Phonics and teaching phonics for students in grade 3

Phonics and teaching phonics for students in grade 3 1 I INTRODUCTION 1 1 Reasons for choosing the research Vietnam the country is moving strongly on the path of integration and development In the pro[.]

I INTRODUCTION

1.1. Reasons for choosing the research.

Vietnam - the country is moving strongly on the path of integration and

development In the process of integration, the use of the English language (a

common language used in many countries around the world) is an important and

urgent requirement Because in the world today, English is considered as a

second language, a compulsory subject of many countries around the world

According to the Washington Post's latest statistics, 1.5 billion people are

currently studying and using English (the leader in popularity and usage)

In Vietnam, English has been included in the curriculum at all levels of

the curriculum The goal of teaching and learning English is to enable students

to communicate in English on both the two levels: listening (speaking and

reading) and producing (speaking and writing) languages To be able to

communicate in English, the first element students need to master is

"pronunciation." "Phonetics" is considered to be one of the basic elements of all

languages in the world If pronounced correctly, all skills such as listening,

speaking, reading will become much easier Conversely, if the wrong or unclear

pronunciation will make the listener misunderstand or even not understand the

speaker's opinion

As a teacher teaching English in elementary school, I found that

phonetics of students was very vague They are also mentally unstable, not

focused on learning phonetics, as well as difficulty in writing or describing a

problem, even if the problem is very simple In the process of teaching, I always

worry about how to find a way to teach and learn phonetics to suit my students,

so that they no longer feel difficult to pronounce English

From the above reasons, I strongly research and write the experience

initiative named "Phonics and teaching phonics for students in grade 3”.

I decided to choose this topic with the desire to help students learn English well

and can communicate in English Language learners communicate not only

corectly but also self confidently in lessons This is more excited than they are

willing to learn in order to improve their English pronunciation

1.2. Purpose of research.

Find the methods to teach phonics for students in grade 3

1.3. Subjects of research

Research some solutions to teach phonics better for students in grade 3

1.4. Methods of research.

- Research methods to build the theoretical basis

- Method of surveying practice, collecting information

- Statistical methods for data processing

- Summary methods to draw on experience

II CONTENT

2.1 The theoretical basis of the subject.

2.1.1 Phonetic concept

Phonetics is the sound of human speech or the sound of language

Phonetics consists of intonation and sound

Phonetics in English can be understood to include phonology, stress, rhythm and

intonation According to the study of phonetics, the most successful

communication process is achieved through four criteria: good pronunciation;

Natural speech; Natural Rhythm; And natural intonation (natural intonation)

2.1.2 The role of teaching and learning phonetics in English

Nowadays in Vietnam, learning one or more foreign languages to use in

everyday communication as well as in work has become very important,

especially in English English is used everywhere, all the time However, the

question is why many people learn English for a long time but when they

interact with native speakers, they do not understand or misunderstand what we

are saying The main answer is due to phonetics in English

Phonics teaching helps students create foreign language air, learn the

correct pronunciation to a certain extent to express the content to convey the

same as native speakers Identifying the importance of phonetics in particular

and subjects in general English, over the years, the Ministry of Education and

Training is implementing the National Foreign Language Project 2020

(approved under Decision No 1400 / QD-TTg Of the Prime Minister on

September 30, 2008) to improve the foreign language ability of English

teachers throughout the country

2.2 Practical basis before applying theme

The organization of teaching English in primary schools meets the needs

of students in learning a foreign language elementary and accordants with the

requirements of educational development On the other hand, learning English

in primary school will help students get a certain knowledge of English to be

able to learn English better when they are at junior high school Pronounciation

in the general case , particularly in primary schools has long been a problem

Many students encounter new words they do not know how to pronounce Often

teachers must International Phonetic form and read to students Sometimes the

students forget how to pronounce it late In practically, teaching at my school, I

notice that some of them have the ability to read and pronounce very well

.Besides, there are some children who have difficulty in pronunciation.they are

afraid of the wrong director, afraid of friend’s laugh ,resultingly they are shy

saying, less communicate and read the words As well as students

mispronounce, this leads to make a marked accent and intonation wrong.So to

have methods of teaching reading – speaking - pronunciation well, I have

conducted a survey earlier this year to classify students The following table is

the result of students in English in my school at the middle test of the first term

for 2016-2017 school year

RESULT BEFORE APPLYING THE RESEARCH IN TEACHING

Students

Through this table shows the number of students pronouce the words

weakly account for 33 percent

2.3 Solution and implementation:

In English language, There are twenty vowels and twenty four

consonants sound, which we put together to form words Some are represented

by one letter, like 't', and some by two or more , like 'ck' in duck and 'air' in

chair.Children are taught the sounds first, then how to match them to letters, and

finally how to use the letter sounds for reading and spelling Synthetic phonics

refers to 'synthesising', or blending, the sounds to read words It's based on the

idea that children should sound out unknown words and not rely on their

context Now I specifically refer to each sound in English and use them to the

lessons which are applied for students in grade three

1 Long vowel /i:/ In the unit 18 : Lesson 3 part 1,2,3

group ea(-) is pronouced /i:/ Eg : reading

Introduction : /i:/ is a long vowel sound

Make your mouth wide, like a smile /i:/

Your tongue touches the sides of your teeth /i:/

It's pronounced /i:/ /i:/

Identify the vowels which are pronounce /i:/

Groups : ea(-) , ee, e-e , -e , ei(-),(-)ese, ie , i are pronouced /i:/

2 Short vowel /I/ In unit 17 : Lesson 3 part 1,2,3

group i(-) is pronouced /i:/ Eg : Ship

Introduction:

