How to Infiltrate Phonetic Teaching into Vocabulary Teaching of Exam Weekly 2009 (Volume I) Ji Weizhong (No.3 Primary School of Xingguo Town, Qin 'an County, Gansu Province 74 1600) Abstract: This paper expounds how to infiltrate Phonetic Teaching into English vocabulary teaching in primary schools with examples, so that students can read and write words easily and happily. Key words: English vocabulary teaching and pronunciation teaching in primary schools. Vocabulary teaching is the key to learning English. Without vocabulary, learning English is impossible. Vocabulary teaching shows an important position. And some teachers just read the words several times with a tape recorder, and then let the students recite the lessons. This seems to save time, but it is not conducive to cultivating students' interest and improving their ability. Moreover, this teaching method does not conform to the inspiring and interesting teaching principles. It also does not conform to the concept of vocabulary teaching in the new curriculum teaching. (Conceptual requirements: ① Create situations and compositions; (2) put it in for ten days and use it as a whole; 8 make up children's songs and actions for them to perform; Change the rhythm to make it rhythmic; (5) various exercises to make it gamification; ⑥ Take phonetic words to stimulate phonetic symbol perception. Some students can imitate the pronunciation of words in class. However, due to the lack of perceptual phonetic environment after class, the effect of word memory is poor; For the convenience of memorizing words, some students mark English words with Chinese pronunciations in their textbooks, making English Chinglish for a long time. Without perseverance, it is easy to form polarization. Therefore. How to infiltrate pronunciation teaching into primary school English vocabulary teaching towel, so that students can read and write words easily and happily, has become a topic before the majority of primary school English teachers. Pronunciation is an indispensable knowledge for primary school students. For primary school students, pronunciation is the first step in learning English. Due to the differences between English and Chinese, students are faced with two completely different pronunciation systems. Some phonemes in English do not exist in Chinese, such as drama, /3/, /AI/, /J/, and some similar but different phonemes, such as /TF, ∨,. Then it directly affects the memory and accumulation of words. Vocabulary has a direct impact on reading and listening comprehension. If students lay a good foundation in the primary stage, form a certain reading and spelling ability, and form the habit of spelling and memorizing words according to the rules of pronunciation, it will undoubtedly reduce the burden of word memory and improve the efficiency of English learning. In order to better combine pronunciation with vocabulary teaching, it is very important to train pronunciation methods and skills at the beginning of students' English learning. I let students master the pronunciation method through image description and intuitive demonstration. For example, the pronunciation of "e/", I tell students: smile when pronouncing, and be resistant to time. The mouth is wide open and the U-shaped cavity accommodates two fingers. For another example, the pronunciation of o/ and/quotation marks is easily confused with the pronunciation of/"and /z, so I instruct students to bite the tip of their tongue and pronounce /0/ and /clock. This practice is skillfully combined with word teaching. Make students form correct pronunciation methods. In the alphabet stage, when teachers present words, they can use the method of decomposing words into letter combinations to guide students to pay attention to the rules and learn to spell independently. Finally, they will enter the spelling stage. Students will learn more about letters in non-syllabic sequences, and they will find that some sounds can be recognized although they are irregular. After accumulating certain pronunciation rules and patterns, students can consciously analogize, learn and memorize new words, such as man's pronunciation /m moon/. Then let the students fight for the model and bring out the pie with the leader. Such phonetic learning activities not only help students master the pronunciation rules, but also have a positive psychological suggestion for students. Of course, it is impossible to learn phonetics knowledge overnight. It is a well-developed process, and we should not rush into it, nor should we be so-so. Teachers should let students form the habit of "dare to guess when listening and dare to read when seeing words". To this end, I have taken some measures in teaching practice. 1. It is difficult for pupils who just start learning English to know words. It is an effective learning method to combine the old with the new and the combination of sound and meaning. J For example, before teaching the word bear, review PEAR first, and then change … p to … b', so that students will have sound and shape associations; Finally, I draw 7 1 polar bear beside the word to show the meaning of the word I have learned, so that the sound, shape and meaning of the word can be naturally combined with "8". Students also quickly mastered the word bear. Similar examples are cats and hats, wallets/nurses, ties/pies, and hot/get. Sun/Fun. Bike/Like, Bad/Dad, Walk/Talk. After a period of FHJ training, students can be exposed to alternate words. When I write a new word on the blackboard, I can walk out of U IF | J. Students can also boldly try to read. If primary school students want to remember words, teachers must first let them master the basic rules of spelling words. When teaching new words, teachers should pay attention to the teaching of infiltrating phonetic knowledge. Phonetic teaching is the basis of English teaching and learning for girls. But it is impossible for a teacher to instill 48 phonetic symbols into students at once, which is totally unrealistic. Teachers should organically infiltrate the teaching of English youth into the teaching of words. Let students master certain phonetic spelling skills by memorizing a large number of words, which is not only conducive to the formation of students' English Lyl language ability, but also conducive to cultivating students' interest and self-confidence in learning English well. For example, when teaching BED, the teacher can present a BED first, then write the bed on the blackboard and read the words, and then teach /e/ill let, egg, get, yes and so on. , and let the students read. They can even make students read the same words that they haven't learned often. Another example is teaching cows. Now, the teacher can show the cat, Cork, how to do it. Penetrating delete and /an/. 