|Contents for comparison||SEV.EN||Phonics||Whole language||International Phonetic symbol|
|Main characteristics||It selectes 50 letters and combinations which are called phoneme letters to replace International phonetic Symbol. It summarizes 286 reading rules with 4 signs to notate the reading rules. 99.9% of words can be read out correctly.||It concludes 120 reading rules named phonogram with 6 numbers and two signs to notate the reading rules. Those rules represent 42 phonemes by which 80% of words can be read out correctly.||It doesn¡¯t involve the rules of pronunciation and takes the word as a whole without analyzing and lots of people memorize the word.||It uses 48 strange symbols to notate phoneme and separates the pronunciation and forms of English words seriously.|
|Starting point of teaching||phoneme, letters||phonemes, phonograms||words||phonemes, IPS|
|Objects applicable to||Phonogram||Phonogram||Ideograph||Ideograph|
|Learning way||Visual sense, kinaesthesia, auditory sense||Visual sense, kinaesthesia, auditory sense||Main in visual sense||Main in visual sense|
|Spelling and pronunciation||All the words can be read out by seeing them and can be written out by hearing them.||Most of words can be read out by seeing them and can be written out by hearing them.||Students have to memorize the pronunciation and spell mechanically.||It separates the pronunciation and form of a word and students have to memorize the letters and the spelling of words.|
|Accuracy||All the words can be read out accurately||Most of words can be read out accurately.||Students have to notate the pronunciation of words by pinyin. It is quite inaccurate.||All the words can be read out accurately by IPS|
|Reading rules||It teaches all the reading rules intensely, systematically and exactly||It teaches most of the reading rules intensely, systematically and exactly||It teaches a small part of reading rules implicitly, randomly and dispersedly||It confuses the students in learning reading rules|
|contents of reading||Vivid and interesting natural reading material can be read out extensively.||Vivid and interesting natural reading material can be read out extensively.||Limited artificial books with limited words can be read out.||Limited artificial books with limited words can be read out.|
|the exploration of intelligence||It explores the intelligence of students by analyzing and thinking||It explores the intelligence of students by analyzing and thinking||It lacks of training of intelligence because of memorizing mechanically.||It lacks of training of intelligence because of memorizing mechanically.|
|The degree on how easy it is learned||After learning 50 phoneme letters, students can read simple words according to the letters. Students can go to the next step of reading words smoothly with the 286 reading rules.||It¡¯s hard for the beginners to learn the 120 reading rules. When the students learn to a certain degree, those rules are not enough , which makes the students have to check the IPS when they meet difficult words.||It's hard for the students to memorize the words mechanically, which makes the students have to check the IPS when they learn to a certain degree.||It separates the pronunciation and form of a word. To master a word, the students have to memorize three relations including pronunciation and form, pronunciation and meaning, form and meaning. No matter what degree the students reach, they have to read words by IPS. It¡¯s hard to learn.|
|History||It was invented in 2003 and has been listed as recommended products for government purchasing in ¡°Educational informatization government purchase reference¡± published by Education department. Among the recommended products in special edition, SEV.EN is the unique English learning method.||It is the traditional English-teaching method in countries which take English as their native language. In 1940, it was replaced by whole language, after the failure of which , because of finding no better method, phonics was restored in America in 2002 and in English in 2006.||It¡¯s created for the dumb persons in 1930 by Americans. From 1940, it began to be used in all the school, which caused 90 million illiterates in America, which caused the English officials be damned by the public. The Chinese students began to use that method to learn English in2001.||It¡¯s introduced from Russia in 1950s and made 80% of primary school students under the degree stipulated by education syllabus|
|International Phonetic Symbols||Phoneme Letter||Examples||International Phonetic Symbols||Phoneme Letter||Examples||International Phonetic Symbols||Phoneme Letter||Examples|
1. Phoneme Letter are the common use pronunciation rules. You could read 50 percent words after learn them.
2. Vowel is a short vowel when it is a single letter; but two letters is long vowel.
3. ¡°_¡± show the letters are the second kind of pronunciation. We often say it second pronunciation.
4. ¡°¡¯¡± show it is the accent mark and before it the vowel is stress syllable.
