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t  that  sound  was  a  tool  to  express mind  and  meaning.  A.C.Gimson  (1970)  holds  the  view  that  mastering  a  language means having a command of almost 100 percent of pronunciation, 50 to 90 percent of grammar and 1 percent of vocabulary. Only by mastering the sound of a language can the  goal  of  a  comprehensive  language  application  and  a  smooth  daily  communication be achieved. The phonetic arrangements in NSE are presented in Table 4.1. Students learn the pronunciation of letters in 3B (the second book in Grade 3) and of  vowels  and  consonants  in  5A  (the  first  book  in  Grade  5)  and  5B.  The  learning  of pronunciation  of  combined  letters  helps  students  to  read  words  easily.  Each  activity like  listen,  read  and  act  out  in  NSE  is  related  to  phonetic  knowledge  for  practicing intonation  and  rhythm  to  cultivate  students’  phonetic  ability.  However,  there  is  not specific  section  for  the  learning  of  international  phonetic  alphabets,  stress  and intonation,  the  lack  of  which  does  not  conform  to  the  request  of  NECS.  Hence, teachers  should  teach  pronunciation  of  complicated  words,  stress  and  intonations  of sentences. 

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Conclusion

No textbook is likely to be perfect for a particular group of learners. The author of this study has investigated textbook NSE in use in Zhucheng urban and rural primary schools  through  analysis,  questionnaires  and  interviews.  Results  show  that  NSE  can basically  implement  the  regulations  of  NECS.  However,  findings  from  questionnaires and  interviews  show  that  there  are  deficiencies  between  rural  and  urban  teachers  and students in their respective abilities in teaching and learning NSE, and those in views on NSE. The major findings are as follows. 1) Results of teachers and students in rural and urban primary schools Compared  with  the  urban  teachers,  rural  teachers  teach  more  classes  and  are lower  in  education  degree.  Most  of  teachers  both  in  urban  and  rural  schools  do  not often take part in the training in textbook interpretation.  As  for  the  students,  rural  students  have  less  interest,  and  have  weaker  English foundation and confidence in English learning than the urban students. 
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