英语语音题1
The Phonetic Comparison Between the Yi Language and English
Abstract: People in Liangshan Yi Minority Autonomous Prefecture speak the Yi Language, which is a completely different language from English. The writer of this paper carried out a research to make a comparison and a contrast of the two languages in phonetics, for the purpose that the result of the research could not only help Yi students to understand the phonetic characteristics of the two languages and clear the obstacles in learning English, but also help English teachers in Liangshan design some scientific teaching methods and improve the foreign language teaching conditions there. The writer has been to middle schools in Puge County, Liangshan Prefect. to do some investigation with questionnaires and mini-type meetings, where she discussed the differences of the phonetics in the two languages and the difficulties Yi students face, from which she has got precious first-hand materials. The writer found that, apart from the different phonetic symbols in the two languages, some more differences exist in their intonation, tune and phoneme. As the writer focuses on the difference of phonetic symbols, she will discuss in this paper the following points: 1. some phonetics symbols in the Yi language and English are the same both in form and pronunciation; 2. some phonetics symbols in the Yi language and English are the same in form but different in pronunciation; 3. some phonetics symbols in the Yi language and English are different in form but the same in pronunciation; 4. apart from vowels and consonants, the Yi language has some initial consonants and vowels；5. English has some diphthongs，but the Yi language hasn’t. Finally, the writer proposes a few constructive suggestions to the English teaching in Liangshan Autonomous Prefecture.
Key words: English; the Yi language; phonetics; comparison; constructive suggestions for teaching
摘要： 凉山彝族自治州的多数居民说的彝语是和英语完全不同的一门语言。为了提高彝族学生的英语水平，提高彝族地区的英语教学质量，本文作者对彝语和英语的语音进行了对比，目的是找出两种语言在语音方面的异同，帮助彝族学生认识两种语言，扫清英语学习障碍；同时帮助彝族地区的英语教师制定出科学的教学方法，改进凉山州目前的英语教学落后状况。本文作者到彝族地区普格县对中学生做了问卷调查，并开了小型座谈会与彝族学生面对面交流，获取了第一手资料。作者发现，英语和彝语的语音除了可以在音标上比较异同，还可从语调、声调、音素组成入手进行阐述。音标上存在以下差异：1彝语和英语音标写法与发音均相同；2彝语和英语音标写法相同而发音不同；3彝语和英语音标写法不同而发音相同；4彝语语音除元音和辅音外，还存在声母和韵母；5英语语音中存在双元音，而彝语中没有。最后，作者对彝族地区的英语教学提出了一些建设性的建议。
关键字: 英语； 彝语； 语音； 对比； 教学
Ⅰ. Introduction
Yi language belongs to the Yi language branch of Sino-Tibetan language system, and is quite different from English either in origin or in phoneme. For many reasons, the English teaching in Yi area is backward compared to the interior area for a long time, which becomes one of the biggest obstacles in the process of Yi students’ study. Many talented and diligent Yi students are refused by many top universities in China just because of their poor English. In addition to the reasons of study environment, study condition and teaching method, the differences of speech organs and speech habits between English and Yi language are also the obstacles of English-learning of Yi students. And all of these obstacles result in inevitable influence in English learning in Yi area.
In order to offer useful information to the English teachers and Yi students in Yi area, the research team first made an thorough research of the English and Yi language phonetics and then penetrate the middle schools of Yi area ( Puge county of Liangshan Yi people autonomous prefecture) and communicate with the Yi students face to face to obtain the first-hand materials.
Through means of investigate-questionnaire and the mini-symposium, we communicated with the local Yi students, acquired the first-hand materials, and finally find out the similarities and differences between English and Yi language in phonetics and the common problems that the Yi students face in English-learning. And I hope the research would have some help in improving the English teaching in Yi area and in improving the Yi students’ English ability.
Ⅱ. Phonetic symbols of the two languages
English contains 26 phonetic symbols, of all these phonetic symbols, there are 5 vowels and 21 consonants. Every phonetic symbol has one or more than one sound. Thus, English totally has 44 phonemes, if take [ts],[dz],[tr],[dr] into consideration, then there are 48 phonemes in English. The written form of phoneme is phonemic alphabet, that is phonemic symbol. One phonemic alphabet stands for one phoneme. English totally contains 12 monophthongs, 8 diphthongs, and 24 consonants.
On the contrary, Yi language is a syllable character language, that is to say, one character stands for one syllable in Yi language. Yi language totally has 10 vowels and 43 consonants. The comparison between the two languages is as following.
