高年级福尼斯英语展

福尼斯英语第50-67页Buzz 嗡嗡声zip 拉链fizz 发泡性饮料zig-zag z字形的bad 坏的bed 床fizz 发泡性饮料buzz 嗡嗡声plum 李子glum 闷闷不乐的camp 营地lamp 灯stamp 邮票stump 树桩land 土地hand 手hills 小山pills 药片fox 狐狸fix 修理It can buzz, buzz, buzz.他可以嗡嗡的响。

His zip is open. 他的拉链开了。

Soda has fizz. 苏打里面有发泡性饮料。

Liz has a pup and a fox.Liz 有一只小狗还有一只狐狸。

Tim zips up his pants. Tim 拉上他裤子上的拉链。

Sam got a zero on his test.Sam 在他的考试中得了一个零分。

An ant can not buzz. 蚂蚁不会嗡嗡叫。

A zebra is in Africa.斑马生活在非洲。

Van 客货车vest 背心vet 宠物Van 客货车vat 大桶vent 通风口Vest 背心Best 最好的test 考试zip 拉链zap 攻击jazz 爵士乐buzz 嗡嗡响zest 热情jest 笑话Vest 背心van 客货车mat 小地毯Frog 青蛙dog 狗gift 礼物nest 鸟窝cap 帽子pig 猪cup 杯子A man is in a van. 一个人在客货车里。

He is a vet. 他是一个兽医。

He has a vest on. 他穿着背心。

Dan put a fan in his van. Dan把一个风扇放在他的客货车上。

A vet can help his ill dog. 兽医可以帮助他生病的狗。

Dad has his best vest on.爸爸穿上了他最好的背心。

The cat is in a vat. 猫在大桶里。

美国采用的英语教学法不用国际音标准确朗读英文是世界难题。

在以英语为母语的国家，如美国，英国，加拿大都存在英文单词不会读的问题。

美国学生不学国际音标，直接根据英文字母朗读英文，采用phonics 福尼斯英语教学法，有30%至40%的学生存在阅读障碍。

由于用福尼斯英语教学法不能准确朗读英文，所以从1940年起，美国成千上万的学校不用福尼斯英语教学法，而用w hole language全词教学法。

十几年后，美国学生阅读障碍高达50%至60%，产生了大量文盲。

美国教育部透露：整个美国有9000万个成人文盲。

其他学习全词教学法的国家，结果大致相似。

英国文盲比例高达22%。

面对如此众多的文盲，美国朝野震惊。

美国 Rudolf Flesch 博士经过深入研究，揭示了美国学校文盲众多的秘密：整个美国所有学校，所有课本的教学方法都统统错了。

全词教学法必然产生阅读无能或失读症。

美国劳动与人力资源委员会Reid Lyon 博士的报告说：大约60%的孩子学习阅读是难以克服的挑战。

阅读失败是一个严重的全国性问题，不能简单地归因于贫富差异或英语作为第二语言的问题。

美国儿童健康与人类发展研究院 NICHD认为：阅读失败所反映的不仅是一个教育问题，而且也是一个重大公众健康问题。

为了学会把字母符号与声音联系起来，阅读初学者必须明白口语可以分解为更小的音素，而这些音素可以由字母符号来表示。

理解书面文字系统地代表口语中的音素，这对精确而快速的阅读是绝对必须的。

美国国会委托专家小组对阅读教学进行了研究，根据对大量的文献的研究，得出的结论是：教孩子阅读最有效的方法是集中、系统的语音教学法。

小组认为有效的阅读教学是教孩子把词分解为音素，这些音素是由字母来代表，而这些字母可以连在一起构成单词，在老师的指导下通过朗读加以练习，并应用阅读理解策略来指导和提高阅读理解能力。

