Phonics and teaching phonics for students in grade 3

EXPERIENCE INITIATIVE SOME MEANSURES TO TEACH PHONICS EFFECTIVELY FOR GRADE 3 STUDENTS AT THANH SON PRIMARY SCHOOL Writer: Bui Thi Thanh Nhan Career: Teacher School: Thanh Son primary s

EXPERIENCE INITIATIVE

SOME MEANSURES TO TEACH PHONICS EFFECTIVELY FOR GRADE 3 STUDENTS

AT THANH SON PRIMARY SCHOOL

Writer: Bui Thi Thanh Nhan Career: Teacher

School: Thanh Son primary school Subject: English

THANH HOA, 2021

1.INTRODUCTION 1

2.2 The basis reality before using experimentat creation 2

2.4 The Effectiveness of the Experience Initiative for Education,

mySelf, Colleagues and Schools

18

1 INTRODUCTION

1.1 The reasons of choosing topic:

English is getting a lot of attention from people It is not a hobby for somegifted English but also necessities Foreign language is a bridge for cooperation,development and exchange between countries together One important thing isthat everyone wants to use English perfectly and fluently They can use it astheir "mother tongue" However, to help students get what they want to beeffective, English teachers need to use their method appropriate to each agelevel, use their knowledge to teach their students Beginning students of Englishoften say that their top priorities are to know grammar well and to learn as manywords and everyday phrases as possible Many students think that phonetics is aluxury that they can do without It's a big mistake to underestimate theimportance of pronunciation If you want to communicate in English, you need

to speak English Speaking to people is the only way to communicate Well, youcan exchange written messages, of course Or use gestures to show what youwant 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 youwant to understand English speakers and want

them to understand you

The use of correct English pronunciation can do the opposite understandwhat he said, and also understand the opposite easier and more accurate Thelanguage skills are closely related to each other; skills to support other skills.Correct pronunciation, therefore, is not only good for oral skills, but also tounderstand better for listening However, the pronunciation is a difficult skill;without the guidance and regular exercise, positive, the progress will be virtuallyimpossible Besides, there are so many different factors related to teaching,learning methods, the influence of the mother tongue or conditions interact withnative English speakers also do not much affect the progress of learners

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

initiative named "Some meansures to teach phonics effectively for grade 3 students at Thanh Son primary school”.

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

1.2- Researching purpose.

Developing language (oral skills) through phonics to teach English toyoung learners

Developing skills (reading - speaking - pronunciation well)

1.3- Object for studying.

Some meansures to teach phonics effectively

1.4- The methods of researching.

- Attend classes, learn from your peers, and some of your own

- Observe the knowledge acquisition of students in the teaching process

- Exploring student pronunciation

- Studying teaching materials, collecting materials and teaching materials from the Internet

2 THE CONTENTS

2.1 The basis theory of experimentat creation:

Through a lot of research material, as well as a combination of theory andpractice, 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 away to teach phonics, and the work that I have written to teach phonics method

in a class Teaching phonics to help students create atmosphere languagelearning correct pronunciation of words in lessons Much purpose of teachingphonics in a language class is not intended to make students capable pronouncedsimilar to the native because it is not practical, unless the school has a specialtalent and highly motivated The goal is to teach phonics to help students gain anability to pronounce correctly at a certain level to be able to communicate whatthey want to talk with other people Phonics is a teaching method used to helpchildren learn to read Phonics breaks down words into individual sounds andsyllables and shows children how each sound fits together to make up a word.Children taught with phonics must learn the different vowel sounds, consonantsand regular rules of English grammar Due to the learner's native languageaffects the pronunciation 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 The basis reality before using experimentat creation:

Being a teacher, I love my job, love my children so I always study thepsychology of primary school age children (especially pupils in grade 3) Theyare also at the age of eating, sleeping and the giddy They remember fast butforget quickly, especially with English subject which is a fascinating subject butdifferent from their mother tongue, so they do not have the help when they donot understand at home They can only be studied with teachers and friends inclass, the fact that I teach in rural schools, many parents do not understanddeeply the importance and necessity of the English subject and only focus oncultural subjects like Mathematics, Vietnamese

