩展成阅读（见词就能读）→有听说能力基础的孩子学习自然拼读后，他们可以很快就进入到阅读阶段。 虽然很多常用的单词不认识，没见过，但都能听懂。 一旦能念出来， 他们就能明白这个词的意思，也知道怎么用。因为这些单词在先期的听说训练时期，已经成为孩子的听力词汇量了。现在可以拼读出来，孩子就认识这个单词了。这个单词就进入孩子的阅读词汇量了。
英语是拼音文字，70%以上的英文单词字母组合的发音有规律，如cake、make、take、wake等，只要掌握了这些拼读规律，以后再见到类似的单词自然就能拼读出来，这样就是自然拼读法。学自然拼读，就是记住单词的发音规律，这样不论是记单词还是学新单词，都很快。很多领先的少儿英语启蒙机构，比如e-blocks都是采用的自然拼读法。

英语的自然拼读怎么学习

4，如何教自然拼读的英语课

我这个月参加了美思英语的培训会。如果需要培训会和课程的资料，可联系我。给你几个游戏吧，不要太迷茫，不难教的。（1）卡片游戏：把所学过的单词贴在墙壁不同角落，老师发出指令（读单词），学生根据老师的发音寻找相应的单词卡片，并拍一下。或者老师手持两张字卡，老师读字卡中的一个单词，学生拍字卡。学生拍对了单词，老师就把字卡拿高一点，字卡越来越高，直到学生要跳起来拍字卡。老师可在卡片中放入“炸弹”，老师以闪卡形式让学生读单词，当出现“炸弹”时，学生要发出“bomb”的声音，并趴下。 （2）捉尾巴老师选6位孩子进行游戏，用透明胶布把单词卡片贴在孩子的臀部，让孩子们有一条“小尾巴”。老师说：“Where is the flag?”其他5位孩子就要去捉有单词flag的“小尾巴”。被捉单词尾巴的孩子，就要做小观众，换其他孩子上场游戏。（3）狼卡老师可把狼的图片和所学的图片混在一起，孩子站在座位前，老师出示图片。孩子答对后可向前迈一步，当出现狼的图片后，孩子大声喊“wolf”，并蹲下或跑回座位等一些老师规定的动作。

5，一年级拼音a的教案

教学环节 教学过程 二次备课 第一课时 （一）导入新 课。 同学们，你们都知道很多故事，你们是怎么知道的？（听??讲的）那么从今天开始，我们要学习汉语拼音，它能帮助我们读书，让我们知道更多的故事，了解更多的知识。 （二）学会a o e三个单韵母。 1、谈话导入：星期天公园里真热闹，我们看谁来到了公园，出示情境图，首先让学生整体观察画面，鼓励学生用语言把看到的内容说出来：（从情景图入手，由图到音） 让学生充分观察图画，根据学生说的情况，教师将带有a o e的拼音和图片列举在一起。一边出示图，一边出示a o e。 2、老师示范读，领读，指名读，分组读，充分认识a o e 这三个字母。 ①示范读的时候，指出发音的部位方法张大嘴巴a a a， 嘴巴拢圆o o o，小嘴一咧e e e。 ②o的发音是教学难点。教给学生发音的要点，嘴要张圆，发音时口形不要动。让小朋友观察，老师的双唇张得多圆啊，再学老师发音，口诀："大公鸡，喔喔叫，嘴张圆，不许笑，o o o"。 ③韵母的发音要读得长一些，声音响亮，并注意"a o e"口形由大到小，声音由强到弱的变化。） （三）学习儿歌，带调读韵 母。 1、我们根据这个故事编了一首儿歌。（出示儿歌《做早操》）读一读。（老师范读，领读，学生自由读。） 2、找一找这首儿歌中我们刚学的韵母（指名说一说）告诉学生韵母声调有高低升降的不同变化，（例：a的教学。学生找到“大”“马”，让学生说一说他们一样吗?学生会认识到它们有不同的“小帽子”，用"—／∨＼"四种符号表示，进而引出不同读法，教师领读。学生读的时候要求边读边用手势画调号。） 3、课外拓展： （1）读一读：布娃娃 （2）读一读：握手

