我国把英语作为第二语言,在部分地区,学生从幼儿园便开始接触英语。但由于学生普遍缺乏语言实践机会,所以直接造成“书写领先,口语滞后”的现象。这就亟需教师探索切实可行的语音训练方法。在教育教学过程中,我们也发现,语音能力好的学生,听说读能力都很强;反之,语音能力较弱的,听说读能力也跟不上。久而久之,他们深感记单词很吃力,单词的记忆只靠死记硬背,只会写不会读,音形分离,不能看词读音与听音辨词,从而造成了不会交际的“哑巴英语”局面。长此以 Our country regards English as the second language, in some areas, the student begins to contact English from kindergarten. However, due to the general lack of language practice opportunities for students, it leads directly to the phenomenon of “leading in writing and lagging in spoken language.” This urgently needs teachers to explore practical methods of voice training. In the process of education and teaching, we also found that students with good phonetic ability have strong ability of listening and speaking; on the other hand, students with weak phonetic ability and short of listening and speaking ability can not keep up. As time passes, they deeply remember the words are very difficult, the memory of the word only by rote, only will not read, phonetic separation, can not read the word pronunciation and listening to the word, resulting in non-communicative “dumb English ”situation. Take this long