美国人的阅读问题已不是什么秘密：它已引起总统、新闻界、商界及家长们的普遍关注。

高中国际艺术展英语作文英文回答：In the realm of the arts, the high school international art exhibition stands as a testament to the boundless creativity and cultural diversity that resides within the hearts of young artists around the globe. It provides a unique platform for students to showcase their artistic prowess, exchange ideas, and engage in a vibrant dialogue that transcends geographical boundaries.Throughout my high school journey, I have had the privilege of witnessing firsthand the transformative power of this exhibition. It has fostered within me a deep appreciation for the nuances and subtleties of various artistic traditions, broadening my horizons and enriching my understanding of the human experience.One particularly memorable experience occurred during the exhibition's opening night. As I navigated through thelabyrinthine corridors of the gallery, my eyes were drawn to a breathtaking painting by a young Japanese artist. Entitled "Sakura in Bloom," the artwork depicted a vibrant cherry blossom tree, its ethereal petals dancing in the gentle breeze. The intricate brushstrokes and vibrant colors seemed to capture the very essence of spring's fleeting beauty.As I stood transfixed before the painting, I overheard a group of students discussing its symbolism. One student pointed out the significance of the cherry blossom in Japanese culture, representing the ephemeral nature of life and the beauty of transience. Another student shared her own interpretation, seeing the painting as a metaphor for the resilience and hope that can be found even in the most challenging of times.In that moment, I realized the true power of art. It had the ability to not only evoke emotions but also to spark meaningful conversations and inspire profound reflections. The exhibition became a catalyst for me to explore my own artistic sensibilities, to experiment withdifferent mediums, and to push the boundaries of my creativity.As I delved deeper into the exhibition, I encountered a diverse array of artworks that challenged my preconceptions and expanded my artistic vocabulary. There were abstract paintings that seemed to dance off the canvas, sculptures that defied gravity, and installations that invited viewers to interact with the space itself.Each artwork told a unique story, revealing theartist's own perspective and experiences. I wasparticularly struck by a series of photographs by a young South African photographer. The images captured the vibrant energy and spirit of her homeland, showcasing the beauty and struggles of everyday life.Through these encounters, I gained a profound appreciation for the universality of the human experience. Despite our cultural differences, we all share a common desire to express ourselves and to connect with others through the power of art.The high school international art exhibition is more than just a showcase for student artwork. It is a vibrant and dynamic space where young artists can come together, share their ideas, and learn from one another. It is a testament to the power of creativity to bridge cultural divides, foster understanding, and inspire future generations of artists.中文回答：高中国际艺术展是全球年轻艺术家无限创造力和文化多样性的证明。

Phonics teaching mapPhonics，在中国有许多的翻译，像“自然拼读法”，“自然拼音”，“拼音英语”这类的译意名称，还有像“风尼斯”，“福尼斯”这样的音译名称，各种各样的称谓，大同小异的核心理念，即学习英文字母(letter)与语音(sound)之间的对应关系，达到“见词能读，听音能写”的目标，不需要借助音标记忆单词。

Phonics据称是美国前总统布什在位时，耗巨资几十亿美金，组织专业团队研制三年而成的一套帮助本族语者解决阅读障碍的学习方法。

我理解Phonics能有效解决“符合读音规则单词”的音与形的对应关系，对于“不符合读音规则”的单词，例如what, says是只能约摸解决大体的读音，另外，对于单词的意义phonics是完全不涉及的，这是它自带的一个特点。

不该被称之为“缺点”，是因为它原本就是为英语为母语者而设的，在有语言环境的情形下，只要把音与形的关系建立起来了，意义就自然呈现了。

就好比给幼童读的汉语故事书，都会给每个字配上拼音。

只要教会中国孩子拼音，孩子就会阅读了，拼音只能让孩子会发某个汉字的音，但也解决不了这个汉字的意义。

道理是一样的。

在研读了大量的文献资料基础上，结合自己的教学实践经验，我把Phonics在初始阶段的教学流程大致归结如下：1. Teaching alphabet这是基础，我个人试过两种安排：（1）边教字母边教phonics，很费劲，主要是会导致字母学习的过程比较长，孩子会不耐烦。

