Some methods of teaching phonetics - Vocabulary to develop communication skill for students of Thi Tran primary school

 I. INTRODUCTION
1. Select the topic
 In the stages of development of the world, foreign languages, especially English, plays a very important role in helping to shape and integrate multinational diplomacy. English is really a language not only in the field of international communication but also the language of many sciences, information technology, social culture, tourism, trade..... Determining the importance of this foreign language, the education sector in Vietnam is very focused on teaching English at all levels. As we all know, learning a foreign language involves the combination of four skills: listening, speaking, reading, writing, and the direct product of the learning process are skills produced through speaking and writing. From the program's point of view, English books focus on developing language skills, especially communication skill, communication is the product of the target, English is the target language of the educational process[1]. This aim is confirmed the importance in many documents, in the teacher training classes on foreign language teaching methods to "practice skills, apply knowledge into practice"[2]
 However, the theory of teaching speaking skill, communication skill and the ability to use English in the communication of Vietnamese students in general and Thi Tran primary school students in particular is a problem with many limitations. It must be straightforward to recognize that phonetic teaching, especially word stress, the intonation of sentences, incorporates the vocabulary - sentence patterns with phonetics - intonation into the communication not only students but also teachers, the effect is not high. This situation can be seen clearly at Thi Tran primary school, where I have taught for nearly ten years. Many students are afraid to learn vocabulary, structures, afraid to use English in the classroom leading to the learning results in general, the tests’result of vocabulary and language skills are not high.
 Being aware of the cause of this result, with my dedication to the profession and the love with English, I want to gradually formulate for my students habits, skills and confidence. This is especially true when children have opportunity to interact with foreigners. This entices me to research and implement the topic with the title “Some methods of teaching phonetics - vocabulary to develop communication skill for students of Thi Tran primary school .”
2. Purpose of study
 The topic is to provide some solutions to help students apply phonetic knowledge - vocabulary into the normal communication in order to form speaking skill, communication skill for themselves, help them gradually improve the results of learning and use in everyday communication more effectively. Meanwhile, I would like to exchange and share some methods of forming communication skill for students with my colleagues.
3. Scope and subjects of research
 The scope of my research in this subject is in the 2017-2018 school year with Thi Tran Primary school students, where the English-speaking environment of communication is limited, the opportunity to meet and use English is not available. In addition, knowledge, skills, and above all else, communication barriers make the introduction of English into practice very limited. This affects not only the quality of teaching and learning but also the purpose of teaching foreign languages ​​in the direction of effective communication is not high.
     The subject of the study focuses on the topic of some methods of teaching phonetics - the vocabulary helps to develop communication skill in English for Thi Tran Primary school students. 
4. Research methodology.
     - Attend classes, learn from my colleagues, and some of my own experiences.
     - Observe the knowledge acquisition of students in the teaching process.
     - Exploring students’ pronunciation.
     - Research from teaching materials, collections and teaching materials from the Internet
II. THE CONTENT OF EXPERIENCE INITIATIVE
1.Theoretical background of the experience
 Language, a great intellectual product of humankind, has existed in the form of sound since its inception and thanks to the language in which humans communicate. There are many living languages in the world and English is chosen as one of the languages ​​of international communication, so it has a wide range of uses worldwide. The current trend in teaching English is to achieve communicative competence. Thus, if students have only grammatical and lexical backgrounds, then it is unlikely that they will have good skills in using that knowledge in communication because communication requires human beings additional linguistic competence. From the beginning, language has existed in the form of sound. Humans communicate with one another through this material form. Sound made the realism of the language. Language refers to the language spoken by the sound and the sound form of the language called phonetics, phonetically the material shell of language is the form of language existence.
 "Phonetics" is the sound produced by a human vocal apparatus that expresses a certain meaning, which can not be considered purely physical. Phonetics is a symbolic system that records activity directly.
