Abstract
Combined with new curriculum reform, the studies of linguistics and teaching methodology, this excerpt investigates the present situation of phonetic symbols in elementary schools. Taking into consideration teachers’ teaching method, students’ learning situation, textbooks and teaching hours, this excerpt deduces the effect of phonetic symbols in primary schools. Meanwhile, this excerpt also offers some effective and proper solutions to problems that teachers and students come across when teaching and learning phonetic symbols.
Keywords: primary English education, phonetic symbol teaching, teaching current situation, teaching strategies
Contents
Abstract
摘要
1. Introduction.1
2. Literature Review1
2.1 Current research of phonetic symbols.1
2.2 Definition of phonetics2
2.3 Definition of sound transcription.2
3. Situation of Teachers’ Teaching Phonetic Symbols in Primary School3
3.1 Necessity of phonetic symbols in primary school.3
3.2 Importance and difficulty of vowels4
3.3 Difficulty of applying phonetic symbols.4
4. Situation of Students’ Learning English5
4.1 Importance of phonetic symbols in primary school5
4.2 Feasibility of phonetic symbols in primary school.6
4.3 Difficulty of learning phonetic symbols in primary school6
4.4 Importance of phonetic symbols in junior school.7
5. Situation of Phonetic Symbols in Primary School8
5.1 Shortage of separate courses.8
5.2 Disperse systematic knowledge of phonetic symbols in textbooks.9
6. Strategies of Teaching Phonetic Symbols in Primary School9
6.1 Teaching phonetic symbols dispersedly10
6.2 Teaching phonetic symbols from easy to difficult.10
6.3 Combining sounds with forms, sounds and sounds.10
6.4 Combining phonetic symbols with 26 English letters.11
6.5 Correcting pronunciation with the help of oral schematic and mirror12
6.6 Contacting with authentic materials12
6.7 Notating sounds with Chinese characters or pinyin13
6.8 Tolerating students’ errors.14
7. Conclusion14
8. References16
