自然拼读

洪恩识字有自然拼读。洪恩识字有两个特点游戏好玩，对孩子吸引力大还有讲解汉字采用的是直映认字法，孩子学习自然拼读也就亲而一举。

1.首先你问的问题我不太明白，英语单词是由字母组成的，怎么可能按汉字顺序来写呢？ 2.要是说句子结构的话，英语跟汉语存在很大的不同，这是由于两种语言在漫长的历史中发展而来的，是没法解释的。

一年级孩子必须会的自然拼读知识 1.二十六个字母的读音 (Letter Sounds). 五个元音字母(a, e, i, o, u), 每个发两种音：长音（其字母音）和短音 y不在单词开头时，一般被看做元音 2.单元音单词拼读 (Consonant-Vowel-Consonant Combinations) 如果一个英语单词或音节里只有一个元音, 且元音不在末尾，这个元音一般发短音. 如：Sam, cat, mat, 等等． Beginning Consonants Ending Consonants One Vowel Word, Short Vowel Sounds 3.双元音单词拼读(Two Vowel Words): 一个单词或音节里有两个元音时，一般来说，前边一个元音发长音（其字母音），后边一个元音不发音． 如：make, mail, may, hay, say, see, sea, meet, meat, key, five, nine, tie, road, coat, toe, cute等等． 4.双/三辅音在一起时的联读 (Consonant Blends) Beginning consonant blends (bl, br, cl, cr, dr, fl, fr, gl, fr, pl, pr, sc, sk, sl, sm, sn, sp, st, sw, tr, tw, scr, spl, str) Ending consonant blends (ft, lf, lm, lp, lt, mp, nd, nk, nt, pt, sk, st) Words ending in ll, ss, ff l Consonant digraphs (ch, th, sh, wh) 5.特殊读法(1)u2013 带元音的特殊读法(Irregular Vowels) igh, ing, ind, ild, ar, or, oi, oy, alt, alk, ost, old, er, ir, ur, ew, sion, tion, eigh, all, ow, ow, ou, ay, ous, ed, ed (t), ed (d), aw, au, oo, oo 以上字母组合作为整体音节发音。需记住它们所发的音。 Examples: ar (car, far), air (hair), are (hare), au, augh (caught), aw (hawk) al, all (all, tall, mall, hall), alk (talk, walk), alt (halt, salt), ay (may, play) l ew (new, few), eigh (eight, weight), ed: usays /ed/: patted, landed, lifted usays /t/: walked, hopped, stopped usays /d/: cried, played, chewed er (sister, brother), ir (girl, fir, firm), ur (burn, hurt) ie (field), ing(king, sing, dancing), ind (find, kind, behind), ild (mild, wild, child), igh (high, night, light), ire oi (oil, boil), oy (boy, toy), old (old, cold), ost (most, host), olt, oo (book), oo (tool, school), or (or, for, horn), ow (读音一：cow, now, how, bow；读音二：bow, low, blow, snow), ou (shout, out, loud) ould (could, would), ough (五种不同的读音：cough, through, ought, slough, plough), ought, , ous (famous, nervous), ue (cruel), ui (fluid) tion (attention, fiction), sion (passion, expression), ending sounds : ang, ong, ung, edge, le 6. 特殊读法(2) l 如果一个单词或音节里只有一个元音,而且元音在末尾，这个元音一般发长音（其字母音） (Vowel at the end)． 如：me, hi, go, baby, table, humor，hibernate 等等。 Y在末尾 (作为元音处理）（y at the end）： u 单音节词, 没有其他元音，y发”I”(one syllable word, y at the end (pronounced as “I”)): my, why, fly, sky u 多音节词, y发”E” 的音(two or more syllables, y at the end (pronounced as “E”)): daddy, mommy, baby，honey, crazy 7. 特殊读法(3) - 固定读音的单词 (Sight Word): is, are, the, a, to, here, hey, have, son, love, come, give, fieldu2026u2026 等. 它们不遵守前边的发音规则，需要死记硬背。 8. 特殊读法(4) u2013 辅音的特殊读法 有一些辅音不发音 (silent consonants)． u Silent b: comb, lamb u Silent h: ghost u Silent k: knife, knock, knob, knowu2026 u Silent w: write, wrist, wreck u2026 "c" 和 "k" 在一起时，发一个音: quick, black等. "q" 总是和"u"在一起：quite, quick, quit, quilt等. 之所以指出这一点, 是在这里u不能再被认为是元音, 而是和q一起组成一个辅音组合. 于是, 在quite这个单词里只有两个元音, 是双元音单词, 第一个元音i发字母音, 第二个元音e不发音. "p"和 "h"在一起, 发/f/的音: phone, photo. 复数s及末尾s的读音(Plural s and the sounds of ending s) c和g 的两种读音: u 如果i(或y)或者 e 跟在c或者g的后边, c发/s/, g发/j/的音: center, cigar, nice, mice, gem, giant, gym, page. u 其他情况下, c发/k/, g发/g/: can, clap, cup, great, glad, got, goat, log. u 特殊情况： get, give 9. 多音节单词和复合词 (Words with multiple syllables and compound words) 多音节单词: believe, multiple, syllable, compound 复合词: homework, highway, sidewalk, inside,

