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Phonics自然拼读法在小学英语教学中的运用简介本文旨在探讨Phonics自然拼读法在小学英语教学中的应用。
Phonics自然拼读法是一种通过教授字母和字母组合的发音规则来帮助学生理解英语单词发音和拼写的方法。
优势Phonics自然拼读法具有以下优势：1. 帮助学生发展阅读能力：通过研究字母和字母组合的发音规则，学生能够更好地理解英语单词的发音，从而提高阅读能力。
2. 增强拼写能力：掌握Phonics自然拼读法可以帮助学生准确拼写单词，提高写作质量。
3. 培养语音意识：研究Phonics自然拼读法可以提高学生对英语语音的敏感度，有助于正确发音和理解口语表达。
4. 提升研究兴趣：通过Phonics自然拼读法，学生可以更有趣地研究英语，增加对英语研究的兴趣和积极性。
运用策略在小学英语教学中，可以采用以下策略来应用Phonics自然拼读法：1. 教授字母发音：从最基础的字母发音开始，逐步引导学生研究每个字母的发音，并帮助他们熟练掌握。
2. 掌握字母组合规则：将字母组合的发音规则教给学生，例如"ch"的发音规则、"sh"的发音规则等，让学生能够正确读出这些字母组合所代表的音素。
3. 练拼读单词：通过给学生提供一系列符合Phonics自然拼读法规则的单词，让他们进行拼读练，以巩固所学的字母发音和字母组合规则。
4. 阅读与听力结合：将Phonics自然拼读法应用于阅读教学中，让学生通过阅读有关Phonics的故事、绘本等材料，加深对发音规则的理解。
5. 游戏与互动教学：结合游戏和互动教学，设计一些有趣的活动，帮助学生巩固和运用Phonics自然拼读法。
总结Phonics自然拼读法在小学英语教学中具有重要的应用价值。
通过教授字母发音和字母组合规则，帮助学生提高阅读和拼写能力，培养语音意识，增强研究兴趣。
教师可以采用适当的策略和方法，结合游戏与互动教学，使Phonics自然拼读法成为小学英语教学的有力工具。
运用Phonics教学法，提高学生的阅读能力Phonics是一种教学方法，旨在帮助学生发展阅读技能。
这种教学方法重点教授字母的发音和音节组成。
通过理解每个字母和音节的含义，学生能够更加有效地阅读和理解文本。
以下是如何运用Phonics教学法，提高学生的阅读能力。
1.使用清晰准确的语音：当学生声音模仿老师时，老师应该使用清晰准确的语音发音。
老师应该强调每个音节的发音，特别是在发音相似或容易发生混淆的情况下。
老师应该对每个音节的发音进行反复练习，并组合成单词。
这使学生清晰听到音节之间的区别。
2.学习字母的发音：Phonics教学法强调学习字母的发音。
出示字母卡片并在老师的引导下念出字母，帮助学生了解每个字母的发音。
例如，当学生接触字母“M”时，老师应该发出带有前置声母“爕”的“MMM”的声音，使学生知道如何发出正确的声音。
3.使用合适的篇章：为了提高学生的阅读能力，Phonics教学法鼓励使用适合学生年龄和阅读水平的篇章。
教师应选择课文或故事，让学生有机会阅读既有单词组成的短语，也有容易理解的词语，从而增进学生的读书兴趣。
4.强调音节结构：Phonics教学法重点教授音节结构。
教师应该让学生阅读单词并强调音节结构，以帮助学生更好地记住每个单词。
例如，协助学生找出“cat”的音节而不是整个单词可能会更有帮助。
5.认识词汇：Phonics教学法强调认识词汇，这一点可以从学习音节结构开始。
协助学生理解每个词语的含义，学生能够更加容易地将字母和单词关联起来，从而提高学生的阅读能力。
Phonics教学法非常重要，因为它强调了字母、音节和单词之间的联系，并增强了学生的阅读能力。
通过使用Phonics教学法，教师可以帮助学生更好地理解和掌握英语，让学生在以后的学习中更有信心和成功。
运用自然拼读法提升小学低中段英语阅读能力的探究随着全球化的加速和英语话语体系的普及，英语绝对已然成了全球通用的语言。
而基础扎实的英语阅读能力也成为了现代教育体系中的重点之一。
然而，对于小学的低中段学生来说，英语阅读还有很大的提升空间，如何才能有效地提升英语阅读能力，让英语阅读成为孩子的习惯之一呢？当然，阅读是一个需要良好基础的技能。
这基础，就要建立在对于英语发音的准确理解和掌握之上。
而自然拼读法（“phonics”）就能够帮助孩子在理解和掌握英语发音的基础上，更快更好的掌握英语阅读和写作。
自然拼读法是在19世纪后期发明的一种英语发音教学法。
它利用字母和字母组合代表特定的发音，从而帮助孩子们快速地识别英语的音素和字母。
这种方法强调每个字母和字母组合的发音，将每个音素与相应的字母或字母组合相关联，以此更快速地帮助孩子掌握英语发音。
实际上，自然拼读法的实现并不复杂。
它唯一要求的是孩子们首先了解每个字母和字母组合的所有发音、与之对应的单词以及单词对应的意思。
然后，孩子们只要依靠已经掌握的有关信息，就可以自主地读出新单词和新语段。
自然而然地，孩子们将会发现他们正在拥有掌握英语阅读所必要的技能体系。
另一个好处是，当孩子们熟悉了自然拼读法之后，他们就不必死记硬背各种单词的英文发音了。
相反，他们会将看到的新单词与已掌握的发音、单词和含义联系起来，以此更快速地掌握新单词的发音和含义。
当然，对于小学低中段学生来说，正是养成良好习惯的时候。
家长可以培养孩子使用自然拼读法的习惯，方式是读每一个来自老师或家长的书籍、杂志、漫画或其他类似的材料。
最好是每天花20~30分钟，通过自然拼读法帮助孩子提高英语阅读能力。
总而言之，使用自然拼读法可以更快、更有效的提高英语阅读技能。
除了拼读法的使用，培养良好的英语阅读习惯对于长期的英语学习也至关重要。
让孩子们在阅读中不断学习、思考、探索，在英语学习中变得更加自信和自主。
Phonics自然拼读法在小学英语口语教学中的运用引言Phonics自然拼读法是一种通过对字母和字母组合的发音规律进行系统学习，从而提高学生英语阅读和拼写能力的方法。
在小学英语口语教学中，运用Phonics自然拼读法能够帮助学生更好地理解英语单词的构成，提高发音准确性，增强语感，从而提高英语口语水平。
Phonics自然拼读法的原理Phonics自然拼读法基于英语字母和字母组合的发音规律，将英语单词分解为音素，再将音素转化为相应的字母或字母组合。
通过学习这些发音规律，学生可以更准确地拼读和拼写英语单词，从而提高英语口语表达能力。
Phonics自然拼读法在小学英语口语教学中的运用策略1. 字母和字母组合的发音规律教学在教学过程中，教师应重点讲解字母和字母组合的发音规律，让学生熟悉并掌握各个音素的发音。
可以通过编写发音指南、制作音标卡片等方式，帮助学生进行系统学习。
2. 单词拼读练习教师可以挑选一些适合Phonics自然拼读法的单词，让学生进行拼读练习。
在练习过程中，教师应关注学生的发音准确性，及时纠正错误。
同时，可以通过朗读、跟读等方式，提高学生的口语表达能力。
3. 绘本阅读选择一些适合小学生的Phonics自然拼读法绘本，让学生在阅读过程中运用所学的发音规律，提高阅读兴趣和效果。
教师可以根据学生的实际情况，挑选合适的绘本进行教学。
4. 口语交际活动组织一些基于Phonics自然拼读法的口语交际活动，让学生在实际运用中提高英语口语水平。
例如，可以让学生进行角色扮演、讲故事、辩论等形式的活动。
5. 家校合作家长在孩子的英语学习过程中扮演着重要的角色。
教师可以定期向家长介绍Phonics自然拼读法的相关知识，并指导家长如何在家庭环境中帮助孩子进行练习。
总结Phonics自然拼读法在小学英语口语教学中的运用，可以有效提高学生的英语口语水平。
通过系统学习发音规律、加强单词拼读练习、阅读绘本、开展口语交际活动以及家校合作等多种途径，让学生在轻松愉快的氛围中掌握英语口语技能。
Phonics自然拼读法在小学英语教学中的应用1. 引言自然拼读法（Phonics）是一种旨在帮助学生通过识别单词中的音素和拼写规则来提高阅读和拼写能力的方法。
在小学英语教学中，自然拼读法的应用对于学生的语言发展具有重要意义。
本文将探讨自然拼读法在小学英语教学中的应用，并分析其优势和挑战。
2. 自然拼读法的原理自然拼读法基于这样一个理念：字母和字母组合在单词中代表特定的音素。
通过学习和掌握这些音素和拼写规则，学生可以更准确地读写单词。
自然拼读法将英语语音学、词汇学和拼写规则有机结合，使学生能够更加轻松地掌握英语阅读和拼写技能。
3. 自然拼读法在小学英语教学中的应用3.1 字母和音素对应关系的学习在小学英语教学中，教师首先向学生介绍字母和音素之间的对应关系。
这包括 teaching phonics rules, blending sounds, and segmenting words. 通过练习，学生能够更好地理解单词中的音素，并将其与相应的字母或字母组合相匹配。
3.2 拼读练习在学生掌握了字母和音素对应关系的基础上，教师可以引导学生进行拼读练习。
拼读练习包括将单词拆分成音素，然后将这些音素重新组合成完整的单词。
这种练习有助于提高学生的阅读流畅性和准确性。
3.3 拼写练习自然拼读法不仅适用于阅读，还可以帮助学生提高拼写能力。
通过将音素和字母对应起来，学生可以更好地理解和记忆单词的拼写。
教师可以通过各种拼写练习，如填空、匹配和写作活动，来巩固学生的拼写技能。
4. 优势与挑战4.1 优势- 提高阅读流畅性：自然拼读法能够帮助学生更快速、准确地读取单词，提高阅读流畅性。
- 增强词汇理解：通过掌握拼写规则，学生可以更好地理解单词的含义和用法。
- 发展语言能力：自然拼读法的应用有助于学生全面发展听、说、读、写技能。
4.2 挑战- 需要系统教学：自然拼读法的有效应用需要教师具备专业的知识和教学技巧。
- 个体差异：不同学生的学习速度和风格存在差异，教师需要针对不同学生进行个性化教学。