（2）先教字母再教phonics，较第一种安排，师生皆轻松些。

2. Teaching two concepts: letter name and letter sound如果把第一个步骤比喻为“物质基础”，那么这一步就是概念基础了。

必须要让孩子明白“letter”指的是ABCD...这26个字母；而“sound”则是指这些字母的声音，是用来拼读单词的。

其实要让孩子明白这两个概念不困难，就是一分钟的事情。

2024年苏州市苏州大学实验学校高二上10月月考英语试题一、阅读理解Women’s Poetry Competition 2024Welcome to Mslexia, the only magazine where every reader is a potential contributor too. Almost every part of the magazine is open to submission by any woman writer. Our competition is open to unpublished poems of any length. Your £10 entry fee allows you to submit up to three poems. The judge this year is the outstanding and award-winning writer Pascale Petit.Prizes1st: £2,000; 2nd: £500; 3rd: £250 (Each prize goes for one person.)Unpublished Poetry Prize for the best poem by a previously unknown poet: £250.The four winners, plus sixteen additional finalists will have their poems published in the May issue of Mslexia.ResultsThe deadline for all entries is 23:59 GMT, 6 March, 2024The winners and finalists will be announced on 1 April, 2024How to enterAdd the entry fee to your basket and go to the checkout. Once the order is completed, you’ll be taken to a submit page where the entry form is located. Click the “Enter Now” button. You can submit at a later date by typing into your Mslexia online account and going to the “competitions” bill.Visit our Entry Instructions for a more comprehensive guide on how to enter, and be sure to read our Rules before submitting your entries.Frequently-asked questionsHave a question about formatting, eligibility(资格), or anything else?Ready to enter? Please see our Entry Instructions. For any further information, call us at *****************************************.uk.1．How many winners will get prize money?A．Three.B．Four.C．Sixteen.D．Twenty. 2．Which of the following will result in disqualification?A．Submitting two poems.B．Visiting Entry Instructions.C．Writing a poem of 120 words.D．Mailing your entry on April 1.3．Where can the text be found?A．In a textbook.B．In an art magazine.C．On a website.D．In a local newspaper.When asked what his father did for a living, my son explained to his kindergarten teacher that “he steals things, but it's O.K. because he gets paid to do it.”He wasn't wrong.I'm a hacker, and I run a team of hackers. We spend our days discovering ways to break into anything that can connect to the Internet, to access information never meant to be seen. If we get to it before a criminal does, then we've done our job.I'm proud of what I do for a living, just like doctors or lawyers are proud of the work they do. In Hollywood, hackers are often described as hooded(戴着兜帽的)figures in dark rooms involved in illegal activity while tapping keyboards. Actually, hackers are expert at programming and problem-solving with computers. Companies hire hackers to find their breaking point before criminals do.Hacking is an activity, and what separates any activity from a crime is permission. Drivers are free to drive, but they do not have permission to drive 150 miles per hour -that's illegal. Bankers can transfer their clients' money, but if they do so without permission, that's illegal.Hacking isn't an inherently(本质上)criminal activity. Someone who involves in the illegal use of hacking should not be called a “bad hacker” but a “threat actor”. Hackers are people like me and my team at IBM - security professionals.Hackers play a critical role in keeping companies and people safe. At IBM, one thing my team does is hack autonomous vehicles, planes and trains to make sure that every possible security weakness is found and corrected before each machine is shipped. Imagine what bad things could happen without us.4．Why did the author mention his son's words in paragraph 1?A．To show off his son's intelligence.B．To describe the daily life in kindergarten.C．To raise readers' interest in his job.D．To raise a problem of parent-child relation.5．What is the common misunderstanding of hackers?A．Hackers can both be males and females.B．Hackers can ensure a company's security.C．Hackers are usually considered as criminals.D．Hackers are extremely proud of what they do.6．What do we know about hacking?A．Hacking is an inherently criminal activity.B．Permission plays an important role in hacking.C．Professional skills are not necessary for hacking.D．Hacking involves breaking into shops and houses.7．What's the purpose of the passage?A．To introduce the job of hackers.B．To attract more hackers to IBM.C．To stress the importance of hackers.D．