vowel
consonant
English
Monophthong
Diphthong
Stops[p][t][k][b][d][g]
Fricatives[f][][s][][h]
[v][][z][]
Affricates[][]
Liquids[l][r]
Nasals[m][n][]
Glides[w][j]
Front vowels
[i:][i][e][]
Central vowels
[][][]
Back vowels
[][][][][]
[ei][][ai][au]
[][][][]
Yi language
[ie] [i] [a] [uo] [o]
[e] [u] [ur] [y] [yr]
Bilabial [b] [bb] [nb] [p] [hm] [m]
Labio-dental [f] [v]
Glottal [hx]
Front apical sound [z] [c] [zz] [nz] [s] [ss]
Central apical sound [d] [t] [dd] [nd] [hn] [n] [hl] [l]
Back apical sound [zh] [ch] [rr] [nr] [sh] [r]
Velar [g] [k] [gg] [mg] [ng] [h] [w]
Palatal [j] [q] [jj] [nj] [ny] [x] [y]
According to the analysis of the materials that we collected, we can know that there are many phonetic similarities and differences between English and Yi language, mainly prominent as following:
ⅰ. the phonetic symbols that have similar written form and pronunciation in the two languages
Phonetic symbols
Yi language
English
i
Iqi(head) idix(clothes)
Sit miss
p
Pbbo(flag) polix(barn)
Port pay
n
Nekop(mile) neddu(cushion)
Not nice
f
Taxkefo(altar) futma (six)
Fine fail
v
Vosy(snow) voco(human)
Save vote
t
Tekop(time) tebbo(pineapple)
Toe top
l
Lezhyp(rope) leho(corral)
Life long
k
Keddiho(northwest) kebbo(ratify)
Key kill
h
Hevat(pot) hexjjy(fine)
Hat have
s
Syke(cucumber) saxle(cotton)
Sip seal
r
Ryyi(hut) roxjy(economize)
Red raw
ⅱ. the phonetic symbols that have same written form but different pronunciation in the two languages
Phonetic
symbols
Yi language
English
e
sheddu(iorn) ne(you)
bed dead
b
bosimv(protection) bowzhyw(strong)
back bad
d
bvdex(praise) depshe(welcome)
dad dark
g
geapmop(great) getlv(technology)
game great
w
wega(effort) wejjip(victory)
what why
z
zyly(bell) zytmop (hoe)
zip zone
j
jibbv(aside) jipxi(relatives)
yet yellow
ⅲ. the phonetic symbols that have the same pronunciation but different written form in the two languages
Yi language
phonetic symbols
Examples
English phonetic
symbols
examples
y
jjossy(forever)
i:
eat
ie
ieqip(duck egg)
e
dead
o
obbu(smart)
sort
uo
uoma(head)
fox
u
wu(intestines)
u
book
e
ssheddu(iron)
about
bb
bborrox(delegate)
b
back
gg
ggeddu(information)
g
game
x
tatxi(should)
mission
Ⅲ. The other differences between the two languages
Yi language and English belong to totally different language systems, Yi language belongs to Sino-Tibetan language system, while English belongs to Indo-European language system. So, we can compare the phonetic differences not only in phonetic symbols, but also in tone, intonation, formation of pronunciation, diphthong, consonant and vowels.
ⅰ. the tone of Yi language
Tones are pitch variations, which are caused by the differing rates of vibration of the vocal cords. Pitch variation can distinguish meaning just like phonemes; therefore, the tone is a suprasegmental feature. The meaning-distinctive function of the tone is especially important in what we call tone languages. English is not a tone language. Yi language, however, is a typical tone language. It has four tones. And the role of the tone can be well illustrated by pronouncing the same sound combination such as‘o’in the four different tones.
Ot(under) ox(have done) o(kidney) op(goose)
In Yi language, a syllable can be pronounced in different ways, thus result in different meanings. This is the definition of tone in Yi language which can distinguish different meanings through different pronunciation.
The Yi language in Liangshan , a syllable stands for a character, and a character consists of consonant, vowel, and tone.
In addition to distinguish the meaning of word, the tone also has grammatical function. For example:
xit(bite) nga shep(I look for) nga mo ox(I have seen)
xix(what) nga shex(look for me) nagx mo ox(have seen me)
Liangshan Yi language has four tones, that is .
ⅱ. the intonation of English
When pitch, stress sound length are tied to the sentence rather than the word in isolation, they are collectively known as intonation. Intonation plays an important role in the conveyance of meaning in almost every language, especially in a language like English. English has four basic types of intonation, known as the four tones: the falling tone, the rising tone, the fall-rise tone, and the rise-fall tone. The most frequently used are the first three. When spoken in different tones, the same sequence of words may have different meanings. Generally speaking, the falling tone indicates that what is said is a straight-forward, matter-of-fact statement, the rising tone often makes a question of what is said, and the fall-rise tone often indicates that there is an implied message in what is said. Compare the following three different ways of saying the same sentence:
1. ‘That’s ‘not the ‘book he ‘wants.
2. ‘That’s ‘not the ‘book he, wants.
3. ‘That’s, not the book he, wants.
Spoken in the falling-tone, version1 simply states a fact, i.e., the book in question is not the one he wants. Version2, said in the rising tone, indicates uncertainty on the part of the speaker; he is asking the question: is that not the book he wants? Version3, spoken in the fall-rise tone indicates that apart from what is said literally, there is an implied message, i.e., besides telling the listener that the book in question is not the one he wants.
Intonation can make a certain part of sentence especially prominent by placing the nucleus it. Nucleus refers to the major pitch change in an intonation unit. Within one intonation unit, the nucleus normally falls on the last stressed syllabe. Shifting the nucleus to another syllable, normally stressed or unstressed, will cause difference in meaning.
