自然拼读备课

㈠ 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学计划、总结、教案、反思、课堂随笔。

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 alt 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 /ă/ in apple
short /ĕ/ in elephant
short /ĭ/ in igloo
short /ŏ/ 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 /ŏŏ/ 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 Procts for Home or Phonics Procts 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 Indivial Set of 70 Phonogram Cards (item #IPC, $10) from Spalding Ecation International, available at www.spalding.org. It’s 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, beginner’s 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 /ĭ/ 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 /ă/ in apple
short /ĕ/ in elephant
short /ĭ/ in igloo
short /ŏ/ in octopus
short /ŭ/ 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. Introce a few high-frequency words necessary to read most sentences.
After your student can read three-letter and four-letter words easily, it’s 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 introced out of sequence because of their importance. Other words are truly irregular, because they contain one or more letters that don’t 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. Introce 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 don’t “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
Introce after student can
read short-vowel words, /th/, and /sh/
Introce 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 /thŭ/
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 /ŏŏ/
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 Procts from Home or Phonics Procts for School for additional spelling patterns and rules. Most procts contain detailed instructions and practice reading selections.
Step 13. After 3 to 4 months of daily phonics instruction, begin introcing decodable stories.
Important: All sounds and spellings in Steps 2 - 12 should be introced 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 don’t 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 introcing “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 – don’t 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

㈡ 如何进行自然拼读教学

然拼读教学

课前精心备课，选择合适的教学过程。一堂课成功与否，与课前准备工作的好与内坏有直接关系。教师应容做好充分准备。如查阅各类信息资料、储备丰富的相关知识，选择恰当的教学方法、精心设计教学环节，准备合适的教学手段和用具，深化对教学内容的理解，增强应变能力，积累处理学生生成问题的知识经验和能力，掌握一定的地理技能等。在教学设计过程中应教师主动参与对课程资源的开发和设计，创造性地整合、加工、运用教材，由“教教材”转向“用教材教”，教学学生学习、发展情感，培养良好的学习习惯，提高学习能力。

㈢ 有学习单词的小学英语教案么上课可以用的，最好配例句，发音，用法，越多信息越好，可以自己进行整理。

1学习用品(school things)

pen钢笔 pencil铅笔 pencil case铅笔盒 rule尺子 book书 bag包 comic book漫画书post card 明信片newspaper报纸 schoolbag书包 eraser橡皮 crayon蜡笔 sharpener卷笔刀 story book故事书 notebook笔记本 Chinese book语文书 English book英语书 math book数学书 magazine杂志 dictionary词典

2人体（body）

foot脚 head头 face脸 hair头发 nose鼻子 mouth嘴 eye眼睛 ear耳朵 arm手臂 hand手 finger手指 leg腿

3颜色（colours）

red红 blue蓝 yellow黄 green绿 white白 black黑 pink粉红 purple紫 orange橙 brown棕

4动物（animals）

cat猫 dog狗 pig猪 ck鸭 rabbit兔 horse马 elephant大象 ant蚂蚁 fish鱼 bird鸟 eagle鹰 beaver海狸 snake蛇 mouse老鼠 squirrel松鼠 kangaroo袋鼠 monkey猴 panda熊猫 bear熊 lion狮子 tiger老虎 fox狐狸 zebra斑马 deer鹿 giraffe长颈鹿 goosr鹅 hen母鸡 turkey火鸡 lamb小羊 sheep绵羊 goat山羊 cow奶牛 donkey驴 squid鱿鱼 lobster龙虾 shark鲨鱼 seal海豹 sperm whale抹香鲸 killer whale虎鲸

5人物（people）

friend朋友 boy男孩 girl女孩 mother母亲 father父亲 sister姐妹 brother兄弟 uncle叔叔；舅舅 man男人 woman女人 Mr.先生 Miss.小姐 lady女士；小姐 mom妈妈 dad爸爸 parents父母grandma/grandmother（外）祖母 grandpa/grandfather（外）祖父 aunt姑姑；舅母 cousin堂（表）兄弟；堂（表）姐妹 son儿子 daughter女儿 baby婴儿 kid小孩 classmate同学 queen女王 visitor参观者 neighbour邻居 principal校长 pen pal笔友 tourist旅行者 people人物 rober机器人

6职业（jobs）

teacher教师 student学生 doctor医生 nurse护士 driver司机 farmer农民 singer歌唱家writer作家 actor男演员 actress女演员 artist画家 TV reporter电视台记者 engineer工程师 accountant会计 policeman（男）警察 saleperson销售员 cleaner清洁工 baseball player棒球运动员 assistant售货员

