Some english phonics teaching methods for primary students at grande 5

THANH HOA EDUCATION & TRAINING DEPARTMENT

THANH HOA EDUCATION & TRAINING OFFICE
-----------------------------

EXPERIENCE INITIATIVE

SOME ENGLISH PHONIC TEACHING METHODS
FOR PRIMARY STUDENTS .

Writer: Le Thi Su
Position: Teacher
Place of work: Quang Thanh Primary School
Field of initiative: English

THANH HOA 2020.


INDEX
---------  ---------1. INTRODUCTION
1.1. Reason to choose the topic
1.2. Research purposes
1.3. Research subjects
1.4. Research methods
1.5 .New points of the experience initiative:
2. CONTENT
2. 1. Rationale:
2.2. Status of the problem
2.3. Solutions implemented
2.4. Effectiveness of experience initiatives for educational activities,
with colleagues and school themselves.

3. CONCLUSION AND RECOMENDATIONS
3.1. Conclusion
3.2. Recomendations

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1. INTRODUCTION
1.1. Reason to choose the topic.
Currently English is being seen as an international language in exchange,
exchange and learning experiences between countries around the world. Therefore,
right from the renovation process, our Party has paid attention to the education
sector and chose the subject of English as a popular foreign language, which is a
major and compulsory subject in high schools and colleges and university.
Therefore, it is the second language, the compulsory subject of many countries
around the world. According to analysts, by the end of the decade, more than a
third of the world's population will be involved in learning English. This need to
learn English globally has shown that English is extremely important and necessary
for the development of society and economy at the national level as well as for each
individual in society.

From that practical requirement, English has been included in the main
curriculum of all levels in our country. The ultimate goal of teaching and learning
English is that students can communicate in English. Communication ability is
expressed in two aspects: receiving (listening and reading) and producing
(speaking and writing) language. However, to achieve that ultimate goal, the first
element that students need to master is phonetic (Pronunciation).
Phonetic is considered one of the basic elements of all languages in the world. If
the pronunciation is correct, all skills such as listening, speaking and reading will
become much easier. Conversely, if the pronunciation is wrong or unclear, it will
make the listener misunderstand or even not understand the meaning of the speaker.
Determining that importance, phonetic teaching and learning has been
included in the primary school English program. However, most students are
surprised and have many difficulties when pronouncing and memorizing the
sounds they have learned, while the exploitation and use of materials for teachers'
teaching and language learning students' tones are limited.
Compared to the English for high school and middle school, English with
primary students is still very new, especially phonetic. Although there is one lesson
per unit to teach phonetics. However, the 40-minute duration is so small that the
teaching method is not specific, which explains why the effectiveness of teaching
and learning phonetics is not high.
From the fact that in the years when I directly taught English in Primary
School, I found that the pronunciation skills of students were not good, did not
know how to read a word or a sentence in each specific situation. The children lack
confidence while reading new words, which makes their communication in English
very difficult, I have always wondered how to teach how to suit their students, to
help them I no longer feel more difficult, and more confident when communicating
in English.
From the above thought I explored and experimented on my classroom and
received the desired results. Therefore, I boldly offer my experience of "Some
English phonetic teaching methods for Primary students" for friends and

colleagues to refer to.
1.2. Research purposes.
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Find ways to guide students to practice English pronunciation for Primary
students. In order to improve the efficiency and quality of teaching Primary
English.
1.3. Research subjects.
Current situation and some measures to guide students to practice English
pronunciation for Quang Thanh Primary School students in the school year 20192020
1.4. Research methods.
- Research the science of English phonetics
- Survey the pronunciation capacity of students.
- General statistics on data processing.
- Research from teaching materials, collection materials and materials on phonetic
teaching methods from the Internet.
- Apply experiment.
1.5. New points of the experience initiative:
Studying techniques and methods of teaching pronunciation to provide
students with a rich shortage of the system of English sounds and to apply to
words and sentences, especially in communication that they learned through the
lessons . In addition, teachers need to create an interesting learning for students,
promote activeness in learning, attract students to love the subject.