运用Phonics教学法，提高学生的阅读能力阅读是学生学习中的基本技能之一，而Phonics教学法被广泛认为是提高学生阅读能力的有效方法之一。
Phonics教学法通过教授音素和字母对应关系，帮助学生建立字母与音素之间的联系，从而提高他们的阅读能力。
本文将探讨如何运用Phonics教学法，提高学生的阅读能力，并给出一些实用的教学建议。
Phonics教学法的核心是帮助学生建立字母与音素之间的联系。
在这个过程中，老师应该使用系统的教学方法，帮助学生逐步掌握字母的发音规律和拼读技巧。
为了更好地进行Phonics教学，老师可以根据学生的学习水平和需求，选择合适的教学资源和教学活动，如字母卡片、音素拼读游戏等，以激发学生的学习兴趣和提高他们的学习效果。
Phonics教学法可以通过多种方式进行。
老师可以通过歌曲、游戏、故事等形式，向学生传授字母和音素的知识。
在教学过程中，老师应该注重培养学生的发音能力和听力理解能力，同时通过大量的阅读练习，帮助学生掌握发音规律和拼读技巧。
通过这种方式，学生可以在轻松愉快的氛围中学习，从而更好地掌握Phonics教学法。
Phonics教学法的实施需要老师的引导和指导。
在教学过程中，老师应该密切关注学生的学习情况，随时进行调整和指导。
对于不同水平的学生，老师可以采用不同的教学方法和资源，以更好地满足他们的学习需求。
老师还可以通过个性化辅导和小组学习，帮助学生解决阅读中遇到的问题，提高他们的阅读能力。
Phonics教学法的实施需要与其他教学方法相结合。
在现实教学中，Phonics教学法并不是万能的，它需要与整体阅读教学相结合，才能更好地提高学生的阅读能力。
老师可以在Phonics教学的基础上，引入其他教学方法，如整体阅读法、多媒体教学等，以提高学生的阅读能力和综合素养。
小学英语运用自然拼读助力阅读教学探讨
自然拼读（Phonics）是指通过教授字母和字母组合的发音规则，来帮助儿童掌握英语读音和拼写的一种教学方法。
在小学英语阅读教学中，运用自然拼读可以起到很大的助力作用。
本文将探讨小学英语运用自然拼读助力阅读教学的方法和效果。
自然拼读能帮助学生正确发音。
英语发音规则相对固定，通过教授字母和字母组合的发音规则，可以让学生掌握正确的发音方法。
在阅读时，学生可以根据所学的音标准确读出单词的发音，从而更好地理解文章的意思。
相比于凭借记忆来发音，自然拼读可以提高学生发音的准确性和流利程度。
自然拼读能提升学生的阅读理解能力。
通过自然拼读的教学，学生可以更好地理解文章中的单词和句子。
对于不认识的单词，学生可以根据所学的发音规则来推测其意思。
对于不理解的句子，学生可以根据所学的语法规则来解析其结构和意义。
通过自然拼读的训练，学生的阅读能力和理解能力将得到提高，从而更好地理解和掌握所读文章的内容。
自然拼读能增强学生的自信心。
通过学习自然拼读，学生可以快速掌握英语的拼音规则，提高阅读的准确性和流利度。
在阅读中，学生能够顺利地读出单词，正确地理解文章的意思，这将增强他们的自信心，激发他们学习英语的兴趣和积极性。
自然拼读所训练的技巧和能力也会在学生的写作和口语表达中得到体现，进一步提升学生的语言能力。
运用自然拼读法（Phonics），提高小学生的阅读能力摘要：词汇是语言的最基本的单位，英语阅读能力是否能够得到更好更快的提高取决于词汇扩展这一重要因素。
单词的发音和记忆在很大程度上成了学生继续学习英语的拦路虎。
对于拥有词汇量不同层次的学生来说，阅读始终不是一件易事，当遇到不熟悉的单词和句子，既看不懂课文，又听不懂老师的讲授，也不会如何处理，就会影响他们对整篇文章的理解，从而产生畏难情绪，丧失了学习英语的信心和兴趣。
因此，本人在小学英语教学过程中不断地借鉴国内外自然拼读法的优秀教学经验，帮助小学生扎实地掌握各个字母及字母组合的发音与它们之间拼写的对应关系，把英语单词的读音和拼写科学地整合起来，能够大大地提高小学生学习与记忆单词的效率，从而提高小学生的英语阅读能力。
关键词：小学英语阅读教学自然拼读法前言在一些以英语为母语的国家，从幼稚园学习开始，孩子们首先就要求掌握自然拼读法，然后通过大量的阅读来增加词汇量，让字母与发音的对应关系在自己的头脑里丰富起来，从而能够对陌生的、发音不规则的词汇作出准确的猜想。
自然拼读法就是帮助小学生灵活掌握单词拼读规律，使小学生能够根据已知的拼读规律来拼读单词。
一、阅读教学中存在词汇学习问题的分析1.在阅读过程中，小学生如果遇到新单词，绝大部分的孩子通常是不敢尝试去拼读单词，即使这些新出现的单词是符合拼读规则的。
他们也会习惯性地等待老师的教学与讲解，这就阻碍了阅读的速度了。
2.阅读时，小学生通常不能够根据上下文猜测单词的意思，不能准确地判断一词多义的单词在句中的语义，一旦遇上新单词就会产生放弃的心理，不愿意下功夫根据上下文的意思去尝试猜测词义，这就严重地影响了阅读效果和阅读兴趣。
小学生在句型转换方面的缺陷，会随着学习内容的增加而进一步反映出来。
因为小学生对词汇和句子结构熟悉程度较差，从而使大脑注意力较长时间地停留在理解的过程中，久久不能获取句子语义与特定语境中篇章的意义，信息流会被迫中断，造成小学生在阅读理解方面不能够得心应手，以致小学生慢慢对阅读失去了阅读的兴趣。
运用Phonics教学法，提高学生的阅读能力
Phonics教学法是一种英语学习方法，它帮助学生通过发音和字母构成单词，提高阅
读能力。
这种教学法可以帮助学生快速准确地认读单词，有助于提升学生英语的口语和写
作水平。
Phonics教学法在教学中有着重要的作用，可以帮助学生更好地掌握语言的规律和发
音技巧。
在教学中，教师可以通过以下几个方面来实现Phonics教学法的运用，提高学生
的阅读能力。
1.音标的教授：音标是Phonics教学法的基础。
教师可以通过指导学生正确地发音，
让他们建立起正确的发音习惯。
这可以帮助学生识别单词中的音节，并建立词汇的连贯性，以便更快速准确地阅读。
2.音节的拼读：学生可以通过识别音节来计算单词，从而更好地理解单词背后的含义。
教师应该引导学生学习常见的音节，并使用这些音节来拼写和阅读一些常见的单词。
3.语言的韵律：英语是一种有韵律的语言，教师可以通过朗读和吟唱来帮助学生理解
语言的韵律。
学生可以通过跟随教师的节奏来更好地理解语言的节奏和结构，并通过这些
结构来快速识别单词。
4.字母的组合：音节并不总是由单个字母组成的，而是由多个字母组合而成的。
因此，教师可以通过教授学生字母之间的组合规则来帮助学生更好地拼写和阅读单词。
Phonics教学法是一种非常有效的英语教学方法，尤其适用于提高学生的阅读能力。
教师可以通过教授音标、音节拼读、韵律、字母组合和积极的学生参与来促进学生的学习。
通过这些方法，学生可以更好地掌握英语语言的规律和技巧，实现阅读水平的提高，从而
更加自信地使用英语。
运用Phonics教学法，提高学生的阅读能力阅读是学生学习的基本技能之一，对于英语学习来说，Phonics教学法是提高学生阅读能力的一种有效方法。
Phonics教学法通过教授字母的发音规则和字母组合的发音方式，帮助学生建立字母与音素之间的联系，从而有效提高学生的阅读能力。
下面将介绍如何运用Phonics教学法提高学生的阅读能力。
在教学过程中，可以使用拼读方法帮助学生识别和读出单词。
拼读方法是基于Phonics教学法的核心理念，即字母与音素之间存在一一对应的关系。
老师可以指导学生根据字母的发音规则来拼读单词，并通过多次练习巩固学生的拼读能力。
当教授字母"a"时，可以教给学生a的发音/æ/，然后让学生通过拼读来构建单词，比如cat（/kæt/）。
在教学过程中，可以使用Phonics教材和游戏来增加学生的学习兴趣。
Phonics教材通常包括字母表、字母组合发音规则以及相关的练习，可以帮助学生系统地学习和掌握Phonics知识。
老师也可以设计一些Phonics游戏来增加学生的互动和参与度，比如拼图游戏、卡片匹配游戏等。
这些游戏既可以激发学生的学习兴趣，又能帮助学生运用Phonics知识进行阅读，并提高阅读能力。
在教学过程中，要注重提高学生的听力能力。
Phonics教学法强调字母与音素之间的对应关系，而音素是英语语音的最基本单元。
学生需要通过听力训练来准确地听到并区分不同的音素。
老师可以利用录音材料或者自己发音的方式来进行听力训练，让学生听出不同的音素，并将其与相应的字母对应起来。
要注重学生的阅读实践。
阅读是提高阅读能力的最有效方法之一。
通过大量的阅读实践，学生可以巩固和运用所学的Phonics知识，提高阅读速度和准确性。
老师可以提供适合学生水平的阅读材料，并鼓励学生多读多练，培养他们的阅读习惯。
运用拼读法提升小学生英语阅读和拼写能力Using Phonics Study to Improve Young Learners’ Reading and Spelling Ability摘要在英语学习中，阅读和拼写是非常重要的两个方面，以英语为母语的国家里的人们也非常重视尤其是拼写。
他们喜爱并经常练习单词拼写游戏并举办一些拼写活动以促进学生和大众的拼写和阅读能力。
对于中国人来讲，阅读和拼写尤其是后者是英语学习中的重大挑战。
我们从小大到大一直采取死记硬背的方式进行学习，这种方法已经成为我们传统的教学方法，但在一定程度上阻碍了我们英语学习的进度。
根据个人的观察以及与有关教师交流来的经验，发现这种方法的效率并不高，很多小学生甚至没有兴趣去读那些不太熟悉的单词。
拼读法为我们提供了一扇通往成功的窗口。
研究表明，拼读训练能够促进人们的阅读和拼写的能力。
虽然也存在争议，但我们目前这项研究是想尝试把拼读法引入小学教育中，作为一种常规方法来开展英语教育，促进学生英语水平的提高。
我们选择了一个小学三年级的班级，将学生对半分为两组，一组按前面提到的所谓传统方法进行教学，作为对照组；另一组传授拼读法的知识，并以复合词和带有双辅音的词进行训练。
在实验开始和结束时分别进行了一个测试以检验拼读法的效果。
根据初试测试结果，两组在语言水平上没有差异。