/I/ is a short vowel sound

Make your mouth a bit less wide than for /i:/

Your tongue is a bit further back in your mouth than for /i:/

It's pronounced /i/ /i/ Identify the vowels which are pronounced /i/

dentify the vowels which are pronounce /i/

- Groups : a, (-) ear, (-)eer ,(-)ier(-), (-)ere,i(-),e, are pronouced /i/

3.Short vowel /e/ In unit 5 : Lesson 3 part 1,2,3

group e is pronouced /e/ Eg : yes

Introduction : /e/ is a short and relaxed sound

Open your mouth wide

It's pronounced /e/ /e/

Identify : “e(-) ,(-)ead ,(-)eath ,(-)air ,are” are pronouced /e/

4 Short vowel /æ/ In unit 5: Lesson 3 part 1,2,3

“a” is pronouced /æ/ Eg : That

Introduction : /æ/ is a short sound

Open your mouth wide

It's pronounced /æ/ /æ/

Identify the vowels which are pronounce /æ/

“a" is pronounced / æ / in the following cases: In one-syllable words that end in

one or more consonants

5 Short vowel /ʌ/ In unit 14 : Lesson 3 part 1,2,3

“u” is pronouced /ʌ/ Eg: Cup

Introduction:

Open your mouth wide by 1/2 compared to the pronounced/æ/ and give tongue

backIdentify the vowels which are pronounced /ʌ/: “o, o-e, ou(-) ,u(-)”

6 Long vowel / ɑː/ In unit 20 : Lesson 3 part 1,2,3

“ar” is pronouced / ɑː / Eg : Far

Introduction : tongue down and back, mouth open wide nor narrow not too (see

figure)

Identify the vowels which are pronounced / ɑː/ : “ ar(-)”

7 Short vowel /ɒ/ In unit 9 and 16 : Lesson 3 part 1,2,3

“o” is pronouced / ɒ / Eg : dog , orange

Introduction : vowel sound in the middle of half-open and open sound to the

position of the tongue, lips pronounce round

Identify the vowels which are pronounced /ɒ/ : “ o(-) and ong”

8 Long vowel /ɔː/ In unit 18 : Lesson 3 part 1,2,3

“aw” is pronouced / ɒ / Eg : draw

Introduction : The tongue moves back, the rear blade raises, lip rounds and

expand Identify the vowels which are pronounced /ɔː/ : “ all , au , aw, wa , or ,

os , oar , ore , our”

9 Short vowel /ə/ In unit 16 : Lesson 3 part 1,2,3

“o” is pronouced / ə / Eg : Parrot

Introduction This is a very short vowel When pronouncing tongue forward and

slightly upward

Identify the vowels which are pronounced /ə/ : “a, e ,o, u,"

The vowels like a, e, i, o, u in part of a word to emphasize that can be

pronounced as / ə / or / ɪ / examples from word “ accept”, letter “ a” pronounced

/ ə / as it is not the accented stress)

10 Diphthong /eɪ/ : In unit 19 : Lesson 3 part 1,2,3

“a-e and ai ” are pronouced / eɪ / Eg : Rainy , Skate

Introduction : pronounce slightly extended from / e / gradual transite to and end

in / ɪ / Audio / ɪ / pronounce very short and quick

identify the vowels which are pronounced /eɪ/ : “ a-e , ai , ay ,ea , ey ,eigh, ate,”

11 Diphthong /aɪ/ In unit 17 : Lesson 3 part 1,2,3

“i-e” is pronouced / aɪ / Eg : Kite

Introduction : sound begins with a vowel in the middle of the tongue / ɑː / and

raises on the word / ɪ /, when pronouncing / ɑː / mouth opens wide, to / ɪ / mouth

restrictes

identify the vowels which are pronounced / aɪ / :“y, ui, I, ie, ye, i-e, y-e , igh ,

ild , ind , ”

12 Consonant /p/ In unit 2 : Lesson 3 part 1,2,3

“p” is pronouced / p / Eg : Peter

Introduction : is voiceless consonant sound which is created by two lips

(bilabial), power-on (flosive)

How to pronounce: the first upper and lower lips close and then opene his mouth

slightly ,turn inside out to create a sound / p /, pronounce fast Identify:

Only consonants "p" is pronounced as / p / When it stands at the top of a word,

the end of a word or after S

13.Consonant /b/ In unit 1 : Lesson 3 part 1,2,3

“b” is pronouced / b / Eg : Bye

Introduction: Voiced consonants, bilabial sounds and turn slightly negative

How to pronounce: the first two lips close and then push slightly from the inside

out to create a sound, a sound similar / p /

Identify: Only consonants "b" is pronounced as / b / When it stands at the top

of a word, middle or end of a word

14 Consonant /t/ In unit 3 : Lesson 3 part 1,2,3

“t” is pronouced / t / Eg : Tony

Introduction: Features: is voiceless consonant sound created between the tongue

and the teeth (tip-alveolar), flosive power-on How to pronounce: locate at the

base of the tongue on the teeth, inside, this time the blade will stop fumes from

inside out Then blast will be tremendous pressure, this time pushing the tongue

forward quickly turned into sound / t /

Identify: Only consonants "t" is pronounced as / t / When it stands at the top of

a word, the end of a word or the word with end “te” It is also pronounced

when standing after S

15 Consonant /d/ In unit 6 : Lesson 3 part 1,2,3

“d” is pronouced / d / Eg : Down

Introduction : Voiced consonants, sound is created between the tongue and the

teeth (tip-alveolar), flosive power-on

How to pronounce: the same as for the sound / t /, but use voice calls generated

sound / d /

16 Consonant /k/ In unit 6 : Lesson 3 part 1,2,3

“c” is pronouced / k / Eg: Come

Introduction : voiceless consonant sound is created between the tongue and soft

dome (see figure) (back-velar), power-on (flosive) How to pronounce: lift

edged higher after reaching soft dome as shown, so the blast would be prevented

from again Then blast pressure increases in mouth, tongue pushes downward

and out Sound does not vibrate

Identify the letters which are pronounced /k/ : 1 "k" is pronounced / k/

2 "c" is pronounced / k / when it stood before a, o , u and r

3 "qu" is pronounced / k /

4 "x" is pronounced / ks / and / kʃ /

5 "ch" is pronounced / k When

17 Consonant /s/ In unit 4 : Lesson 3 part 1,2,3 “s ” is pronouced / s / Eg : Six

Introduction : voiceless consonant sound is created between the tongue and teeth (blade-aveolar), rubbing sound (fricative)

How to pronounce: first on the tongue’s face touches the teeth, s side , tongue movement goes forward, teeth closes nearer When pronouncing / s / sound blast in the mouth rubs over the other rubbing sound Sound does not vibrate

Identify the letters which are pronounced /s/

1.c" is pronounced / s / when it stood before e, i, or y

2 "s" is pronounced / s / when:

- "S" head of a word "s" inside a word and not in between two vowels

- “S” "at the end of a word to go after f, k, p, t and gh

18 Consonant /ʃ/ In unit 15: Lesson 3 part 1,2,3 “sh ” is pronouced / ʃ / Eg : Ship

Introduction : voiceless consonant sound which is created between the front face and tongue palate (blade-aveolar), rubbing sound (fricative)

How to pronounce: this is a strong grinding sound First raise pleasantly soft dome to blast can go through the palate Present on the tongue and teeth forming a narrow slit while passing whiff

Identify the letters which are pronounced /ʃ/:

1 "c" is pronounced / ʃ / in front ia, ie, io, iu, ea , ious,

2 "sh" is pronounced / ʃ / when standing at the beginning or end of one words 3 "t" is pronounced / ʃ /when it is inside a word and stands before ia,io,ious

4 "s" is pronounced / ʃ / when it stands before ia, io

19 Consonant /tʃ/ In unit 13 : Lesson 3 part 1,2,3 “ch ” is pronouced / tʃ / Eg : Chair

In unit 15 : Lesson 3 part 1,2,3 “sh ” is pronouced / tʃ / Eg :Ship

Introduction : voiceless consonant sound which is created between the front face and tongue palate (blade / front-palato-alveolar), rubbing sound principles (africate)

How to pronounce: this is a monophonic start with / t / and ending with / ʃ / First put on the tongue and jaw leg lift pleasantly soft dome to keep the flow of steam in a short time Lower jaw foot off the tongue gently to blast in the mouth to escape, a rubbing sound explosion will be created shortly after

Identify the letters which are pronounced /tʃ/

1 "c" is pronounced /tʃ/

2,"ch" is pronounced /tʃ/ When it stands at the end of a word

3 "t" is pronounced / tʃ /when it is inside a word and stands before ur + vowel sound

20 Consonant /dʒ/ In unit 7 : Lesson 3 part 1,2,3 “g ” is pronouced / dʒ / Eg :Gym

Introduction : voiced consonant sound which is created between the front face and tongue palate (blade / front-palato-alveolar), rubbing sound principles (africate)

How to pronounce: this is the single consonant begins with / d / and ending with