To compare hacking with other jobs.Cities are difficult to navigate (导航) at the best of times, but for people with disabilities they can be like courses with hurdles and bring inconvenience to disabled people.A UK national travel survey found that adults with mobility difficulties took 39% fewer trips than those with no disability in 2017. Yet that could change as devices and cities grow smarter. Assistive tech is playing a big role in the transformation. The global value of the industry is expected to increase from $14 billion in 2015 to $30.8 billion in 2024, according to Zion Market Research.One of the things that could transform lives is a smart walking stick designed by engineers from Young Guru Academy (YGA) in Turkey. The WeWalk stick has a sensor that detects hurdles above chest level and uses vibrations (振动) to warn the user. It can be paired with a smartphone to help navigation, and is connected with a voice assistant and Google Maps.Ceylan, who has been blind since birth, says that connecting the stick to the Internet of Things and smart city solutions makes it user-friendly. “As a blind person, when I am at the Metro station I don’t know which is my exit ... I don’t know which bus is approaching ... which stores are around me. That kind of information can be provided with the WeWalk,” he says.“The smart walking stick is really an exciting initiative that will make a huge difference tosome people,” says Anna Lawson, the director of the Center for Disability Studies at Leeds University in the United Kingdom. “But they are very expensive ... they’re not going to be available to the vast majority of disabled people,” she added.Bryan Matthews, a lecturer at the Institute for Transport Studies at the University of Leeds, shares the concerns about cost. He says there should also be a focus on inclusive design, and anything that helps people navigate their environment is positive.8．What does “that” in the second paragraph refer to?A．The survey that compared adults’ mobility.B．The smart industry that is booming.C．The fact that the disabled traveled less.D．The role that the assistive tech plays.9．What does paragraph 3 mainly talk about?A．The working principles of the WeWalk stick.B．The introduction of the WeWalk stick inventors.C．The transformation caused by the WeWalk stick.D．The benefits brought about by the WeWalk stick.10．What’s the purpose of quoting Ceylan?A．To show the value of smart tech.B．To urge more attention to the blind.C．To increase the potential market share.D．To encourage tech research and development.11．What is the disadvantage of the WeWalk stick?A．Confusing instructions.B．Poor navigation.C．Inclusive designs.D．High prices.There are some 7,000 languages spoken worldwide, each unique, using different sounds, vocabularies and structures. Charles the Great said: “To have a second language is to have a second soul.” This begs the question: Does the language we speak shape who we are? As it turns out, yes.In societies such as the United States or Western Europe, self-expression and languageprecision are valued. Asian cultures, on the other hand, prefer an indirect form of communication. Words like “perhaps” and “maybe” are used more than “yes” or “no”. Americanism takes an informal approach to communication. Therefore, it’s OK to refer to a stranger or the boss as “you”. However, the Thai language has 12 forms of the same pronoun, choosing one depends on status. In this way, languages are essential in leading any culture, be that our own or otherwise.People who speak different languages notice different things, depending on the constructs of their mother tongue. Take an accident. In English, it’s OK to say: “She broke the glass.” But in a language like Spanish, you’d probably go with: “The glass broke.” The same incident produces two different responses. English speakers will remember who’s at fault, because their language asks them to, while Spanish speakers are more likely to remember it was an accident. This has real consequences, especially when it comes to crime and punishment.Professor Jim Cummins has written extensively on mother tongues. For Cummins, the stronger our home language, the easier it is for us to learn others. Of course, research also shows that being bilingual gives people many advantages in life. Linguist Julien Leyre writes that learning another language develops our ability to “understand the mental world of another person, based on the language they use, and how that world is different from our own.”Our mother tongue is central to how we think, what we know and who we are. Like us, languages are living things that change over time and must be cared for to survive. By doing so, we protect not just the linguistic structures or vocabularies we use, but the culture, knowledge and power behind them.12．Why does the author mention “Americanism” and “the Thai language” in Paragraph 2?A．To tell the cultural differences between them.B．To indicate a language is a guide to a culture.C．To stress American expressions are informal.D．To reveal a language is associated with status.13．How will English speakers’ react to an accident?A．They will seek blame.B．They will punish others.C．They will avoid responsibility.D．