     "Lexicology" is a collection of all words and units that are equivalent to words in language. Vocabulary, phonetics, and grammar are relatively independent subjects. However, they are not completely separated, but are interrelated.
     "Communication" is the process of establishing and operating human relationships in order to realize social relationships between one subject and another. In everyday life, we conduct communication in various forms: communication between individuals and individuals, with a group of people.... Linking relationships.
     "Communication skills" are a set of rules, how to respond and behave in everyday life to help people achieve a certain effect in a conversation, which can be undecided. This, the communication will not achieve the desired effect [1]
     From the above, there is a relationship between phonetics and vocabulary, between language and communication. Phonetics and vocabulary make the use of language more flexible, the language makes communication easier, more communication helps to use language more flexible. Therefore, learning a foreign language is learning how to speak that language, making it a living language, using it naturally and automatically.
2. The status of the problem before applying the experience initiative
      Usually when teaching foreign languages, teachers often focus on teaching vocabulary and grammar structure. However, grammar is not the end result of language learning, but grammar is a tool that helps learners communicate more effectively. Therefore, in speaking lessons, there is always a section for quick instruction of grammatical structures, introducing vocabulary for the lesson. But in practice, spoken English and written English are quite different. English writing requires accuracy in terms of words, structure, but English in particular English in communication need flexibility, close in words.
 In fact, in the process of learning a foreign language, students focus on vocabulary and grammatical structure as the major tests require the use of vocabulary and grammatical structures. In recent years, very few of the language-specific exercises that lead to learning English and its use in practical use have not been addressed by both teachers and students. As a result, they lose the ability to communicate. To assess the quality of student learning before applying the initiative, I gave my students three tests at the beginning of the year in grade 3 and grade 5 with 240 students. The results are as follows. 
Knowledge check
Point Survey
Points
9-10
Points 7-8
Points
5- 6
Points < 5
Points > 5
Vocabulary
(10 sentences)
40
66
70
64
176 students = 73.3 %
Phonetic
(10 sentences)
33
56
65
86
154 students = 64.2%
Language of communication (10 sentences)
30
48
53
109
131 students = 54.6%
 In addition, I have analyzed and identified limitations on the ability of students to communicate in English for the following reasons:
*Objective reasons:
    + Living environment and learning environment do not create much motivation to communicate in English.
    Opportunities to contact and use English with foreigners are few or even impossible leading to lack of communication skill.
*Subjective reasons:
 Most students don’t have enough vocabulary and grammatical structures to express their ideas.
    + They lack knowledge of common English communication.
    + They aren’t brave, shy in using English even when practicing in class with their teacher and friends.
    + Due to the method of teaching pronunciation, vocabulary, communication of teachers is limited. Teachers do not create the English speaking environment for students, especially in language classes expressed through a number of specific tasks such as teachers use the Vietnamese language in the process of communication in class, not create listening and speaking habits of classroom languages ​​to students. In addition, teachers do not offer vocabulary exercises – vocabulary - communicating, only in terms of individual teaching, lack of combination, lack of interest stimulation learning for students. All the reasons above cause the result in learning in general and knowledge of phonetics - communication of Thi Tran primary school students has not achieved the desired results.
     From the above factors, it is a difficult problem to develop speaking and communication skills in foreign languages. For some reasons, teachers and students can gradually overcome, but the decision comes from the teacher. Therefore, in the teaching process, teachers have to do some necessary things with this subject while actively creating methods and flexibility in using the method.
3. The solutions have proceeded to solve the problems
 As noted above, the current status of English use in skill classes in particular and communication in general still exists at all levels. To improve this situation, I would like to present some of the things I have done and the number of combined vocabulary-phonics tutorials in teaching speaking skill in the direction of communication.
