The existing secondary school teaching of English pronunciation problems and countermeasures.docVIP

 PAGE \* MERGEFORMAT 29 The existing secondary school teaching of English pronunciation problems and countermeasures Abstract: The Voice of teaching the existing secondary school, there are many problems: one, materials, arrangement of the contents of voice teaching and learning process scattered long, is not conducive to spelling abilities, can not meet the needs of students so that students learn from the outset in a passive position , student interest in learning English, self-confidence would suffer, teaching poor results. 2, isolated, scattered to teach letters, phonetic symbols, ignoring this important element of phonemes. 3, re-light tone of teaching language instruction stream. 4, re-light ability to impart knowledge and training. These problems led to voice-teaching time-consuming and inefficient, resulting in difficulties in vocabulary retention of students and, thus, the polarization of the English language learning, and for the future practice of listening, speaking, reading and writing ability kinds of speech under the unmentionable disease, is to achieve high school English teaching The purpose of the roadblock. In this paper, these issues are analyzed and discussed, given the solution and countermeasures. Keywords:: speech teaching; phoneme; spelling capabilities; problems; countermeasure Speech is the language of the material shell is to master the language knowledge and access to basic language skills, so they must first learn the language from the speech began. For this reason, the existing secondary school English textbooks to voice teaching arrangements in the initial stage of learning English who started this year, the purpose is to enable students to master a good pronunciation and intonation, with the word spelling ability, in order to further study and development of students prep capacity, self-learning ability , and the initial use of English ability to communicate the true basis. Currently, however, the actual eff