一、指代不同1、能动英语：以权威的专利技术，系统完善的课程体系、科学先进的教育理念，和标准化的经营管理模式，是不同于目前大众英语培训的少儿英语培训品牌。2、自然拼读法：不仅是以英语为母语国家的孩子学习英语读音与拼字，增进阅读能力与理解力的教学法，更是以英语为第二语言的英语初学者学习发音规则与拼读技巧的教学方法。二、方式不同1、能动英语：可以使学习者，不读字母，不用音标；见词能读，提笔能写，张口能说，听词能懂；在阅读中积累英语知识，并以此为基础，全面发展听、说、读、写能力。2、自然拼读法：是目前国际主流的英语教学法，它不仅是以英语为母语国家的孩子学习英语读音与拼字，增进阅读能力与理解力的教学法，更是以英语为第二语言的英语初学者学习发音规则与拼读技巧的教学方法。三、特点不同1、能动英语：是国内唯一具备核心专利技术，完全遵循英语语言内在规律，是真正授之以渔的系统化、标准化英语教育产品和教学体系。2、自然拼读法：通过直接学习26个字母及字母组合在单词中的发音规则，建立字母及字母组合与发音的感知，让学生在轻松愉快的氛围中，了解和学习英语字母组合的奥妙，掌握英语拼读规律，从而达到看到单词就会读，听到单词就会拼的学习目的。参考资料来源：百度百科-能动英语参考资料来源：百度百科-自然拼读法

国际音标早就要淘汰啦，现在小学新课标中已经不再要求教国际音标了，千万别让孩子英语越学越复杂。 自然拼读法是有可取之处，但只能对短的、简单的单词适用，长的就不行，让三岁孩子学学还差不多。 全语教学美国那边都证明是失败的教学方法了，让美国加州的孩子英语学习倒退了。 现在出来了个新的教学方法叫表音密码，你可以了解一下，南京能动英语就是培训这个的

自然拼读是欧美英语系国家流行的英语学习法，从本质上比国际音标要高明很多，自然拼读以字母声为基础，教会孩子每一个字母的发声，然后孩子通过一个字母一个字母的拼读来完成单词的拼读，比如说Cat，Bus这样的单词，通过学习C,A,T;B,U,S的发声，拼读到一起，得到单词的发音，这样比较短比较规则的单词，自然拼读都能很好的解决。 自然拼读的缺点是自然拼读还不够系统，对于相对长的单词，复杂的单词就不适用了，而且缺少很多规律和法则的传授。例如：sporogenuos,pharmaceutical,sphygmomanometer. 表音密码从学习内容上比自然拼读更加系统，内容更加丰富。具体来说，就是自然拼读会教五部分内容，包括字母名，字母声，辅音，元音，字母组合。而表音密码所传授的内容包括七部分知识，七部分能力，囊括所有自然拼读的内容，除此之外，还有468个不间断音的学习，5大类60种常用后缀的学习。另外还有表音密码七步语音处理流程，百万单词的重读音节发生规律，若读音节发音规律等等诸多内容，无论长短单词，都可以使用，经过统计，使用率达到97.4%。 而且根据很多家长反映，他们的孩子学习自然拼读，但是遇到单词仍然不会拼读的情况还是很多，依然用死记硬背的方式记忆单词。

自然拼读比较适合。小学生学的比较容易，也喜欢学。

其实这些都是大相径庭的，自然拼读或是表音密码这些，孩子接触多了，自然会无意识地掌握，现在这些就是提前有意识地直接告诉他们这些总结出来的拼读经验。所以个人觉得，还是看学校的教学水平，孩子有没有兴趣之类的问题吧，本身这几个都是名字取得不太同罢了，背后的东西还是一样的，孩子不喜欢教的再好也白搭了，所以可以问问孩子更喜欢哪个，或者说问他今天学到什么就可以产生比较进行选择。

