vowel-70
刘耀文的大沙雕
钟意阿满
急需英语（自然拼读法phonics）学习听音辩字，拼写教学并举例的教学计划、总结、教案、反思、课堂随笔。
英语的44个音素是：
一、5个短元音 （Short-Vowel Sounds）
（1） /ă/ in appleshort（2）/ĕ/ in elephantshort。
（3）/ĭ/ in iglooshort （4）/ŏ/ in octopusshort （5） /ǔ/ in umbrella。
二、6个长元音 （Long-Vowel Sounds）
（1）/ā/ in cakelong （2）/ē/ in feetlong （3）/ī/ in pielong。
（4）/ō/ in boatlong （5）/ū/ (yoo) in mulelong （6）/ōō/ in flew。
三、3个R控制的元音 （r-Controlled Vowel Sounds）
（1）/ur/ in fern,bird,and hurt（2）/ar/ in park（3）/or/ in fork。
四、18 个辅音 （18 Consonant Sounds）
（1）/b/ in bat（2）/k/ in cat and kite（3）/d/ in dog。
（4）/f/ in fan（5）/g/ in goat（6）/h/ in hat。
（7）/j/ in jam（8）/l/ in lip（9）/m/ in map。
（10）/n/ in nest（11）/p/ in pig（12）/r/ in rat。
（13）/s/ in sun（14）/t/ in top（15）/v/ in van。
（16）/w/ in wig（17）/y/ in yell（18）/z/ in zip。
五、7个双辅音or 复合辅音 （发一个音） （Digraphs）
（1）/ch/ in chin（2）/sh/ in shipunvoiced（3） /th/ in thinvoiced。
（4）/hw/ in whip（5） /ng/ in sing（6）/nk/ in sink（7） /w/ insome areas。
六、5个双元音和特殊音 （Diphthongs –复合元音,发双音 and Other Special Sounds）
（1）/oi/ in oil and boy（2）/ow/ in owl and ouchshort。
（3）/ŏŏ/ in cook and pull（4）/aw/ in jaw and haul（5）/zh/ in television。
参考资料：百度百科词条--音标。
抱起亚轩找小葵
vowel-like是什么意思
下面是美国全国阅读权利基金会制订的phonics教纲，给你作参考。我把原件发到你信箱。
Phonics Primer
You can use this Phonics Primer developed by The National Right to Read Foundation to begin teaching a child or adult to read today. This primer lists the 44 sounds in the English language and then gives steps for teaching those 44 sounds and their most common spelling patterns. In addition to learning sounds and spellings, each day the student must read lists of phonetically related words and spell these words from dictation. Phonics instruction must be reinforced by having the student read decodable text.。
The 44 Sounds in the English Language。
5 Short-Vowel Sounds。
18 Consonant Sounds。
7 Digraphs
short /ă/ in apple。
short /ĕ/ in elephant。
short /ĭ/ in igloo。
short /ŏ/ in octopus。
short /ǔ/ in umbrella。
/b/ in bat
/k/ in cat and kite。
/d/ in dog
/f/ in fan
/g/ in goat
/h/ in hat
/j/ in jam
/l/ in lip
/m/ in map
/n/ in nest
/p/ in pig
/r/ in rat
/s/ in sun
/t/ in top
/v/ in van
/w/ in wig
/y/ in yell
/z/ in zip
/ch/ in chin
/sh/ in ship
unvoiced /th/ in thin。
voiced /th/ in this。
/hw/ in whip *
/ng/ in sing
/nk/ in sink
* (wh is pronounced /w/ in some areas)。
6 Long-Vowel Sounds。
3 r-Controlled Vowel Sounds。
Diphthongs and Other Special Sounds。
long /ā/ in cake。
long /ē/ in feet。
long /ī/ in pie。
long /ō/ in boat。
long /ū/ (yoo) in mule。
long /ōō/ in flew。
/ur/ in fern, bird, and hurt。
/ar/ in park
/or/ in fork
/oi/ in oil and boy。
/ow/ in owl and ouch。
short /ŏŏ/ in cook and pull。
/aw/ in jaw and haul。
/zh/ in television。
Steps for Teaching Phonics。
Step 1. Gather the materials listed below and store them together in a box.。
Materials for Teaching Phonics。
What You Need
Suggestion
systematic phonics program。
Consider Phonics Pathways (available from our online bookstore), Sing, Spell, Read, Write, or another program from Phonics Products for Home or Phonics Products for School.。
* phonics flashcards with the letter or letter combination (such as ou) on front and clue word (such as out) on back。
Consider the Individual Set of 70 Phonogram Cards (item #IPC, $10) from Spalding Education International, available at www.spalding.org. It’s helpful to also purchase the Spalding Phonogram Sounds CD (item #CD, $5.00) to learn how to pronounce each sound correctly.。
