初中英语缺陷与改进 19页

作为一门国际性的语言，英语在初屮教学屮□渐重要。但是初中英语在教学过程中却存在很多的缺陷，如对英语语音的教学的忽略；对听力不够重视，英语语法教学没有系统化等等。这些缺陷直接导致了学牛普遍认为英语学习困难，更有很多的学生从一开始就对英语不感兴趣。那么如何改变这一现状，就成了当务之急。本文将对初中英语教学中的这些缺陷提岀相对应的建议以及具体实施方法。特别是对英语语咅教学在初屮英语屮的实施将会作重点阐述。关键词：英语教学；缺陷；实施；英语语音ABSTRACTAsaninternationallanguage,Englishbecomesmoreandmoreimportantinteachinginjuniormiddleschool.ButtherearemanyshortagesinEnglishteaching:neglecttotheteachingofEnglishphonetics,notattachimportancetoEnglishlistening,notsystematizeEnglishgrammarandsoon.Asaresult,almostallofthestudentsconsiderthattolearnEnglishisdifficultandmoreandmorestudentslosetheirinterestinEnglish.Sotheurgenttaskatpresentishowtochangethisstatusquo.ThisarticleputsforwardsomesuggestionandmethodaccordingtotheseshortagesinEnglishteaching.EspeciallyitconcentratesonthemethodofEnglishteachingofphonetics.Keywords:Englishteaching;shortage;method;Englishphonetics\nContentsIntroduction1I・ShortagesofEnglishteachinginjuniormiddleschool2LINeglectoftheteachingofEnglishphonetics21.2FailureinattachingimportancetoEnglishlistening31.3FailureinsystematizingEnglishgrammar31.4FailureinpayingmuchattentiontoEnglishreading41-5FailureintrainingEnglishwriting4II・ImprovementofEnglishteachinginjuniormiddleschool52.1MethodofEnglishteachingonphonetics52.1.1ImportanceoflearningEnglishphonetics52.1.2CharacterofEnglishphonetics62.1.3SimilaritiesofthephoneticsinEnglishandChinese102.1.4SpecficmethodofEnglishteachingonphonetics132.2MethodoftrainingEnglishlistening152.3MethodoftrainingEnglishreading162.4MethodoflearnEnglishgrammar172.5MethodoftrainingEnglishwriting17ConclusionT8WorksCited19\nShortagesandImprovementofEnglishTeachinginJuniorMiddleSchoolIntroductionAsaninternationallanguage,Englishbecomesmoreandmoreimportantonteachinginjuniormiddleschool.HowtomasterEnglisheasilyandquicklybecomesoneofthemostimportantsubjectsonEnglishteachinginjuniormiddleschool.Asforstudents,EnglishisanewlanguagethatismuchdifferentfromChinese.EnglishphoneticsandEnglishgrammarbecomesastumblingblocktothestudents.TheyareannoyedbecauseofrecitingEnglishwordsandpassages,andmakemanyjokesbywritingchinglishsentences.SomestudentsevenlosetheirinterestinEnglish.Inthatcase,whatcausesthis?ThemainreasonistoneglectinteachingEnglishphonetics,andthendon'tsystematizeEnglishgrammar.Ofcourse,nottopayattentiontoEnglishlistening,readingandwritingalsocausesthisproblemdirectly.Howtochangethisstatusquo?First,tomasterEnglishphonetics.Ifstudentslearnphoneticswell,theycanreadandreciteEnglishwordsquicklyandaccurately.TherearemanybooksonEnglishphonetics,buttherearenobooksonhowtoteachEnglishphonetics.InmanyyearsonteachingEnglish,IsummarizeaneffectiveteachingmethodthatiseasytolearncalledthemethodofcontrastingChinesephoneticalphabet.AccordingtocontrastingChinesephoneticalphabet,seekcommongroundandreservedifferencesandthenmasterEnglishphonetics.Second,tosystematizeEnglishgrammarsoastoclassifyEnglishpointsandsentencepatterns.Applyingtothemethodoflearningeachother,letthestudentsmasterEnglishbasicgrammarbysummarizinganddoinggrammarexercises.Finally,totrainonEnglishlisteningreadingandwriting.TheaimofEnglishteachinginjuniormiddleschoolisthatletthestudentsobtainbasicknowledgeofEnglishandtheinitialuseofEnglishcommunicativecompetencethroughlistening,speaking,readingandwritingtraining.TherearesomegoodmethodsontrainingEnglishlistening,readingandwriting.Forexample,toholdanEnglishspeakingcontest;toorganizeanEnglishcomeroranEnglishparty;writeEnglishdiariesandsoon.\nInaword,therearemanymethodsonEnglishteachinginjuniormiddleschool,buttheaimisonly.thatishowtoletthestudentsmasterEnglisheffectivelyanduseitflexibly.I.ShortagesofEnglishteachinginjuniormiddleschool1.1NeglectoftheteachingofEnglishphoneticsNearlyeveryteacherknowstheimportanceofEnglishphonetics,butintheprocessionofteaching,theyonlyletstudentslearntheInternationalPhoneticSymbolsinoneortwolessons.ToteachthemthepronunciationofPhoneticSymbolsandintroducesomemonograms（字母组合）•Asaresult,studentsonlyknowthepronunciationofPhoneticSymbols.Theydon'tknowhowtoreadandwriteawordthroughPhoneticSymbols.Theyalsodon5tknowwhataccentisandhowtocarveoutsyllable.Asforrulersofpronunciation,mostofthemhardlyeverhearofthese・Whentheymeetanewword,theyonlyhopetheirteacherstellthemwhatthepronunciationofthewordis.Whentheyrecitenewwords,nearlyallofthestudentsrecitethemalphabetbyalphabet.AftertheyhavelearnedEnglishforseveralyears,theyalsothinkthatEnglishphoneticsareanobstacleforthemtostudyEnglishwell.It'stoodifficultforthemtomemorizenewwordsandexpressions.Becauseofphonetics,moststudentsevenlosttheirinterestinEnglish.Eveniftheystudyphoneticsagain,someproblemsthatmadeinearlytimeswouldalsoinfluencethem.1.2FailureinattachingimportancetoEnglishlisteningEnglishlisteningispossiblyoneofthemostweakestlinksintheprocessofEnglishteachinginjuniormiddleschool.TeachersseldompracticeEnglishlisteningthroughnormallessons,especiallyinGradeSevenandGradeEight.AlthoughtherearesomepracticesaboutEnglishteachinginthefirstpartofteachingmaterials,butit5snotenoughforstudentstolearnEnglishlisteningwell.WhentheyhaveanEnglishexam,mostofthemalwayslosetheirgradesinlisteningpart.Whatcausesthisproblem?Therearemainlytworeasons.Ononehand,theydon'tcatchthetempoandspeedof\nlistening.Ontheotherhand,theydon%knowtheskillsofsolvingtheproblemsinEnglishlistening.InGradeNine,teachersspendmoretimeinEnglishlistening.TheycentralizethetrainingofEnglishlisteningineverypart,eg.numbers,similarwords,dialoguesandsoon.Mostofstudentsimprovetheirlisteninginthisperiod.Butlisteningdrillisalongprocess,afewstudentsarestilllackoftheabilityaboutitbecausetheydon'toftenpracticeinalongperiodbefore.13FailureinsystematizingEnglishgrammarGrammarisoneofthekeypointsinEnglishteachinginjuniormiddleschool.Nearlyineveryclass,teachersexplainkeywordsanddifficultsentenceswhichincludesomeknowledgeaboutgrammar.Studentsarealsoaskedtorecitesomesentencepatternsandexpressions.ButmoststudentsdorftknowwhatgrammarisandtheythinkthatEnglishconsistsofmanyscatteredpointswhicharedifficultforthemtomemorizeandunderstand.Evenifsomeofstudentsgethighgradesintests,theydonIknowwhatpartsofspeechareandhowtomakeupasentence.Whentheysolveproblems,theydon5tknowhowtousethegrammarthattheyhavelearned.1.4FailureinpayingmuchattentiontoEnglishreadingEnglishreadingispossiblyanotherweaklinkintheprocessofEnglishteachinginjuniormiddleschool.RecentlyreadingbecomesmoreandmoreimportantinhighschoolentranceexaminationoExaminationquestionsaboutreadingoccupyaround50%inEnglishpapers,whichincludeCloze(25points),ReadingComprehension(30points)andEnd-typelyrics(10points).EnglishreadingisconsideredasakeypointintheprocessofEnglishteaching.Althoughteachersallaskstudentstodosomepracticesinreading,evensomeoftheteachersasktheirstudentstotranslateeverypassageandunderlineanswersineachpassagewhentheyarereading.ButmoststudentshaveaweakabilityinEnglishreading.Thenwhatcausethiscondition?Firstly,studentscan'tmasterenoughwords.Theyseldomrecitewordsbeyondwhattheyhavelearnt.Secondly,studentslacktheskillsaboutreading.Theydon^tknowhowtosolveproblemsaboutreading.Thirdly,studentsdon，thaveagoodhabitinEnglishreading.MostofthestudentsconsiderEnglishreadingastheirburdensnottheirinterest,someofthemalsosaythattheyfeeltiredwhen\ntheydoEnglishreading.However,teachersdosomespecializedtraininginEnglishreadinginGradeNine,thosestudentswholayaweakfoundationinEnglishdon5tcounteracttheirownweaknessesinEnglishreading.1.4FailureintrainingEnglishwritingEnglishwritingisalwaysneglectedinEnglishteachinginjuniormiddleschool.Itoccursinmiddleschoolasahintcomposition.Studentsareaskedtoexpressawholemeaningandmakenomistakesingrammarandspellings.Thetotalwordisabouteightyandit'smainlyanapplicationcomposition(noticesorletters).Butstudentsmakemanymistakesintheircompositions，somemistakesaboutgrammaroftenexist.Theyusuallywritechinglishsentences,andevencan"writeanywordswhentheyarewritingacomposition.Someofstudentsalsocarftmastertheformofapplicationcompositions,othersoftenhavesomeproblemsintheconnectionwithparagraphs.Afewstudentsalsodoitusecorrecttensesintheirwholecomposition.Themainreasonwhichcausesthisproblemisthatteachersdon'ttraintoomuchinEnglishwriting.Studentsdon^twritecompositionsbutonlywhentheyhavetests,sotheydorftwriteagoodcompositioninshorttime.Asforstudents,notonlytheywritecompositionswhicharefullofmistakes,butalsotheydon^thaveathoughtmodelinEnglishinnature.IftheycandomoreexercisesinEnglishwriting,itisasimplethingforstudentstowritegoodcompositions-II・ImprovementofEnglishteachinginjuniormiddleschool2.1MethodofEnglishteachingonphonetics2.1.1ImportanceoflearningEnglishphoneticsThestudyofEnglishphoneticshasbothpracticalandeducationalvalue・ItstheoryprovidesthegeneralrulersofEnglishpronunciationtraining,expressivereadingandpublicspeaking・Italsohelpsinthelearningofotherforeignlanguages・Ilservesasafoundationforfurtherstudyandresearchworkinthefieldoflinguistics.ItmarksthefirststepinmasteringthetheoreticalknowledgeoftheEnglishlanguage,whichconsistsofthethreeimportantelements,namely,speechsound,vocabularyandgrammar.1\nEnglishlinguistMcCarthystressedtheneedtofirstlearnthepronunciationofthelanguageandsaidthattheteacherstakethetimetoteachpronunciation.MostofstudentsdicinglearnEnglishphoneticsbutstudygrammarinsteadwhentheyenteredjuniormiddleschool,sotheyonlydependontheirteachersortapestoteachthemthepronunciationofnewwords,someofthestudentsmarkChinesephoneticalphabetinordertomemorizewords,sotheymadesomejokesjustlike"sangeyoiTfThankyou丿・Whenwelearnalanguage,wemusttryourbesttopronounceaccurately.Ifwepronouncesimilarly,wemustchangeourattitudes.WhatproblemscanbesolvedbylearningEnglishphoneticswhenstudentslearnEnglish?First,tohelpstudentstopronouncenewwordsaccuratelyandquickly.Thereareabouttwentythousandswordsbutonlyforty-eightEnglishphonetics.Ifwecontrastthem,wecanfindoutthatitismuchsimplertolearnEnglishphonetics.Second,tohelpstudentstomemorizenewwords.ItisverydifficultforstudentstomemorizenewwordsinlearningEnglish.Theymadesomemistakessuchasdeletealetteroraddaletter;reverseoneletterandanother;notremembernewwordsforalongtime;notcoincidewiththeformandthemeaningofaword.••Theseoftenoccurwhentheyrecitenewwords.Thenwhatcausethesesituations?Thereasonissimplethatstudentsuseawrongmethodtorecitenewwords.Onewordiswhole,butmoststudentsreciteitletterbyletter.IftheyuseEnglishphoneticstorecitewords,itbecomesmucheasierforstudentstomemorizethem・Evenifwordsarelong,studentscanalsouseEnglishphoneticstorememberthemcorrectly.Forexample,stream,dictioncity;wonderful;consider;comedyandsoon.Generally,assoonasstudentscan\npronouncewordsandmemorizesomeordinaryletters,theywillrecitewordsquickly.Inthisway,theydonlforgetthewordsthattheyhaveremembered,becausesoundleavesalongermemoryinminds.Inaword,tolearnEnglishphoneticswellisthefoundationoflearningEnglish.IfstudentscanunderstanditsimportanceandmaterEnglishphonetics,theywilllearnEnglishbetterandeasier.2.1.2CharacterofEnglishphoneticsEnglishsoundsystemhascharacteristicsandfunctions,includingtheinformationfunction,theattitudinalfunction,theemphasisfunctionandgrammaticalfunction.Onlymasteringthem,studentscanunderstandthethought,attitudeandfeelingofreadersandreducemistakesinculturalcommunication.蔡艳林：“英语语音语调特点及其功能”，《郑州轻工业学院学报》（社会科学版），2004年03期WiththeeffectsofEnglishmorpheme,Englishphoneticshasthefollowingcharacteristics.First,Vowelsandconsonants.Englishphonetictranscriptioniscomposedofvowelsandconsonants.Vowelphonemesconstitutethemainsounds.Theyareloudsoundsandwhenwepronouncethem,theairflowisnotobstructed.Consonantphonemesaren^tthemainsounds.Whenwepronouncethem,theairflowisobstructed.Sothepronunciationofconsonantsisnotloud・Second,Syllableandstress.InEnglish,theminimalunitofpronunciationisaphonemeandthephonemecomposesasyllable.Onesyllableholdsavowelatleast.Inawordtheremustbeasyllablethatisaccented.Ifawordistouseavowelending,wecallitanopen-syllableword.Thevowelinitusuallymadeitsownoriginalsound,suchasbee[况兴©];name[■他兴O];金殉.Ifawordusesaconsonantending,itisaclosedsyllableword,suchasschool[pencil[口Ifawordisaconsonantplusavowelplusaconsonantformed,thenthisiscalledastressedclosedsyllableword,suchasnm[口》■];swim[♦♦开O];cut[七9♦];shut[♦].