而在三周（6课时）授课以后，拼读组对复合单词的理解和拼写方面比对照组有明显的进步，统计学检验差异显著。
我们的研究表明，拼读法能够提高小学生的阅读和拼写能力，可以鼓励其在英语教学中的应用。
同时，需要开展更多的研究，掌握更多的数据来确认、丰富和发展这个方法。
我们的发现和实证有很大的意义和实用价值，它使我们充分认识到拼读法在英语学习中的作用，从而为促进学生的阅读和拼写能力提供了可靠的途径和方法，值得推广。
关键词：中国；复合词；双辅音；小学生；传统教学法AbstractIt has been suggested that phonics study is useful for improving reading ability in English. The researcher observes that children in elementary school are not interested in reading words and hypothesize a lack of reading interest and ability in Chinese students. A study is presented here to study if phonics study is helpful for Chinese children’s reading and spelling, using compound words and double consonant as examples but the compound word is mainly focused. Students in a class of grade 3rd in an elementary school have been divided into two groups. One group serves as control and is taught by traditional teaching approach and another group called target group is taught using phonics study methodologies. A test previous to the implementation of the study is conducted to evaluate the English level in the two groups and no difference is found. After teaching phonics knowledge the students take a post-test and children in target group improve their understanding and spelling ability significantly. The data based result is consistent with what the teacher finds in the class and recorded in her reflection notes. The result shows that phonics study can help to improve reading and spelling ability of young learners. That is significant in facilitate children’s further study in English and may ask for a revolution in English education in China.Key words: China; compound word; double consonant; elementary school students; traditional teachingTable of ContentsPages1. Project Introduction 72. Project Problem Identification and Analysis 8 2.1 Project problem 8 2.2 Problem analysis82.3 Results of problem analysis 93.Project Objective and Hypothesis9 3.1 Project objective93.2 Project hypothesis94. Project Rationale9 4.1 Research about phonics 104.2 Usefulness of phonics in English learning for Chinese students 105. Project Design 11 5.1 General introduction to the teaching plan 11 5.2 Target Group and Control Group11 5.3 Teaching materials 115.4 Researching tools 125.4.1 Pre- and Post-test125.4.2 Reflection Notes126. Project Implementation 12 6.1 Background information12 6.2 Summary of project implementation136.3 Teaching materials 156.4 Data collection and analysis 157. Results and Discussion 15 7.1 The beginning evaluation at pre-test15 7.2 The final evaluation at post-test 177.3 Reflection notes of teacher 177.4 Unsolved problem 188. Conclusion 18 Bibliography 19 Appendix I. Pre-test paper 20 Appendix II. Teaching material no.1 21 Appendix III. Teaching material no.2 22 Appendix IV. Teaching material no.3 23 Appendix V. Teaching material no.4 24 Appendix VI. Teaching material no.5 25 Appendix VII. post test paper 26Using Phonics Study to Improve Young Learners’Reading and Spelling Ability1. IntroductionReading and spelling ability are very important in English learning and speaking/writing. There has been argument on the right way to achieve good ability in reading and spelling. Currently, most people and experts agree that phonics study is an efficacy way in improving language ability in English study. My son’s elementary school is relatively good at English teaching and has a good record in English education for kids. However, I find that my son can not remember and spell word well and thus interested to find a way to improve his ability in this aspect. I recently realize that all our achievement was obtained through strict requests in students’ input in study and our traditional teaching mode is quite old in China: whenever we learn new word we ask students to have its Chinese translation and write the word many times until the student can remember it. I have to admit that it is sometimes helpful but time consuming.I am recently attracted by the role of phonics study in English teaching and decide to try it with helps from a friend who teaches English in an elementary school. In that way, I can also work on my thesis for bachelor degree in English education. I have a hypothesis that the methods used in my project