7食品 饮料（food&drink）

rice米饭 bread面包 beef牛肉 milk牛奶 water水 egg蛋 fish鱼 tofu豆腐 cake蛋糕hot dog热狗 hamburger汉堡包 French fries炸薯条 cookie曲奇饼 biscuit饼干 jam果酱coodles面条 meat肉 chicken鸡肉 pork猪肉 mutton羊肉 vegetable蔬菜 salad沙拉 soup汤 ice冰 ice-crean冰淇淋 Coke可乐 juice果汁 tea茶 coffee咖啡 breakfast早餐lunch午餐 supper晚餐 dinner正餐

8水果 蔬菜（fruit&vegetables）

apple苹果 banana香蕉 pear梨 orange橙 watermelon西瓜 grape葡萄 eggplant茄子green beans青豆 tomato西红柿 potato土豆 peach桃 strawberry草莓 cucmber黄瓜 onion洋葱 carrot胡萝卜 cabbage卷心菜

9衣服（clothes）

jacket夹克衫 shirt衬衫 T-shirtT恤衫 skirt短裙子 dress连衣裙 jeans牛仔裤 pants长裤 socks袜子 shoes鞋子 sweater毛衣 coat上衣 raincoat雨衣 shorts短裤 sneakers运动鞋 slippers拖鞋 sandals凉鞋 boots靴子 hat（有沿的）帽子 cap便帽 tei领带 scarf围巾 gloves手套

10交通工具（vehicles）

bike自行车 bus公共汽车 train火车 boat小船 ship轮船 yacht快艇 car小汽车 taxi出租车 jeep吉普车 van小货车；面包车 plane飞机 subway地铁 motorcycle摩托车

11杂物(other things)

window窗户 door门 desk课桌 chair椅子 bed床 computer计算机 board木板 fan风扇 light灯 teachdr's desk讲台 picture图画;照片 wall墙壁 floor地板 curtain窗帘 trash can垃圾箱 closet壁橱 mirror镜子 football足球 present礼物 walkman随身听 lamp台灯 phone电话 sofa沙发 shelf书架 fridge冰箱 table桌子 TV电视 air-conditioner空调 key钥匙 lock锁 photo照片 chart图表 plate盘子 knife刀 fork叉 spoon勺子 chopsticks筷子 pot锅 gift礼物 toy玩具doll洋娃娃 ball球 balloon气球 kite风筝 jigsaw puzzle拼图游戏 box盒子 umbrella伞

zipper拉链 violin小提琴 yo-yo溜溜球 nest鸟窝 hole洞 tube管子 toothbrush牙刷 menu菜单 e-card电子卡片 e-mail电子邮件 traffic light交通灯 money钱 medicine药 sunglasses太阳镜

12地点(locations)

home家 room房间 bedroom卧室 bathroom卫生间 living room起居定 kitchen厨房 classroom教室 school学校 park 公园 library图书馆 post office邮局 hospital医院 cineama电影院 bookstore书店 farm农场 zoo动物园 garden花园 study书房 playground操场 canteen食堂 teacher's office教师办公室 gym体育馆 wsahroom卫生间 art room绘画教室 computer room计算机教室 music room音乐教室 Tv room电视机房 flat 公寓 company公司 factory 工厂 fruit stand水果摊 pet shop 宠物商店 nature park 自然公园 theme park主题公园 science museum科学博物馆 the Great Wall长城 supermarket 超市 bank银行 country国家 village乡村 city城市

13课程(courses)

sports体育运动 science科学 Moral Ecation思想品德课 Social Strudies社会课

14国家 城市 (countries&cities)

China/PRC中国 America/USA美国 UK联合王国 England英国 Canada加拿大 Australia澳大利亚 New York纽约 London伦敦 Sydney悉尼 Moscow莫斯科 Cairo开罗

15气象()

cold寒冷的 warm温暖的 cool凉爽的 snowy下雪的 sunny晴朗的 hot火热的 rainy下雨的 windy有风的 cloudy多云的 weather report天气预报

16景物(nature)

river河流 lake湖泊 stream河;溪 forest森林 path小道 road公路 house房子 bridge桥 building建筑物 rain雨 cloud云 sun太阳 mountain山 sky天空 rainbow彩虹 wind风 air空气