ⅲ. in addition to consonants and vowels, there are initial consonants and vowels (韵母) in Yi language
Consonants and vowels are classified in terms of manner of phoneme, while initial consonants and vowels(韵母) are classified in terms of the place of the phoneme in a syllable. Generally speaking, a syllable is divided into two part, the front part is initial consonants and the back part is vowel(韵母).
Initial consonant is the consonant of the beginning of a syllable, and the vowel(韵母) is the left part of a syllable. i.e., sso(study) and ma(bamboo), in these two syllables, ‘ss’ and ‘m’ are initial consonants, ‘o’ and ‘a’ are vowels(韵母).
But here what I want to point out is that consonants and initial consonants are different concepts, the same as vowels and vowels(韵母). All initial consonants are served by consonants, but not all consonants in the syllables are initial consonants. And though nearly every vowel can act as vowel(韵母), but the phonemes which are serves as vowels(韵母) are not limited in vowels. So, we can say that the scope of vowels is less than the scope of vowels(韵母).
ⅳ. the diphthongs that English phonetics has but Yi language does not
In English there are a number of diphthongs, which are produced by moving from one vowel position to another through intervening positions. But in Yi language there aren’t diphthongs. And t the English diphthongs include [ei] [ai] [au] [] [] [] [] [] [].
ⅴ. both languages have some phonetic symbols which do not exist in the other language.
The phonetic symbols which
exist only in Yi language
The phonetic symbols which
exist only in English
vowels
[uo] [ie] [ur] [y] [yr]
consonants
[bb] [nb] [hm] [dd] [nd]
[hn] [hl] [gg] [mg] [hx]
[ng] [zz] [nz] [zh] [ch]
[rr] [nr] [sh] [j] [nj]
[ny] [x] [y]
Ⅳ. The difficulties of Yi students in pronunciation when learning English
Our investigate target includes the first grade and the second grade students of middle school in Puge county. Of the investigation about 120 Yi students in Puge middle school and Puge ethnic middle school, we find out most of the students, though cannot articulate some phonetic symbols, they can articulate the words which contain these phonetic symbols. From this point, we can figure out that the English teachers don’t pay much attention to the pronunciation of phonetic symbols, but to the pronunciation of the single word which cause the students cannot understand the phonemes and cannot pronounce the word by themselves. And thus they can only rely upon teachers, without teachers, they would lose the ability of self-study. And some English teachers cannot articulate the phonetic symbols themselves, no speak of teaching the students. We also found that during the process of leaning English phonetic symbols, the students always try to find the English phonetic symbols’ counterparts in Yi phonetic symbols, if they cannot find the counterparts, they would guess the pronunciation without any scientific reasons, and always mistake[] into [s], and mistake [] into [z], and do not care the long vowels and the short vowels. The phonetic symbols that Yi students always make mistake are listed as follow:
Phonetic symbols
Wrong pronunciation
the right pronunciation rate of phonetic symbols
the right pronunciation rate of words
Reasons of wrong pronunciation
[b]
Pronounce it into [b] in Yi language
10%
(12 students)
81.1% (96 students)
There exist same writing form phonetic symbols in Yi language
[d]
Pronounce it into [d] in Yi language
11.7% (14 students )
80% (96 students )
There exist same writing form phonetic symbols in Yi language
[q]
Pronounce it into [q] in Yi language
14.2% (11 students )
80% (96 students )
There exist same writing form phonetic
symbols in Yi language
[]
Pronounce it as [s]
15% (18 students )
15% (18 students )
The teacher didn’t emphasize
[]
Pronounce it as [z]
12.5% (15 students)
12.5% (15 students)
The teacher didn’t emphasize
[]
Pronounce it as [n]
2.5% (3 students )
10% (12 students )
Hadn’t distinguished it when learning
[i] []
There is no difference when pronounce them
66.7% (80 students)
60% (72 students)
Hadn’t distinguished it when learning
[] []
There is no difference when pronounce them
70.8% (85 students)
72.5% (87 students )
Hadn’t distinguished it when learning
[] []
There is no difference when pronounce them
48.3% (58 students )
71.7% (86 students )
Hadn’t distinguished it when learning
[j]
Pronounce it into [j] in Yi language
40% (48 students)
40% (48 students )
Hadn’t distinguished it when learning
[] [] []
Retroflex the
tongue when pronounce them
40% (48 students)
46.7% (56 students )
Hadn’t distinguished it when learning
[l]
Pronounce it into[l] in Yi language
14.2% (17 students )
46.7% (56 students)
There is the same writing form phonetic symbols in Yi language
[w]
Pronounce it into [w] in Yi language
7.5% (8 students)
8% (9 students)
There is the same writing form phonetic symbols in Yi language
Ⅴ. Means to improve
Through series of investigation, comparison and analysis, we can find that there are still some phonetic problems in English teaching which must be solved quickly. If you want to improve the teaching quality, learn a language and use it to communicate, phonology is crucial. If you cannot pronounce it correctly, you cannot make yourself understood, then you did not reach the goal. So, we should put the phonetic study in an important place either in study or in teaching. What’s more, the phonetic teaching shouldn’t limited just in the first step but should throughout the process, corrected again and again, and finally overcome the mother-tongue remove influence, and we can speak an influent and correct sentence. Here are some advice we give according to the existent problems.