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2. CONTENT
2.1. Rationale.

Currently in Vietnam, learning one or more other foreign languages for use
in daily communication as well as in work has become very important,
especially English. English is used everywhere, anytime. From children who sell
books and newspapers to tourists, they also know how to advertise their
products in English to experts and interpreters who use English fluently.
However, the question is why many people learn English for a long time but
when communicating with native people, they do not understand or
misunderstand what we are saying. The answer is due to Phonetic in English.
English phonetics can be understood to include elements: phonology, stress
(stress), rhythm (rhythm) and intonation. According to the study of phonetics, it
is necessary to achieve 4 criteria for good communication process: Good
pronunciation; Natural speed (natural speech); Natural Rhythm; And natural
intonation (natural intonation). Achieving these 4 standard criteria is the
ambition of all English learners. However, this is beyond the ability of
Vietnamese people. Although we cannot speak English as a native speaker, we
can practice to speak an acceptable English: clear pronunciation means when we
pronounce the listener and the distinct from other sounds.
Determining the importance of phonetics in particular and English in
general, the Ministry of Education and Training is currently implementing the
National Foreign Language Project 2020 (approved under Decision No. 1400 /
QD-TTg of Thu Prime Minister on September 30, 2008) to improve foreign
language skills for English teachers in the country.
2.2. Status of the problem.
Through practical research, I can see the advantages and disadvantages
when teaching English pronunciation correctly for students in Quang Thanh
Primary School as follows:
a. Advantages:
- The school has a number of equipment and devices for teaching and fostering
excellent students, textbooks, advanced materials, radio, computers with Internet
connection, ...

- There are students who have qualities and passion for the subject.
- Some parents and students see the importance of learning in general and the
English subject in particular.
- Get the attention, direction and timely encouragement from School Board.
b. Difficulties:
* On the family side:
- Most of the students in my class are responsible for having parents go to
work as a company, so it is not frequent to care and remind children to study at
home.
- Some parents anxiously want their children to read well so often instruct
students to read and do previous exercises at home, unscientific instruction

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methods, especially parents guide children to read in the local language,
Therefore, it is difficult for teachers to guide and correct reading for students.
- Some families are still not interested in their children's study, so there are still
many students who lack books, notebooks, and learning materials, especially
reference books to practice reading.
* On the teachers side:
- Teachers' teaching methods are also somewhat incompatible with student
psychology. Some teaching teachers are also inclined to impart knowledge or
use methods that are not suitable for class characteristics. Not paying attention
to the form of organization, supervision, encouragement, strengthening
knowledge and proper reading practice for students, leading to not promoting
the positive and self-confidence of students.
- Some pronunciation teachers are not really standard English.
- In the process of teaching many teachers, they have not properly considered
the correct pronunciation steps for students. Teachers have not paid attention to

helping students forge reading skills according to the instructional requirements
as well as help students to forge thinking activities.
* On the students side:
- Primary students' thinking is specific, quick to forget, the ability to recreate
letters is weak so some sounds, rhymes and intonations are forgotten. Go home
to practice reading, preparing lessons often so some rhymes you don't remember
and read correctly. Besides, the primary school students are still small so there
are still some children who are lisp, speak the local language. That word greatly
influenced the correct pronunciation for children.
- Some students acquire knowledge mechanically and have not promoted
initiative and creativity. In fact, there are still students who make the correct
pronunciation and are confused and do not have the right reading skills. Students
often make mistakes and mispronouncements when reading.
- For elementary students, the English phonetic system is too new and
complicated. In Vietnamese, just memorizing the alphabet is basically the
students can pronounce all the words but in English there is very little
connection between the alphabet and the way of transcription. There are only 26
letters but meanwhile there are 44 sounds including vowels and consonants. A
letter can be read with 2 sounds (th: / θ / or / ð /). Conversely many words can
play the same sound (phone / fun / laugh). Especially how to pronounce difficult
sounds like / s / hay / z /, / t / or / d /; / ∫ / or / s / .... Some children who read
often swallow these sounds when they are at the end of the word.
- There are many pairs of sounds in English that have similar sounds (minimal
pairs), not only students but also teachers, who do not recognize and pronounce
them correctly, such as negative: / i / or / i: /, / e / or / æ /, / ð / or / θ / ...
- Besides, some sounds in English do not exist in Vietnamese, so students face
many difficulties when playing these sounds. When encountering difficulties,
students are afraid of pronunciation because they are afraid of wrong, so they are
afraid to read and hesitate to speak; The less you read, the less you say, the less
you read it, say it wrong and you are afraid to communicate in English. The fact