will help to improve the efficacy in English reading and spelling. This project is implemented in the December of 2009. Before the implementation, I have finished the project design with the guidance of my advisor in Beiwai and assistance from my friend in an elementary school, who is an English teacher for 1-3 grade students.During the communication with that elementary school teacher (Ms. Wang) I learn some experiences and problems in teaching. The project is set up by myself to see if phonics study can be useful in language learning, I also take suggestions from my advisor (Prof. Feng) and Ms. Wang in the teaching plan. I keep close contact with Ms. Wang to ensure she can understand what I planned through telephone and emails. I believe that our result willbe useful in helping young students to achieve their reading and spelling ability.2. Problem Identification and Analysis2.1 Project problemHaving taught English Language to the children for three years, Ms. Wang always give the word meaning in Chinese and ask students to remember the spelling by repeating reading and writing. She found that although some words in the story books had been taught before, many children still can not read them or read with wrong pronunciation. They seemed to be more interested in reading the pictures and speaking out the story using their own mother language. Therefore, the research problem of this project is that children are not good at or not interested in reading the words when they read the story books in the English Language Class. That might come from the difficulties in knowing words.2.2 Problem analysisOne method of problem analysis is used to analyze the problem.Cause Analysisa)Teacher’s sidei.The teacher comes from the same language background as the students.ii.The teacher was trained with the conventional education way of English language leaning and tried to find Chinese explanation for every Englishword in teaching practice.iii.The teacher has not tried to find out better ways to teach reading for children.b)Students’ sidei.They are children and have not enough patience to the reading.ii.The children have difficulties in linking speaking to reading (spelling) of words.iii.They are more interested in the pictures in the text books.c)Techniques for teaching readingually, the teacher just uses word cards to teach the children instead ofteaching them in the text.ii.The teacher just shows the word alone to teach how to read.iii.Better teaching techniques should be taken to improve the learning efficacy of children.2.3 Results of problem analysisAfter making the above analysis, the researcher comes to know the cause for the problem in the children’s reading. That is the teacher’s ineffective des ign of reading activities. Based on the above analysis, the researcher determines to design a project that can render more effective reading activities of children to solve the problem.3. Project Objective and Hypothesis3.1 Project objectiveThe project is aimed to find an effective teaching way to develop the children’s English reading so that they can be developed in their English Language skills. Phonics is one of the basic skills that American students need to learn and use in their English study courses. Many experts suggest that Phonics is the basic for reading. This project will try the method of Phonics in achieving children’s ability in reading/understanding complicated words.3.2 Project hypothesisIt is hypothesized that children’s ability to read the words aloud in story books can be improved more effectively using Phonics method, through which they do learn the word in the texts. This hypothesis can be proved by their correct reading and understanding of new words of compound and with syllables.4. Project RationaleWhile learning to read in English, children are easily frustrated by words that are not recognized. Of course, there are many new words that students have to learn in daily English studies. However, boredom of reading unknown or even very complicated words or frustration of being not able to read correctly would prevent the children from further interest in reading whereas reading is an important way in English learning and teaching.4.1 