Note: if you purchase this set from Spalding, you will not need to purchase a separate set of alphabet flashcards.。
decodable stories。
(preferably 100% decodable)。
If your phonics program does not contain 100% decodable stories, consider Stories Based on Phonics, available from our online bookstore, or Bob Books First, available from www.amazon.com.。
writing supplies: index cards, index card file, black wide-tip permanent marker, beginner’s wide-ruled writing tablet, 2 pencils with erasers。
Purchase writing supplies at any office supply store.。
* Note: Make sure your phonics flashcards give the proper sound or sounds for each letter or letter combination – many widely available flashcards are incorrect or incomplete. For example, the common sound of x is /ks/ as in fox, not /z/ as in xylophone or /eks/ as in x-ray. Also, the short-vowel sound of i is /ĭ/ as in igloo, not /ī/ as in ice cream.。
Step 2. Teach the 5 short-vowel sounds and consonant sounds. Drill until memorized.。
During the first week, use the flashcards to drill the short-vowel sounds. Add several consonant sounds each day until you are drilling all short-vowel sounds and consonant sounds with your student daily. Do not rush this step. Keep drilling until all sounds are memorized, which usually takes 2-4 weeks.。
Tip: Work on phonics for at least 15 minutes a day, 5 days a week with your student. Frequency and consistency are more important than the length of time spent on each lesson.。
Short-Vowel Sounds。
short /ă/ in apple。
short /ĕ/ in elephant。
short /ĭ/ in igloo。
short /ŏ/ in octopus。
short /ŭ/ in umbrella。
Consonant Sounds。
/b/ in bat
/k/ in kite
/s/ in sun
/k/ in cat
/l/ in lip
/t/ in top
/d/ in dog
/m/ in map
/v/ in van
/f/ in fan
/n/ in nest
/w/ in wig
/g/ in goat
/p/ in pig
/ks/ in fox
/h/ in hat
/kw/ in queen
/y/ in yell
/j/ in jam
/r/ in rat
/z/ in zip
Step 3. Practice two-letter blends. Drill until blending is automatic.。
After your student knows the short-vowel sounds and consonant sounds, next teach him how to orally blend two letters (b-a, ba) and read two-letter blends such as: ba, be, bi, bo, bu.。
Two-Letter Blends。
b + a = ba
s + a = sa
j + a = ja
b + e = be
s + e = se
j + e = je
b + i = bi
s + i = si
j + i = ji
b + o = bo
s + o = so
j + o = jo
b + u = bu
s + u = su
j + u = ju
Step 4. Practice three-letter blends. Drill until blending is automatic.。
After your student can read two-letter blends, progress to three-letter blends, that is, words. Each day, have your student read a set of short-vowel words, then dictate these same words to him. (Show him how to form each letter and correct him gently, if necessary). This not only helps him remember the phonics lesson just learned, but it greatly improves spelling.。
Golden Rule of Phonics: Never allow your student to skip, guess, or substitute words. Accuracy is more important than speed.。
Three-Letter Blends。
fa + t = fat
ki + t = kit
ro + d = rod
de + n = den
ma + d = mad
se + t = set
bo + x = box
ye + s = yes
tu + g = tug
hi + d = hid
no + t = not
wi + n = win
ju + g = jug
pu + n = pun
la + p = lap
Step 5. Teach the twin-consonant endings, plurals, and two-consonant blends. Drill until blending is automatic.。