They will draw a lesson from it.14．What does Julien Leyre think about bilinguals?A．They enjoy a more colorful life.B．They can remain mentally healthy.C．They find it easier to learn a language.D．They can gain insight into others’ minds. 15．Which one can be the best title for the text?A．How do languages differ?B．Will your language be extinct?C．Why does our mother tongue matter?D．Should we speak a second language?The Spotlight EffectHave you ever felt as if the entire world was watching while you made a mistake? Well, here’s some good news: it’s likely that no one even noticed.16 We have this experience not only when we make mistakes but also when we perform well. Every time we do something that is a little different from what we usually do, we may assume that everyone around us will notice. The spotlight effect might happen when we make a mistake in a game, have a bad hair day, or give a terrible answer in class. 17 In these moments, it feels like everyone is watching.The spotlight effect exists because we all get used to seeing things through our own eyes. Every person is the main character in his or her story, and the events of our lives seem to have great importance. 18The spotlight effect is a very common part of the human experience. However, in some cases, it can lead to extreme social anxiety and nervousness around other people. Everyone suffers some degree of social anxiety. We all care about what others think, and we all want to be liked. It’s normal to wonder about what effect we have on other people. 19 If someone is so nervous that they can’t make good decisions, then it’s time to take action and improve the situation.Learning about the spotlight effect is important because it can help us reduce our anxiety. Next time you feel like everyone is staring at you, remind yourself that it’s just your mind playing tricks on you. 20 If you fill your mind with thoughts of your friends and family, it will help you be less self-conscious.A．However, this can be a problem when the anxiety is too much to handle.B．That’s why fewer people notice the embarrassing circumstances they encounter. C．Another good exercise is to make an effort to notice the people around you, rather than focusing on yourself.D．The spotlight effect is a trick of the mind that makes us believe that people notice us more oftenthan they really do.E．What you can do at this moment is to ignore them.F．We are so busy examining ourselves that we actually observe very little about everyone around us.G．It can also appear when we score a big goal, ask someone on a date, or do a good deed.二、完形填空Nisha Blackwell was putting herself through nursing school when she was laid off for the third time. To make matters worse, she couldn’t 21 a gift after being invited to attend the birthday party of a close friend’s daughter just a few days later. “That’s 22 I looked around and I said, ‘What do I have?’ I had a sewing machine still in a box,” she says. “And I had this bag of cloth.”But she didn’t 23 know how to sew. So she turned to YouTube and taught herself, “I was typing into YouTube: How to 24 a sewing machine...” she remembers. I probably didn’t make the machine work 25 midnight and this was in the hot summer when my house didn’t have air conditioning. I remember sitting there, just sweating to death, but so 26 to make this thing for this party!”She 27 making a box of hair bows (蝴蝶结发饰). She went to the party, restless, 28 how people would react when knew that the hair bows were handmade. “I was so 29 because I kept imagining that these hair bows would just be like pieces of cloth, and I felt like I must have done something wrong. But something 30 happened. My friend 31 the box out onto a high chair and I remember all of the parents coming up to me saying, so 32 ! “Where did you get them? How did you do that? Can you make me some?”Nisha left the party with six customers and started getting 33 soon. She began training other women from her 34 to produce the product.“If you light a lamp for somebody, it will also brighten your path. I make sure that I’m not just doing something that is only 35 me.” Nisha says.21．A．receive B．wrap C．design D．afford 22．A．how B．when C．why D．what23．A．actually B．merely C．necessarily D．desperately 24．A．charge B．handle C．tailor D．apply 25．A．since B．by C．until D．after 26．A．confident B．determined C．courageous D．committed 27．A．ended up B．took to C．dug up D．turned to 28．A．deciding B．admiring C．demanding D．wondering 29．A．curious B．sensitive C．nervous D．confused 30．A．unhappy B．unexpected C．unreasonable D．uncertain 31．A．handed B．laid C．picked D．emptied 32．A．primitive B．amazing C．complicated D．inspiring 33．A．supplies B．funds C．materials D．orders 34．A．community B．factory C．country D．charity 35．A．convincing B．impressing C．benefiting D．challenging三、语法填空阅读下面短文，在空白处填入1个适当的单词或括号内单词的正确形式。