1、记忆：自然拼读法是利用长时间对脑部的刺激来促使单词的记忆，而表音密码法则是通过发音对单词进行回忆，用三维的方式记忆。2、学习人群：自然拼读法适用于初学英语并且对英语没有什么接触的人，而表音密码法适用于未来从事英语方面的人员，进行系统的学习与记忆。扩展资料：表音密码学习效果：能动英语完全颠覆了传统的被动英语学习方式！不但解决了“是什么发音”的问题，还解决了“为什么是这个发音”的问题，真正做到明明白白学英语！掌握了表音密码的孩子，可以把国际音标抛到九霄云外。掌握了表音密码的孩子，直读直拼ophagous、parathyroidectomy易如反掌。掌握了表音密码的孩子，有一双快速解码单词的火眼金睛。掌握了表音密码的孩子，陌生单词也可以做到见词能读、提笔能写、过目不忘。掌握了表音密码的孩子，也就打通了语音关，彻底告别哑巴英语。自然拼读法的最大特点：很多孩子用记忆单字字母顺序的方法学英文，他们把单字拆成一个一个字母，然后记忆字母的排列顺序。错误的学习，不仅延误语言开发的黄金期，也扼杀孩子学习的兴趣。而自然拼读法的最大特点是：它会把复杂的发音归纳成有规律的、简单的发音，把英文的字母与发音联系起来，彻底解决学生学英语发音难、发不准音的问题。据研究，英语单词80％以上都符合一定的发音规则，只要孩子掌握这些发音规则，并加以练习，就可轻松的做到看字读音，听音拼字。参考资料：百度百科-自然拼读法百度百科-表音密码

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 PrimerYou 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 Language5 Short-Vowel Sounds18 Consonant Sounds7 Digraphsshort /u0103/ in appleshort /u0115/ in elephantshort /u012d/ in iglooshort /u014f/ in octopusshort /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 shipunvoiced /th/ in thinvoiced /th/ in this/hw/ in whip */ng/ in sing/nk/ in sink* (wh is pronounced /w/ in some areas)6 Long-Vowel Sounds3 r-Controlled Vowel SoundsDiphthongs and Other Special Soundslong /ā/ in cakelong /ē/ in feetlong /ī/ in pielong /ō/ in boatlong /ū/ (yoo) in mulelong /ōō/ in flew/ur/ in fern, bird, and hurt/ar/ in park/or/ in fork/oi/ in oil and boy/ow/ in owl and ouchshort /u014fu014f/ in cook and pull/aw/ in jaw and haul/zh/ in televisionSteps for Teaching PhonicsStep 1. Gather the materials listed below and store them together in a box.Materials for Teaching PhonicsWhat You NeedSuggestionsystematic phonics programConsider 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 backConsider 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 erasersPurchase 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 /u012d/ 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 Soundsshort /u0103/ in appleshort /u0115/ in elephantshort /u012d/ in iglooshort /u014f/ in octopusshort /u016d/ in umbrellaConsonant 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 zipStep 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 Blendsb + a = bas + a = saj + a = jab + e = bes + e = sej + e = jeb + i = bis + i = sij + i = jib + o = bos + o = soj + o = job + u = bus + u = suj + u = juStep 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 Blendsfa + t = fatki + t = kitro + d = rodde + n = denma + d = madse + t = setbo + x = boxye + s = yestu + g = tughi + d = hidno + t = notwi + n = winju + g = jugpu + n = punla + p = lapStep 5. Teach the twin-consonant endings, plurals, and two-consonant blends. Drill until blending is automatic.Twin-Consonant EndingsTwo-Consonant BlendsTwo-Consonant Blendspuffblabstun, fistsellbragswamkissclubtrotfuzzcroptwinlockdragfactfledraftPlurals:frogbulbcats (sounds like /s/)glumheldbeds (sounds like /z/)gripelfplugsulkprimfilmscathelpskip, masksiltsledjumpsmughandsnipmintspot, gaspkeptStep 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.DigraphsThree-Consonant Blendschin, such, patch (silent t)scruffship, wishsplitthin, with (unvoiced /th/)strapthis (voiced /th/)thrillwhipsang, sing, song, sungsank, sink, honk, sunkStep 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 WordsIntroduce after student canread short-vowel words, /th/, and /sh/Introduce after student canread long-vowel wordsA 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, fordo, to, into, of, off, put* also pronounced /thu016d/was, were, aredoing, doessaid, says, have, giveyou, your, yoursthey, their, therewhere, what, why, whoonce, one, come, somedone, nonetwo, tooStep 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 SoundsCommon SpellingsLess Common Spellingslong /ā/cake, rain, pay, eight, babysteak, they, veinlong /ē/Pete, me, feet, sea, bunnykey, field, cookie, receive, pizzalong /ī/bike, hi, fly, pie, nightrye, typelong /ō/hope, go, boat, toe, snowsoul, thoughlong /ū/ & /ōō/mule, blue, boot, tuna, flewfruit, soup, through, feudStep 9. Teach the r-controlled vowel sounds and their spellings.r-Controlled Vowel SoundsCommon SpellingsLess Common Spellings/ur/fern, bird, hurtpure, dollar, worm, earth/ar/farmorange, forest/or/forkdoor, pour, roar, more, warStep 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.SoundCommon Spellings/oi/oil, boy/ow/owl, ouchshort /u014fu014f/cook, pull/sh/vacation, session, facial/zh/visionStep 11. Teach /aw/, /awl/, /awk/ and their spellings.SoundCommon Spellings/aw/jaw, haul, wash, squash/awl/bald, wall/awk/talkStep 12. Teach these sounds and spelling patterns.SoundCommon Spellings/s/ spelled cRule: c followed by e, i, or y sounds like /s/.cent, face, cinder, cycle/j/ spelled g, ge, dgeRule: g followed by e, i, or y usually sounds like /j/.frigid, age, fudge, gym/f/ spelled phRule: ph sounds like /f/ in words of Greek origin.phone, phonics/k/ spelled chRule: ch sounds like /k/ in words of Greek origin.chorus, Christmas/sh/ spelled chRule: ch sounds like /sh/ in words of French origin.chef, champagneNote: 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

