SKKN về ngữ âm Tiểu học có chèn hình ảnh hay .
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A INTRODUCTION
I The reasons of choosing topic :
Nowadays, the economy of the countries in the world is growing,exchanges
in policy, culture, society are increasingly expanding among countries
To communicate with each other, requiring that different nations of the world must know proficient use of a common language besides their mother tongue In the languages of communication in the world, English is the most common language that is considered as the most popular one They can use it as their "mother tongue" However, to help students get what they want to be effective, English teachers need to use their method appropriate
to each age level, use their knowledge to teach their students Beginning students of English often say that their top priorities are to know grammar well and to learn as many words and everyday phrases as possible Many students think that phonetics is a luxury that they can do without It's a big mistake to underestimate the importance of pronunciation.If you want to communicate in English,you need to speak English Speaking to people is the only way to communicate Well, you can exchange written messages, of course Or use gestures to show what you want to say But seriously , you need to know how to pronounce what you want to say How you say something is as important as what you say It means that it is necessary for you to acquire standard correct English pronunciation if you want to understand English speakers and want
The use of correct English pronunciation can do the opposite understand what he said, and also understand the opposite easier and more accurate The language skills are closely related to each other; skills to support other skills Correct pronunciation,therefore, is not only good for oral skills, but also to understand better for listening However, the pronunciation is a difficult skill; without the guidance and regular exercise, positive, the progress will be virtually impossible Besides, there are so many different factors related to teaching, learning methods, the influence of the mother tongue or conditions interact with native English speakers also do not much affect the progress of learners 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
II The purpose of the topic:
To contribute to innovating English teaching methods in primary schools
following the direction of promoting a positive, creative initiative of students, enhance individual coordinate activities with academic exchanges
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Formating and drilling skills to apply knowledge to perform the communicative process
Create interest in learning English for students.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 but also help them strengthen and deepen knowledge further
III The object and sphere of topic:
"Phonics and teaching phonics for students in grade 3”
This idea comes from the students who are not passionate, interested in English class Because English is a foreign language, not the mother tongue
Moreover, through many years of teaching experience shows that students often have frightened gesture and act bored learn English
Students of grade 3 of Quang Yen primary school Choose class 3A with 35 students
- Documentation of textbooks, manuals, reference books, documents and games, tapes, pictures, photos, puppets, CD, radio, projectors, computers
IV Researching methods of the subject :
To research a topic, people often choose many different methods With this topic, I use the following methods:
1 Theoretical research method
I read the conducting material issues related to my research needs
2 Learning experience from my colleagues
Attend the colleagues’ lesson to follow their good method
3 Experimental matching method
4 Observation method
Time of research : From September 2016 to April 2017
B.
CONTENT :
I Rationale :
Through a lot of research material, as well as a combination of theory and practice, we need to rely on the basis of the following reasoning:
Faced with a problem of teaching and learning that I think to figure out a way
to teach phonics, and the work that I have written to teach phonics method in a class Teaching phonics to help students create atmosphere language learning correct pronunciation of words in lessons Much purpose of teaching phonics in
a language class is not intended to make students capable pronounced similar to the native because it is not practical, unless the school has a special talent and highly motivated The goal is to teach phonics to help students gain an ability to pronounce correctly at a certain level to be able to communicate what they want
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to talk with other people Phonics is a teaching method used to help children learn to read Phonics breaks down words into individual sounds and syllables and shows children how each sound fits together to make up a word Children taught with phonics must learn the different vowel sounds, consonants and regular rules of English grammar Due to the learner's native language affects the pronunciation teaching English to people who need to have a certain understanding of the sound system of the learner’s mother tongue to first guess the difficulties and advantages of learner’s pronunciation Phonics helps your child learn to read and spell Without this ability, your child cannot be fully literate.Words are like codes and phonics teaches children how to crack the reading code Phonics is therefore an important part of any reading development program.That is the reason Ministry of Education put on phonics lessons to Primary English