ⅰ. improve English teacher’s English ability
Through the investigation, we found that some English teachers, even themselves cannot articulate the phonetic symbols. For example, in this investigation, there is one class of grade two, when asked “Compare with the tape, does your teacher’s pronunciation correct?”. The 49 students’ answers are as following: 15 students’ thought that their teachers’ pronunciation is standard, 24 is just so so, and 10 is that they don’t know.
So, the English teachers in Yi area should first learn English very well themselves. All of us know that speech and writing are the two media or substances used by natural languages vehicles for communication. And of the two media of language, speech is more basic than writing for the reason that language is first perceived through its sounds, and writing system of any language is always “invented” by its users to record speech when the need arises. Thus the study of sounds is of great importance in language learning. So if the teachers have not had the standard pronunciation, then they would mislead the students through the process of teaching. And the result would be serious and cannot be solved during a short time.
ⅱ. improve the teaching method
we should develop the advantage of Yi students’ ability of imitation, and compare the phonetics between English and Yi language, through this way to let the students understand the differences of phoneme, tone, and intonation. Of course, in order to achieve this, the teachers should pay much attention to it. We found teachers can teach students through 4 differences. First, compare the phonetic symbols which have the same writing form and same pronunciation in both languages. For example, [i]. Second, compare the phonetic symbols which have the same writing form but different pronunciation. For example, [e]. Third, compare the phonetic symbols which have different writing form but same pronunciation. For example, [y] in Yi language and [i] in English. And last, compare the phonetic symbols which contained only in one language.
ⅲ. cultivate the students’ interests in English, stimulate their study motivation
There is one class of grade one, when asked “when you encounter the English phonetic symbol you cannot find its counterpart in Yi language, what would you do?” 10 percent of the students’ answer is to ask for the teacher’s help, 90 percent of the students would give up, and nobody would consultant the electronic dictionary for help, the reason is that they don’t have the tool.
And we can deduce a conclusion from the students’ answers that most of the students have no motivation to learn English, and thus when they encounter the difficulties, they would always choose to give up. So, from this point, in order to improve the students’ English, we should first cultivate the students’ interests in English, stimulate their motivation. Actually, the students have a strong curiosity in learning, but how to lead them to a useful way, it all depends upon the teachers right guidance. The only motivation to enter higher school is not enough.
ⅳ. increase facilities
