自然發音法字母記憶口訣的問題，透過圖書和論文來找解法和答案更準確安心。 我們挖掘到下列精選懶人包

孩子的第一本英文拼讀書(附字母拼讀互動手冊、多元學習互動光碟)

為了解決自然發音法字母記憶口訣的問題，作者路易思,楊淑如 這樣論述：

\ 每個孩子，都能成為英文拼讀高手！/ 牛津大師、師訓名師聯手規劃的英語啟蒙書， 讓孩子在玩樂中，自然學會「見字拼讀」。   只要1張圖，就能認字母、學單字、練句型！ 再搭配「字母拼讀互動手冊」， 掌握64個發音規則，看到單字就會唸。   　　\ 看圖學會ABC！/ 　　找一找 | 英文字母在哪裡 　　唸一唸 | 自然發音輕鬆學 　　讀一讀 | 創意句子真好記 　　說一說 | 你問我答學句型 　　拼一拼 | 字母組合真有趣   　　【 附「字母拼讀互動手冊」：收錄64個字母拼讀發音規則 】 　　【 附「多元學習互動光碟」：收錄單字MP3、著色單、桌遊卡 】   　　✪ 本書為《牛津英語大師

教孩子看圖學單字》2022年全新增訂版。   　　❤ 掌握發音規則，輕鬆學會見字拼讀！ 　　找字母 | 和孩子一起找出圖片中的英文字母 　　邀請孩子找一找圖片當中隱藏的英文字母，並用手指指出來。   　　唸單字 | 學會英文字母的本音與自然拼讀發音 　　字母本音是26個英文字母的名稱；自然拼讀是字母在單字中的唸法。   　　聽發音 | 播放MP3聆聽英文老師朗讀單字例句 　　聆聽78組英文字母以及單字、例句的標準發音。   　　練拼音 | 搭配親子手冊學習字母拼讀發音規則 　　利用隨書附贈的手冊學會64個子音與母音拼讀的發音規則。   　　❤ 可搭配「英霸積木」延伸學習： 　　「英霸積木」為本

書作者路易思老師獨家研發的益智積木，首創以「平面與垂直字母串」學習　法，讓孩子手腦並用，秒速變身拼字高手！（相關資訊歡迎洽詢「牛津英語大師 路易思」Facebook粉絲專頁）   　　【如何使用這本書】 　　聽一聽 | 聆聽英文老師朗讀單字例句 　　可以播放光碟片的音檔，或掃描書中的QR Code下載MP3。   　　唸一唸 | 學會字母的本音與自然發音 　　字母本音是英文字母的名稱，自然拼讀發音是字母在單字中的唸法！   　　讀一讀 | 大聲朗讀例句 　　依左頁圖片讀出右頁句子，加深對句中各單字的印象。   　　說一說 | 看圖問答練習 　　練習用What、How、Which、Who、Whe

re開頭的疑問詞提問並回答。下方補充可套用於答句的延伸單字。   　　【字母拼讀互動手冊使用說明】 　　沿虛線裁下隨書附贈的「字母拼讀互動手冊」，可單獨使用，也可搭配本書練習。 　　1. 發音規則：手冊中共收錄64個英文拼讀發音規則。 　　2. 拼字組合：詳列各種發音的拼字組合，包含子音與母音。 　　3. 單字範例：每一種發音組合皆附常用的單字範例。 　　4. 看圖練習：小讀者可試著看圖唸單字，加強對單字的印象。 　　5. 聽音跟讀：可掃描本書第三頁的QR Code（或「字母拼讀互動手冊」封面上的QR Code）下載音檔聆聽單字發音。   　　【桌遊卡使用說明】 　　開啟光碟片中「單字桌遊卡」

PDF檔，用較厚的紙張印出後，沿線剪下使用。包含「單字卡」共78張；「求救卡」共2張。   　　玩法1：字母搶答（3~5人） 　　洗牌後將圖案面朝下成一疊放在中間。每位玩家輪流翻一張牌並展示圖案面。其餘玩家大聲喊出圖片中的字母發音口訣。速度最快且最正確的玩家可獲得該圖卡。所有卡片翻完後，擁有最多張卡片的玩家獲勝。   　　玩法2：看圖猜字（3人以上） 　　一人擔任出題者，向各玩家展示卡片的圖案面，看看哪位玩家能最先喊出代表該插圖的單字，最快答對者可獲得該圖卡。遊戲結束後，擁有最多張卡片的玩家獲勝。   　　玩法3：ABC接龍（3~5人） 　　洗牌後依序發給每位玩家各6張卡片，其餘卡片疊起放在中