1、 自然拼读和国际音标的区别？自然拼音如今在中国的推广越来越红火，可有些刚接触自然拼音的家长甚至老师也似懂非懂，提出了不少的疑问：到底自然拼音和国际音标有什么区别？中国孩子到底学哪一种方法好？我们知道，一种“语言”必先有它的“音”的存在，“音”是所有语言的根源，然后由不同“音”的组合表示不同的“意思 ”。我们的先人把这些“音”配以图形而形成“文字”的组合，进而演变成正式的“语言”，“英语”就是这样演进而来的一种语言系统，所以学英语就得从“发音”着手。所谓“自然拼音法”，是根据“字母”本身代表的“发音”，以及不同“字母组合”产生的音，做有条理，有系统的整合，也就是说它是根据语言发音的自然规则归纳而形成的一种发音学习。2、 为什么要学习自然拼读？（1）它可以帮助孩子看到文字读出声音，将一个单词的所有发音组合拼读出来成一个完整的单词。如cat，在你不知道这个单词怎么读之前，你必须能将各个音素分别读出，再合成一个完整的单词，这个过程即为c-a-t---cat）。（2）帮助孩子听到声音写出文字，拆分单词帮助拼写。（3）如能读出单词cat，你必须知道它是由c-a-t三个音组成的。所以自然拼音是为了学习拼音语言（如英语）的文字系统而做准备的，也就是说，是为学习英语阅读与拼写做准备的。3、什么程度的孩子适合学自然拼音？ 经验证明，不管是英语为母语或非母语的英语初学者，都最好从最基本的音与音的结合开始，反复练习以建立字母与发音的直觉音感—即先学习自然拼音。有了这样的音感，看到什么样的字母组合，就自然的反应出该如何发音，听到一种音，也直觉地反应该如何拼音，这样就慢慢开始了阅读之路。4、啥是音标？ “音标”这种在中国传统的英语学习方法则是语言学家根据英语不同的音而制定的一群“发音符号”，它是一套注音系统，用途是用文字来记录发音，针对外国人学习英语或者语言工作研究者使用。5、音标有啥用？ 其作用是让学习者能够通过看音标来认识单词的发音，但不能做到看到单词会读听到会写，因此音标对记单词没有帮助，而且由于音标符号比较怪异，让学习者特别是很小的孩子很难记住和理解。6、到底学哪个？ 由前述可见，在中国，我们可以提倡“自然拼音法”，并非排斥“音标”，而是主张家长老师先教“自然拼音法”，让学英语的人建立直觉音感，以便更有效的学好英语。我听过几个英语老师介绍，如果让一个学过“自然拼音法”的学生，再授以“音标”课程的话可得事半功倍的效果。因为已经有“字母—发音直觉音感，再认识“音标符号”，不但不会觉得艰涩，反而可以藉“音标”之助，把发音学的更地道，拼音更迅速确实。所以“自然拼音法“是英语入门的利器，也是学音标的最佳前奏。7、去哪里学？ 学习自然拼读国内有很多教学机构开设了此门课程，所用教材也五花八门，有各个出版社的，也有教育机构自己编写的，老师也是大部分都由中教老师进行教学授课。这里我给大家推荐一家机构——乐外教，他们家的自然拼读课采用牛津出版社原版权威教材，同时采用外教授课。这样孩子学习的自然拼读口音纯正，教材权威，是一个非常不错的选择。