Phonics and teaching phonics for students in grades 3

 	THANH HOA EDUCATION & TRAINING DEPARTMENT
TRIEU SON EDUCATION & TRAINING DEPARTMENT
EXPERIENCE INITIATIVE
PHONICS AND TEACHING PHONICS FOR STUDENTS IN GRADES 3 
Writer: Le Thi Nga
Career: Teacher
School: Dong loi primary school
Subject: English
THANH HOA YEAR 2018
CONTENT TEXT
 Content
page
1. INTRODUCTION
2
1.1. The reasons of choosing topic
2
1.2- Researching purpose
2
1.3- Object for studying
2
1.4- The methods of researching
2
2. CONTENTS
2
 2. 1. The basic theory of experiment creation
3
2.2. . The basis reality before using experimental creation
3-4
2.3. The solutions for solving the problems
4-15
2.4. 2.4. Effectiveness and lessons learned
15-16
3. . CONCLUSIONS AND REQUEST
1. The general conclusion
16
2. Request
16-17
REFERENCE BOOKS
1. INTRODUCTION
1.1. The reasons of choosing topic
English is getting a lot of attention from people. It is not a hobby for some gifted English but also necessities. Foreign Language is a bridge for cooperation, development and exchange between countries together. One important thing is that everyone wants to use English perfectly and fluently. 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
them to understand you. 
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 correctly 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. Researching purpose
Developing language (oral skills) through phonics to teach English to young learners.
Developing skills (reading - speaking - pronunciation well)
1.3. Object for studying
Object for studying are young learners at Dong Loi primary schools.
1.4. The methods of researching
Attend classes, learn from your peers, and some of your own experiences.
Observe the knowledge acquisition of students in the teaching process.
Exploring student pronunciation.
Studying teaching materials and teaching materials from the Internet.
2. THE CONTENTS
2.1. The basis theory of experimental creation
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 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 .
2.2. The basis reality before using experimental creation 
Being a teacher, I love my job, love my children so I always study the psychology of primary school age children (especially pupils in grade 3). They are also at the age of eating, sleeping and the giddy. They remember fast but forget quickly, especially with English subject which is a fascinating subject but different from their mother tongue, so they do not have the help when they do not understand at home. They can only be studied with teachers and friends in class, the fact that I teach in rural schools, many parents do not understand deeply the importance and necessity of the English subject and only focus on cultural subjects like Mathematics, Vietnamese ...
The majority of students are not paying attention and investing in foreign languages, they prepare the lesson very sparingly, to deal when they learn this subject very bad. Since then, a number of children with psychological bored with learning English. During school hours, the majority of them are usually passive, lack of flexibility, afraid of reading - saying English and participate in learning lessons very little. 
	 Therefore making interest and consolidating students' knowledge is an 
extremely important and regular work. Because this affects a lot of to the students, a fundamental factor affecting the process of learning a language: 
To having the learning quality of the children achieve the best results, it is not an easy thing. So how do they form and develop learning skills most comprehensive? How do they love, deepen their knowledge of the phonics lesson? By any way to help students understand the lesson but not boring, I think that the lesson must be really charismatic, atmosphere during school hours interesting and relaxing.
The organization of teaching English in primary schools meets the needs of students in learning a foreign language elementary and accordant 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. Pronunciation 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, resultantly 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. 
Since then I checked the quality survey of the mid term of the first semester of students in grader 3, and the results showed that:
Class
students
Good completion
(Mark 9-10)
Completed:
Not completed
((Mark under) 5
Mark 7-8
Mark 5-6
SL
%
SL
%
SL
%
SL
%
3A
30
3
10
5
16,6
14
46,7
8
26,7
3B
30
2
6,7
3
10
15
50
10
33,3
3C
31
5
16,1
6
19,3
10
32,3
10
32,3
Therefore, the role and responsibilities of teachers not only teach English but need to continuously study and apply the methods of innovation and creativity. Teachers should build a learning English environment friendly. Students can participate in meaningful communicating activities through the interesting phonics activities.
2.3. The solutions for solving the problems
* The general solutions
+ Observe the actual situation of students. Talk with them to find out the feeling, 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.
* The process of phonics
An hour of phonics will be effective if the teacher follows a clear, specific syllabus that makes the syllables easy for the student.
+ The teacher reads the words containing the sound they are learning, the student listens and facing the students to read the sound several times so that the student 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 and 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, teeth when pronouncing and explaining in detail so students understand. Ask the students to repeat the words on the board and then call each group repeatedly. 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 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 'synthesizing', 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 pronounced /i:/ . 
In the unit 18 : group ea(-) is pronounced /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/ identify the vowels which are pronounce /i/
- Groups : a, (-) ear, (-) eer, (-) ier (-), (-) ere, i(-), e, are pronounced /i/  
In unit 17 : group i(-) is pronounced /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 pronounced /e/ 
In unit 5 : group e is pronounced /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 pronounced /æ/ Eg: That.
5. Short vowel /ʌ/
Introduction: Open your mouth wide by 1/2 compared to the pronounced/æ/ and give tongue back.
Identify the vowels which are pronounced /ʌ/ : “ o, o-e, ou(-), u(-)” 
In unit 14 : “u” is pronounced /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 pronounced / 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 pronounced / 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 pronounced / ɒ /. Eg : draw In unit 20: “or” is pronounced / 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 pronounced / 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 pronounced / 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 restricts. 
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 pronounced / aɪ / Eg: kite
12. Consonant /p/
Introduction : is voiceless consonant sound which is created by two lips (bilabial), power-on (plosive) 
How to pronounce: the first upper and lower lips close and then open 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 pronounced / 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 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 pronounced / b / Eg: Bye 
14 . Consonant /t/
Introduction: Features: is voiceless consonant sound created between the tongue and the teeth (tip-alveolar), plosive 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 
In unit 2 : “t” is pronounced / t / Eg: Tony
15. Consonant /d/
Introduction : Voiced consonants, sound is created between the tongue and the teeth (tip-alveolar), plosive power - on . How to pronounce: the same as for the sound / t /, but use voice calls generated sound / d / . 
In unit 6 , “d” is pronounced / d / Eg: Down
16. Consonant /k/
Introduction : voiceless consonant sound is created between the tongue and soft dome (see figure) (back-velar), power-on (plosive) 
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 
 	 In unit 6 : “c” is pronounced / k / Eg: come
17. Consonant /s/
Introduction : voiceless consonant sound is created between the tongue and teeth (blade-alveolar), 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 . 
 In unit 4 : “s ” is pronounced / s / Eg: six 18 . Consonant /ʃ/
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 . 
In unit 15, “sh ” is pronounced / ʃ / Eg: ship In unit 12, “ch ” is pronounced / ʃ / Eg: kitchen 
19. Consonant /tʃ/
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 . 
In unit 13: “ch ” is pronounced / tʃ / Eg: chair In unit 15: “sh ” is pronounced / tʃ / Eg: ship 
20. 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 pal