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that they mispronounced the above makes learning time and learning effect of
their children affected, resulting in low learning results. With such a situation, I
have studied and researched to find a solution to practice the correct
pronunciation of English for students, to overcome false pronunciation. Since
then improve the quality of English speaking for students.
c. Results and effectiveness of the situation
Through studying and analyzing the situation of Primary students
pronouncing English correctly. To get more facilities, I conducted a survey to
survey students through some reading lessons with the following results.
Survey results at the beginning of the school year 2019– 2020
( September,10th 2019)
Students pronounce correctly
Grade/

Students mispronounced

Amount

Ratio (%)

Amount

Ratio (%)

55

35

102

65

Amount
5 (157)

2.3. Solutions implemented.
The process of guiding students to practice pronunciation correctly in English
is based on the pronunciation errors that elementary students often make, I have
used some of the following solutions:
2.3.1. Helping parents and teachers realize the importance and requirements
when instructing students to practice English pronunciation.
* For parents:
From the beginning of the school year, I explained and instructed parents to
understand and clearly see the role and importance of reading and pronunciation
correctly for Primary students. I inform parents of the school year study plan and
how to guide students to practice reading and pronunciation right at home, as
well as the student's study schedule. Since then, we cooperate with parents to
create the most favorable conditions to remind, help and motivate them to be
active and interested in reading to improve the quality of speaking and reading
English for students.
* For teachers:
In order to give students the correct pronunciation in English, the teacher must
first be the correct English speaker, therefore:
- First, the teacher must understand the English pronunciation rules.
- Self-training to correctly pronounce single vowels, double vowels, consonants,
intonation, accent ... in English standard.
After practicing the correct pronunciation, the teacher must be the one who

knows how to train the students with the correct pronunciation. That is:
- Teachers must observe how students read and listen to students. It means being
able to quickly identify students who are pronouncing correctly, and realize that
they are mispronouncing. Repeating students' readings with sample readings.
Teachers must facilitate students to observe their reading objectively.
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- Teachers must give thorough guidance, especially to motivate, love and help them
so that they can be active and interested in reading. Teachers must also find out
where the students are pronouncing wrongly so that they can take measures to
correct and correct properly.
- Methods of practice must also be clear, explicit and intuitive to quantify. Exercise
intensity must be high. That means practicing as much as possible. Must choose a
reading error of students so as to save time to practice. While reading practice for
students, teachers need to synchronize the reading practice measures to improve the
quality of reading in general and correct pronunciation in English in particular.
2.3.2. Prepare a reading mind for students.
In order to create a comfortable, confident and enjoyable psychology when
going to class, teachers must create a reading mind for students such as:
- Teachers coordinate with schools, parent associations to ensure adequate
facilities for teaching such as: Reading room must have enough lighting, adequate
facilities, proper tables and chairs. Reading materials must be clear, must match the
age characteristics.
- Teachers combine with teams, teams to organize English tape exchange
playgrounds so that they can communicate in each specific situation
- The school organizes reading exercises for students in many ways: Reading the
whole class, reading in groups, reading groups, reading individuals. Organize the
students to take reading exams between groups, groups and individuals, so that they
can compete and be more interested in learning as well as in reading practice.