-The majority of students are not paying attention and investing inforeign languages, they prepare the lesson very sparingly, to deal when theylearn this subject very bad Since then, a number of children with psychologicalbored with learning English During school hours, the majority of them are

usually passive, lack of flexibility, afraid of reading - saying English andparticipate in learning lessons very little

Therefore, making interest and consolidating students' knowledge is anextremely important and regular work Because this affects a lot of to thestudents, a fundamental factor affecting the process of learning a language:

To having the learning quality of the children achieve the best results, it isnot an easy thing So how do they form and develop learning skills mostcomprehensive? How do they love, deepen their knowledge of the phonicslesson? By any way to help students understand the lesson but not boring, Ithink that the lesson must be really charismatic, atmosphere during school hoursinteresting and relaxing

The organization of teaching English in primary schools meets the needs

of students 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

to learn 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 thestudents forget how to pronounce it late In practically, teaching at my school, Inotice that some of them have the ability to read and pronounce very well.Besides, there are some children who have difficulty in pronunciation They areafraid of the wrong director, afraid of friend’s laugh, resultingly they are shysaying, less communicate and read the words As well as studentsmispronounce, this leads to make a marked accent and intonation wrong So tohave methods of teaching reading - speaking - pronunciation well

Since then I checked the quality survey between the first semester of thirdgraders, and the results showed that:

Class Students Mark 9-10SL % Mark 7-8SL % Mark 5-6SL % Mark under 5SL %

After that I conducted the survey to interest in their learning

The results showed that:

Therefore, the role and responsibilities of teachers not only teach Englishbut need to continuously study and apply the methods of innovation andcreativity Teachers should build a learning English environment friendly.Students can participate in meaningful communicating activities through theinteresting phonics activities.

2.3 The solutions for solving the problems:

2.3.1 The general solutions:

- Observe the actual situation of students Talk with them to find out thefeeling, aspirations, problems they meet in the process of learning English

- Study materials, books, magazines newspapers education read textbooks,teacher’s books and prepare the suitable games

- Attend and exchange experiences with colleagues

- Summary and draw experience in the teaching process

- Interview directly pupils after the lessons they are participated in the games with the lessons which they are not joined the games

- Consult closely with the school:

- The attention of the school facilities to create conditions for teachers andstudents can participate in the games

- Encourage children to participate in computer games such as crossword inEnglish, work square in English…or watch cartoons in English on TV to attractthem into the process of game organization during class hours in a natural andeffective way

2.3.2 The process of phonics.

An hour of phonics will be effective if the teacher follows a clear, specificsyllabus that makes the syllables easy for the student

- The teacher reads the words containing the sound they are learning, thestudent listens

- The teacher facing the students to read the sound several times so that thestudent can hear clearly and observe the movement of the mouth, lips, teeth,tongue of the teacher when pronounced This

- The teacher reads a few words that contain the sound they are learning, the student reads

- Teacher write words up on the board

- The teacher describes the pronunciation (position of the tongue, lips, teeth).The teacher hangs up the diagram showing the location of the tongue, lips, teethwhen pronouncing and explaining in detail so students understand

Ask the students to repeat the words on the board and then call each grouprepeatedly Finally, the teacher called some students repeatedly

- According to the above process, the teacher introduces the second tone

- Compare the difference between the second and the first 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 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:/

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:/

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

Eg: reading 2 Short vowel /I/ 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/

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

Eg: Ship

3 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

4 Short vowel /æ/

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

5 Short vowel /ʌ/ 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(-)”

In unit 14: “u” is pronouced /ʌ/

Eg: Cup

6 Long vowel / ɑː/ Introduction: tongue down and back, mouth open wide nor narrow not too (see figure)

Identify the vowels which are pronounced / ɑː/: “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 /

Eg: dog orange

8 Long vowel /ɔː/ 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”

In unit 18: “aw” is pronouced / ɒ /

Eg: draw

In unit 20: “or” is pronouced / ɒ/

Eg: North

9 Short vowel /ə/

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)

In unit 16, “o” is pronouced / ə /

Eg: Parrot

10 Diphthong /eɪ/ 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,”

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 / mouthrestrictes

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

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

12 Consonant /p/

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 mouthslightly, 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

13 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 insideout 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

14 Consonant /t/

Introduction: Features: is voiceless consonant sound created between the tongueand 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 aword, 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

15 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

16 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,