17植物(plants)

flower花 grass 草 tree 树 seed种子 sprout苗 rose 玫瑰 leaf 叶子
18星期(week)

Monday 星期一 Tuesday 星期二 Wednesday 星期三 Thursday 星期四 Friday 星期五Saturday星期六 Sunday 星期日 weekend周末

19月份(months)

Jan.(January) 一月 Feb.(February)二月 Mar.(March) 三月 Apr.(April) 四月 May 五月 Jun.(June)六月 Jul.(July) 七月Aug.(August) 八月Sept.(September) 九月 Oct.(October)十月 Nov.(November) 十一月 Dec.(December)十二月

20季节(seasons)

spring 春 summer夏 fall (美)autumn(英)秋 winter冬天

21方位(directions)

south南 north北 east 东 west西 left 左 right 右

22患病(illness)

have a fever 发烧 hurt 疼痛 have a cold 感冒 have a toothache 牙疼 have a headache 头疼 have a sore throat喉咙疼

23数词(numbers)

one一 two二 three三 four 四 five五 six 六 seven七 eight八 nine九 ten十 eleven十一 twelve十二 thirteen十三 fourteen 十四 fifteen十五 sixteen十六 seventeen十七 eighteen 十八 nineteen十九 twenty 二十 thirty三十 forty四十 fifty五十 sixty六十 seventy七十 eighty八十 ninety九十 hundred 百 first 第一 second第二 third第三 fourth第四 fifth第五 eighth第八 ninth 第九 twelfth第十二 twentieth第二十

24形容词(adj.)

big大的 small小的 long长的 tall高的 short短的；矮的 young年轻的 old旧的；老的 strong健壮的 thin瘦的 active积极的；活跃的 quiet安静的 nice好看的 kind和蔼可亲的 strict严格的 smart聪明的 funny滑稽可笑的 tasty好吃的 sweet甜的 salty咸的 sour酸的 fresh新鲜的 favourite最喜爱的 clean干净的 tired疲劳的 excited兴奋的 angry生气的 happy高兴的 bored无聊的 sad忧愁的 taller更高的 shorter 更矮的 stronger 更强壮的 older年龄更大的 younger更年轻的 bigger 更大的 heavier更重的 longer更长的 thinner 更瘦的 smaller更小的 good好的 fine 好的 great 很好的 heavy 重的 new 新的 fat 胖的right 对的 hungry 饥饿的 cute逗人喜爱的 little 小的 lovely 可爱的 beautiful 漂亮的 colourful 色彩鲜艳的 pretty 漂亮的 cheap便宜的 expensive昂贵的 juicy 多汁的 tender 嫩的healthy 健康的 ill 有病的 helpful 有帮助的 high 高的 easy 简单的 proud骄傲的 sick有病的 better 更好的 higher 更高

㈣ 如何渗透"phonics"教学设计

如何在小学低年段英语教学中渗透Phonics
南山二外贺敏娣
[摘要]：Phonics作为一种教学法,能让学生建立字母名（letter name）与字母发音(letter sound)之间建立联系.在小学低年段利用Phonics拼读单词,既减轻学生机械记忆单词的难度,有帮助学生扫除阅读障碍.根据英语学习的需要,本文探索如何在小学低年段英语教学中运渗透Phonics.

关键词：小学低年段 ,phonics, 字母发音,渗透

《英语课程标准》中的一级目标针对小学低年段,要求学生能借助图片或直观物体整体认读单词.二级目标提出：能根据拼读的规律,读出简单的单词.从目标描述来看,考虑到在深圳小朋友们都已经在幼儿园接触过甚至能掌握一定的英语词汇量,《新课程标准》对于我们这所以英语为特色的学校来说,对单词认读和拼读能力的目标要求偏低.
再者,我们学校采用两本教材,一本朗文新派少儿英语.一本深港版英语教材. 单词词汇量比较大.深港版英语字母学习那一块很好地为我们提供了Phonics自然拼读法教学的便利
因此,在小学低年段英语教学中渗透Phonics,对小学低年段学生认读单词,和提高英语阅读能力有极大的好处.

