ADENDUM
CONTENTS

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1. INTRODUCTION

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1.1 REASONs to CHOOOSING THE TOPIC AND

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OBJECTIVES OF RESEARCHING
1.2 THE SUBJECT OF REASEACHING AND METHOD OF
STUDYING

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2. CONTENTS

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2.1 RATIONALE

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2.2 PRACTICAL BASICS BEFORE APPLYING THEME

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in policy, culture, society are increasingly expanding among countries. To
communicate with each other, requiring that different nations of the world must
know proficient use of a common language besides their mother tongue. In the
languages of communication in the world, English is the most common language
that is considered as the most popular one. 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.
1.2.The subject of researching and the method of studying.
From the above reasons, I strongly research and write the experience
initiative named "Teaching phonics for students in grade 3 at Le The Long

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 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 . 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 ,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
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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 grade 3 at Le The primary school at the
middle test of the first term for 2014-2015 term :
RESULT BEFORE APPLYING THE RESEARCH IN TEACHING
Students

Excellent

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:/. (Using Video on You tube for
support)
Groups : ea(-) , ee, e-e , -e , ei(-),(-)ese, ie , i are pronouced /i:/ .
In the unit 18 : group ea(-) is pronouced /i:/
Eg : reading

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2, Short vowel /I/

In unit 17 : group i(-) is pronouced /i:/
Eg : Ship
/I/ is a short vowel sound. Make your mouth a bit less wide t
han for /i:/. Your tongue is a bit further back in your mouth than for /i:/.
3.Short vowel /e/

Introduction : /e/ is a short and relaxed sound. Open your mouth wide.
It's pronounced /e/.../e. (Using Video on You tube for support)
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/.
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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 /. (Using Video on You tube
for support)
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/

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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 /.(Using Video on You tube for
support
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 pronounced
when standing after S
In unit 2 : “t” is pronouced / t /
Eg : Tony
14 , Consonant /d/

Introduction : Voiced consonants, sound is created between the tongue and the
teeth (tip-alveolar), flosive power-on . (Using Video on You tube for support)

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 pronouced / s /
Eg : Six
18 , Consonant /ʃ/

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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(Using Video on You tube for support)
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 pronouced / ʃ /
Eg : Ship
In unit 12 , “ch ” is pronouced / ʃ /
Eg :Kitchen
19 ,Consonant /tʃ/

Introduction : voiceless consonant sound which is created between the

explosion will be created in a natural way then. (Using Video on You tube .)
Identify the letters which are pronounced /d /
1. "d" is pronounced / d /
2. "g" is pronounced / d / in front of e, i, y and if a word ends in the form of
"ge"
In unit 7 : “g ” is pronouced / d
/
Eg :Gym
21 , Consonant /f/

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 . (Using Video on You tube for
support)
Identify the letters which are pronounced /f/
1. "f" is often pronounced / f /.
2. "ph" and "gh" is pronounced / f / in all cases.
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In unit 4 : “f ” is pronouced / 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

Eg : Hello
25 , Consonant /θ/

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. (Using Video on You tube for support)
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 /
In unit 12 : "th" is pronounced / θ /.
Eg : Bathroom

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26 ,Consonant /ð/

Introduction:sonant (voicedconsonant),tip-dental, rubbing consonants (fricative).
How to pronounce: Similar to pronounce / θ /, using voice sound vibrations
generated in the palate. (Using Video on You tube for support)
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 , bath …
In unit 8 : “th” is pronounced /ð/

questions about toys and quantity. Pronounce the sounds in the letters Kite /ai/ ,
ship /i/ correctly.
2. Skills:
- Develop Ss writing and listening skills
3. Language focus:
Phonics:
- i-e kite
This is my kite
-i
ship
I like ships
- Sentence Partners:
- Vocabulary: behind
II. Teaching aids:
1. Teacher’s: Teacher’s book, projector,sorf book and video teaching phonics on
You tube chanel.
2. Students’: books, notebooks, workbooks.
III. Teaching processes:
1. Class organization:
- Greeting
- Checking for the students’ attendance.
2. Oral test:
- Have pupils talk about toys.
3. New lesson:
Steps/ Time Content
Activities
1. Warm up. - Greet
- Whole class
(2-5’)
- Have pupils play a game of “ Lucky

This 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.
- “i-e” is pronouced / aɪ /
Eg :Kite
- Lets ps give some examples of sound /ai/
Eg : Like
Bike
Nice
Five
Fine
Nine
- Open the video on you tube and play the
– Give some
video “ how to pronounce
“ and
examples .
have Ps to read the chant in chorus.
- Ps listen then pronounce this sound .
-Have Ps practice the sounds carefully
–Listen to the
- Have Ps recite the chant and clap the
tape.
syllable to reinforce theirpronunciation.
b, Short vowel /ɪ/
pronounce
this sound.
Introduction:

1,I have a new …
2, Do you like ……………..?
- Play the recording 2 times pupils to listen
and fill the blanks. Check their guess.
Compare the answer with the partner.
- Play the recording again pupils check
their
answers.
- T give the answer: 1, Ship 2, Kite
- Have pupils act out the sentences in pairs
or groups for correction.
- Ask some questions to ensure pupils’
comprehension of the listening text
4.Let’s chant. 3. Let’s chant
(7-10’)
- Introduce the Chant.
- Turn on the tape.
- Ps listen to the tape and repeat the chant
“ Do you like toys?’’.
- Ps chant in group and individual.
-The Ps chant and do the action.
- Teacher reinforce their pronunciation
- Get groups of pupils sit face to face and
practise chanting and doing the action .
Monitor the activity;offer help, if
necessary. Correct pronunciation error(s)
when necessary.

– Give some
examples .

Homework:
(1’)

- Call two groups to the front of the class
to chant and do actions. The rest of the
class claps along to the rhythm of the
chant.
- Have the whole class read the chant
again to reinforce their pronunciation
4.Consolidation
- Consolidate the content of the lesson.
- Follow up activity at home.
- Prepare new lesson.
Unit 18 – What are you doing ?
Lesson 1:(Part:1,2,3 )

-Do exercises
in
the
workbook.

- Whole class

Some photos teaching of the lesson 3 – Unit 17 at Le The Long school.

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RESULT AFTER APPLYING THE RESEARCH IN TEACHING
After a period of application of the new method, in addition to guided

Clearly that many of them well vocally train. And the first step to learning in
English has prospered . It is also important for children to learn in different parts
of the program . Sometimes I use the phonics songs in my lessons to make my
lessons more lively and effectivel .This experience is the best method of
instruction in English pronunciation that I boldly launch.I think this is a very
interesting problem in ordinary English.I look forward to the comments of the
teacher, to hone expertise in the teaching process more
3.2. Proposal :
Due to limited time, knowledge and other conditions, I have only
mentioned techniques to introduce new language effectively. Unavoidably, my
research may have some certain short – comings which I hope to solve when
coming back to this matter on other occasion.
We also hope that the school principal board will pay more attention to the
equipments for teaching and learning English.

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REFERENCE BOOKS
1. English 3 .
2 . English’s teacher book .
3. A practical English Grammar -A.J Thomson and A.V Martinet.( 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 .
9. Sorf book online.