13 accumulate over a long period. Students can understand the basic pronunciation rules of letters and gradually develop their ability to spell monosyllabic words. Teachers can also complete the phonetic teaching task of 48 phonemes in half a semester. 3. There are many and miscellaneous pronunciation rules in English, so it is impossible for the teacher to explain all the swearing words in a short time. But it is necessary to teach students some simple pronunciation rules that are easy to master step by step {l Students can actually use them and enjoy them. For example, in Silent+Consonant+Mute. Teachers can list a series of words that conform to this rule, such as make. Airplane, bicycle, like, pay attention to, use, etc. Students can compare and explore the relationship between the spelling and pronunciation of the above words themselves, and then teachers can simply summarize them to help students understand, master and use the rules of English pronunciation. There are many ways to teach words, which are divided first and then combined. Teachers should guide students to master words from the aspects of meaning or pronunciation, so that students will be interested in learning and memorizing. Like teaching feet. Ball. Teachers can be divided into "feet" and "balls", and explain: "The ball kicked with feet is football." When teaching fireflies. Teachers can be divided into "fire" and "NV". What should be an "insect flying with its back to the fire"? Students will soon remember these words, such as basketball, watermelon and classroom. Teachers should ask students to master disyllabic words step by step. For example, when I was teaching Yesterday, I wrote yes on the blackboard first, then ter, and then day. In addition, when teaching the word hamburger, break it down into ham and then write it as Bur and ger. Ask the students to recall the pronunciation of the letter combination "ILR". Finally, write Bur-Hambur on the blackboard. Similar words can be used in this teaching method, such as Saturday, conver 8, etc. In the long run, students can read and write words by themselves, and their enthusiasm for memorizing words will be improved and their memory will be firm. 6. It is a necessary and effective teaching form to design various classroom teaching games to guide primary school English classes. Games closely related to teaching materials cultivate students' interest in learning, which conforms to the principle of "entertaining through education". In this way, teaching students in accordance with their aptitude and facing all students can make every student gain and make progress. For example, when teaching nose, eyes, ears and the moon, I take a piece of paper "angel" to make her lack "nose, eyes, ears and mouth", then teach, and finally let the students paste the dose and eyes. Ear. Month, easy to understand, attract students' attention. 7. The effective imitation of junior middle school students' English learning mainly depends on imitation. Therefore, teachers should create Wan Fang data. Wan Fang Data Test Weekly, No.39, 2009 (Volume I): An effective English vocabulary teaching method Du Jingping (School of Foreign Languages, Jiangxi University of Finance and Economics, Nanchang, Jiangxi 3300 13) Abstract: Vocabulary is an important part of language and English classroom teaching. After summarizing and analyzing the shortcomings of college English vocabulary teaching in China, the author introduces a new and effective vocabulary teaching method based on his own learning experience and teaching experience. It is worth learning from college English vocabulary teaching. Keywords: CCQ English vocabulary teaching methods 1. Preface vocabulary is an important part of language. As Chinese educator Liu Runqing said, vocabulary is one of the three elements to learn a language well (from the perspective of language form, pronunciation, vocabulary and grammar constitute the three elements of language youth). If the process of mastering a foreign language is compared to building a house, then vocabulary is bricks and grammar is cement. Without enough bricks, a house is impossible; Without cement, the house can't be built, even if it is built, it is dangerous and fragile. However, some studies show that, in general, "lexical errors are more likely to affect communication than grammatical errors." Phonetic errors, unless they are very serious, have the least impact on communication "(Shu, Zhuang Zhixiang. 1996: 63), which shows the importance of vocabulary in foreign language learning towel. In college English classroom teaching, how can teachers adopt effective vocabulary learning strategies to help students improve their vocabulary learning efficiency and achieve twice the result with half the effort? It has become an important topic in college English teaching research. Second, the current situation and problems of vocabulary teaching in China At present, vocabulary teaching in college English teaching in China is mainly carried out in reading and writing classes. The author counts the courseware of several college English textbooks at present, and finds that the content of vocabulary teaching in the courseware accounts for one-third of the whole courseware on average. In addition, as long as we look through the reading and writing courses (or comprehensive teaching courses) of college English, we can find that the vocabulary listed at the back of each text is not less than 30 on average. It is no exaggeration to say that vocabulary teaching occupies a lot of time in reading and writing classes. But what is the effect of vocabulary teaching? According to Zheng Shutang's investigation on the current situation of college English teaching, he still thinks that "from the overall level, the language ability of China college students is not high, and the outstanding problem is the students' vocabulary". At present, the main problems existing in college English vocabulary teaching in China can be summarized as: 1. Vocabulary teaching is time-consuming. The guiding ideology of college English teaching reform initiated in 2004 is to advocate autonomous learning first, and the reading and writing classes are reduced from four classes a week to two classes. If Cili: teaching accounts for one-third of reading and writing classes, then reading and writing teaching cannot be guaranteed. 