3.1.Make English-speaking environments in the classroom:
     From the first lesson, teachers need to create the atmosphere of foreign language classes especially for primary school students, especially grade 1,2 3, through greetings and introductions. Regular use of English during teaching lessons, especially when making requests, commenting on articles or praising students. Of course, the use of Vietnamese as an excuse can not be ruled out but it is necessary to try to use English as much as possible, but the language used should be effective in understanding and practicing of students. For the first time, students do not understand, teachers can mix English-Vietnamese, repeat this in the second time or third time, and encourage students to listen and remember because the best way for learning any foreign language is through oral tradition. Make a habit of using some of the classroom languages to students. The classroom language below teachers and students can use frequently in all lessons[1]
Things you might say to your teacher
Things your teacher might say to you
May I come in?/ May I go out?
I’m sorry, I don’t understand.
Pardon?
What does “pencil” mean?
How do you say “bút ” in English?
How do you spell that/ this word?
How do you pronounce this word?
It this correct?
What is the past of “ see”?
What do we have to do?
Thank you/Thanks so much....
Come in/ Go out, please.
Open you book at page 15.
Listen to me, please.
Answer my questions.
Make the questions
Write the answers.
Work individually/in pairs/in groups.
Listen and repeat.
Copy this into your notebooks.
The homework is exercise B3, page 73
Good! Very good! Well done! ....
 Asking students to use classroom languages will give them the habit and courage to speak English with their teacher, create an English-speaking environment in the classroom, and motivate them when they are familiar with these verses, they will want to learn more about communication and not just with the teacher but with their friends.
3.2. Friendly atmosphere, close in class:
     One of the factors that help students succeed is the atmosphere of the classroom. One lesson can not be effective when students and teachers work with stress, too dignified, especially in the speaking lessons. Therefore, every teacher is always interested in learning, want to communicate with students. There are some rules that should be followed in teaching speaking skill:
     Do not stress, force them to speak as intended. Let the students express their opinions, then the teacher comments or remarks.
     Do not interrupt when students are presenting a problem, which causes them to decrease their excitement and concentration in the speaking process.
     Encourage students regularly to give them a short compliment (Good! Excellent! Great! Well done!).
 + Create a comfortable atmosphere, relax, close during class by playing small games related to the content. After one activity of the class, the teacher can make a request to the student: "Now, students. You did part 1 very well and I’ll give you two minutes off. Do you like to play a small game? ". This not only make students feel comfortable but also helps to increase communication between teachers meanwhile refines the listening and reflection skills after receiving information transmitted from the speaker[1]
The students in class 5A are interested in learning English
3.3. Vocabulary and introductory sounds:
 This lesson applies to the pronunciation of some vowel sounds in Lesson 3.
Example 1: When introducing the pronunciation of sound (a) in Unit 5: Lesson 3 (English 3), the teacher can combine with the Pyramid game to mobilize students' vocabulary and then introduce how to pronounce this vowel sound. How to do it: Teacher put the first word, asking the students to put the next words with the first letter starting with (a) and the word from the underside of more than one letter.
* Pyramid that students in class 3A have built as follows:
A
A
N
A
N
D
A
U
N
T
A
L
O
U
D
A
P
P
L
E
S
A
D
D
R
E
S
S
A
L
P
H
A
B
E
T
A
L
L
I
G
A
T
O
R
 Through this pyramid, in addition to consolidate vocabulary for students, teachers can introduce the pronunciation of the vowel "a" as / α /, / α: /, / ə /, / æ /. Teachers continue to change the first letter when introducing other sounds from Unit 1 to Unit 9 of English 3
Example 2: With the combination vocabulary lesson that teaches the pronunciation of words with two consecutive vowels, the teacher can also apply the game "Add consonants". This game played in groups or in the whole class is very effective in creating excitement, teaching words, and engraving the pronunciation of a double integer. The teacher gives two letters (a vowel) then asks the students to add the letters of the consonant needed to create the new word. Who writes more words than the other is the winner.