Twin-Consonant Endings。
Two-Consonant Blends。
Two-Consonant Blends。
puff
blab
stun, fist
sell
brag
swam
kiss
club
trot
fuzz
crop
twin
lock
drag
fact
fled
raft
Plurals:
frog
bulb
cats (sounds like /s/)。
glum
held
beds (sounds like /z/)。
grip
elf
plug
sulk
prim
film
scat
help
skip, mask
silt
sled
jump
smug
hand
snip
mint
spot, gasp
kept
Step 6. Teach the digraphs (ch, sh, th, wh, ng, nk). A digraph consists of two consonants that form a new sound when combined. Also teach three-consonant blends.。
Digraphs
Three-Consonant Blends。
chin, such, patch (silent t)。
scruff
ship, wish
split
thin, with (unvoiced /th/)。
strap
this (voiced /th/)。
thrill
whip
sang, sing, song, sung。
sank, sink, honk, sunk。
Step 7. Introduce a few high-frequency words necessary to read most sentences.。
After your student can read three-letter and four-letter words easily, it’s time to add a few high-frequency words that are necessary to read most sentences. Some high-frequency words are phonetically regular (such as “or”), but are introduced out of sequence because of their importance. Other words are truly irregular, because they contain one or more letters that don’t follow the rules of phonics (such as “once” and “who”).。
The Basic High-Frequency Words table lists the most important words. Write each word on an index card. Introduce three or four new words a week. Drill your student on these words everyday, encouraging him to sound out as much of the word as possible (usually the vowel sound is the only irregular part). As your student masters each word, file the card in the card file under “Words I Know.” When your student comes across a new “wacky” word (such as “sugar” in which the “s” is pronounced /sh/), make up a new index card and file it under “Words To Learn.”
Tip: What distinguishes this high-frequency word list from the typical “sight word” list? Many words in the list below cannot be completely sounded out, either because they contain one or more letters that don’t “follow the rules” or the rule is learned later. In contrast, the typical “sight word” list contains mostly phonetically regular words (such as “and” and “when”) that the student is forced to memorize simply because he has never been taught to sound them out.。
Basic High-Frequency Words。
Introduce after student can。
read short-vowel words, /th/, and /sh/。
Introduce after student can。
read long-vowel words。
A vowel by itself says its name:。
a, I
“e” at the end of a short word says its name:。
be, he, me, we, she, the*。
“o” at the end of these words says its name:。
no, go, so
“or” says /or/: or, for。
do, to, into, of, off, put。
* also pronounced /thŭ/。
was, were, are
doing, does
said, says, have, give。
you, your, yours。
they, their, there。
where, what, why, who。
once, one, come, some。
done, none
two, too
Step 8. Teach the long-vowel sounds and their spellings. Note that there are five common spellings for each long-vowel sound. Also teach the “Silent-e Rule”: When a one-syllable word ends in “e” and has the pattern vce (vowel-consonant-e), the first vowel says its name and the “e” is silent.。
Long-Vowel Sounds。
Common Spellings。
Less Common Spellings。
long /ā/
cake, rain, pay, eight, baby。
steak, they, vein。
long /ē/
Pete, me, feet, sea, bunny。
key, field, cookie, receive, pizza。