II 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 Some times 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 grade 3 at Quang Yen primary school at the middle test of the first term for 2016-2017 term :
RESULT BEFORE APPLYING THE RESEARCH IN TEACHING
9%
5 students 14%
15 students 43%
12 students 34%
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Through this table shows the number of students pronouce the words weakly account for 34 percent
III Solution and implementation :
There are 44 sounds in the English language, 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 Consonant /h/
Introduction: consonants do not cry (voiceless consonant) consonant sound virtually rules (glottal) How to pronounce: push blast from the inside out mouth fast, low tongue
position Identify the letters are pronounced mà /h /"wh" and "h" is often
pronounced a / h /
In unit 1 : "h" is pronounced / h /
Eg : Hello
2 Consonant /p/
Introduction : is voiceless consonant sound which is created by two lips
(bilabial), power-on (flosive)
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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
In unit 2 : “p” is pronouced / p /
Eg : Peter
3 Consonant /b/
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
In unit 2 : “b” is pronouced / b /
Eg : Bye
4 Consonant /t/
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
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
In unit 2 : “t” is pronouced / t /
Eg : Tony
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5 Consonant /m/
Introduction : sonant (voiced consonant), bilabial, nasal
How to pronounce: soft dome surprise move lower, lips tightly shut, blast went off inside the nose
Identify : Only the "m" is pronounced as / m /
In unit 2 : “m” is pronounced
Eg : Mai
6 Consonant /j/
Introduction: sonant (voiced consonant) sound is generated in the front palate (front-palatal)
How to pronounce: this is the sound palate not form a half circle with a vowel as pronounce as slip from position / i / and / ɪ / vowel to go after it This is not consonant rubbing
Identify the letters which are pronounced /j/
"y " is often pronounced / j / "u" can be pronounced as / jʊ / or / ju /
In unit 3 : “y” is pronounced / j /
Eg : Yes 7 Consonant /s/ 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
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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
In unit 4 : “s ” is pronouced / s /
Eg : Six
8 Consonant /f/ Introduction: voiceless consonant sounds lips teeth, combined upper teeth and lower lip to pronounce (labio-dental) This is rubbing consonants (fricative)
How to pronounce: grinding teeth located on the lower lips, blowing off steam flow through the lips, mouth open a little bit
Identify the letters which are pronounced /f/
1 "f" is often pronounced / f /
2 "ph" and "gh" is pronounced / f / in all cases
In unit 4 : “f ” is pronouced / f /
Eg : Four
9 Short vowel /e/
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/
In unit 5 : group e is pronouced /e/
Eg : yes
10 Short vowel /æ/
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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
In unit 5 “a” is pronouced /æ/
Eg : That
11 Consonant /d/
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 /
In unit 6 , “d” is pronouced / d /
Eg : Down
12 Consonant /k/
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/
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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
In unit 6 : “c” is pronouced / k /
Eg :Come 13 Consonant /dʒ/ 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 / ʒ / First tip of the tongue touches the front palate to prevent blast left a short time Slowly lower the blade down to fumes from escaping, a rubbing sound explosion will be created in a natural way then
Identify the letters which are pronounced /dʒ/
1 "d" is pronounced / dʒ /
2 "g" is pronounced / dʒ / in front of e, i, y and if a word ends in the form of "ge"
In unit 7 : “g ” is pronouced / dʒ /
Eg :Gym
14 Consonant /ð/ Introduction : sonant (voiced consonant), tip-dental, rubbing consonants (fricative)
How to pronounce: Similar to pronounce / θ /, using voice sound vibrations generated in the palate
Identify:"th" is pronounced / θ /
"th" sound is pronounced /ð/ in some cases following:
+ At the top of the grammatical structure : - The , this/that , these /those , there , then , though/although, they /them , either/ Neither, together , whether ,
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than +In some words : gather , clothes , brother , wheather , bathe …
In unit 8 : “th” is pronounced /ð/ Eg : These 15 Short vowel /ɒ/ 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”
In unit 9 and 16 : “o” is pronouced / ɒ /
Eg : dog , orange
16 Consonant /θ/ Introduction : consonants do not cry (voiceless consonant), environmental sounds teeth (tip-dental), secondary
How to pronounce: put your tongue between your front teeth blast pushed out through the teeth and tongue
Identify the letters which are pronounced /θ/
1 "th" is pronounced / θ / when:
- When it's head, middle or end of the word
- When the "th" is added to an adjective to a noun transfer
- When the "th" order index
Note: in all other cases "th" and is pronounced / ð /
In unit 12 : "th" is pronounced / θ /
Eg : Bathroom
17 Long vowel /i:/