E
A
R
E
A
D
N
E
A
R
B
E
A
R
P
E
A
R
A
H
E
A
D
H
E
A
D
A
C
H
E
S
E
A
S
O
N
P
E
A
C
E
F
U
L
H
E
A
L
T
H
Y
C
L
E
A
N
O
O
G
O
O
D
F
O
O
T
M
O
O
N
R
O
O
M
B
O
O
K
C
O
O
K
F
O
O
D
C
O
O
L
Example 3: When introducing vocabulary combined to teach the pronunciation of some vowels, the teacher can design the game "A spelling stair". The game is as follows (applied in the first semester). How to do it: Teacher designs trapeze, says the rule to play or gives the first letter of each word in each step, asks students to complete. I applied this step when I checked the words they have learnt from Unit 1-Unit 10 in English 3 and English 5. To highlight the sound in the words I wanted to introduce, I placed another color in that sound for students to follow. Teachers can redesign the staircase to match other vowels (English 3), or the design is not intended to teach phonics but to only teach vocabulary ( English 5).
English 3
R
U
L
E
R
U
B
B
E
R
E
D
E
S
K
I
T
E
I
G
H
T
H
E
S
E
English 5
C
L
I
M
B
U
Y
E
A
R
A
D
I
O
I
L
I
K
E
N
J
O
Y
Example 4: A vocabulary - phonetic introduction to single- and double-vowel syntax that can be used by teachers in both grade 3 and grade 5 games is "Angram" . This game uses words that when changed their alphabetical order will create new words. The game can be played in teams, for a period of one to two minutes, the team that finds the most words as defined above is the winning team.
First word
Angram
ten
net
saw
was
tea
eat
team
meat
tale
late
East
seat
race
care
post
stop
3.4. Teach vocabulary in conjunction with the correct pronunciation
 In communication, stress and intonation are very important in expressing the feelings, intentions of the speaker. The same sentence, but with the same tone, or accent placed on the other word will imply different from the sentence with the falling intonation or focus on other words. This is especially important when learning a foreign language, in addition to introducing meanings, it is necessary to guide the students to read the word stress, the sentence stress correctly because if the wrong reading often leads to misunderstand the speaker’s opinion[5].In English, there are two types of stress: word stress and sentence stress.
*Word stress:
 Word stress is the level of emphasis used when pronouncing the different syllables of a word with two or more syllables. The word stress is always fixed.
Example: 'garden / 'ga: dn /
 However, with the same word, the stress will change with the change of the word form and the meaning of the word.
Example: noun - verb: 'record - re'cord or 'present - pre'sent
      Word stress in English is divided into four categories: primary stress, secondary stress, tertiary stress and weak stress. English 5 only refers to a type of stress that is 
the primary stress with the sign " ' "
Example: 'party, 'underground, en'joyed, in'vite
*Sentence stress
     Sentence stress is the level of emphasis and is used when pronouncing different words in a sentence and is usually associated with the intonation of the sentence. In general, stress in a normal sentence are often in key words with content words, the function words such as prepositions (in, on, at ...) or articles (a, the, an ...) usually do not have stress.
     Each sentence usually has at least one stress, but sometimes a sentence may have two or more stresses, depending on the length of the sentence or depending on the meaning the speaker wishes to convey to the listener. A sentence like "What are you doing?" There may be two stresses, one in "What" and one in "do". A short answer like "Yes, I did" can have two stresses, one in "Yes" and one in "did".
     Stress is not fixed as word stress. The sentence stress changes depending on the context of the sentence and the meaning of the speaker wants to move to the listener.
Example: I bought his new car
            1 2 3 4 5
      When we emphasize stress on the first word (I), we want to answer the question "Who bought his new car?" - "I bought it"
      When we stress the second word (bought), we want to answer the question "Did you sell his new car?" - "No, I bought it."
      When we stress on the third word (his), we want to answer the question "Whose new car did you buy?" - "I bought his new car"
      When we stress on the fourth word (new), we want to answer the question "Did you buy his old car?" "No, I bought his new car"
      When we stress the fifth word (car), we want to answer the question: "What did you buy?" - "I bought his