Lin Boru, a central school in Hou 'an, will inevitably encounter a difficult problem in learning foreign languages. Poor pronunciation will bring a series of difficulties to those who study foreign languages further. After incorrect pronunciation, they may not be able to listen or read well, let alone communicate in English. Over time, it will dampen students' enthusiasm for learning and affect their memory and accumulation of words. With the increase of learning disabilities, children's grades will gradually decline, and even lose confidence in learning English. Many times, students will say: I don't understand. In fact, I just don't understand pronunciation, phonetic symbols and spelling. Phonetic learning is an important part of the whole phonetic teaching, so should we primary school students learn phonetic symbols? How to learn well? In fact, it mainly depends on how the teacher guides and teaches. Next, I would like to share with you my experience in teaching phonetic symbols. First of all, implement interesting teaching to make students fall in love with phonetic symbols. Phonetic symbols are boring, and simple phoneme learning will definitely make students feel boring. This requires more efforts in teaching methods, that is, inserting interesting and vivid games in teaching, speeding up reading through lively forms, promoting memory and skilled spelling, and stimulating students' enthusiasm and interest through fierce competitions. The specific implementation methods are as follows: 1. Learning phonetic symbols through reading games is like learning pinyin for primary school students, and there is a process of recognizing phonetic shapes in class. In teaching, I often compare and see whose pronunciation is the most standard to stimulate students' interest in spelling, and form a good habit of listening carefully, observing the mouth shape and imitating carefully. In addition, I tried to play the missing game with the students, that is, when teaching multiple phonetic symbols in a class, I put these phonetic symbols together for the students to identify, stick them on the blackboard, and finally write down one of them so that they can guess which one is missing. Students like this game very much. It can test students' memory and give them some small rewards in time. Students like this kind of game very much, consolidate their knowledge in playing the game, and the teaching effect is obvious. Second, it is very important to cultivate students' correct pronunciation and listening response. There are two kinds of listening and distinguishing games: one is written practice, such as listening and circling (circle the phonetic symbols you hear). Teachers can play phonetic symbols with a tape recorder. Usually, you will find that the reading method of the tape recorder is a little surprised by the teacher, but you will be familiar with it after listening more. Moreover, our teachers also need to listen to the radio more after work and try to practice authentic accents, which is also helpful for students to learn phonetic symbols. In addition, reading exercises in textbooks will help students identify the writing methods of phonetic symbols in the process of listening and reading. After a long time, students' reading ability can also be improved accordingly. Third, the main purpose of learning phonetic symbols in spelling games is to cultivate students' spelling ability. Spelling is a process in which practice makes perfect. Only by repeating spelling can you achieve proficiency. I also try to design games in teaching, so that students can practice happily, such as: finding the corresponding pictures with pinyin; Pinyin marks numbers; Pinyin is marked with colors, etc. Stimulate students' interest through multiple channels. Students learn in a pleasant atmosphere and remember in a positive situation, so that pronunciation teaching can get rid of boredom and learn vigorously. Furthermore, cultivate students' learning ability and improve learning efficiency. The purpose of teaching phonetic symbols is not only to know 48 phonetic symbols, but also to cultivate students' ability to learn English by spelling phonetic symbols, which should be cultivated step by step according to the teaching content. Firstly, the spelling of phonetic symbols is compared with Chinese pinyin, and the principle that consonants are lighter than vowels is obtained, so as to guide students to make the simplest spelling, such as [T]-[I:]-[Ti:], [B]-[ED]-[bed] and so on. After learning 48 phonetic symbols, they proposed to quickly identify consonants. Such as [u]-[kud] and so on. Finally, students are required to quickly identify and spell in one go, and read pinyin words at one time, such as [baik][feis][kuk][nudls]. In this way, students' spelling ability is constantly enhanced, from small syllables to multi-syllables, and stress and sub-stress are slowly mastered, so. Next, you can teach students to look up a word or two in a dictionary, and form a habit, so that they will consciously look up words they don't understand, and even find many meanings of a new word from the dictionary, which not only satisfies their curiosity, but also broadens their knowledge. Sometimes they will tell students that you learned it yourself, which is an affirmation of their learning attitude and students will enjoy it. After learning to look up the dictionary, the teacher can also ask for preview before class. When doing exercises or making sentences, encourage students to use words that are not in books properly. These requirements and activities not only broaden students' horizons, but also cultivate students' good habits of learning English, laying a good foundation for future preview and self-study. The growth of students' learning ability promotes the improvement of listening, speaking, reading and writing ability, especially the improvement of classroom teaching efficiency. This practice is beneficial to teachers' teaching and students' learning, and it is a good measure to promote a virtuous circle of English teaching. Finally, teaching 48 phonetic symbols and spelling methods does not mean completing the task of phonetic teaching. Many students often learn well at first, and then they only pay attention to sentence patterns and dialogues, ignoring the consolidation of phonetic symbols, and even have the phenomenon of phonetic retrogression. Therefore, phonetic symbol teaching must not be confined to the primary stage, but run through the whole teaching process. In teaching, we should pay attention to the following problems: first, after teaching students to recognize phonetic symbols and spell, we should pay attention to cultivating students' pronunciation rules. Through the ability to respond quickly by linking the sounds, shapes and meanings of words, every time you teach a new word, you should not only be able to pronounce and spell, but also link with the old words and carry out some classification training, so as to cultivate students' ability to consciously compare the sounds, shapes and phonetic symbols of words until they master some rules and gradually learn the skills of listening, recognizing shapes and seeing sounds. This kind of training can also cultivate students' ability to remember words quickly. In addition, teachers should persevere in teaching, be strict with students, constantly correct pronunciation, prevent pronunciation from deteriorating, correct pronunciation in time, and let students review the past and learn new things. Teaching is not teaching. Cultivating students' self-study ability in learning English by using phonetic alphabet teaching will benefit students for life. . . And we ourselves will learn more in the process of teaching phonetic symbols. . . .