The process of phonology is a process of continuous imitation. Thus, standard teaching tape and language lab become unnecessary through the process of English learning. But we found that both schools and students didn’t put much attention to it. In addition to have classes, only a few students have the chance to listen the original tapes and watch the original movies. The schools of Yi area should try to build language lab, make sure that the students learn standard phonology, what’s more, to stimulate their motivation to learn English.
Ⅵ. Conclusion
The Yi students’ difficult to learn English has limited the improvement of Yi area’s education quality in general for a long time. And this problem becomes more prominent nowadays, when the government proposes to improve Chinese people’s quality in general, and when the government proposes to improve the ethnic minority’s education in West China. This investigation focuses on the comparison between English and Yi phonology and find out the differences and similarities. And we hope that this paper can offer some useful information to the English teachers in Yi area and to the Yi students, too. And hope that the Yi students can benefit from this paper, and finally speak very influent English. The comparison between English and the Yi language has a long influence in Yi area’s improvement of education and economy. We sincerely hope that this paper have some value in this process.
Bibliography
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英语语音题2
如何学好英语音标
学习汉语需要先学习拼音，那么学习英语就需要先学习音标。每个音标跟中文的每个字母一样，通过学习音标来了解每个单词的发音。下面丁博士就来说说如何学好英语音标。
如何学好英语音标
学过语文的人都知道汉语拼音的重要性，它是读书、认字的基础，也是今后查阅资料以及提高各方面水平的不可缺少的拐杖。音标在英语中的作用和拼音在汉语中的作用一样，学好音标是学好英语的基础，学习和掌握好音标是初中英语教学的一个重点。
48个英语音标犹如60个汉语拼音，只要学生熟练地掌握了它们，对学习英语的作用是相当大的。第一、能握简驭繁地把众多的英语单词读准。
第二、英语的音和形有很多相似之处，只要平时注意积累发音规则，就可以达到听其音而知其形，见其形而晓其音。这一点比学汉语容易多了。
学习英语音标的方法
1. 熟练掌握一种音标(美式或英式)的读音
英语音标分美式(kk音标)和英式(dj音标)两种，你可以根据自己的喜好选择一种来学习。比如你要到英国去留学，那你就选择英式的;你喜欢看美国大片，那你就选择美式的。一般来说美式发音比较清晰，音拖的长，连读
比较多，且比较夸张;而英式发音似乎比较短促，抑扬顿挫.其实只要能说一口纯正的英语，无论是美式的还是英式的都无所谓(个人意见)。好了，去网上找一份视频教材，跟着仔细地练习发音。注意：1.一定要动口，绝对
不要只听不练，否则就是做无用功;2.要反复地练习。刚开始的时候你可能发现学了就忘，其实这里很正常的事，别泄气，你要做的就是反复学习。多学几遍自然就记住了。你可以一天就学几个，第二天再学几个，同时复习以
前学过的。或者一天学完，然后再每天复习一遍。一直到你能够看到某个音标就能立刻读出它的发音。
2.音标的发展和变化
也许你发现有些音标变你不认识了。不要紧，音标自从制定之后就一直朝着更科学的方向变化发展。其实它的每一次变化都是很小的，并且变的更合理，更易于学习了，你只要花费一点时间，就能够轻松地掌握它。
3.英语音标的发音规则
有时候你注意到你听到的发音可能和实际标注的读音并不一样。这不奇怪，毕竟是先有了语言才有的音标。音标是为了标注语言而产生的，但是语言是一种复杂的东西，音标并不能完全地表达它。于是就出现了一些规则来作为
补充。如：连读，重读，爆破及不完全爆破音，清辅音的浊化等等。。。学会了这些，才可以说真正学会了音标。
音标学习方法
多听。学习音标要先练习听，最初接触音标的时候听个一两遍几乎没有什么印象，因此要多听几遍，多磨耳朵，这样才会在头脑中留下印象。
模仿练习，学习国际音标的发音，要注意观察老师的口型，观察发音部位的变化，主动模仿发音，初学可以对着镜子模仿练习，特别是元音发音的舌位高低，口腔开口度大小与音色关系十分密切，可以通过镜子观察口型上的区别，观察舌尖、舌面、舌叶的活动情况，比如u和o、i和e、e和ε等等，掌握准确口腔开口度，对于准确发音具有非常重要的意义。
动口，动口是加强实践的关键和核心，听音也好，模仿也好，比较也好，最终要归结到自己发音这一目标上来，所以勤动口是掌握国际音标发音的关键。俗话说，“三天不写手生，三天不念口生”，说的就是要加强动手动口能力的培养。因此学习国际音标，要时时加强语音训练，勤动口，反复实践练习，在实践中比较，在实践中体会差别，做到熟能生巧，这样自然就掌握国际音标的发音了。
多写。音标和字母，拼音都不同，要想牢固的掌握音标，可以连续不同音标的写法，掌握它们的写法，有利于更好的掌握它们。
注意比较，比较有两个方面，一是音标本身发音特点的异同比较，分清特色，避免混淆，比如[ε]和[ ]，
[ ]和[ ]，注意其发音音色上的差别;二是注意普通话音素和外语或方言音素音色的差异，例如普通话的音素[p]、[k]、[t]与英语中的音素、[ ]、[d]的异同，通过比较，可以有效地认识到音素上的差异，从而准确发音。特别是要注意普通话音素和英语音素的差别，像、[ ]、[d]这些浊音音素，都是普通话音系中所没有的，初学不能把它们与普通话的一些辅音混为一谈。
音标学习资料
音素是英语发音的最小单位，英语中有48个音素。音标则是记录音素的符号，是音素的标写符号。一个音素只用一个音标表示，一个音标只表示一个音素。所以，英语中也就有48个基本的音标。英语词典中对单词的额注音都是通过音标来进行的，因此，对以英语为外语的学习者来说，掌握音标是必须的。音标学习软件软件提供48个音标音标的真人发音语音，口型图，文字要点说明和单词发音示例，再加上跟读对比、单词听写、音标听写多种形式的选择题练习和测试，让你轻轻松松快速学会音标。
以上就是丁博士跟大家分享的如何学好英语音标的全部内容。在学习音标的过程中一定要掌握好恰当的方法，要多听多读。如需了解更多相关内容，请关注丁博士官网。http:///education.htm
