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
1


CONTENT TEXT
Content
1. INTRODUCTION
1.1. The reasons of choosing topic
1.2- Researching purpose
1.3- Object for studying
1.4- The methods of researching
2. CONTENTS
2. 1. The basic theory of experiment creation
2.2. . The basis reality before using experimental creation
2.3. The solutions for solving the problems
2.4. 2.4. Effectiveness and lessons learned
3. . CONCLUSIONS AND REQUEST

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)

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
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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

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

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.
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Make your mouth a bit less wide than for /i:/.
Your tongue is a bit further back in your mouth than for /i:/.

13. Consonant /b/

Introduction: Voiced consonants, bilabial sounds and turn slightly negative
9


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 / .


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.
In unit 4: “f ” is pronounced / f /
Eg : four .
22. Consonant /w/

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/
In unit 13: “wh” is pronounced “w”
Eg : where
23. Consonant /j/

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

Eg : bathroom
26 . Consonant /ð/

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:

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+ 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, weather, bathe … . ..
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 went
off 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
the exercises as finding the different pronunciations. The students’ skills have

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- Have Ps practice the sounds carefully.
- Have Ps recite the chant and clap the syllable to reinforce their pronunciation.
b, Short vowel /ɪ/

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 /ɪ/.../ɪ/ - group i(-) is pronounced /i:/ Eg : ship
- Lets ps give some examples of sound /i/
Eg: ship in living room
mirror
kitchen
fish
skip
- Open the tapes Play the CD and have Ps 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 their pronunciation
Above are some phonics and teaching phonics I often use in teaching
English 3 Dong Loi Primary school. However, depending on the lessons that I
have selected some other methods to organize for students to learn. So the lesson
becomes more interesting, more attractive, student learning more exciting. I
think with elementary school age children, if lessons regularly used the new
methods will inspire students and make them see that this is an interesting
subject.
2.4. Effectiveness and lessons learned

7
23,3
9
30
6
20
3B
30
5
16,7
8
26,7 10 33,3
7
23,3
3C
31
10 32,3
6
19,3
8
25,8
7
22,6
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Since then I checked the quality survey between the second semester of
third graders, and the results showed that:
Good
Completed:

3C
31
20 64,5
6
19,4
5
16,1
0
Through this table we can see the quality of students increased
significantly, along with the quality of their learning interests also greatly
increased. I can see them eagerly participate in English lessons which I have
taught. This major helps students learn better, remember new vocabulary,
sentences structures longer and apply in practice well .
The results showed that the application of methods to using the language
phonics in teaching English in grade 3 have brought good results. So the new
methods of teaching and learning English in the direction of concentrating on
students is very important and necessary.
3. CONCLUSIONS AND REQUEST
1.3 The general conclusions
After a period of experimental teaching "Phonics and teaching phonics" I
see the quality and effectiveness of teaching hours clearly increase. Students
practice the lesson very interesting, the teaching hours are very exciting, the
learning atmosphere is not as boring as before. Students pay attention to the
lesson in learning and knowledge is deepened. It's interesting that I had caught
the pupils learn phonics in English in the break time, or talk, greet each other
with the sentences, the simple English words that have been incorporated into
the phonics activities in each lesson.
Through teaching phonics for student in grade 3, I have summarized some
small experience and the results are very encouraging. Number of
students who read slowly, read poorly in class had dropped a lot of sense

Lê Thị Nga

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REFERENCE BOOKS
1. English 3 .
2. English’s teacher book .
3. A practical English Grammar -A.J Thomson and A.VMartinet.( Edition 1997)
4. Oxford Advanced Leaner’s Dictionary - New Edition 1991
5. English Pronunciation .
6. English Phonetics, J. Marks
7. English Pronunciation in use
8. Cambridge University Press, 2007 Oxford Advanced Learners’ Dictionary,
OUP 7th Edition .

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CATEGORY
EXPERIMENTAL EXPECTED ISSUES ASSOCIATED WITH THE
ASSESSMENT ASSESSMENT LEVEL FOR EDUCATION AND
TRAINING, LEVELS OF EDUCATION AND TRAINING AND HIGHER
LEVEL LEARNING FROM C HALF AND UP
Họ và tên tác giả: Lê thị Nga
Chức vụ và đơn vị công tác: Giáo viên Trường TH Đồng Lợi

TT

1.