The paper discusses the results of a study undertaken to explore the level of phonemes knowledge acquired or gained by the Pre- primary or primary teachers teaching fundamental English in foundational grades (Balvatika- Grade 2 as per NEP) in schools of Gandhinagar. The data was collected from 40 teachers by means of a questionnaire. The collected data was subjected to quantitative analysis. The result of the study revealed a lack of the teachers' awareness towards the basic terminology of the alphabet teaching. The majority of subjects agreed that the grapheme- phoneme correspondence approach would make the alphabet teaching and comprehension task easier than rote memorization of letters, their shapes, and word or picture association. Phonics would simplify their endeavours of teaching, correct and proper pronunciation from grassroot level. Thus, it would definitely result in quick reading skill development. Phonemes sequence of teaching may differ, but it is a systematic approach for better learning of English.

___________________________________________________________________________________

Keywords: Language, NEP, Pronunciation, Phonics, GPC (Grapheme- Phoneme Correspondence), Blending, Digraphs, Diphthongs, Reading Skill.