Research about phonicsPhonics involves teaching how to connect the sounds of spoken English with letters or groups of letters and teaching children to blend the sounds of letters together to produce approximate pronunciations of unknown words. This method can not only be used to improve the vocabulary reading and memorizing of students but also could be used to improve the writing and spelling ability of English words.Phonics reading is an important part of helping children learn to read and this methodology has been used for hundred years in language teaching in western countries of English speaking, especially in USA (National Institute of Child Health and Human Development, 2000).4.2 Usefulness of phonics in English learning for Chinese studentsPhonics is a widely used method of teaching to read and decode words in USA where children begin learning to read using phonics usually around the age of 5 or 6. However, students in China with English as a foreign language may still need to learn the connections between letter patterns and the sounds they represent and thus help to achieve their reading ability at their elementary school stage (Nunan, 2001; 王电建和赖红玲, 2002). It could be especially useful for a China-born child in language learning who seeks for study in an English speaking country.There is always controversy between phonics and whole language teaching as agued by Flesch (1955), some people disagree with phonics method in English language teaching. However, Adams (1994) asserted that phonics is an effective method for teaching students to read at the word level and he suggested that the phonics and the whole language advocates are both right and that phonics is an effective way to teach students the alphabetic code, building their skills in decoding unknown words.Based upon the above theories, I hypothesize that phonics learning and analysis in an early stage of elementary school will help to develop the ability to learn and understandunknown words (the vocabulary) and the spelling of these words.5. Project Design5.1 General introduction to the teaching planA study is designed here to investigate if phonics will improve children’s ability to read and spell unknown words. During the teaching activities, the teacher shall employ all kinds of ways e.g. picture, sound/sing, body language etc. to help students to understand the reading and spelling of each single word. It is not good to translate each word into Chinese. Teacher may present a picture with the clue what the target word represent for instead of its meaning/explanation. At the end of the study, the teacher gives a test to the two target and control group, respectively. The scores achieved by individual student and group will be collected, compared and analyzed by the researcher to get any potential result.Based on regular teaching of phonics knowledge with vowels, blends, letter team etc, this project emphasizes on compound words, syllables, suffixes and prefixes (but mainly focuses on the first two ones) that is helpful for students when reading and spelling complicated words. Basically the teaching plan composes of three stages: 1) review of the regular phonics principle of simple words; 2) introduce the knowledge of reading complicated words that are suitable to elementary school third graders; 3) testing students’ability of reading, spelling and writing of the unknown vocabularies.5.2 Target Group and Control GroupStudents of a class at 3rd grade are randomly divided into two groups for three weeks teaching plan with the same teacher. One group is under the teaching plan aforesaid (see 5.1), another group serves as the Control Group and will not take the learning of compounds words and syllables but with traditional teaching by being taught of the word spelling and meaning. They study and are taught the same group of words with or without teaching and learning of compound words and words with double consonant.5.3 Teaching materialsThe teaching materials will be mainly taken from an English textbook printed in USA: Comprehensive Curriculum of Basic Skills (Grade 2) by American Education Publishing in 2001, Columbus, OH, USA. Related contents in another textbook namely ‘Reader