从上表可看出，福尼斯英语音图代表42个音素，还有ere(here 这里）,are(care 照料)，ure(jur'y 陪审团）,ure（pure 纯的），tr(tree 树),dr(drive 驾驶)，ts(its 它的)，ds（ki’nds种类）没包括。

福尼斯英语只总结了英语的120条读音规则.这120条读音规则，只占我总结的286条读音规则的42%.读音规则是客观存在,选用的读音规则越多，读音的准确率就越高。

根据福尼斯英语选用的读音规则，能准确读出的单词不会超过80%，我们可以拿任何一本教育部审查通过的大、中、小学教材进行验证。

我创作的《英语难读词循环记忆法》，在不标记读音符号的情况下，不包括人名和地名，根据我总结的286条读音规则读音的准确率为85％，光是重读音节的规则就有14条，列举如下：1、词尾是—tion，-sion的词,在—tion，-sion前的一个音节重读。

如：or`gani`z a'tion组织，imp res’sion印象。

2、改变音节类型读音的词尾控制了重音的位置,见“重读音节改变音节类型读no`ta’tion记号，an`ti c’ipat e` 预料，ar`tis’tic艺术.12、下列构词成分是重读音节，最后一个音节是次重读音节：elec’- elec'tro`plate` 电镀,ep'i- ep’i ta`ph墓志铭。

13、一般多音节词汇只有一个重读音节，其余均为次重读音节或轻读音节。

复合词前一词为重音,后一词为次重音.如:un’der line` 强调，tel'e course` 电视课程。

但有些数词、英语译名有两个重音。

如：fif’teen’十五，Ber’lin' 柏林。

14、有些词汇有两种词性，在不同的词性中重音不同，作名词时，重音在前，作动词时，重音在后，即“前名后动".如：c o n'tract` n。

有趣的福尼斯音图教学福尼斯英语是我所接触的一种全新英语教学方式～它从英语的语音入手～听、说、读、书同时进行～并通过大量的阅读来巩固所学的英语知识～它不学字母～不教音标～而是抓住英语是表音文字这一语言学规律～并通过集中的语音教学～把英语的读音和字形结合成为一个整体～从而揭示英语中音形之间的有机联系～为儿童扫除学习英语入门时:见词不能读～听音不能写:的障碍。

儿童早期的英语学习最重要的就是兴趣的激发～信心的培养～而:体验成功:--是实现这一目标最好的方式。

因此～我特别注重在课堂中渗透成功的体验。

对于低段的学生而言～课堂教学的多样化、有效性～学生的积极参与性～是促进他们内在潜能发挥～使整个教学过程呈于一种和谐、平等。

从福尼斯英语教学这个平台上～我特别从以下几方面着手: 一、营造氛围～调节情绪～让学生先:乐:起来。

课堂教学最重要的就是将学生的注意力有效地转移到教学任务上～因此～精心设计授课的导入部分就显得尤为重要。

在导入新课前～我总是先让学生:乐:起来～使他们有较高的积极体验情绪～这样才能实现学生注意力的转移。

低段英语教学的重点在于培养学生的听说能力和学习兴趣～使每个学生都参于进来～尽量让每个人先开口说一说和动手做一做～我把它体现在福尼斯英语教学课中的前5分钟～这视为学生的:乐:适应期。

