Phonics and teaching phonics for students in grade 3

INTRODUCTION
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. 
 Purpose of research.
Find the methods to teach phonics for students in grade 3. 
Subjects of research. 
Research some solutions to teach phonics better for students in grade 3. 
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
Excellent
good
Average
Weak (bad)
SL
%
SL
%
SL
%
SL
%
30
2
7
3
10
15
50
10
33
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 / 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" 
 21. Consonant /f/ In unit 4 : 
“f ” is pronouced / f / Eg : Five . 
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. 
22. Consonant /w/ In unit 13 : Lesson 3 part 1,2,3 
 “wh” is pronounced “w” Eg : Where 
Introduction : sonant (voiced consonant) sound is created when combined medium and soft dome. 
How to pronounce : consonants lip shaped teeth half vowel sounds. It depends on the vowels go after, when pronouncing like When beginning to pronounce the / u / or / ʊ / vowel and then slide to go after. First opening round and
narrow lips, lips gradually expandto blast inside comes out naturally, use to make voice calls sound. Identify the letters which are pronounced /w/  
1. "qu " is pronounced /kw/ 
2. “ w, wh” is pronounced /w/ 
23. Consonant /j/ In unit 3 : Lesson 3 part 1,2,3
“y” is pronounced / j / Eg : Yes 
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 / 
24. Consonant /h/ In unit 1 : Lesson 3 part 1,2,3
"h" is pronounced / h /. Eg : Hello 
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 /. 
25. Consonant /θ/ In unit 12 : Lesson 3 part 1,2,3
"th" is pronounced / θ /. Eg : Bathroom 
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 / 
26. Consonant /ð/ In unit 14: Lesson 3 part 1,2,3 
“th” is pronounced /ð/ Eg : There 
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 , than . +In some words : gather , clothes , brother , wheather , bathe  . .. 
27. Consonant /m/ In unit 14 : Lesson 2 part 1,2,3
“m” is pronounced . Eg : Mirror 
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 / 
 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 the exercises as finding the different pronunciations. The students’ skills have done well 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 guidance of teachers. Over a semester, academic results of students marked progress especially. children are excited and looking forward to more foreign language lessons 
APPLYING THE RESEARCH IN TEACHING:
Unit 17 : What toys do you like ? Period 58 : Lesson 3
I.O