Rabbit’(2nd Grade) (Riverdeep Interactive Learning Limited, Novato, CA, USA, 2003) will be referred in teaching. Those words used and the test paper are list as Appendixes in the end. Word cards are mainly collected from the market and may have multiple origins and versions. The researcher help teacher choose appropriate word cards and used in teaching and may need to make new card by the researcher when no card is currently available for certain words.5.4 Researching toolsData collection includes pre- and post-tests at the beginning and the end of the project, respectively. The two groups of students will have a final test with the test words (Appendix VII) and scoring their reading, spelling and writing ability. Reflection notes of the teacher (researcher) on the performance of students will also be compared and analyzed.5.4.1 Pre- and Post-testBoth classes will be pre-tested and post-tested at the beginning and end of the project. The post-test should be similar to the pre-test so that the results of the two tests will be comparable.5.4.2 Reflection NotesThe teacher will keep teaching diaries after each lesson to help record the students’response and the teacher’s own observation. The reflection notes are sent to the researcher and checked every weekend.6. Project Implementation6.1 Background informationA three-week teaching process has been set up and two courses are taught each week. Eachgroup of target or control has 20 students, respectively. Each of the two student groups have a 20 minutes course at scheduled time and both of them have 20 minutes left for reviewing what they have learned in class. It means that the control group also has 20 minutes with the teacher to study the words in regular way (reading, writing and reciting). Reviewing is mainly conducted by reading loudly the teaching materials used during each course. They receive the same test paper during pre-and post- test.6.2 Summary of project implementationWeek OneThe first week is the beginning of this project. A pre-test was taken just before the class; the test paper is given as Appendix I. The teacher reviews regular phonics of single simple words, like vowels (including vowels teams), blends, consonant teams, silence letters and letter teams and help student to write and sound some simple words with those characteristics using necessary pictures.The teacher practice with students to read, spell and write some of those small words that will be used in further teaching activities within this plan. For example, these words can include but not limit to ‘day’, ‘cycle’, ’book’, ‘high’, ‘way’, ‘snow’, ‘ball’, ‘moon’, ‘sun’etc. Those words are list in Appendix II.Week TwoIntroduce the spelling and reading of compounds words. The teacher gives an example of how single small words can be combined to make compound words (Appendix III). The names of weekdays and weekend days can be used to draw students’ interests in compound words, all these words are made with ‘day’.The teacher gives some compound words (Appendix IV) to ask students to read and guess the meaning with reference to each small word. The teacher then tests the students’ ability of spelling by speaking (audio) a single compound word.Week ThreeIntroduce the spelling and reading of syllables words. The teacher gives examples of syllables words (Appendix V): when a double consonant is used in the middle of a word, the word can usually be divided between the consonants.The teacher tests student’s reading of syllables selected and asks them to choose and read from groups of words that is both syllables word and compound word. The teacher then will ask students to spell and write each word list in Appendix VI.Detailed information on teaching time, materials, objectives and stages is list in the teaching activities outline (table 1).6.3 Teaching materialsAs described in part 5.3.6.4 Data collection and analysisAs planned, data are collected at pre- and post- test. The test results are scored by the teacher using a system of hundred points (the maximum score is 100). The results are assessed in two aspects—word understanding and spelling and analyzed by variance analysis using SPSS software under window system (version. 