周考成：《英语语音学引论》（修订本），四川人学出版社，1996。Third,Sound-linking.Linkingmeansthelinkingofsoundsorwords.lttakes\nplacesmainlyunderthefollowingcircumstance.(1)IntwoadjacentwordsJfoneistouseaconsonantendingandtheotheristouseavowelending,theyshouldbepronouncedtogethe匚Forexample：It's^an^Englishbook.Hawalook^atmynewdress.SheflewtoParishalf^an^hour^ago.Tunrifoff，please.NoCafall.(2)Ifoneisuse-ror-reendingandtheotheristouseavowelending,theyshouldbelinkedtogether.Forexample：Mybrother^andmysisteraredoctors.There^isaballunderwitsback.Hewareyourumbrellas.Where^ismypurse?(3)Ifoneistouseaconsonantendingandtheotheristouseasemivowelending(/vv/>[j]),theyshouldbepronuncedtogethe匚Forexample：Gladtomeefyou.Did^youhaveagoodtime?Would^youlike^atin^ofbeer?Could^youturnontheradio,please?(4)Ifoneistouseanvowelendingandtheotheristouseavowelending,theyalsoshouldbelinkednaturally.Forexample：I^amwatchingtelevision.HeTsagoodboy.TostudyEnglishneedsalotoftime.Itoftentakesmefour^hourstogethere.Thequestionistoo^easyformetoworkout.Fourth,Elision.Elisionmeansthelossofsounds.Insomecases,weonlypreparetopronouncethefirstsymbol,butdoitsound,thenpronouncethenextsymbolwitha\nlitterpause.Elisionsareofthefollowingkinds.(1)Whentwoadjoiningsoundsareplosives(suchas/口]」爲]」少]」♦]」吗)，theformerwillloseitssound.Forexample:There(d)dresswastoocheap.Hearrivedherejus(t)now.Wha(t)timedoyougotobedeveryday?Thereisanol(d)carinfrontofhi(s)houseTheywillfinishthi(s)projectnex(t)Friday.(2)Whenthefrontwordisaplosive,thenthefollowingoneisafricative(suchas[f],[v],[s],[z],[伞]」d]etc.),theformerwillonlyhaveaveryslightsound,whilethenextwillsoundtotally.Forexample:Ihaveagoo(d)friend.Yesterdayhewonhisfirs(t)matchTheydidrT(t)doanythingelse.(3)Whenthefrontwordisaplosive,thenthefollowingoneisanaffricate(/1^7,[d^]),theformerwillonlyhaveaveryslightsound,whilethenextwillsoundtotally.Forexample:Ihaveagoo(d)chairinmyroom.Hegotagoo(d)chancetovisitLondon.Jimboughtabla(ck)jeeptwoyearago.Thereisabi(g)treeinmygardon.2.1.2ThesimilaritiesofthephoneticsinEnglishandChineseAlthoughEnglishandChinesebelongtodifferentlanguages,buttheyareinvoiceandtherearealotofsimilarities.TakethefivevowellettersinEnglish(A,E,I,0,U)whicharealmostthesameasthePinyinofthea/o/e/i/ucoincide.Ofcourse,thesimilaritiesinthevoiceisalsonotonlylimitedtothis.