long /ī/
bike, hi, fly, pie, night。
rye, type
long /ō/
hope, go, boat, toe, snow。
soul, though
long /ū/ & /ōō/。
mule, blue, boot, tuna, flew。
fruit, soup, through, feud。
Step 9. Teach the r-controlled vowel sounds and their spellings.。
r-Controlled Vowel Sounds。
Common Spellings。
Less Common Spellings。
/ur/
fern, bird, hurt。
pure, dollar, worm, earth。
/ar/
farm
orange, forest
/or/
fork
door, pour, roar, more, war。
Step 10. Teach the diphthongs /oi/ and /ow/ and their spellings. A diphthong consists of two vowels that form a new sound when combined. Also teach other special sounds.。
Sound
Common Spellings。
/oi/
oil, boy
/ow/
owl, ouch
short /ŏŏ/
cook, pull
/sh/
vacation, session, facial。
/zh/
vision
Step 11. Teach /aw/, /awl/, /awk/ and their spellings.。
Sound
Common Spellings。
/aw/
jaw, haul, wash, squash。
/awl/
bald, wall
/awk/
talk
Step 12. Teach these sounds and spelling patterns.。
Sound
Common Spellings。
/s/ spelled c
Rule: c followed by e, i, or y sounds like /s/.。
cent, face, cinder, cycle。
/j/ spelled g, ge, dge。
Rule: g followed by e, i, or y usually sounds like /j/.。
frigid, age, fudge, gym。
/f/ spelled ph
Rule: ph sounds like /f/ in words of Greek origin.。
phone, phonics
/k/ spelled ch
Rule: ch sounds like /k/ in words of Greek origin.。
chorus, Christmas。
/sh/ spelled ch。
Rule: ch sounds like /sh/ in words of French origin.。
chef, champagne。
Note: This Phonics Primer does not contain all English spelling patterns. Consult a good phonics program such as one from Phonics Products from Home or Phonics Products for School for additional spelling patterns and rules. Most products contain detailed instructions and practice reading selections.。
Step 13. After 3 to 4 months of daily phonics instruction, begin introducing decodable stories.。
Important: All sounds and spellings in Steps 2 - 12 should be introduced within the first 4 months of phonics instruction.。
After 3 to 4 months of reading lists of words and sentences, your student should be ready to read decodable stories such as Stories Based on Phonics or Bob Books First. The student should read all stories aloud, carefully and accurately. Help him sound out difficult words, as needed. Explain the meaning of all new words. Encourage him to read each story several times to gain fluency, but don’t let him memorize the story (reciting a story from memory is not reading). Model fluent reading by reading a sentence aloud with expression, then asking him to repeat what you read with the same tone of voice. Explain and demonstrate the meaning of basic punctuation (period = stop, comma = pause, exclamation point = speak with excitement, question mark = raise the pitch of your voice on the last word to ask a question.)。
Step 14. Begin introducing “easy-to-read” books.。
After the student masters decodable stories, let him move on to easy books such as those by Dr. Seuss (Hop on Pop; One Fish, Two Fish, Red Fish, Blue Fish; Ten Apples Up on Top; Green Eggs and Ham; and so on), P. D. Eastman (Are You My Mother?; Go Dog, Go!; A Fish Out of Water), and Cynthia Rylant (Henry and Mudge series; Poppleton series; Mr. Putter and Tabby series). As your student reads each book, add new wacky words to the Words To Learn file and review daily, if necessary.。