英语语音题3
汇报内容
1.研究背景
2.课题研究的国内外现状综述
3.研究目标和内容
4.研究方法
5.研究计划
1.研究背景
《义务教育英语课程标准（2011 年版）》中指出：“语音教学是语言教学的重要内容之一。自然规范的语音、语调能为有效的口语交际打下良好的基础。”小学英语中最为重要的就是语音，发音的准确是关乎小学英语教学质量的关键。当前有相当一部分学生记忆单词的方式就是一遍遍地重复书写，造成了这部分学生只会默写单词，而不能读出单词的现象。Phonics直拼法通过讲授字母在单词里的发音规律，能够帮助学生掌握良好的发音，是提高小学生英语接受能力的较佳方式。
1.1小学英语语音教学目前存在的问题
1）采用中文注音现象频现，拼读能力欠缺在小学英语的教学中，低年级的小学生对于英语语音的学习能力较为薄弱，通常是机械地进行死记硬背，没有学习头绪，缺乏记忆热情。学生在进行拼读学习的过程中，大多采用中文注音的方式来记忆发音，不看汉语就想不起单词的发音，拼读能力迟迟得不到改善。
2）单词拼写写能力普遍薄弱
学生单词的拼写能力与发音能力一样，忘得比记得快，在听写单词的过程中，很少有同学能够将单词全部拼写正确，这对于英语整体教学水平的提高都有很大影响。不会读也不会拼写的现象在小学英语教学中时常发生，学生的单词拼写成为学生英语学习中的一个阻碍。
3）语音及词汇教授方法上存在问题
教师在小学英语语音教学中担任着重要作用。目前，很多教师还是采用传统的教学方式，让学生死记硬背词汇，不观察学生的学习细节，只是盲目地进行授课，造成学生学习效果一般。
1.2原因分析
1）机械记忆单词降低了学生学习英语的兴趣
对于低段小学生如果机械学习死记硬背语音、单词会很大大降低学习英语的兴趣。相比机械记忆，Phonics 直拼法与小学英语课程标准所提倡的教学理念更相契合。学生能够发现英语发音规律，使英语学习更具趣味性。基于该方式，小学生能够通过音标、音节、发音规律等方面而学习单词，规避传统错误学习方式，因而可提高其学习能力。
2）传统小学语音学习方式急需变革
《义务教育英语课程标准（2011 年版）》中小学阶段二级标准关于语音的要求是：“了解简单的拼读规律”；关于词汇的要求是：“知道要根据单词的音、义、形来学习词汇”。想要达到新课标的要求，就要对传统的小学英语语音学习方式进行变革，找到有效的教学方法来实现上述目标。Phonics直拼法就是讲授这个字母有哪几种拼读的规律，以及每种规律的发音，由此建立音、形二者之间的联系，让学生来学习词汇。
2.本课题相关的研究现状综述
Phonics 直拼法，最早使用是从 18 世纪 90 年代的美国阅读教学。我们所熟悉的直拼法教学专家 Blevins认为这种方法很直观的揭示了音形之间的内部关系，按照这种有规律拼读的方法，学生都能容易拼读出单词并能听音做到书写单词。
直拼法在国内开始流行的时间大概是在于20世纪90年代，高敏的研究显示，英语直拼法教学英语单词语音与拼写统读起来，可以有效的提高学生学习和记忆单词的能力。兰华芳的研究显示英语直拼法从儿童容易接受的拼读入手，通过一些绘本和游戏极，大地满足了儿童的心理需要，调动了学习主体的动机。
大量的研究都表明，Phonics直拼法作为一种高效的教学方法，通过建立字母以及字母组合与发音之间的联系，能够有效帮助学习者记忆单词，同时还有助于提高学生的阅读理解能力。
3.研究目标和主要内容
3.1研究目标
本课题旨在通过借鉴国内外 phonics 直拼法教育教学理论研究和实践经验的基础上，打破传统的教学方式，以学生为中心，将 phonics直拼法作为为语音辅助教学工具进行小学英语语音教学；探索phonics 直拼法与小学英语语音教学融合的应用策略与基本方法；解决语音教学长期存在的低趣、低效问题。
3.2主要研究内容
1）分析小学生的心理认知特点以及phonics 直拼法与小学英语语音教学融合的价值及可取性。
2）以相关学习理论和小学英语语音教学论为指导， 构建phonics 直拼法与小学英语语音教学融合优化的教学设计框架。
3）在遵循 phonics 直拼法与小学英语语音教学融合的原则的基础上，对比研究绘本直拼法和直拼组合法，并提出教学应用策略。
4.主要研究方法
本研究主要采用了文献法和案例研究法，从理论研究和实践应用两个层面开展phonics 直拼法对小学英语语音教学促进的研究。围绕教学内容、教学过程和教学评价三个层面进行教学活动记录，并围绕研究过程中反映出的问题进行及时反思和总结，再继续研究并不断反思，最后解决问题。
4.1文献法
利用中国知网等数据库进行文献检索，查找与本课题相关的大量国内外文献资料，并对其进行了阅读、整理和分析，形成文献综述；在现有理论的指导下，制定相应较完整并具有一定可行性的研究方案。
4.2案例研究法
本课题主要采用案例研究法，针对小学英语语音教学中存在的低趣和低效等问题，将 phonics 直拼法与小学英语语音教学进行优化融合；在相关理论指导下，有目的、有计划地在自然条件下，记录课堂上教学内容、教学过程和使用的不同评价方式，比较、研究、分析、总结更适于英语教学的方式和方法。
5.研究详细计划
本课题的研究周期为一年，详细计划如下：
2018.03—2018.04
课题调研，相关文献资料收集，进行课题的前期准备。
2018.05—2018.06
完成分析小学生的心理认知特点以及phonics 直拼法与小学英语语音教学融合的价值及可取性的研究。
2018.07—2018.08
完成 phonics 直拼法与小学英语语音教学融合优化的教学设计框架构建。
2018.9—2018.10
采用文献法，对绘本直拼法和直拼组合法进行研究，分析两种教学方法的优缺点，并给出教学策略和应用方案。
2018.11—2019.02
通过案例研究法，进行实践教学；通过有目的、有计划地在自然条件下记录课堂教学内容、教学过程和教学反馈，使用不同的评价方式对研究方案进行评价和完善。
2019.03—2019.04
综合研究材料，对课题进行全面总结，撰写研究报告；为结题做准备。
英语语音题4
友谊是人类关系的一种。这是人类的本能，当陷入困境，我们需要朋友向我们提供帮助，支持和鼓励。成功实现时，我们也需要朋友分享我们的快乐。下面给大家分享一些高考英语作文题友谊，希望对大家有帮助。
高考英语作文题友谊1In our daily life, if we get on harmoniously with our friends, we’ll feelmore joyous.But we’ll feel lonely without friends.When our friends feel upsetor get ill, we shouldn’t ignore them or look down upon them.On the contrary, weought to calm them down, show our love and concern to them and try our best tohelp them overcome the hardships.Sometimes we may have some misunderstandingsor disagreements with our friends, thus we had better have a discussion withthem and try to accept their good ideas instead of quarreling with them.As longas we can follow these good suggestions, we’ll find it easy to make morefriends.