\nFirst,thesimilaritiesinvowels.TherearesixbasicvowelsinChineseandeightinEnglish.Althoughtheyaredifferentinsounds,butbothofthelanguagesusethesamewaytodividevowel:thepartofthetongue,theopeningofthemouthandthedegreeandthelipposition.Second,thesimilaritiesinconsonants.Accordingtotheplacesororgansatwhichtheobstructiontakesplace,twokindsoflanguageshavebi-labialconsonants,labio-dentalconsonants.velarconsonantsandalveolarconsonants.Accordingtothedegreeormannerofobstruction,twokindsoflanguageshavenasalconsonants,plosiveconsonants,fricativeconsonantsandlateralconsonants.NowoneofthecomparisonchartsaboutEnglishphoneticsandPinyinisusedinEnglishlanguagetraininguniversally.ItgivesagoodexampleforstudentstolearnsimilaritiesofEnglishandChinesephoneticsandhelpthemtostudyEnglishphoneticswell.Thefollowingisapartofthechart.4\n英语元音发音特点与汉语的对比•l:前、合、非a)和似于汉语i•1林、半合、非圆相似于汉语ic前、开合之间、非B)相似于汉语©前、幵、非圖汉语中无此单元音,但由于它的发音特点介于汉语的a与6之间.若认识到这个特点，则不琨找出相关的相似u:后、合、圆相似于汉语Uu后、半合、圆相似于汉语o3：后、半开、叫相似于汉语O0后、开、圖相似于汉语80的单元音化音a:后、开.非圖相似于汉语Oa:夬、开合之间、非脚相似于汉语緊而长的Ca央、开合之河、非圆相似于汉语松而短的eA央、开、非圖相似于汉语8的松弛音Fromthechart,wecanfindthattherearesomesimilaritiesinsoundsbetweentwolanguages,althoughthereisnotthesamesound・WhenstudentslearnPhoneticSymbols,theycanpronunciateallofthemwellthroughthesimilaritiesoftwolanguage.2.1ASpecificmethodofEnglishteachingonphoneticsFirst,teachersneedtoteachPhoneticSymbols.Inthisperiod,studentsmustlearnwhattheInternationalPhoneticSymbolsis;theclassificationsandpronunciationofPhoneticSymbols;syllableandhowtodividesyllableandwhatstressisandtheclassificationsofstress.Throughoneortwolessons,letstudentsknowphoneticselementally.Intheprocessionofteachingphonetics,teacherscancontrastChinesephoneticalalphabet,forexample,whenstudentslearntheclassificationsofPhoneticSymbols,teacherscancontrastwithinitialconsonantandsimpleorcompoundvowel\n[I：iq]poq寡禺[pjuJpwq^[s:iS]osooS卸剥[:同。眉嘲[叩]£刃奧澗[【切1冋共画[P：U]P"J等幅[：9]8J再餉[匸山“阴姒[d：!p]d“pMYj.[iu：!p]iu“p題马[p：!p]p“p申由m：!q]oi】*q同岀Lnqljgq刼恿[:!q]“q抑[、燧[:!m]qm准[:凹Qiu耐[:!叩叭警[:!q2q。[:i]moqusjowojXjnuipjQ•SJUBUOSUOO矩屮oqjiMsouiquioo[:i]uoqMsoSuuqojuqMpojuvoXoqjjvqjossoapsiuoqjXqpuojo)sjuopnjsuboXo屮uoqipup'jsjyepcaio)s)uopmspvo[ubosjQqopsjqiedsiqiuj□：!【][【：！M][s：!)][is：!n[u:iUI][5[：Ij][A：Iq][d:iq]U：!q][【：!J][1：!][P：!ds][pju][:iu][u:in][d:ijs][!•!ms][i：!iu][:i刃[iu：!j][p:ij][j:iq][:is][:ip][:i1]•[：!〕J。uoppiounuojdo屮o)uopuojjpAnd;snuinoX4ujoq;puojnoXuoq^-spjOMosoqipuojpunouimohojJEOqUB3s)uopn)s0屮JOIJU兀屮OSS0UIIJOJOUIpuojOJpoouSJOqOUQ)[OUJI•sdi]puusonSuo：。屮josuoyisod。屮josuopijuojojo§uuosjuopmsosnuooq'pomo[代siuoqipuoo0屮ji09Pjo)0oujqouojo)sisoijouoqdqsqSuaiuu9|o)Kpm】soqoqi\uopisodosop,0屮oiX[JU9UonSuojo屮joiuojj0屮qsibjpuursuo),s^psnuionSuo：oqj叭fui久归命quosdijoq;puojds[]euisoqSuiuodoqjnoui。屮joq[:t]•poipauisiqjM0[[0JUBO人。屮4[：l]J0MOA。屮qOUO)SJ0qOB91JI•OldlUEXOUBQAlS01U'MONS|0MOAX1U9M)jnoqpSJOHO]XjBuipJo[ueA0[0joqjpunuouuiounuojd0屮jopnuisnuiAo屮siuopnjssyjse引ju[omoaouoOAFq;snui)tjnq6jupuosuooou0Ai?qupopuoaojopjOMy•qsijSuguispunosoisuq。屮ojbspMO/\-XipoiiuiopspMOaqouoj0)poousjoqouoj'puooQg•ui。屮UQQMjoqqsinSupsip0屮puvjsjopunuuosiuopnjse屮osoiquyAs\npuooos。