2. Vocabulary teaching is passive. At present, the mode of college English vocabulary teaching is: the teacher gives the part of speech of new words, explains the meaning of new words in Chinese (or English), and then makes one or two sentences with new words. After the introduction of multimedia teaching methods, the word "Da" is better to teach. In order to save time in vocabulary teaching, the teacher showed all this to the students with PPT. Students only need to look up at the screen, take notes with their heads down, think little, and have little interaction between teachers and students. Overall vocabulary definition: the teaching process is that students passively "enjoy" the vocabulary feast made by teachers. As a direct result, students seem to have learned a lot of vocabulary. But they were all swallowed up by the circle and had no real experience, because they didn't think about it and didn't participate in the learning process. 3. Vocabulary teaching lacks real context. Studies have confirmed that learning vocabulary in context is the main way of vocabulary learning ... What we urgently need to do is to present vocabulary in context as much as possible, teach vocabulary in context and teach students to learn vocabulary in context "(Lu Qiaoling, 200L: 33). However, at present, college English vocabulary teaching basically only includes the teaching of vocabulary sound, form and meaning. Teachers usually read the pronunciation of words first, then tell students the part of speech of words, then explain its meaning, and finally give one or two example sentences. But to master a word, we should not only master its sound, form and meaning, but also learn how to use it in a real context. Otherwise, it will lead to vocabulary misuse and even abuse. "Maybe we should remember this first question. The skills of using context to learn vocabulary can only be obtained through practice. Every time we tell students the meaning of uncommon words directly, we deprive them of the opportunity to practice this skill again "(Bright & McGregor, 1970: 3 1). Third, CCQ An effective vocabulary teaching method CCQ (concept checking question) is "to check whether learners have mastered vocabulary or grammatical structure, in which concept refers to the essential meaning of vocabulary or grammatical structure" (Graham Workman, 2005: 13). This is an important and effective English vocabulary teaching method. For example. CCQ is widely used in TESOL (Teaching English to Speakers of Other Languages) teaching. The following is my experience in attending the global TESOL teacher training course in Sydney, Australia. The advantages of this method are introduced and analyzed. Generally speaking. Vocabulary teaching mainly includes the teaching of pronunciation, form and meaning. The common vocabulary teaching methods in China are as follows: 1. Teaching the form of target vocabulary, that is, the teacher writes the vocabulary on the blackboard E (or shows it on PPT) for students to see; Then give phonetic symbols to teach students how to pronounce correctly, that is, teachers teach students how to pronounce correctly; Then explain the meaning, that is, the teacher explains the meaning of the word in Chinese or English; Finally, the teacher gave one or two examples to further explain the usage of words. Although TESOL vocabulary teaching method also includes the teaching of sound, form and meaning of target vocabulary. But first, his teaching order is different. First, he set the real context in which the word was used, and drew out the word as much as possible. Then check whether the students have mastered the meaning of vocabulary through questions, and then teach pronunciation. Finally, the teaching form. For example, when explaining the word Wang analysis. The commonly used methods in college English classes in China may be: the teacher: a) write the word Vandalizeb on the blackboard first; b) say, "intentionally damage other people's property"; C) Translating the meaning of vandalism into Chinese and writing it on the blackboard is vandalism; D) Give one or two more examples for students to translate into English. They are the kind of teenagers who may destroy the telephone booth. They are the kind of teenagers who may destroy the telephone booth. ) The method used in TES0L class may be: Teacher: A) Say: When I woke up in a nearby scene and context yesterday, let the students carefully judge the English pronunciation. Teachers should read correctly first, and then teach students. Try to imitate the pronunciation of the tape, and then write phonetic symbols on the blackboard. Practice more, through various exercises. Let it out. In short, strict and efficient classroom teaching can guide students step by step from "ignorance" to "knowledge" and from "knowable" to "available", and strive to achieve the effectiveness of teaching. Experienced teachers will not deliberately show their grades in class E, but stick to the essence of basic foreign language teaching, diligently pursue the effectiveness of classroom teaching and promote the development of students. This is an eternal theme that needs long-term serious thinking, research and practice in English teaching in primary schools. "Making students form good study habits and effective learning strategies" is one of the important tasks of English courses. Teachers should consciously strengthen the guidance of students' strategies, so that they can gradually learn how to learn in learning and using English, and guide them to use observation, discovery, induction and practice to learn language knowledge and understand language functions. In this way, students will no longer simply follow the words, but try to read by themselves on the premise that teachers gradually infiltrate pronunciation teaching, and students will gradually change from timidity to self-confidence, from mistakes to basic correctness, and from dictation to dictation with full marks. 1190,000 Fang data Wan Fang data Author: Ji Weizhong