(A) the use of Chinese Pinyin, the correct migration Although I have just talked about the use of Chinese Pinyin, the side effects of Chinese characters are relatively large, but if we look at this phenomenon dialectically, we will find that this practice of students meets the needs of students, but it is not used properly. As a new English subject, students need a crutch to help them learn at the initial stage of contact. Therefore, Chinese characters or Chinese phonetic symbols are helpful to them. In view of this idea, I boldly use the Chinese phonetic comparison method to memorize in phonetic symbol teaching. For example, when learning two consonant factors [t] and [d], I told students that [t] and [d] are similar to Chinese Pinyin T and D, but the pronunciation is different, so I read the similar factors separately from Chinese Pinyin, so that students can distinguish the differences carefully. I told the students that in fact, the T and D of Chinese Pinyin include the pronunciation of English phonemes [t] and [d], so as long as the [ε] sound after Chinese Pinyin is removed, (that is, Chinese Pinyin t=[tε] and d=[dε]), I made a comparison and roughly analyzed the mouth shape when pronouncing, and the students would understand. Nevertheless, there is still the possibility of interference from Chinese Pinyin. Only by making students feel fresh and interesting, actively trying to realize the correct transfer of Chinese pinyin to English phonemes. (2) Increase the interest of teaching and get rid of boring pronunciation. The traditional teaching method is to explain the pronunciation method and the position of tongue and teeth to students after reading. The teacher is laborious and time-consuming, but the students are confused and don't know what to do, which makes the originally boring phonetic symbols even more boring. Factor 48 itself has no benefit. Therefore, teachers are required to enhance their interest in language knowledge from the students' point of view, so as to make rigid things come alive, that is, to intersperse interesting games in teaching, to promote memory in a lively form, to spell skillfully, to stimulate students' interest in learning and to get rid of boring teaching by fully mobilizing their enthusiasm. 1, the proper use of the game can play the role of learning. I improved a game form that students play on weekdays and applied it to phonetic symbol teaching, that is, two tall students each held a consonant card, raised their arms to bridge the bridge, and several other students held vowel cards to drill the bridge. The students below sang their usual songs. When the song was finished, the bridge collapsed and a person was detained, so this student. Two students crossing the bridge hold up consonant cards with vowels in the middle to form a phonetic word, which the whole class can spell together. Among them, several students were tested and will be praised if they spell correctly. For example, if the three cards are [f], [ei] and [s], you can spell the word [feis]. 2. Competing children have an upward psychology of being competitive, and competition is an effective way to give play to this psychological advantage. Especially for boys and girls, the competition is more effective, students are willing to show, actively win glory for the group, the teaching effect is better, and the boring and boring teaching is avoided. (3) It is empty to integrate the teaching of phonetic symbols into the interpretation of words and phrases. The key is to let students experience, explore and summarize in the process of continuous practice. Only in the application can it be consolidated for a long time, and the phonetic symbols of learning can play a role. In every class, when I learn a new word or phrase, I always adhere to the principle that the word comes with the sound after the pronunciation, that is, let the students who can read try to read the word first, and then try to analyze the phonetic symbols of the word to understand the meaning. In this way, students feel that phonetic symbols are very useful in learning and are useful tools for their own learning. They must study, train students to study actively and review and consolidate actively. (D) The purpose of teaching phonetic symbols by consulting a dictionary is not only to know 48 phonetic symbols, but also to cultivate students' ability to learn English by spelling phonetic symbols. The premise of English self-study is to learn to use the learning tool-English dictionary. Teaching students to look up dictionaries is a specific requirement to improve their learning ability. It is necessary to take some time out of intense teaching to practice looking up the dictionary at any time, one or two words at a time, and form a habit. When students learn to look up the dictionary, they learn more freely. They can find many meanings of a new word from the dictionary, which satisfies their curiosity and broadens their knowledge. Sometimes students can read three words in the conversation by looking them up in the dictionary in class and tell them, "You learned it yourself." After learning to look up the dictionary, teachers can also ask for preview before class and encourage students to use words that are not in the book when doing exercises or making sentences, which can lay a good foundation for further learning foreign languages.