Teaching phonics for students in grade 3 at le the long primary school

Childrentaught with phonics must learn the different vowel sounds, consonants andregular rules of English grammar.. 7, Short vowel /ɒ/Introduction : vowel sound in the middle of half-ope

1 INTRODUCTION

1.1-The reasons of choosing topic and the objectives of researching:

Nowadays, the economy of the countries in the world is growing exchanges

in policy, culture, society are increasingly expanding among countries Tocommunicate with each other, requiring that different nations of the world mustknow proficient use of a common language besides their mother tongue In thelanguages of communication in the world, English is the most common languagethat is considered as the most popular one They can use it as their "mothertongue" However, to help students get what they want to be effective, Englishteachers need to use their method appropriate to each age level, use theirknowledge to teach their students.Beginning students of English often say thattheir top priorities are to know grammar well and to learn as many words andeveryday phrases as possible Many students think that phonetics is a luxury thatthey can do without It's a big mistake to underestimate the importance ofpronunciation.If you want to communicate in English,you need to speak EnglishSpeaking to people is the only way to communicate Well, you can exchangewritten messages, of course Or use gestures to show what you want to say Butseriously , you need to know how to pronounce what you want to say How yousay something is as important as what you say It means that it is necessary foryou to acquire standard correct English pronunciation if you want to understandEnglish speakers and want them to understand you.The use of correct Englishpronunciation can do the opposite understand what he said, and also understandthe opposite easier and more accurate.The language skills are closely related toeach other;skills to support other skills.Correct pronunciation,therefore, is notonly good for oral skills, but also to understand better for listening However, thepronunciation is a difficult skill; without the guidance and regular exercise,positive, the progress will be virtually impossible Besides, there are so manydifferent factors related to teaching, learning methods, the influence of themother tongue or conditions interact with native English speakers also do notmuch affect the progress of learners

1.2.The subject of researching and the method of studying.

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

initiative named "Teaching phonics for students in grade 3 at Le The Long primary school”.

I decided to choose this topic with the desire to help students learn Englishwell and can communicate in English Language learners communicate not onlycorectly but also self confidently in lessons This is more excited than they arewilling to learn in order to improve their English pronunciation

to talk with other people Phonics is a teaching method used to help childrenlearn to read Phonics breaks down words into individual sounds and syllablesand shows children how each sound fits together to make up a word Childrentaught with phonics must learn the different vowel sounds, consonants andregular rules of English grammar Due to the learner's native language affects thepronunciation teaching English to people who need to have a certainunderstanding of the sound system of the learner’s mother tongue to first guessthe difficulties and advantages of learner’s pronunciation Phonics helps yourchild learn to read and spell Without this ability, your child cannot be fullyliterate.Words are like codes and phonics teaches children how to crack thereading code Phonics is therefore an important part of any reading developmentprogram.That is the reason Ministry of Education put on phonics lessons toPrimary English

2.2 Practical basis before applying theme:

The organization of teaching English in primary schools meets the needs ofstudents in learning a foreign language elementary and accordants with therequirements of educational development On the other hand, learning English inprimary school will help students get a certain knowledge of English to be able tolearn English better when they are at junior high school Pronounciation in thegeneral case , particularly in primary schools has long been a problem Manystudents encounter new words they do not know how to pronounce Oftenteachers must International Phonetic form and read to students Some times the

have methods of teaching reading – speaking - pronunciation well, I haveconducted a survey earlier this year to classify students The following table is theresult of students in English in grade 3 at Le The primary school at the middletest of the first term for 2014-2015 term :

RESULT BEFORE APPLYING THE RESEARCH IN TEACHING

Through this table shows the number of students pronouce the words weaklyaccount for 35 percent

2.3 Solution and implementation :

There are 44 sounds in the English language , which we put together to formwords 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 tomatch them to letters, and finally how to use the letter sounds for reading andspelling Synthetic phonics refers to 'synthesising', or blending, the sounds toread words It's based on the idea that children should sound out unknown wordsand not rely on their context Now I specifically refer to each sound in Englishand use them to the lessons which are applied for students in grade three

1 Long vowel /i:/

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:/ Identifythe vowels which are pronounce /i:/ (Using Video on You tube for support)Groups : ea(-) , ee, e-e , -e , ei(-),(-)ese, ie , i are pronouced /i:/

In the unit 18 : group ea(-) is pronouced /i:/

Eg : reading

2, Short vowel /I/

In unit 17 : group i(-) is pronouced /i:/

Eg : Ship

/I/ is a short vowel sound Make your mouth a bit less wide t

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

3.Short vowel /e/

Introduction : /e/ is a short and relaxed sound Open your mouth wide

It's pronounced /e/ /e (Using Video on You tube for support)

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

In unit 5 : group e is pronouced /e/

Eg : yes

4, Short vowel /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/

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

In unit 20 : “ar” is pronouced / ɑː /

Eg : Far

7, 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 /

Introduction This is a very short vowel When pronouncing tongue forwardand slightly upward (Using Video on You tube for support) Identify the

vowelswhich are pronounced / / : “a, e ,o, u,"

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

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

as it is not the accented stress)

In unit 16 , “o” is pronouced / /

Eg : Parrot

10 , Diphthong /eɪ/

Introduction : pronounce slightly extended from / e / gradual transite toand end in / ɪ / Audio / ɪ / pronounce very short and quick (Using Video on Youtube for support)