6，如何在小学英语课堂教学中运用自然拼读法

　　在进行pep小学英语教学过程中，伴随着词汇量的增加和书写、阅读要求的提高，许多学生对英语学习会感到紧张，有困难。这些不良情绪又会进而影响其学习效能，产生不良循环。而老师在教学中尽管采取了很多方法和手段，也常感到不能彻底解决这个问题。在同一些学生和英语老师的谈话中，可明显感觉到老师最头疼的就是听写效果差；而学生面临最根本的困难就是单词难读、难记，有的甚至会注谐音汉字来帮助记忆。另一方面，词汇的掌握又对小学生后期的阅读和写作有着重要的意义。　　有的老师建议使用音标进行教学。但小学生心智的发展水平一般低于中学生，过早涉及音标，易和拼音混淆；另外小学生的专注力一般也弱于中学生，进行枯燥的音标学习，会打消其学习兴趣。总之，对小学生而言，音标教学又是一套全新的知识系统，要重新认识其发音，形态等，其要求高于学生现有能力，易于造成新的学习困难。　　分析英语单词的发音和书写规律，可以发现英语单词主流是规则的，少部分的所谓不规则发音也都有一定的发音模式，这些模式随着更多词汇的学习是可以有效掌握的。　　phonics(自然拼读法)就是根据这一语言现象产生的。这种发音学习法利用5个元音字母本身代表的发音及各种字母组合产生的音来学习字母和单词，系统的归类，最终让初学英语的人建立字母与发音的直觉音感。它不同于音标教学，无需重新学习一套新的知识体系，而是去学习如何发现和掌握单词音、型的内在关联和规律。学生如果通过这样的学习和训练，能做到看到任何的字母组合就会立即直觉反应应该如何发音；听到任何发音，也立即拼写出单词。那前面提到的难题就迎刃而解了。进而，对学生的阅读、书写和学习信心和策略产生积极的影响和作用。因此我们需要探索如何在小学英语课堂教学中运用“自然拼读法”来解决单词学习上难读、难记的问题，从而提高学生的单词教学效率。