間。玩家依字母順序A~Z輪流出牌，握有A的單字圖卡最先出牌，若手中沒有可接的牌，就要從中間拿起最上面的一張卡片。最先出完牌的玩家獲勝。   　　★ 抽到求救卡的玩家，可多一次抽牌機會。   　　帶領者也可自行變化玩法，例如「A~Z字母心臟病」，或請孩子看圖造句。   教育專家推薦   　　政大英語系退休教授 莫建清、 　　全球華人兒童教育專家聯盟 創會會長 劉永偉 　　熱情推薦！

用漢字學50音

為了解決自然發音法字母記憶口訣的問題，作者明智周 這樣論述：

　　唯一台灣觀點的日文學習法 　　五大優勢  領導日文學習風潮 　　●漢字草書模擬平假名，聰明熟記50音 　　●用英文熟悉外來語，掌握片假名 　　●漢字訓練營反覆練習平假名 　　●五段動詞口訣瞬間熟悉動詞變化 　　●貼心設計漸進式學習，開心學日文 　　隨書附贈： 　　●MP3下載 　　●日文動詞變化總表 　　●五十音、羅馬拼音對照圖  

任務型教學法實施於國小英語補救教學之歷程研究

為了解決自然發音法字母記憶口訣的問題，作者孫珍貞 這樣論述：

A Study of the Process for Implementing Task-based Instruction in English Remedial Instruction in an Elementary SchoolAdvisor: Dr. Hung, Chih-ChengStudent: Sun,CHen-ChenABSTRACTResearches on Task-based Instruction in English remedial instruction are more on the effects of learning by quantitative a

nalysis, and less on the study of the processes. This study aims to explored the process of implementing Task-based Instruction in English remedial instruction in an elementary school . Eight fourth-grade English underachievers at an elementary school was selected to participate in this study held f

rom April, 2012 to January, 2013. The data collected for this study were from classroom observations, interviews, reflective journals, worksheets and questionnaires. The main findings are as follows:First, the gradations of underachievers’ characteristics occur during the process: 1. Learners learni

ng turns to through cooperative learning from spectating alone. 2. Learners turn to learn by operation from being absent-minded. 3.Learners show the ability of self-study through the integration and innovation instead of making use of learning experiences. 4. Learners turn to be willing to try an

d make errors from being lack of confidence. 5. The learning interest comes from the sense of accomplishment in task, not from the games only. 6. Learners whose habits are hard to change turn to apply the strategies for learning actively. 7. Learners who are apt to being interferred gradually appear

with forbearance. In the meantime, Task-based Instruction in remedial education , the process of peer intercation shows "participation, two-way interaction, opinion expression, self-feedback. "Second, in Task-based Instruction, the case teacher’s adjustment and coping includes：1. Raising task diffi

culties help language learning more challengeable and motivated when learners are lack of interactive learning. 2. It helps learners to complete the task that case teacher examine learners’prior knowledge first and design courses when learners fail in task. 3. Setting models like worksheets help l

earners’ imitating and learning when they rely much on teachers than themselves. 4. Providing adequate task-based activites makes learns concentrated on learning. 5. Composing chants enhance learners’ memory when learners are with less patience.Third, through Implementing Task-based Instruction i

n English Remedial Instruction in an Elementary school, case teacher obtains teacher knowledge : 1. The knowledge of curriculum development: Case teacher developes Improved Task-based Instruction. 2. General pedagogical knowledge: (a)Combining cognitive structure with learning diagnosis systems can

accurately test learners’ ability. (b) Well organized lesson plan promotes learmers’ concentration. (c) Simple rules and mnemonic chants make courses easier and facilitate learners’ learning. 3. The discipline teaching knowledge: (a) It’s necessary for teachers to aid learns to process knowledge int

egrating. (b) Teachers decide the basic teaching contents according to learners’ Prior Knowledge. (c) Teachers should have the ability of designing courses to different prior Knowledge.Finally, case teacher also changes teachers' beliefs: 1. The teaching objectives turns to ”teach less learn more”.

2. The curriculum Design: The sense of accomplishment in task is also treatd an interest besides games. 3. The teacher-student relationships: (a) Caes teacher’s attitudes to learners’ cultural disadvantaged caused by family background turn to consideration from ignorance. (b) It’s better to conduc

t and make allowances for learners instead of always restraining. (c) The learner need a teacher more than a mentor.Finally, discussions are presented in the study based upon the findings, suggestions are given for teachers, parents, school administrations, the implemention of Task-based Instructio

n and future research.Keywords: English Remedial Instruction、Task-based Instruction、English underachievers