屮uoS[pyssaqs0屮pun0[qp][Asisjy3屮uos[]ejssqjjs0屮:suijojjuojQjjipOMiuipuQjojsjuopnjs珂uuo心屮qqc[[Xsqopoisjoqonojuoq^jpq;ospqjoui01jopjouiuioqjuooMjoqsoouojojjippuusonLiBiiuiisouiosJOAoos[po)sjuopnjsosjusjoqDUQ)puy-oiquuAsosouiq3pjo\n脚后跟keel[ki:l]龙骨keen[ki:n]热心的keep[ki:p]保持meek[mi:k]温驯的meet[mi:t]遇见peek[pi:k]偷看peel[pi:l]削peep[pi:p]偷看queen[kwi:n]女王reed|ri:d|芦苇reef[ri:f]暗礁reek|ri:k|浓烟reel|ri:l]卷轴see|si:|看见seed[si:d]种子seedy[si:di]破烂的seek[si:k]寻求seem[si:m]好像seep[si:p]漏tee[ti:]球座teem[ti:m]大量出现teens[ti:nz]十儿岁weep[wi:p]哭泣weed[wi:d]野草week[wi:k]星期eabead[bi:d]水珠beam[bi:m]屯波bean[bi:n]豆beast[bi:st]野兽beat|bi:t]打败cease|si:s]停止deal[di:l]处理dean|di:n|系主任eagle[i:gl]老鹰ease[i:z]安逸east[i:st]东方feat[fi:t]技艺heal[hi:l]交易heap[hi:p]堆heat[hi:t]加热heave[hi:v]举起lead[li:d]领导leader[li:d]领导人leaf[H：f|树叶leaflet['li:flit]传单leak[li:k]漏洞lean[li:n]依靠leap[li:p]跳跃lease[li:s]租约least[li:st]至少leave[li:v]离开mead[mi:d]蜂蜜酒meal[mi:1]一顿饭5Thispartisveryimportant.Themethodofteachingordinarylettersistoreadawordandstudentswritedownthewordandthephoneticsymbolaccordingtoitspronunciation.Themeaningofwordscanbegivenbyteachers.Ifstudentsmeetsomeordinarylettersthattheydon,knoweg.ch/sh/th/er,teacherscantelltheminadvance.Generally,teacherscangivetwentyorfortywords.Afterstudentsfinishwritingthewords,theycanreadthewordswithstudentsandaskthemtorecite.Thesewordsareaskednottobedifficultandteachershadbettergiveone-syllablewords,becausetheaimtolearnordinarylettersistoincreasestudents5interestandleadthemtolearnacorrectmethodofrecitingnewwords.Ittakes30or40minutestolearnthewordsofanordinarylette匚Ifstudentswanttolearnallofthevowelsandordinaryletters，theyneedtohaveatleastthirtylessons.Asforconsonants,teacherscanteachthematthesametimewhentheyteachvowels.Generally,aftertheyfinishalllessonsaboutphoneticsymbols,studentscanpronouncenewwords,andthenumberoftheirwordsincreasesquickly.Especiallytheycanrecitewordsmuchmorequicklyandcorrectlythanthestudentswhocan'tlearnphoneticsymbols\n2.2MethodoftrainingEnglishlisteningFirst,toencouragestudentstolistentothelisteningmaterialsintheirtextbookbeforetheysleepeverynight.Ontheonehand,thedifficultyandthespeedofthelisteningmaterialsisnearlythesameasthatinhighschoolentranceexamination.Ontheotherhand,todepththeknowledgepointsoftheirtextbook.Second,totrainEnglishlisteningperiodically.It'snecessarytohaveanEnglishtrainingthreetimesaweek.Teacherscanchoosesomematerialsthatfitstudents5abilities.Thetypesofexerciseproblemshadbettercoincidewithexaminationquestions.Third,toleadstudentstolistentosomeEnglishbroadcastssuchasBBC;VOAorsomeTVprogramswhichteachChinesetolearnEnglish.Iftheyinsistintheseaspects,theywillhaveagoodlanguagesenseonEnglish.Finally,totrainthetypesofexaminationquestionswhollyandteachsomeskillsaboutlistening.2.3MethodoftrainingEnglishreadingFirst,toadvocatestudentstoreadapassageeveryday.Teachercanletastudenttellaninterestingstorybeforeclassinturns.Itdoesifttakemuchtime,butitcanmakeagoodeffectandstudentscanbekeenonEnglishreadingandpracticetheirspokenEnglish.Second,toencouragestudentstodoapassageeveryday.Ittakesonlyaboutfiveminutestodoapassage.Ifstudentscanpersisttodothisforalongtime,theycangainabigsurpriseinlearningEnglish.Notonlythenumberoftheirwordsincreases,butalsotheyimprovetheirEnglishentirely