Phonetics is one of the contents that students should learn and master in the basic education stage, and it is the basis of oral communication. It is one of the important tasks of primary school English teachers to actively carry out phonetic teaching and lay a good foundation for students' lifelong learning. However, because phonetic teaching is abstract, there is no clear and specific requirement for phonetic symbol teaching in primary school. Monotonous and mechanical teacher reading and students' reading after reading have become the main methods of teaching new words, which has caused two problems: First, most students have developed the habit of speaking without thinking. Second, it is easy for pupils who are lively and active and have poor self-control to get bored. So how to do a good job in English pronunciation teaching in primary schools? I read teacher Shen Lixin's article "Phonetic Teaching, It's not easy to say I love you", which was very enlightening. 1, help students discover and accumulate the pronunciation rules of letter combinations, and stimulate students' enthusiasm for learning. For example, the pronunciation of letter combinations such as ar, ea, er, oo in words, by asking students to read the words book, look, good, food and foot, guide students to say the letter combinations oo fa/u/ in these words, and ar fa /a:/ in four words such as car, card, park and supermarket, and ask students to think about whether there are other letter combinations with the same pronunciation. "Being able to read simple words according to spelling rules" is also one of the goals of "reading" for secondary language skills in English curriculum standards. 2. Correct pronunciation with a tape recorder, guide students to distinguish and imitate pronunciation, and touch the feeling of pronunciation. The mastery of pronunciation is mainly obtained through imitation. It is one of the important ways to develop students' language skills to strengthen students' analysis and imitation of phonetics and let them feel the differences between phonetics, such as length, mouth size and intonation. 3. Stimulate students' attempts to spell words, and stimulate students' desire for autonomous learning in trying to spell words. Word memory is the basis of learning English well. One of the goals of the second-level skill of English curriculum standard language knowledge is to "know how to learn vocabulary according to the sound, meaning and shape of words". In the process of spelling words, it not only strengthens students' mastery of sound, meaning and form, but also enables them to enjoy learning pronunciation well in correct spelling. 4. Give full play to the role of rhyme and nursery rhymes, so that students can appreciate and feel the beautiful melody of English pronunciation. Activity 3 of Unit 2 of each module in the textbook has a rhyming poem or ballad, which is simple, vivid, catchy and full of children's innocence for students to appreciate and feel the beauty. For example, in the rhyme of Unit 2, Module 4, Book 2, Grade 3 English: I like coffee. I like tea. I like cats, and they like me. Listen to the tape twice, read it twice, and guide the students to say the letters and letter combinations they feel /i/ rhyme. So rap is catchy and has a beautiful rhythm. In a word, pronunciation is the starting point of English teaching in primary schools. In today's increasingly important listening and speaking ability, the importance of pronunciation can not be ignored. This requires our teachers to constantly improve teaching methods and adopt appropriate teaching methods according to the psychological and age characteristics of primary school students, so that students can unconsciously master the correct pronunciation in a pleasant atmosphere and use it naturally to achieve the purpose of moistening things quietly.