在此期间～通过Flash Cards 的方式～鼓励学生敢于开口～通过多种方式复习已学的音图～,音图的开头仍是字母～但不再读字母的名称音～面读它在单词在的各种发音,～一旦学生开口了、动手了～这便有了一种参于的趁向～否则课堂将处于一种消极状态。

有了参与～学生才会:乐:起来～此间我还特别注意调动学生的积极性～尽量让每一个学生都能开口～并力求准确～充分体现了:福尼斯英语:大纲--全人参与和全力以赴的原理。

唱儿歌也是低段学生特别喜欢的活动之一～它有助于激发学生的表演欲和参与欲～英语儿歌节奏明快～韵律优美～有利于培养学生的语感。

我在教学中～也充分利用儿歌的特有形式及风格～或以听磁带方式、或以看CD方式～以歌促学、寓教于乐～如《Apple Song》、《Jingle Bells》、《Rain Rain Go away》等～并且与学生共同动脑为歌曲配上有趣的动作～既帮助了理解歌词的大意～又使得学习变得更为有趣。

词汇教学是英语教学的一个重要组成部分，在小学阶段，词汇是小学生接触最频繁的一个单位，在英语学习中会遇到各种各样的问题，尤其是词汇。

目前为止，在大多数小学英语词汇教学当中，我们老师还是大多数使用传统方法教授词汇：先给学生领读一遍词汇的发音，学生再齐声跟读几遍，最后在课下通过死记硬背或机械的抄写来记忆词汇。

在这种传统的英语词汇教学影响下，学生只能靠一遍一遍地机械重复词汇的一个个字母来记忆词汇，不仅困难而且容易遗忘。

这种教学方式使学生陷入枯燥的词汇记忆当中。

如何帮助学生高效率地记忆和掌握单词，成为了一个亟待解决的问题。

自然拼读法又称“phonics”教学法，它是目前国际主流的英语教学法，它不仅是以英语为母语国家的孩子学习英语读音与拼字，增进阅读能力与理解力的教学法，更是以英语为第二语言的英语初学者学习发音规则与拼读技巧的教学方法。

它通过建立字母或字母组合与词形之间的对应关系，即词汇的各种拼读规律，帮助学生读、写和记忆词汇的方法。

“直接拼读法”教学的基本原理是：让学生学习各个字母或字母组合的发音规律，使其不用借助国际音标，根据字母就能读出词汇的发音，解决词汇不会读，无法拼的问题。

这种教学法简单高效，符合小朋友学习语言的规律，且让他们在玩中学习，在学习中玩，这样不仅改变了学习英语时的枯燥氛围，还大大提高了学习效率，总之是一种效果显著的英语教学法。

本研究将以作者所在浏阳市大瑶完小的英语教师和三年级学生为研究对象，在查阅大量关于自然拼读法和词汇教学文献资料的基础上，主要采用对比试验，问卷调查以及课堂观察等方法，针对小学老师对自然拼读法的了解程度，对学生的单词拼读能力和对自然拼读法在本校实际操作可行性进行调查与实验，然后通过对结果的数据统计与对比分析，了解自然拼读法在小学英语教学中的适用程度以及局限性，对在其实施过程中存在的问题进行深层分析，并对更好的实施自然拼读法来适应小学英语词汇教学提出一些有效的建议。

本研究分为四个部分：第一部分主要介绍研究背景与意义、研究现状、研究方法和研究创新之处，并介绍相关理论基础，对有关概念进行界定。

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