Research On The Primary English Phonetic Teaching Strategies Based On Meaning First

Recently,English phonetics teaching has been paid more attention in primary schools.The English Curriculum Standard for Compulsory Education also puts forward corresponding requirements about it.Taking the widely used PEP textbooks as an example,the phonetic is arranged in the Let’s Spell section of each unit.For most teachers who use PEP textbooks to teach English phonetics in primary schools,there is still a long way to go to achieve ideal teaching effects.Therefore,the author hopes to improve the effect of phonetic teaching through the research on the phonetics teaching strategies of Let’s Spell in the PEP textbooks.This study adopts the methods of questionnaire survey,interview and classroom observation to explore the following issues:(1)How to use the primary English phonetic teaching strategies based on meaning first to improve phonetic teaching?(2)What impact does the primary English phonetic teaching strategies based on meaning first have on students’ learning effects?Firstly,the author uses questionnaires and interviews to find out the problems on English phonics teaching and learning in primary schools,such as students’ lack of interest in learning,unreasonable design of teaching activities,and students’ poor abilities to transfer and apply phonetics knowledges.Then the author arranges the content and teaching activities of Let’s Spell in the PEP textbooks.On this basis,by observing the phonetic lesson examples in the Eighth National Primary School English Observation Class,and reflecting on my phonetic teaching practice,this paper summarizes the phonetic teaching strategies suitable for the PEP textbooks: Phonetic teaching strategies of textbook reconstruction based on meaning first.It can be expanded into the following four points: Creating the overall teaching situation based on the theme context;Guiding students to perceive and discover phonics rules in context;Internalizing phonics rules through games or tasks;Testing students’ phonics ability through output activities.Finally,the effectiveness of the above strategies is verified by experiments.It is concluded that the teaching effect of phonetic teaching strategies of textbook reconstruction based on meaning first is better than phonetic teaching strategies based on the content and activity sequence of the PEP textbooks.Compared with the phonetic teaching strategies based on the content and activity sequence of the PEP textbooks,the phonetic teaching strategies of textbook reconstruction based on meaning first are conducive to improving students’ phonics ability,improving students’ classroom performance,and stimulating students’ learning interest and self-confidence.