13, SPSS Inc. 2004).7. Results and Discussion7.1 The beginning evaluation at pre-testThe result shows that students in the two groups are good at guessing the meaning of words and no difference is found between the two groups either in understanding of meaning or inword spelling as well as in total score (Figure 1), whereas those students both score less ability in word spelling.Fig. 1. Scores (mean ± SE) at pre-test show no difference is found between the two groups’students in words meaning guess and spelling. Same low case letters show no difference at 95% confident area.It seems that the overall English language level of this class is quite good as the students recognize or can guess the meaning of most of those words in test paper. The words could be too easy for the students and they might have recognized those words before. Obviously the students are not good at spelling and pronunciation as nearly half of these tested words can not be spelled out correctly and the students seems to feel puzzle in doing this spelling test. This suggests that the two groups’ students are at the same English level at beginning regarding guessing and spelling and both of them have a weak ability in spelling. That provides good baseline and space for further improvement through teaching and learning.7.2 The final evaluation at post-testAfter three weeks’teaching and learning, differences are found between the two groups (Figure. 2). The students in the target group achieve high score than the ones of control (p<0.01), same trends are found in meaning understanding and word spelling while the different is at p<0.05 between the two groups in simple word recognizing. This result shows that the teaching implementation performs well in our study and significantly increases the understanding and spelling of words.Fig. 2. Scores (mean ± SE) at post-test show difference between the two groups’ students in words meaning guess, simple word recognizing and spelling. Different low case letters show difference at 95% confident and different upper case letters show difference at 99% confident area.It is interested to find that the ability in recognizing simple words from compound words are not as significant as those in understanding and spelling and it again suggests that the relatively faire level in English language in the studied students. However, that does not affect the goal of this project.7.3 Reflection notes of teacherBy reading the reflection notes from the teacher, the researcher finds that it is easy to let students in the target group remember and spell compounds words, whereas it is relatively hard for the students in control group to remember and spell words. That is consistent with the statistical results. In addition, student in the target group are more active and happy during learning compared to the control group. It seems that students in target group find a good way/tool in remembering words and they are enjoying and excited with this finding. Some students even search and provide the teacher some additional compound words found by them own.7.4 Unsolved problemDuring to time limitation, this study mainly focuses on compound words and the syllables are not a main test point in this project. The latter list here for students could help students to distinguish compound words from those with a double consonant in the middle. This kind of double consonants also help students to find syllables and thus good for reading and spelling.8. ConclusionWords’ spelling is a challenge even for students speaking native English language and extremely difficult for Chinese people. English speaking countries are taking efforts to improve their residents’ spelling ability, especially for students in school. Their people are enjoying works spelling very much. The way to distinguish simple words in compound words can help to remember and to spell words. This study uses compound words teaching as an example and demonstrates that phonics studies can help to improve young students’reading and spelling ability. The result suggests that Chinese students’ ability to read the words can be improved more effectively using Phonics method as proved here through teaching and analyzing