7，急需英语自然拼读法phonics学习听音辩字拼写教学并举例的教

下面是美国全国阅读权利基金会制订的phonics教纲，给你作参考。我把原件发到你信箱。 Phonics Primer You can use this Phonics Primer developed by The National Right to Read Foundation to begin teaching a child or adult to read today. This primer lists the 44 sounds in the English language and then gives steps for teaching those 44 sounds and their most common spelling patterns. In addition to learning sounds and spellings, each day the student must read lists of phonetically related words and spell these words from dictation. Phonics instruction must be reinforced by having the student read decodable text. The 44 Sounds in the English Language 5 Short-Vowel Sounds 18 Consonant Sounds 7 Digraphs short /?/ in apple short /?/ in elephant short /?/ in igloo short /?/ in octopus short /ǔ/ in umbrella /b/ in bat /k/ in cat and kite /d/ in dog /f/ in fan /g/ in goat /h/ in hat /j/ in jam /l/ in lip /m/ in map /n/ in nest /p/ in pig /r/ in rat /s/ in sun /t/ in top /v/ in van /w/ in wig /y/ in yell /z/ in zip /ch/ in chin /sh/ in ship unvoiced /th/ in thin voiced /th/ in this /hw/ in whip * /ng/ in sing /nk/ in sink * (wh is pronounced /w/ in some areas) 6 Long-Vowel Sounds 3 r-Controlled Vowel Sounds Diphthongs and Other Special Sounds long /ā/ in cake long /ē/ in feet long /ī/ in pie long /ō/ in boat long /ū/ (yoo) in mule long /ōō/ in flew /ur/ in fern, bird, and hurt /ar/ in park /or/ in fork /oi/ in oil and boy /ow/ in owl and ouch short /??/ in cook and pull /aw/ in jaw and haul /zh/ in television Steps for Teaching Phonics Step 1. Gather the materials listed below and store them together in a box. Materials for Teaching Phonics What You Need Suggestion systematic phonics program Consider Phonics Pathways (available from our online bookstore), Sing, Spell, Read, Write, or another program from Phonics Products for Home or Phonics Products for School. * phonics flashcards with the letter or letter combination (such as ou) on front and clue word (such as out) on back Consider the Individual Set of 70 Phonogram Cards (item #IPC, $10) from Spalding Education International, available at www.spalding.org. Its helpful to also purchase the Spalding Phonogram Sounds CD (item #CD, $5.00) to learn how to pronounce each sound correctly. Note: if you purchase this set from Spalding, you will not need to purchase a separate set of alphabet flashcards. decodable stories (preferably 100% decodable) If your phonics program does not contain 100% decodable stories, consider Stories Based on Phonics, available from our online bookstore, or Bob Books First, available from www.amazon.com. writing supplies: index cards, index card file, black wide-tip permanent marker, beginners wide-ruled writing tablet, 2 pencils with erasers Purchase writing supplies at any office supply store. * Note: Make sure your phonics flashcards give the proper sound or sounds for each letter or letter combination – many widely available flashcards are incorrect or incomplete. For example, the common sound of x is /ks/ as in fox, not /z/ as in xylophone or /eks/ as in x-ray. Also, the short-vowel sound of i is /?/ as in igloo, not /ī/ as in ice cream. Step 2. Teach the 5 short-vowel sounds and consonant sounds. Drill until memorized. During the first week, use the flashcards to drill the short-vowel sounds. Add several consonant sounds each day until you are drilling all short-vowel sounds and consonant sounds with your student daily. Do not rush this step. Keep drilling until all sounds are memorized, which usually takes 2-4 weeks. Tip: Work on phonics for at least 15 minutes a day, 5 days a week with your student. Frequency and consistency are more important than the length of time spent on each lesson. Short-Vowel Sounds short /?/ in apple short /?/ in elephant short /?/ in igloo short /?/ in octopus short /?/ in umbrella Consonant Sounds /b/ in bat /k/ in kite /s/ in sun /k/ in cat /l/ in lip /t/ in top /d/ in dog /m/ in map /v/ in van /f/ in fan /n/ in nest /w/ in wig /g/ in goat /p/ in pig /ks/ in fox /h/ in hat /kw/ in queen /y/ in yell /j/ in jam /r/ in rat /z/ in zip Step 3. Practice two-letter blends. Drill until blending is automatic. After your student knows the short-vowel sounds and consonant sounds, next teach him how to orally blend two letters (b-a, ba) and read two-letter blends such as: ba, be, bi, bo, bu. Two-Letter Blends b + a = ba s + a = sa j + a = ja b + e = be s + e = se j + e = je b + i = bi s + i = si j + i = ji b + o = bo s + o = so j + o = jo b + u = bu s + u = su j + u = ju Step 4. Practice three-letter blends. Drill until blending is automatic. After your student can read two-letter blends, progress to three-letter blends, that is, words. Each day, have your student read a set of short-vowel words, then dictate these same words to him. (Show him how to form each letter and correct him gently, if necessary). This not only helps him remember the phonics lesson just learned, but it greatly improves spelling. Golden Rule of Phonics: Never allow your student to skip, guess, or substitute words. Accuracy is more important than speed. Three-Letter Blends fa + t = fat ki + t = kit ro + d = rod de + n = den ma + d = mad se + t = set bo + x = box ye + s = yes tu + g = tug hi + d = hid no + t = not wi + n = win ju + g = jug pu + n = pun la + p = lap Step 5. Teach the twin-consonant endings, plurals, and two-consonant blends. Drill until blending is automatic. Twin-Consonant Endings Two-Consonant Blends Two-Consonant Blends puff blab stun, fist sell brag swam kiss club trot fuzz crop twin lock drag fact fled raft Plurals: frog bulb cats (sounds like /s/) glum held beds (sounds like /z/) grip elf plug sulk prim film scat help skip, mask silt sled jump smug hand snip mint spot, gasp kept Step 6. Teach the digraphs (ch, sh, th, wh, ng, nk). A digraph consists of two consonants that form a new sound when combined. Also teach three-consonant blends. Digraphs Three-Consonant Blends chin, such, patch (silent t) scruff ship, wish split thin, with (unvoiced /th/) strap this (voiced /th/) thrill whip sang, sing, song, sung sank, sink, honk, sunk Step 7. Introduce a few high-frequency words necessary to read most sentences. After