Continue teaching the lessons in the phonics program – don’t stop just because your student can read. Most children need 1 to 2 years of reinforcement before their phonics knowledge becomes permanent.。
Step 15. Continue to give phonetically based spelling lists.。
Even after your student has finished the phonics program, make sure to reinforce his phonics knowledge by giving phonetically based spelling lists each week at least through third grade.。
Revised: 6/05
大圣杰锅是
元音有几个
vowel-like
像元音一样的
双语对照
例句:
1.
But, partly because of this innate ability to discriminate the components of speech, by 3months they start producing vowel-like sounds. 。
但是，部分因为这种天生的区分音素的本领，3个月大的时候，婴儿就开始发出一些像元音的声音了。
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小韩在追星
英语翻译...第二课(1)
闭前不圆唇元音 close front unrounded vowel [i] 闭前圆唇元音 close front rounded vowel [y] 闭央不圆唇元音 close central unrounded vowel [ɨ] 闭央圆唇元音 close central rounded vowel [ʉ] 闭后不圆唇元音 close back unrounded vowel [ɯ] 闭后圆唇元音 close back rounded vowel [u] 次闭次前不圆唇元音 near-close near-front unrounded vowel [ɪ] 次闭次前圆唇元音 near-close near-front rounded vowel [ʏ] 次闭次后圆唇元音 near-close near-back rounded vowel [ʊ] 半闭前不圆唇元音 close-mid front unrounded vowel [e] 半闭前圆唇元音 close-mid front rounded vowel [ø] 半闭央不圆唇元音 close-mid central unrounded vowel [ɘ] 半闭央圆唇元音 close-mid central rounded vowel [ɵ] 半闭后不圆唇元音 close-mid back unrounded vowel [ɤ] 半闭后圆唇元音 close-mid back rounded vowel [o] 中央元音 mid central vowel [ə] 半开前不圆唇元音 open-mid front unrounded vowel [ɛ] 半开前圆唇元音 open-mid front rounded vowel [œ] 半开央不圆唇元音 open-mid central unrounded vowel [ɜ] 半开央圆唇元音 open-mid central rounded vowel [ɞ] 半开后不圆唇元音 open-mid back unrounded vowel [ʌ] 半开后圆唇元音 open-mid back rounded vowel [ɔ] 次开前不圆唇元音 near-open front unrounded vowel [æ] 次开央元音 near-open central vowel [ɐ] 开前不圆唇元音 open front unrounded vowel [a] 开前圆唇元音 open front rounded vowel [ɶ] 开后不圆唇元音 open back unrounded vowel [ɑ] 开后圆唇元音 open back rounded vowel [ɒ] 。
世界上所有语言的元音都在这儿了，但需要注意的是日语的う发音是闭后不圆唇元音的异音。
汉语的i可以表示3个元音：比如说“以”的i，“指”的i，“斯”的i。
法语还有鼻元音，在元音上加~表示。还有松化元音，紧化元音，日化元音等等带民族色彩的元音另外还有许多复合元音、都是由这些单元音组合而来的。汉语普通话和各种方言复合元音都极其发达。
希望对你有帮助~
PS此处音标来源自IPA严式音标、不是专标英语的KK音标、不是汉语拼音、不是德式音标。勿误用！！！！
小韩在追星
英语自然拼读法是什么？
脚本。特别公约。 1 。
<ha> =公顷≥ ：
该标志<ha>经常单独使用的立场，我们（由于历史的原因）希望 。
<ha-i> 。这种使用是<ha>所指出的抄写它作为公顷≥ 。最常发生这种情况的结合 。
<Ca-ha-ya> -啊哈≥亚不是<Ca-ha-i-ya> - ahiya ， “ *- ahya - 。拼写<Ca-ha-i-ya> - ahiya ，是 。
发现铭文的薛西斯。
实例公顷≥在其他位置：公顷≥ ž ˝南“舌头” ，公顷≥ πtataiy “它。 ”
高科技的例子： Hinduπ “印度” （实际上信德） ， Hinduya ， “印度。 ”
<u-> = h ¨ Y型：
原件初步虎，或H ¨ -写< u(v)->h ¨ Y型老波斯，看到的词汇。
<ra> = 1 ≥ r ：
该标志<ra>还被用来拼写群岛，印度和伊朗所谓的“母音厂” ，即一个研究作为元音 。
（ CoerC ;类似美国的发音器在也许[ poerhæps ] ） 。这种使用岭是在这里指出 。
写≥厂例如vaza ≥ rka - ，比照。新波斯bozorg ，以≥ r “ ，或作为反对martiya - ，波斯 。
mard ，与河“河（见教训8 ） 。母音r是总是先<Ca>标志，从来没有<Ci>或<Cu> 。
名词和形容词。标称系统。
名词（ substantives ）可以1 。适当的名称（例如， D ˝ rayavahu - Viπt ˝温泉- ）或2 。普通名词 。
（ appellatives ，如xπ ˝ yaƒiya ， “国王” ，普佳， “儿子” ） 。许多形容词可以用作名词，以及，例如，
P ˝ RSA的“波斯，波斯” （例如，军队） ，或“波斯” 。
有没有明确的或不定期的文章。有时数字“ 1 ” ， 1 ， aiva ，是使用的含义 。
“一个单一的”或“某（ 1 ） 。 ”又见教训12日的“指定”或“限定”功能 。
相对的条款。
名词，形容词和代词可以三个男女（男性= masc 。 ，女性=有限。 ，中性= 。
neut 。 ） 。有三个号码（单，双，复数）和6例（主格，呼，宾格，
所有格，格，器乐，烧蚀，方位） 。
名词和形容词都归类在母音和consonantic declensions 。元音，名词有格 。
元音前结束（ ˝坐标˘ ， ¨则爱，非盟） ，而辅音，格名词有一个辅音之前 。
结束（最常见的：正，丁小时，而且磷，吨，新界，天， ƒ ） 。
干一元音的一个declensions往往是被称为“专题元音”和一个declensions 。
作为“专题declensions ”与“ athematic ” declensions 。同样的术语是用于动词。