How to teach phonics

In recent years, in elementary school English teaching, phonics teaching has been a major problem for teachers and students. Phonics teaching is boring, students are not interested in learning, and even lost confidence in learning English. In teaching, I often find that some students can memorize the phonetic symbols but don't know them, so they can't spell the words or sentences, and the words or sentences don't match up phonetically. Therefore, in view of this situation, we must make innovations in phonics teaching so that students can learn this part easily and happily and lay a solid foundation for learning English well. Innovation in Ideological Understanding 1. We must let students understand the importance of learning phonetics well. Learning phonetics is the basis for learning English well. Once you have learned the phonetic symbols, you can not only preview words or sentences, but also solve the forgotten knowledge on your own without the help of others in the process of reviewing. Once you learn the phonetic symbols, you can memorize words faster and your oral communication skills are enhanced. So, I will prove it through concrete examples to make them feel that it is really useful to learn the phonetic symbols well. For example: 6A Unit 3 Itwasthere! In this unit, there is such a sentence: Itwasthereamomentago.I show the phonetic symbols of the sentence through the courseware, and then I demonstrate the spelling twice, focusing on pointing out that the letter o in moment and ago is pronounced the same way, and after listening to it, the students are eager to try. At this point, I told the students a simple truth, the phonetic symbols are equivalent to the Hanyu Pinyin alphabet, the consonant phonetic symbols are equivalent to the consonant, the vowel phonetic symbols are equivalent to the rhyme. This is easier to understand, and the students are naturally happy to accept it. Students listen to the students say: "Oh, the phonetic symbols turned out to be such a thing, we must learn the phonetic symbols, in order to learn English well and work hard." 2. To break the traditional "you teach me to learn" mode, students will be bored with the boring traditional teaching knowledge. We can't regard students as containers to receive knowledge, we should let them change passive to active, give full play to their subjective initiative, be active, and take the initiative to learn knowledge. Constructivist theory that knowledge is the student "learning" will, rather than the teacher "teaching" will. As the old saying goes, "It is better to teach a man to fish than to teach him to fish", therefore, when we teach phonetic symbols, we should let the students use their existing knowledge reserves to innovate, so as to cultivate their creative ability. Second, innovation in teaching methods combines centralized and decentralized teaching. If the 48 international phonetic symbols are taught in a purely centralized way, it will be difficult and boring to teach, and the students will learn it in a tedious way, and the learning effect will not be obvious. I am teaching the phonetic symbols, the 48 phonetic symbols according to the pronunciation rules classification, the pronunciation of the **** the same point is categorized as a class, of course, we can according to the actual situation, you can focus on teaching a few in a class, but also can be dispersed into different content to teach, such as in the teaching of sentences or dialogues, happen to have a lot of the same phonemes in the inside, then you can infiltrate the teaching of phonetic symbols. In this way, students not only consolidate old knowledge, but also learn new knowledge. In the long run, the accumulation of knowledge is like a snowball, the bigger it rolls, the more and more phonetic symbols students accumulate.2. Interesting Teaching, Stimulate InterestEinstein said, "Interest is the best teacher." Only with interest can we generate learning motivation and feel the fun of learning phonetics. (1) Game teaching. Games are popular with elementary school students in the form and method of teaching, doing games is not only easy to stimulate students' interest in learning, mobilize their enthusiasm, but also conducive to the development of students' intelligence, emotional development, and promote the desire to learn. In the phonics teaching interspersed with some interesting and lively games, so that students in a lively state to speed up the recognition of the phonetic symbols, promote memory, skilled spelling. In the new teaching, I often carry out the competition activity of "Compare who reads the best" to focus students' attention and cultivate their good habits of listening, watching and imitating. Consolidation of phonetic symbols, more games, such as: "rapid recognition of phonetic cards time trial", show three or four cards for a group of phonetic symbols, quickly removed, so that the students in order to say "What do you see? For the "What's missing?" game, show a set of phonogram cards. game, present a set of phonogram cards, let students read them, then remove any one of them, then open the rest of the cards and ask "What'smissing ?". The game is a good way to get the message across to the students. In fact, if we are willing, we can create many new games. Students like these games very much, let them play in learning, play in learning, not only to meet their desire for entertainment, but also to learn the phonetic symbols better, so that the teaching of phonetic symbols really get rid of the boring and tasteless. (2) Teaching with the help of proverbs. Many English proverbs use rhymes, repetitions, couplets and other rhetorical devices, with a strong sense of rhythm, which makes them catchy to read. Teachers can enrich the teaching content by teaching some proverbs appropriately, which can also enliven the classroom atmosphere and enhance the students' interest in learning phonetics, just as the British scholar Eckersley said: a dull teacher is not a good teacher, a good teacher is a good teacher who is enthusiastic and lively to make his classroom teaching lively and interesting. English proverbs have repetitive speech with strong rhythm, and the more students read them, the more interesting they become. Teachers can choose proverbs carefully according to the actual needs, so that students will be interested in practicing the pronunciation of phonetic symbols, and thus master the relevant phonetic knowledge. (3) Teaching with the help of children's songs and tongue twisters. In the English classroom, English children's songs and tongue twisters are the best way for teachers to communicate with children and share the feeling of beauty. Simple and easy to understand, with a brisk rhythm, they greatly increase students' interest in learning phonetic symbols, and also provide students with a positive motivation to learn. For example, when teaching the pronunciation of letter a in closed syllables, I draw a picture and make up a tongue twister: Here's acat , wearingahat , sittingonamat ,andwatchingarat .　I add a rhyme to the tongue twister and clap my hands to teach it aloud, and the students are eager to try it out and scramble to read it. In addition to tongue twisters, students are very interested in children's songs and tongue twisters, and sometimes they will find ways to make up their own children's songs for phonological discernment. Although sometimes they are interspersed with Chinese, and the grammar does not make sense, the students' mood is high and very energetic. As long as we explore, boldly to innovate, the "headache" of teaching phonetics will become fun. Third, innovation in evaluation. Evaluation is an important part of the English curriculum, a good evaluation can let students experience progress and success, self-knowledge, so as to build self-confidence. I have a special way of evaluating students' phonetics, which is in the form of "dictionary competition" and "student evaluation". A team has a star effect, I think a class must have a star to drive the whole class, so I held a "dictionary contest" to evaluate their speech. I wrote 10 new words on the blackboard, scratched out the letters and letter combinations, let the students look up the dictionary, write out the corresponding phonetic symbols, and let them read them correctly to see who reads fast and accurately, and then evaluate the "Phonics Star". I have also trained some testers in the class, and then let them test other students and write comments accordingly. This way of evaluation will enable students to catch up with each other and complement each other's strengths and weaknesses, and all of them will strive for greater progress.