compound words and those words with double consonant.This study is designed to test the role of phonics in English studying and used for the training in spelling and remembering compound words that achieves our goal. Further study should also focus other aspects of phonics, such as suffixes, prefixes, consonant andvowel teams, etc. We believe that the reading and spelling ability of Chinese children will increase through this way and from which they can benefit a lot in their further studying of English.This project is only performed in one class of an elementary school at third grade and can only draw limited conclusion. Further study shall perform this kind of investigation in more classes and more schools at various grades. We can even consider conducting such study and setting up learning methodology for adult English learners. Those adults might receive less training on phonics study during their early study in English language. My own experience in seeking language learning in school and university is that most of us work hard on reciting the words in stead of performing an analysis of the words, for example by the methodology of phonics. I believe that phonics study is useful in English learning for all people including children and adults from elementary school to university.BibliographyAdams, M. J. (1994) Beginning to read: thinking and learning about print. Cambridge, MA: MIT Press.Antonangeli, V., de Santos, M., Dinkin, K., et al. (2003) Reader Rabbit. Grade 2. Novato, CA: Riverdeep Interactive Learning Limited.Flesch, R. (1955) Why Johnny Can't Read. New York:Harper & Row Publishers. National Institute of Child Health and Human Development. (2000) Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: U.S. Government Printing Office.Nunan, D. (ed.). (2001) Second Language Teaching and Learning. Beijing: Foreign Language Teaching and Research Press.SPSS 13.0 for Windows. (2004). Chicago, IL: SPSS Inc.Whisler, K., Purney, D.D., Coy, J. (eds.) (2001) Comprehensive curriculum of Basic Skills. Grade 2. Columbus, OH: American Education Publishing.王电建, 赖红玲(2002)小学英语教学法. 北京: 北京大学出版社.Appendix I.Pre-test paper (total 100 points)Guess the meaning of the following words and then spell them correctly (guess of meaning costs two points and spelling costs three points for each word):1. sunday2. birthday3. airmail4. airplane5. airport6 grandmother7. grandfather8. bedroom9. livingroom10. sunflower11. sunlight12. moonlight13. somebody14. bodyguard15. eyeball16. football17. handball18. basketball19. snowball20. highwayNote: the total score is 100, among which the maximum score for spelling is 60 points and meaning guess 40 points.air ball basket bed body book box boy bud class coat cow crow cycle day down earth eye face father firefly flower foot free guard grand hand hall high house load light living lunch mather mail melon moon news note paper plane port print rain rose room scare shoe side snow some stairs sun time tree town truck up walk water way zonesun + day = sundaybirth +day = birthdayair + mail = airmailair + plane = airplanegrand + mother =grandmother grand + father = grandfather bed + room =bedroomliving + room = living room sun + flower = sunflower sun + light = sunlightmoon + light = moonlight some +body = somebody guard + body =bodyguard eye + ball = eyeballfoot + ball = footballhand + ball =handball basket + ball = basketball snow + ball = snowballairport butterfly cowboy download firetruck footprint hallway highway raincoat roadmap watermelon waterproof treehouse textbook timezone uploadbutter dinner funny happy kitten ladder letter mitten pillow puppy rabbit summerapple basketball batter bottom breakfast bunny command grammar hammer hamburger friday jellyfish penny roommate shoestring sunday sunsky understandTest paper1) select compound words, read the words and guess the meaning (40 points).butter butterfly classmate connect eyebrows farmland fellow fellowship firelighter handfree highlight income outcome sidewalk sunrise sunny eggplant slipper firefly hotdog2) divide the compound words above into simple words (30 points).3) the teacher select 10 compound words and reads, the students spell and write down the words (30 points).。