.Third,toholdnonscheduledreadingcontests.Finally,totrainthetypesofexaminationquestionswhollyandteachsomeskillsaboutreading.Insomeschool,teachersasktheirstudentstotranslateeverypassageandunderlinetheanswersinthepassageswhentheyarereading.Ithinkit'sagoodmethodtodoapassage.Inaword,ifstudentswanttodoEnglishreadingwell,theymustreadasmuchaspossibleandtheyneeddointensivereadingandextensivereadingatthesametimethat\ntheycanbreakaviciouscycleofreadingandenteravirtuouscycle.2.2MethodoflearningEnglishgrammarFirst,tohelpstudentbuildaframeaboutgrammar.Teachersmustletstudentsunderstandwhatgrammarisandwhichisneededtolearnbythem.Secondly,tosortoutsomeknowledgeaboutgrammaranddosomerelevantexercisesintime.Teacherscanexplaintherelevantknowledgeofgrammarsystematicallyandguidethestudentstoconclude.Inordertoconsolidatetheknowledgethattheyget,theymustdoappropriateexercise.Third,toencouragestudentstoarrangethenotesinsteadofwritingnotesontheboard.Whentheyarrangethenotes,theycangoovertheknowledgethattheyhavelearnt.Andtheycanalsodevelopanabilityofteachingbythemselves.Finally,topromotestudenttoreadsomegoodgrammarbooksbythemselveswhentheymeetsomeproblemsaboutgrammar.2.3MethodoftrainingEnglishwritingFirst,toletstudentswritesomerelevantsentencesaboutnewwordsandexpressionsintextbooks.Ontheonehand,theycanusewordsandexpressionsmoreflexibly.Ontheotherhand,theycanbuildanEnglishthoughtmodelwhentheyarewriting.Second,toadvocatestudenttowriteEnglishdiaries.Teachersdorftneedstudentstowriteiteveryday,buttodoitthreetimesaweekisnecessary.IfstudentscandevelopagoodhabitinwritingEnglishdiaries,allofthemwillwriteEnglishcompositionsbetterandbetter.Third,toholdwritingcompetitionsatregularintervals.Teacherscangiveawardstothewinnerinordertoincreasestudentstoenjoywritingmore.Finally,toletstudentsrecitesomemodelessays.Iftheycanknowsomeessays,theycanwritecompositionsquicklywhentheywritesomesimilaressays.ConclusionAtthepresenttimeChina^srelationswithEnglish-speakingcountriesareburgeoningatanunprecedentedrate,herabilitytocommunicatewiththeworld\ncommunityisespeciallyimportant.MoreandmorestudentsinChinaareenteringEnglish-languageclassroomstomeetthearduouschallengeoflearningEnglish.BothteachersandstudentshaveacryforagoodmethodtolearnEnglish.Inthispassage,IlistsomemethodsabouthowtolearnEnglishwell,especiallyinlearningEnglishphonetics.IhopethesemethodscanhelpmoreandmorestudentstolearnEnglishwellandallofthemcanfeeleasywhentheyarelearning.Tolearnalanguageisalongroad.Itnotonlyneedsourpatience,butalsoneedsustolearnitbyheart.It'ssaidthatwherethereisawill,thereisaway.IexpectthatthepresentsituationinteachingEnglishinjuniormiddleschoolcanbechangedoneday•WorksCitedNunan,David.（2001）,Goforit!Students'Book.GradeS^v^/i.Beijing&Boston:PeopledEducationPress&ThomsonLearningPressGroup蔡艳林：“英语语音语调特点及其功能”，《郑州轻工业学院学报》（社会科学版），2004年03期。韩淑英、吕桂花：“略论英语与汉语语音的相似性”，《连云港职业技术学院学报》,2007年20期。罗元乾：“发展英语交际能力与大量阅读”，《新疆大学学报（哲学人文社会科学版）X1990年03期\n周考成：《英语语音学引论》（修订本），四川大学出版社，1996。