【通用版】小升初英语复习：语音-自然拼读法

1 自然拼读法

英语自然拼读法，通过学习２６个字母及字母组合在单词中的发音规则，建立字母及字母组合与发音的感知，从而达到“看字读音，听音辨字”的效果。

音素教学的教学原则--实行先集中后分散 (1）首先运用1学时集中识记26个字母（学生在小学时已经基本掌握26个字母的读音及书写，因此教学重点应该是纠正错误的书写和读音），期间可根据需要穿插一些简单易学、琅琅上口的字母歌曲，这样可以起到调节和加深识记的作用。 (2）用3~4个学时集中进行音素的教学，教学重点是帮助学生了解字母、音素、音标三者之间的内在联系，懂得它们各自在拼读单词中的作用；帮助学生找出发音的规律，初步完成48个音素及其相应字母、常见字母组合的教学。通过集中学习，学生对音素有了一定的了解，有了音素的概念，这样就为学生的独立拼读奠定了基础。

英语共有48个音素,其中元音20个,辅音28个.元音分为单元音和双元音.辅音分为清辅音和浊辅音.

一、元音部分: 1) 单元音

[ i ] 发音组合：i 代表单词：sit bit kick pick

[ e ] 发音组合：e ea a 代表单词：pen egg best bread heaven many

[æ] 发音组合：a 代表单词：cap map bad

[ʌ] 发音组合：u o 代表单词：up cup but monk onion

[ɔ] 发音组合：o 代表单词：hot not

[u] 发音组合：oo u ou代表单词：foot good pull full should would

[ə] 发音组合：a er or 代表单词：appear again alike

teacher mother brother actor monitor

[ i: ] 发音组合：e ee ea ie ei 代表单词：me he we bee feel deep

seat beat lead chief believe achieve receive

[ɑ:] 发音组合：ar ear al 代表单词：far dark farm heart

half

[ɔ:] 发音组合：al oo aw ou ore au or ar 代表单词：talk ball

door floor law saw bought thought before

ignore caught naughty force born warn

[u:] 发音组合：o oo ou u 代表单词：food fool shoot tomb group

blue clue

[ə:] 发音组合：or ir er ur ear 代表单词：work worm bird dirty

term burn surf learn

2) 双元音

[ei] 发音组合：ei a ai ay 代表单词：eight cake lake make

paid main day may

[ai] 发音组合：y i uy 代表单词：cry my bike time kite buy guy

[ɔi ] 发音组合：oy oi 代表单词：boy toy noise voice coin

[iə] 发音组合：eer ear ere 代表单词：beer deer hear near

here

[ɛə] 发音组合：air ear are ere 代表单词：hair fair chair bear 2 swear dare hare there

[uə] 发音组合：oor our 代表单词：poor tour

[əu] 发音组合：o ow oa 代表单词：host nose cope own low

boat coat

[au]发音组合：ou ow 代表单词：house out sound town now

二、辅音部分：

[p] 发音组合：p 代表单词：pay put speed spend

[t] 发音组合：t 代表单词：tea tip meet

[k] 发音组合：c k ck 代表单词：cake car can kite sky pick

back

[f] 发音组合：f ph 代表单词：five life fat photo telephone

[θ]发音组合：th 代表单词：think teeth thank both mouth

[s] 发音组合：s c 代表单词：seem set say face race ice price

[ʃ] 发音组合：sh s ss ch 代表单词：ship fish sure assure

machine

[h] 发音组合：h wh 代表单词：hot home hate whole

[b] 发音组合：b 代表单词：bird big bag

[d] 发音组合：d 代表单词：do did deer bed

[g] 发音组合：g 代表单词：go gap bag

[v] 发音组合：v 代表单词：vote very leave

[ð] 发音组合：th 代表单词：this then though

[z] 发音组合：z s 代表单词：prize raise eyes

[ʒ] 发音组合：s 代表单词：pleasure usual

[m] 发音组合：m 代表单词：some come mother

[n] 发音组合：n 代表单词：note no gun

[ŋ] 发音组合：ng n 代表单词：king thing ink tank

[l] 发音组合：l 代表单词：late let tell deal

[r] 发音组合：r wr 代表单词：rice right free write wrong

[j] 发音组合：y 代表单词：year yes you

[w] 发音组合：w wh 代表单词：wait will wheel what when

[ʧ] 发音组合：ch 代表单词：cheap catch watch

[ʤ] 发音组合：j g dg 代表单词：jeep joke change judge

[dr] 发音组合：dr 代表单词：dream draw

[tr] 发音组合：tr 代表单词：tree trip treat

[ts] 发音组合：ts 代表单词：sits parents

[dz] 发音组合：ds 代表单词：needs spends

三、进行大量的拼读训练，直到学生看到生单词，能够读出大体上相近的音为止。 以下是一些教学中使用的方法

Phonemic awareness relates to the ability to distinguish and

manipulate individual sounds, such as /f/, /ʊ/, and /t/ in the case of

foot. The following are common phonemic awareness skills practiced with 3 students:

Phoneme isolation: which requires recognizing the individual

sounds in words, for example, "Tell me the first sound you hear in the word pick" (/p/).

Phoneme identity: which requires recognizing the common sound in

different words, for example, "Tell me the sound that is the same in bike, boy and bell" (/b/).

Phoneme substitution: in which one can turn a word (such as "cat")

into another (such as "hat") by substituting one phoneme (such as /h/)

for another (/k/).

Phoneme substitution can take place for initial sounds (cat-hat), middle sounds (cat-cut) or ending sounds (cat-can).

Oral segmenting: The teacher says a word, for example, "ball," and

students say the individual sounds, /b/, /ɑ/, and /l/. Oral

blending: The teacher says each sound, for example, "/b/, /ɑ/, /l/" and students respond with the word, "ball."

Sound deletion: The teacher says word, for example, "bill," has

students repeat it, and then instructs students to repeat the word without a sound.

Onset-rime manipulation: which requires isolation, identification,

segmentation, blending, or deletion of onsets (the single consonantor

blend that precedes the vowel and following consonants), for example,

j-ump, st-op, str-ong.

Yopp (1992) offers the following general recommendations for