your student can read three-letter and four-letter words easily, its time to add a few high-frequency words that are necessary to read most sentences. Some high-frequency words are phonetically regular (such as “or”), but are introduced out of sequence because of their importance. Other words are truly irregular, because they contain one or more letters that dont follow the rules of phonics (such as “once” and “who”). The Basic High-Frequency Words table lists the most important words. Write each word on an index card. Introduce three or four new words a week. Drill your student on these words everyday, encouraging him to sound out as much of the word as possible (usually the vowel sound is the only irregular part). As your student masters each word, file the card in the card file under “Words I Know.” When your student comes across a new “wacky” word (such as “sugar” in which the “s” is pronounced /sh/), make up a new index card and file it under “Words To Learn.” Tip: What distinguishes this high-frequency word list from the typical “sight word” list? Many words in the list below cannot be completely sounded out, either because they contain one or more letters that dont “follow the rules” or the rule is learned later. In contrast, the typical “sight word” list contains mostly phonetically regular words (such as “and” and “when”) that the student is forced to memorize simply because he has never been taught to sound them out. Basic High-Frequency Words Introduce after student can read short-vowel words, /th/, and /sh/ Introduce after student can read long-vowel words A vowel by itself says its name: a, I “e” at the end of a short word says its name: be, he, me, we, she, the* “o” at the end of these words says its name: no, go, so “or” says /or/: or, for do, to, into, of, off, put * also pronounced /th?/ was, were, are doing, does said, says, have, give you, your, yours they, their, there where, what, why, who once, one, come, some done, none two, too Step 8. Teach the long-vowel sounds and their spellings. Note that there are five common spellings for each long-vowel sound. Also teach the “Silent-e Rule”: When a one-syllable word ends in “e” and has the pattern vce (vowel-consonant-e), the first vowel says its name and the “e” is silent. Long-Vowel Sounds Common Spellings Less Common Spellings long /ā/ cake, rain, pay, eight, baby steak, they, vein long /ē/ Pete, me, feet, sea, bunny key, field, cookie, receive, pizza long /ī/ bike, hi, fly, pie, night rye, type long /ō/ hope, go, boat, toe, snow soul, though long /ū/ & /ōō/ mule, blue, boot, tuna, flew fruit, soup, through, feud Step 9. Teach the r-controlled vowel sounds and their spellings. r-Controlled Vowel Sounds Common Spellings Less Common Spellings /ur/ fern, bird, hurt pure, dollar, worm, earth /ar/ farm orange, forest /or/ fork door, pour, roar, more, war Step 10. Teach the diphthongs /oi/ and /ow/ and their spellings. A diphthong consists of two vowels that form a new sound when combined. Also teach other special sounds. Sound Common Spellings /oi/ oil, boy /ow/ owl, ouch short /??/ cook, pull /sh/ vacation, session, facial /zh/ vision Step 11. Teach /aw/, /awl/, /awk/ and their spellings. Sound Common Spellings /aw/ jaw, haul, wash, squash /awl/ bald, wall /awk/ talk Step 12. Teach these sounds and spelling patterns. Sound Common Spellings /s/ spelled c Rule: c followed by e, i, or y sounds like /s/. cent, face, cinder, cycle /j/ spelled g, ge, dge Rule: g followed by e, i, or y usually sounds like /j/. frigid, age, fudge, gym /f/ spelled ph Rule: ph sounds like /f/ in words of Greek origin. phone, phonics /k/ spelled ch Rule: ch sounds like /k/ in words of Greek origin. chorus, Christmas /sh/ spelled ch Rule: ch sounds like /sh/ in words of French origin. chef, champagne Note: This Phonics Primer does not contain all English spelling patterns. Consult a good phonics program such as one from Phonics Products from Home or Phonics Products for School for additional spelling patterns and rules. Most products contain detailed instructions and practice reading selections. Step 13. After 3 to 4 months of daily phonics instruction, begin introducing decodable stories. Important: All sounds and spellings in Steps 2 - 12 should be introduced within the first 4 months of phonics instruction. After 3 to 4 months of reading lists of words and sentences, your student should be ready to read decodable stories such as Stories Based on Phonics or Bob Books First. The student should read all stories aloud, carefully and accurately. Help him sound out difficult words, as needed. Explain the meaning of all new words. Encourage him to read each story several times to gain fluency, but dont let him memorize the story (reciting a story from memory is not reading). Model fluent reading by reading a sentence aloud with expression, then asking him to repeat what you read with the same tone of voice. Explain and demonstrate the meaning of basic punctuation (period = stop, comma = pause, exclamation point = speak with excitement, question mark = raise the pitch of your voice on the last word to ask a question.) Step 14. Begin introducing “easy-to-read” books. After the student masters decodable stories, let him move on to easy books such as those by Dr. Seuss (Hop on Pop; One Fish, Two Fish, Red Fish, Blue Fish; Ten Apples Up on Top; Green Eggs and Ham; and so on), P. D. Eastman (Are You My Mother?; Go Dog, Go!; A Fish Out of Water), and Cynthia Rylant (Henry and Mudge series; Poppleton series; Mr. Putter and Tabby series). As your student reads each book, add new wacky words to the Words To Learn file and review daily, if necessary. Continue teaching the lessons in the phonics program – dont stop just because your student can read. Most children need 1 to 2 years of reinforcement before their phonics knowledge becomes permanent. Step 15. Continue to give phonetically based spelling lists. Even after your student has finished the phonics program, make sure to reinforce his phonics knowledge by giving phonetically based spelling lists each week at least through third grade. Revised: 6/05

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