一．了解phonics
英语是表音文字,文字与其发音有着内在联系,是字母与发音之间的对应规则(letter-sound-correspondence),phonics就是要起到搭建字母（或字母组合）与音之间的桥梁作用.每个字母（或字母组合）在单词里都有其对应的发音,学生可以根据其发音规律来拼读出该单词.如单词cat(猫),该词有3个字母：C-A-T,而这三个字母在单词中的发音有一定的规律,分别发[k],[æ],[t], 学生就可以根据发音规则拼读[kæt].
美国学者Adams（1990）在Phonics Instruction for the Nineties 里指出,出现在初级阅读材料中的词汇,其语音和字母间的对应关系相当稳定.孩子通常能从出现频率最高的37个音组中,拼出大约500个最常使用的词汇.
Phonics教学在美国,至少已经有百年以上的历史了.适当的Phonics教学,一直被认为是最有效、最直接教授母语阅读的方法.Phonics在中国有很多种翻译：福尼斯教学法、字母拼读法,也有人称为自然拼音法.无论哪一种方法,都是通过音形和义相结合的记忆单词方法,最终为阅读服务.初级阶段的阅读,有效的phonics教学能够让学生有能力从词汇学习中解脱出来,通过书本的图片或上下文的意思和尝试拼读,理解文章的大意.

二．如何渗透
幼儿园的小朋友,都是通过图片或卡通学习英语,色彩斑斓的图片,可爱的卡通形象让小朋友们对英语表现出浓厚的兴趣.但随着他们进入小学,由借助图片,直观地学习英语向学习单一文字转移时,有一个很大的反差.枯燥的、单一的文字学习会让小朋友带来极大挫败感.拼读和认读英文单词成了小学低年段孩子最头疼的事情.因此,在小学低年段结合教材安排,适时的渗透Phonics教学,对扫清小朋友拼读和认读单词的障碍,减轻学习单词的负担是很有必要的.
如何在小学低年段英语教学中渗透Phonics?我的具体做法如下：
（一）认清字母形(shape),学会字母音(letter sound).
Phonics强调字母音与字母在单词中发音的规律,帮助拼读,因此,必须先把字母的音与形弄清.
1.学习字母音
小朋友在幼儿园是已经学习了26个字母的认读,大部分孩子对字母名（letter name）已经有了一定的了解.因此,进入小学,字母教学的重点应该放在字母的书写以及字母音的掌握上.
2.从比较入手,分清字母音与形
在教学过程中,我们发现,同学们很容易混淆了某些相似音,如下表1：通过比较学习,学生在学习过程中会特别关注,因此避免了被忽视的情况.
英语－汉语拼音

英语－英语

字
母
音

Rr – Aa([a:])

Gg – Jj

Cc – Ss([si:])

Mm – Nn

Ee – i([i:])

Ss – Xx

Bb – Dd

字
母
形

英语与汉语拼音都是同一种符号,一般不存在混淆的概念

I – l(特别是印刷体)

L – J

Bb – Dd

（二） 加大输入,感知规律
1．自编歌谣(chant),培养语感（linguistic sense）
Teacher: B,B Students接：[b], [b], [b]
T: S, S Ss接: [s], [s], [s]
T: T, T Ss接:[t], [t], [t]
这个Chant是单纯练习字母与字母音的关系,它是一个机械操练,通过这样的操练,学生建立了字母音与发音的关系,有意识地记住了该字母的发音.
Teacher: A,A Students接：[æ], [æ], [æ]
Ss: cat sat mat
T: A cat sat on a mat.
让孩子先读字母发音,在拼读单词.最后读句子.学生通过熟读琅琅上口的句子.一定能自然感知和记住到字母A在单词中的发音.
培养语感的最直接的方法就是,能让学生最大程度地重复该发音,增加其出现频率,提高对音的敏感度.久而久之,通过自编歌谣能达到此目的.为学习Phonics打下基础.
2．分析音图（Phonogram）
音图是指单词中的字母或字母组合.由一个字母构成的音图叫单音图（Single phonogram）；由两个或两个以上字母构成的音图叫多音图（Multiple phonogram）.例如dad就是由D,A两个音图组成,其中音图D出现了两次；而boy则由一个单音图B和一个多音图OY组成.
小学低年段英语出现的音图主要是单个字母.我在教26个字母时渗透每个字母的发音.在单词教学中,某些出现频率较高的字母组合,如th,ee,oo,ir,也应该适时渗透,为学习多音图做好积累.
3．划分音节,帮助认读
当学生们掌握了一定的Phonics学习方法以后,简单的单音节对于学生来说没有什么难度,但是,如果遇到多音节词,老师可以用划分音节的方法帮助学生认读.如hamburger这个单词有三个音节,学生看到那么长的单词就会慌,如果老师帮助学生划分音节：ham-bur-ger,学生就能根据学过的Phonics知识,轻松拼读出[`hæmbЗgЗ].
4．认识sight words,辅助补充phonics
Sight words是幼儿初期阅读中遇到频率最高的词,而且这些词大多是一些抽象词,如介词on, for,代词he等等,而且都是不能按照一定的发音规律来拼读,只能靠出现的频率高来进行认读.它是由美国学者E.W.Dolch在二次世界大战之前,针对英语儿童读物做了分析,统计后,所整理出最常被使用的220个字,分成五个levels,所以这220个字被称为Dolch Sight Words.另外Dolch亦列出童书中最常出现的95个名词:Dolch Nouns来搭配sight words学习,对初阶英语学习者是不可缺的基础.下面是Level 1的常用词,共39个：
Level 1: a, and, away, big, blue, can, come, down, find, for, funny, go, help, hers, I, in, is, it, jump, little, look, make, me, my, not, one, play, red, run, said, see, the, three, to, two, up, we, yellow, you
在上面的39个单词中,只有away和hers在三年级没有出现过以外,其他的都出现过,因此,有意识地把sight words在学生学习过程中渗透,为Phonics教学起了很好的辅助作用.