5. ¡°`¡± show it is the secondary accent symbol and before it the vowel is secondary stress syllable.
6. ¡°. ¡± show it is the light accent symbol and before it the vowel is light stress syllable.
|Pronunciation||stress syllable||light syllable|
|Open Syllable||Closed Syllable||-r Syllable||-re Syllable||Compounding||Single Letter||-r Syllable||Compounding|
|Principal tone a[ae]||1a[ae]||6a[a]||11ar[ar]||16are[are]||21ai[ae]22au[or]23ay[ae]24aw[or]25aer[are]26air[are]27aor[or]28augh[or]||a[a.]||ar[a.]||ai,ae,ay[i]au[a.]-age[ij],-ate[it]|
|Secondary tone a||1a[ar]||6a[o]||11ar[or]||16are[a]||21ai[e]22au[oe]29ae[ee]23ay[ee]30al[orl]31an[en]32wa[wor]33car[kare]||a[i]||-||-ate[a.t]|
|Principal tone e[ee]||2e[ee]||7e[e]||12er[er]||17ere[ere]||34ea[ee]35ei[ee]36eu[ue]37eo[ee]38eau[ue]9eoi[war]40ey[ae]41ew[ue]42ear[ere]43eer[ere]44eir[ere]45eur[ure]46eigh[ae]||e[i]||er[a.]||ey,ee,ei[i]-e[a.]ea,eo,eur[a.]eou,eu[ere]-en[a.n]-el[a.l]|
|Secondary tone e||2e[e]||7e[i]||12er[ar]||17ere[are]||34ea[ere]35ei[ae]36eu[ere]37eo[ere]38eau[oe]41ew[ue]42ear[are]44eir[are]45eur[er]47*e[*ae]48sew[soe]49en[on]||e[a.]||-||ee[ae],eo,eou[ya.],-e.n[in],-e.l[il]|
|Principal tone i,-y[ie]||3i[ie]||8i[i]||13ir[er]||18ire[iea.]||50ia[iea.]51io[iea.]52iou[iea.]53iew[ue]54iar[iea.]55ior[iea.]56ier[ere]57ign[ien]58igh[ie]||i[i]||ir[a.]||a,ie,io,iu,iou,ier,ior,-ya[ere]-i.ate`[iaet]-tieth[tiith]-ism[iza.m]-tion,sion,shion[sha.n]|
|Secondaryl tone i,-y||3i[ee]||-||13ir[ere]||18ire[i]||50ia[ere]51io[io]56i'er[iea.]59xi[zie]||i[a.]||ir[ere]||ia,io,iou,ior,ie,iu,ier,iar,-ya[ya.]-i.ate[iit]-ism[izm]-tion[cha.n],sion[za.n]xi[ksh]ce,ci,si,ti[sh]|
|Principal tone o[oe]||4o[oe]||9o[o]||14or[or]||19ore[or]||60oa[oe]61oo[ue]62oi[oi]63ou[ou]4oy[oi]65ow[ou]66oar[or]67oor[or]68our[or]69oir[war]70ough[or]71oul[u]||o[a.]||or[a.]||ou,oi,oar,ore,our[a.]ow[oe]|
|Secondaryl tone o||4o[ue]||9o[u]||14or[er]||19ore[o]||60oa[or]61oo[u]62oi[war]63ou[u]65ow[oe]67oor[ure]68our[oua.]69oir[wiea.]72on[wun]73wo[wu]74tho[thu]||o[u]||-||our[ure]|
|Principal tone u,-w[ue]||5u[ue]||10u[u]||15ur[er]||20ure[ure]||75ui[ue]76ua[wae]77-ue-[ure]78uy[ie]79sure[shure]||u[a.]||ur[a.]||ua,uou,uu[ure]ui[i]ure[a.]sure[sha.]-ture[cha.]|
|Secondaryl tone u,-w||5u[ue]||10u[u]||15ur[ure]||20ure[ure]||75ui[ue]77ue[ure]80bu[bi]81su[shu]||u[yu]||-||ua,uo[ure]ure[ya.]ui[uei]nu[ni]sure[za.]sua[zure]|
|pronunciation||Principal tone||Secondary tone||pronunciation||Principal tone||Secondary tone||Without pronunciation|