高考英语作文题友谊2People often say that friends are priceless.So it is certain thatfriendship is very important.The following are the examples of myself toexplain this opinion.
Friends share happiness, which makes us delightful.For example, one of mybest classmates, Cloud, when she told me she got a good mark and was in the topten.Before I replied she said again, "Because you are my best friend, I want toshare the good news with you at the first time".Hearing that, I knew she washappier after she told me.At that time we were two happy birds flying in thesky.In a word, friends play with me in my spare time that let me feel needed.They always keep company with me when I am depressed.But they don’t do whateverI want.Sometimes they are against with me while they think I am wrong.I stillremember once I quarreled with my math teacher.At last, it was my friends mademe realize my fault, and then solved the entire problem smoothly.
In my opinion, friends are one of the most important people in our life.Wecan’t live without friends.It is valuable for everyone.
高考英语作文题友谊3Friendship is a kind of human relations.It is a human instinct to makefriends.When in trouble, we need friends to offer us help, support andencouragement.With success achieved, we also need friends to share our joys.Friendship is also one of the greatest pleasures that we can enjoy.It impliesloyalty, cordiality, sympathy, affection,and readiness to help.No man can makethe most of his life without carefully and conscientiously striving to win theright kind of friends as he goes along.
Knowing how valuable friendship is, we should be very careful in makingfriends.Real friends are those who have good character, superior ability andkindness of heart.Real friends can share all our sorrows and double all ourjoys.While making friends, we should take care to select those who have suchfine qualities.Then we should treat our friends with courtesy, be careful notto interfere unreasonably with them,and not to ridicule their proceedings.Weshould forgive their failures and do our best to help them.In short, when wehave established friendship, we ought to cherish and treasure it by means ofwords and deeds.Only thus, can we develop real friendship and keep the sacredlamp of friendship burning all our life.
高考英语作文题友谊4I have a very good friend, and her name is Li Hong.She is a very niceperson that she always helps me to solve many problems.So I like to share mysecret with her and she promises me to never tell others.The friendship makesme stronger.When I feel sad, I can talk to Li Hong.I wish I can do somethingfor her.
高考英语作文题友谊5Friendship is essential for the existence of society.People live incommunities and work in co-operation so that they could protect themselves fromnature.The successful accomplishment of any task calls for support from manypeople.It’s the friends who are willing to help us.Friendship is a guaranteeof harmonious efforts.
In the widest sense, all people are friends.People live in a commonsociety, co-operating and helping each other directly or indirectly all thetime.From this respective, anyone could be a friend of others to a certaindegree.And it’s this kind of friendship that makes society harmonious thoughcompetition is universal.
A friend in need is a friend indeed.Unfortunately, people are so complexin the modern society due to various reasons.Sometimes, we don’t really knowwho are our real friends.Adversity is the touchstone of friendship.That is tosay, in hard times, it is easy for us to test whether the friendship is ture ornot.No matter what happens, a true friend will never leave you alone and willalways be with you.
英语语音题5
小学的英语倒还是挺简单的，但是到了初中以后，英语就会慢慢的难起来，作为家长的你也该对孩子的学习上上心了。小升初考试在我们不经意间就这样结束了，朋友，你在考试中考得怎样呢?以下是小编精心收集整理的郑州中学小升初英语真题试卷及答案，下面小编就和大家分享，来欣赏一下吧。
郑州中学小升初英语真题试卷一、认一认，选一选，选出不同类的一个。(6分)
( ) 1.A book B ruler C nose
( ) 2.A purple B finger C foot
( ) 3.A orange B monkey C yellow
( ) 4.A panda B bird C hot day
( ) 5.A milk B French fries C water
( ) 6.A balloon B eight C two
二、选择适当的单词填空后组成正确的短语，并将短语译成中文。(7分)
brightest, hungry, peach, socks, supper, clean, photos
1.a
_____ dog __________________________2.three
______ trees ___________________3.take
off your ______ _________________4.the
______ light _____________________5.have
______ __________________________三、选择填空。(10分)
( ) 1.Mrs Green is ______ mother.They are ______.
A Lucy and Lily’s; twins B Lucy’s and Lily’s; twins’
C Lucy and Lily’s; twin D Lucy’s and Lily’s; twins
( ) 2.What about something ____ ?
A eat B drink C to eat D get
( ) 3.—is your new English teacher?
-- The man under the tree, he is with Miss Gao.