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

In unit 19 : “a-e and ai ” are pronouced / eɪ /

Eg : Raining , Skate

11 , Diphthong /aɪ/

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 (Using Video on You tube for support)

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

In unit 17 : “i-e” is pronouced / aɪ /

Eg : Kite

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

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

14 , Consonant /t/

Introduction: Features: is voiceless consonant sound created between thetongue and the teeth (tip-alveolar), flosive power-on How to pronounce: locate atthe base of the tongue on the teeth, inside, this time the blade will stop fumesfrom inside out Then blast will be tremendous pressure, this time pushing thetongue forward quickly turned into sound / t /.(Using Video on You tube forsupport

Identify: Only consonants "t" is pronounced as / t / When it stands at thetop of a word, the end of a word or the word with end “te” It is pronouncedwhen standing after S

tongue pushes downward and out Sound does not vibrate (Using Video on You tube for support) (Using Video on You tube for support) Identify the letters which are pronounced /k/ :

- "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

18 , Consonant /ʃ/

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

How to pronounce: this is a strong grinding sound First raise pleasantly softdome to blast can go through the palate Present on the tongue and teeth forming

a narrow slit while passing whiff(Using Video on You tube for support)

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

ending with / ʃ / First put on the tongue and jaw leg lift pleasantly soft dome tokeep the flow of steam in a short time Lower jaw foot off the tongue gently toblast in the mouth to escape, a rubbing sound explosion will be created shortlyafter

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

In unit 13 : “ch ” is pronouced / tʃ /

Eg : Chair

12

How to pronounce: this is the single consonant begins with / d / and ending with/ / First tip of the tongue touches the front palate to prevent blast left a shorttime Slowly lower the blade down to fumes from escaping, a rubbing soundexplosion will be created in a natural way then (Using Video on You tube )Identify the letters which are pronounced /d /

Identify the letters which are pronounced /j/

"y " is often pronounced / j / "u" can be pronounced as / jʊ / or / ju /

(Using Video on You tube for support)

In unit 3 : “y” is pronounced / j /

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

26 ,Consonant /ð/

Introduction:sonant (voicedconsonant),tip-dental, rubbing consonants (fricative).How to pronounce: Similar to pronounce / θ /, using voice sound vibrationsgenerated in the palate (Using Video on You tube for support)

Identify:"th" is pronounced / θ / "th"sound is pronounced /ð/ in some casesfollowing:

+ At the top of the grammatical structure : - The , this/that , these /those , there ,then , though/although, they /them , either/ Neither, together , whether , than +Insome words : gather , clothes , brother , wheather , bath …

In unit 8 : “th” is pronounced /ð/

Eg : These

27, Consonant /m/

Introduction : sonant (voiced consonant), bilabial, nasal

How to pronounce: soft dome surprise move lower, lips tightly shut, blast wentoff inside the nose

Identify : Only the "m" is pronounced as / m /

In unit 2 : “m” is pronounced

Eg : Mai

After the implementation of the methods and the solutions mentioned above,students find themselves very interested in learning the foreign language.Students progress and know how to pronounce, not to be shy and prefer to do theexercises as finding the different pronunciations The students’ skills have donewell and created conditions for students to practice specific skills : speaking -listening- reading -writing

2.4 Results:

With the methods that I have adopted above, the quality of teaching lessons

is improved , more students are eager to learn English under the guidanceofteachers Over a semester, academic results ofstudents marked progressespecially.children are excited and looking forward to more foreign languagelessons Here are the leson which I have applied to and the sesult :

APPLYING THE RESEARCH IN TEACHING:

Unit 17 : What toys do you like ?

Period 58 : Lesson 3

I.Objectives:

1 Knowledge : - By the end of the lesson Ps will be able to ask and answer

questions about toys and quantity Pronounce the sounds in the letters Kite /ai/ ,ship /i/ correctly

II Teaching aids:

1 Teacher’s: Teacher’s book, projector,sorf book and video teaching phonics on You tube chanel

2 Students’: books, notebooks, workbooks

III Teaching processes:

(2-5’) - Have pupils play a game of “ Lucky - Play game

numbers” with the question “ How many

2 Listen and - II.New lesson:

repeat 1 Listen and repeat

(10-11’) -Play the CD and have Ps repeat each line

of the chant Then change the role

-Focus Ps’ attention on the letters coloreddifferently in the words kite and ship-Introduce the sounds /ai/ in group “i-e”

a, Diphthong /aɪ/

This sound begins with a vowel in the middle of the tongue / ɑː / and raises onthe word / ɪ /, when pronouncing / ɑː / mouth opens wide, to / ɪ / mouth

restrictes

- “i-e” is pronouced / aɪ /

Eg :Kite

- Lets ps give some examples of sound /ai/

- Open the video on you tube and play thevideo “ how to pronounce “ and have

Ps to read the chant in chorus

Ps listen then pronounce this sound Have Ps practice the sounds carefully

Have Ps recite the chant and clap the syllable to reinforce theirpronunciation

b, Short vowel /ɪ/

Introduction:

/ɪ/ is a short vowel sound

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

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

- Whole class

-Whole classlisten to theteacher

– Give some examples

–Listen to the tape

- pronouncethis sound