1，小学自然拼读过关必备上looklistenandwrite

look, listen, and write 看, 听, 和 写
read

小学自然拼读过关必备上looklistenandwrite

2，小学生英语自然拼读的教学步骤有哪些

primary scholar or pupil n.学生(指中小学生), 弟子
可以用软件学习自然拼读和音标的，很快就学会了，我当时用的那个软件里面有口型图、详解和真人发音，可以教你认和念的，还可以跟读对比做练习，这个是角斗士系列的叫做我爱学音标，淘宝就有的。

小学生英语自然拼读的教学步骤有哪些

3，英语自然拼读法

“自然拼读法”从科学上符合孩子们学习语言的规律，并且通过寓教于乐，在玩中学习，在学习中玩，注重对字母组合规律的把握和英语思维的培养，把“枯燥”的强迫式学习，变成了“看字读音，听音拼字”的“有趣游戏”。英语自然拼读六阶成功法第一阶：建立字母与字母自然发音之间的直接联系。第二阶：能够成功拼读元音+辅音（辅音+元音）。如：c-a ca a-t at第三阶：能够成功拼读辅音+元音+辅音。如d-o-g dog第四阶：能够成功拼读双音节或多音节单词。如sw-ea-t-er sweater第五阶：能够听音辨字，即听到单词读音就能拼出该单词。第六阶：单词量大量扩充，能够阅读英语文章。

英语自然拼读法

4，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。

5，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。

6，哈佛英语自然拼读法的哈佛自然拼读法六大功能

第一大功能 突破认读困难固定46种拼读规则，建立单词拼写和发音之间的直接联系，就像学拼音。看到会读，听到会拼，彻底攻克认读困难！第二大功能 突破单词记忆困难哈佛自然拼读法独创最先进的“右脑学习法”激发右脑思维空间，单词形状配合发音一次记住，配合哈佛考试单词大师，单词轻松记，考试不发愁。第三大功能 突破学习兴趣学习英语就像玩游戏，动画结合、拼读结合，即简单又有趣，调动孩子的好奇心，从而迷恋英语爱上英语。第四大功能 突破哑巴英语“哈佛自然拼读法”预置全套标准美式发音，让孩子足不出户就能够交到发音纯正的英语伙伴，随时随地纠正孩子发音，从此听得懂、读得准、出口成章。第五大功能 突破阅读困难“哈佛自然拼读法”从深层激发孩子对英语的理解，建立正确的英语逻辑思维，像美国孩子一样学英语。从此阅读交流再也不是问题。第六大功能突破学习效率根据2009年《全国中学生英语学习调查》显示，按照传统的学习方法，中学生日均单词记忆数量为20个左右，而且需要反复机械记忆。记住小初高教学大纲全部单词至少需要300天以上。而《哈佛自然拼读法》完全掌握后，15天即可突破小、初、高全部单词，为您的孩子节省近300天的宝贵学习时间，彻底解决英语学习效率问题。《哈佛英语自然拼读法》包含内容《哈佛英语自然拼读法》包含4册全彩教材，配套4张dvd光碟，成长关怀表一张，另赠送《考试单词大师》一册及《大师》mp3光盘。《哈佛》英文原版引进并由英语学家倾力打造，采用寓教于乐的教学模式，让孩子在轻松快乐中掌握学习要领。

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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