A Where B Which C Whose D What
( ) 4.Turn ____ the TV.I want to see the old film.
A on B off C to D in
( ) 5.It’s good to be in ____ in summer(夏天).
A black B white C orange D dark blue
( ) 6.Americans speak _____, you know.
A Chinese B Japanese C English D American
( ) 7.-- _____ is the weather like today?
-- It’s rainy.
A What B How C When D Why
( ) 8.____ can I go to the police station(警察局)? And ____ way shall Igo?
A What; which B How; what C How; which D how; what
( ) 9.The two girls are twins._____ names are Lucy and Lily.
A their B They’re C Their D Theirs
( ) 10.My father ____ English now.
A reads B reading C is reading D read
四、按要求进行句型转换。(10分)
1.You
can see that is a pear.(改为否定疑问句)_______ _________ see that is a pear?
2.I
can give her my pencil.(改为同义句)I can give my pencil ______ _______.
3.The
boy behind the door is Tom.(对画线部分提问)_______ _________ is Tom?
4.Li
Lei is in Team Four.Lin Tao is in Team Four, too.(合为一句)Li Lei and Lin Tao ______ in ______ same team.
5.Jack
and Mick are American.(改为一般疑问句)______ Jack and Mike ______?
五、补全对话。(10分)
A: Hello, may I speak ______ Lili?
B: Sorry, Lili isn’t ______.Is that you, Beibei?
A: Yes, Beibei is speaking.Who’s _____, please?
B：_____ is Lili’s mother.Lili told me you would come to help her _____ herEnglish.
A: Yes, but I can’t do that this evening.
B: _____ not?
A: My aunt will arrive this evening.I’ll have to _____ her at theairport.
B: I’m ____ to hear that.
A: Can you pass _____ a message to Lili?
B: Yes, of _____.
A: Thank you.Goodbye!
B: Bye-bye!
六、完形填空。(10分)
Two weeks before Christmas one year, I want to London with my mother.I__1__ forget the day.The streets were __2__ people.The shop windows were verybright.,My mother held my hand and we both went into a toy(玩具)shop.The shopwas full of __3__.There were nice toys __4__.Then I saw Father Christmas.I__5__ my mother by the hand.“Please __6__ me to Father Christmas,” I said.There were __7__ children near Father Christmas.They were standing __8__ line.Father Christmas spoken to every one of them.At last it was my __9__.“Hello,little Tom,” he said to me.As soon as I heard his __10__ I found out that hewas my uncle, John Smith.
1.A
shall never B don’t C always D will2.A
crowds of B full of C many D fill of3.A
students B children C women D man4.A
anywhere B somewhere C nowhere D everywhere5.A
pulled B pushed C got D caught6.A
let B take C ask D bring7.A
a lot B much C lots of D few8.A
by B in C with D at9.A
time B turn C toy D present10.A
sound B noise C voice D call七、阅读理解。(10分)
One day, Allan and his friend Henry went swimming in a river.It was veryhot.How happy they were in the river! After they got out of the water, theyplayed games in the sun for a while.
On their way back, Henry saw some flowers.He liked flowers very much andran into the green field to look at them.Now Allan was walking by himself.
Then he heard Henry calling out, “A snake! Help!...”
“What’s wrong with you?” asked Allan.
“A snake bit(咬)me in the leg.Come here!”
Allan ran over and saw a small red wound(伤口)on Henry’s leg.
“The snake was in the grass.I didn’t see it.”
“Sit down quickly,” Allan told Henry.
Allan put his mouth at the little red wound and began to suck(吸)at it.Inthis way he saved(挽救)Henry’s life.“”Oh, Allan.It’s very kind of you to helpme.”
“That’s all right.We are friends and we must always help each other.”
根据短文选择正确的答案。
( ) 1.It was _____ when Allan and Henry went out.
A hot B cold C raining D wet
( ) 2.After swimming, they played in the sun ______.
A the whole morning B for 2 hours C long D for a while
( ) 3.On their way home, _____ got something wrong with his ______.
A Allan; leg B Allan; head C Henry; leg D Henry; head
( ) 4.Henry and Allan are _____.
A workers B good friends C brothers D farmers
( ) 5.Which of the following(下面的)is true?
A Henry went to look at the flowers with Allan.
B Allan saved Henry’s life.
C Allan saw the snake.
D They ran to the hospital at once.
八、智力思维训练题。
1.Which
of the following signs shows “OK”? _________2.If
a boy falls into the water, he may cry, “_____!”A Help B Oh, dear C Come here D Mum, Mum
3.Find
out the rule and draw the last one.郑州中学小升初英语真题试卷答案一、
C A B C B A
二、
1.hungry
一只饥饿的狗 2.peach 三棵桃树 3.socks 脱掉你的袜子4.brightest
最亮的那盏灯 5.supper 吃晚饭 6.clean 擦黑板 7.photos 拍照三、
A C B A B C A C C C
四、
1.Can’t
you 2.to her 3.Which boy 4.are, the 5.Are, American五、
1.to
2.in 3.that speaking 4.This 5.with 6.Why 7.meet 8.sorry 9.on10.course
六、
A B B D A B C B B C
七、
A D C B B
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