（三）多种形式巩固,检查输出
运用Phonics教学发音规律不能一蹴而就,要循序渐进,在教学中要：
1. 及时总结发音规律.在每一节新授课里,都应该让学生尝试找找该字母在其他单词中发同一个音的单词,及时总结.
2. 尝试拼读新词.学习了R, S, T在单词中的发音后,我们让学生尝试拼读以下单词：rat, ran, sat, sad.几乎全班同学都能运用Phonics的知识把这些单词拼读出来,很好地检查了学生的掌握情况.
3.英语绘本阅读,鼓励同学们运用Phonics知识进行英语绘本阅读,学以致用.
Phonics教学,不能只立足与书本,应结合课外阅读,会让学生能学以致用.在同学们阅读的过程中,学生们能轻松地根据发音规则对单词进行拼读,并借助图片,理解文章的大意,真正达到学习Phonics的目的——帮助阅读.

参考文献：
[1]．安妮鲜花：《不能错过的英语启蒙》,外语与研究出版社,2011年
[2]．张正东、黄泰铨：《英语教学法双语教程》,科学出版社,2000年
[3]．美Adams,Phonics Instruction for the Nineties,1990
[4]. 何花,《英语PHONICS概述》,小学英语教师培训指南
[5]. 郎文新派少儿英语.
[6]． Primary English for China.外语与研究出版社

㈤ 如何利用英语自然拼读法进行小学英语词汇教学

进行小学英语词汇教学
新知识是在旧知识的基础上发展、变化、引申而内来的，因此容教师在备课时要根据所教知识的内容，找出与新知识有关的旧知识，看一看哪些知识学生已经把握了，哪些知识还没有完全把握，确定需要跟学生补哪些知识漏洞，课始安排什么温习内容，新授选择什么学习方法和教学方法等，这就是我们常说的备学生的知识水平，只有这样，我们在备课、上课时才能有的放矢。

㈥ 棒丁英语的教案教材

棒丁英语的教材教案分为学生用和教师用两部分。学生用体系包括书本光盘下载课程和儿童英语网络学校三部分。它与ABC Eggs课堂教学同步配套，但又自成体系，运用最先进的教育科技手段和最科学的语言学习理念，充分激发孩子的主观积极性，彻底解决爸爸妈妈如何辅导孩子学英语的难题。
棒丁教育集团每年出版的各类儿童书籍、图册和读物多大1000多册，目前配合ABC Eggs系列的辅助学生用书共有5个系列1500多册；神奇森林系列（Fantastic Forest Storylands）、欢乐马戏团系列（Circus phonics）、趣味自然拼读之海盗寻宝系列（Funny Phonics Storylands）、欢唱时光系列（Cirle Time）和一起来演音乐剧系列（Musical Play）。
为什么棒丁英语老师的课堂都这么精彩有趣哪？因为他们都拥有“课堂宝典”！这宝典就是Teacher Guide和Lesson plan.详尽科学的教师用Teacher Guide和Lesson plan不仅使课堂环节精彩纷呈，更能保证所有课堂教学的稳定性和一致性。棒丁英语从教师资质、教学过程到教学质量，都通过完善的数据模型进行监控和管理，真正达到优势资源共享，学术稳健发展。