1，贝乐全美行的Phonics教学法

贝乐教授全球最为流行的美式英语

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2，phonics自然拼读法ae怎么读

phonics 英[?f?n?ks] 美[?fɑ:n?ks] n. 看字读音教学法，声学; [例句]Strong grammar and phonics strands.强有力的语法和语音。
那不是母音，是英语的五个元音字母，读音完全不一样的你打的ae应该也是错的，不是字母组合，是音标的标志建议你网上下一套音标软件，有读音的那种千万别自己教了

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3，怎么教元音字母 phonics

音节：其实音节和元音差不多，不如student，stu和dent就是两个音节，stu中有u这个元音，dent中e是元音，要是看不来就看有几个元音音素：就是前面讲的音节中进一步去划分，stu里面的s,t,u就是三个音素，这是比较狭义的，广义的就是一个发音的组成部分，s，t，u是三种发音和一个音节，zh,ch之类的虽然有两个字母但只是一个音素，只发一种音元音音素：应该就是原因组成的因素吧，可以是一个字母也可以是多个，bad中a是一个字母组成的元音音素，good是两个o组成的元音音素好累……终于讲完了

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4，关于教授幼儿英语自然拼音phonics的方法

不同年龄对自然拼音的认识不同、、几岁的小孩对形象记忆很感兴趣，比如letter A可以自然导入成黑板上画一个房子（尖尖的），然后擦成A字母，字母B可以看成蝴蝶的翅膀、、等等等等很多形象记忆、、只有唤起最初的兴趣才能往下教授发音、、比如A可以看成喊了一下A，A回答到哎哎哎、、（抱歉、、音标不会打）字母B可以看成在剥香蕉，所以发音是/b/ /b/ /b/、、等等例子可以慢慢想、、还可以有字母操加强记忆。小学的孩子大可不必这么灌输，只要通过教学的激情，或者变成字母故事，唤起兴趣就可以学习了，毕竟有汉语拼音的基础、、学起来不会特别费劲的。祝教学愉快。

5，如何真正提高英语听说读写从学Phonics自然拼读谈开去

词汇量 一个受过良好教育的外国人的词汇量有两万左右。那是不是说让我们的孩子背出两万词汇就行了呢？答案是否定的。如果学英文是背词汇的话，那收获的一定是大海中的死鱼。通常来说，阅读词汇量是一个人最大的词汇量，听力，写作，说话用的词汇量都是基于你掌握的阅读词汇的基础上的，一般是少于阅读词汇的。 大量阅读后，增加了对英语文字的敏感度和理解力，就会预测出很多相关的词，word family里的词是第一步能猜出来的。但无论你的词汇量有多少，熟练掌握英语中的高频词是阅读的第一步，因为即使有2万词汇，高频词的运用率要达到70%。 阅读永远是放第一位，如果你觉得孩子的口语，听力，写作不够理想的话，只有可能一个原因，阅读的量和广度不够。

6，何时学习Phonics自然拼读法最合适

1、Phonics教学法，也称为原音拼合法，是来源于英国等英语为母语国家适宜儿童的学习方法。国际音标是传统的标音法，Phonics 是针对儿童学习特点，适合儿童学习英语语音的注音系统。在掌握了phonics 后，孩子的认字能力会大大提高，能够进行自由阅读。2、对于学龄前儿童，我们建议不要急于开展自然拼读的学习，加大磨耳朵和亲子阅读，到5岁左右，按照语言发展的自然规律，孩子就会形成拼读意识，这个时候开始进行自然拼读预备级的学习，系统培养语音意识和音素意识的各个方面，并由此开始进入自然拼读练阅读阶段。3、自然拼读法从拼读规律（Phonics skills）上来讲没有本质不同。但是，不同的自然拼读法教学因为落脚点不同，教学目标和方式上的巨大差异，导致了结果的重大不同。我们说，中国孩子只有加强听力训练，通过磨耳朵获得足够强大的听力技能（Listening skills），并在此基础上形成语音意识和音素意识，再通过均衡融合的自然拼读法，才可以也必然能够获得和北美孩子同步的阅读和思维能力。4、自然拼读法学习时间因人而异，有些学习能力强的可能几个月就学会，学习能力不是很强的可能会需要比较长的时间才能学会。

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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