2.3.3. Instructions for students to practice correct pronunciation:
a. Practice correct pronunciation of consonants:
Through teaching practice, I found that they often mispronounced the
following first consonants. Ví dụ:
+ "Th" sound: "th" sound is one of the most difficult to pronounce consonants, it
has three different pronunciation:
- / ð /: this, that, these, those, they, more
- / θ /: three, things, thought (This is the most difficult distinction, such as tree /triː/
and three /θriː/)
- / t /: Thailand, Thames
+ "W" and "v" sounds: The confusion of "w" and "v" sounds is common in
students, such as "water" will be mispronounced as "vater"; or "west" then "vest".
+ Silent consonants: Some students, probably by habit, often pronounce mute
consonants in words. For example, many of you read both the "d" (mute) sound in
the word "Wednesday", or the "g" sound in the word "foreign." Or the "h" sound
‘hour / honest’ is dumb but the student still reads.
In order for students to read the above consonants correctly, teachers must
instruct students how to pronounce each specific sound right from the beginning of
the syllabus, from the way of tongue placing, pushing, bending or not bending the
tongue, The mouth is wide open or not wide open, lip-tight or not. The teacher
models the pronunciation instruction for students to observe and follow.
- Where the students misread, the teacher stops reading and fixing them right there.
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- Teachers choose the words with these consonant pairs for students to practice
reading. Good word interpretation for students to understand meaning.
- Appears focus elements need to practice reading.
- Sample reading: Teachers can let students listen to the tape or pronounce the
pattern slowly, in a round, clear, mouth facing towards the students so that all

students can see clearly. Teachers meticulously guide each specific operation such
as how to take the breath, the tongue set point.
- For students to practice reading many times with many forms of reading practice:
- After the students have learned to read the consonants that they read wrong,
- Teachers put words, words, sentences in context, for students to practice reading.
For example:
+Practice sound /p/ - This syllable reads closely to the Vietnamese "p" sound, the
force of the two lips is not as strong, but the exit force is still so strong. Specifically,
the two lips block the air flow in the mouth and then exhale the air out, feeling the
wire vibrating slightly.
+ Practice sound /b/ - How to match the sound "b" in Vietnamese. Still two lips
block the air in the mouth, then turn off the air flow, causing the vocal cords to
vibrate.
+ Practice sound /t/ - This is considered to be the same as the "t" sound in
Vietnamese, but it is quite strong. When reading this sound, we have to put the tip
of the tongue under the gum. When the air flows out, the tip of the tongue touches
the lower front teeth. At this time, the two teeth tighten, opening when strong air
escapes and creates vibrations in the rod.
+ Practice sound /d/ - Phonetic /d/ Vietnamese but slightly turned out a bit stronger.
Placing the tip of the tongue under the gum, when the air stream bounces off, the
tip of the tongue touches the lower front teeth. But the two teeth are tight, open
when the strong air escapes and creates the same vibration.
+ Practice sound /t∫/ - Like the sound /ch/ Vietnamese, but when you say it, you
have to come out, your lips slightly round and forward. When the air is released,
the lips are round, the tongue is straight and touch the lower jaw, letting air escape
on the surface of the tongue without affecting the rod.
+ Practice sound /dʒ/ - Phonetic /t∫/ but with vocal cord vibrating. The way to read
is that the lips are still slightly round and forward. When the air is released, the lips
are round, the tongue is straight and touches the lower jaw, letting air escape on the
surface of the tongue.

+ Practice sound /k/ - Vietnamese "k" sound but turn on slightly by lifting the back
of the tongue, touching softly, lowering when strong air bounces off and does not
affect the rod.
+ Practice sound /g/ - Vietnamese "g" sound. When reading, you will be able to lift
the back part of the tongue, touch it softly, lower it when the aura turns out so that it
can vibrate.
+ Practice sound/ f / - Ph "(ph" (phở) sound in Vietnamese. When reading, the
upper jaw lightly touches the lower lip.
+ Practice sound/ v / - Phonetic "v" in Vietnamese. At reading, the upper jaw will
lightly touch the lower lip.
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+ Practice sound /ð/- The way to read this syllable is to place the tip of the tongue
between the teeth, letting the air flow out between the tongue and the 2 teeth, the
larynx vibrating.
+ Practice sound/ θ / - With this English phonetic transcription, put the tip of the
tongue between the teeth, letting the air flow out between the tongue and the 2
teeth, the larynx does not vibrate.
+ Practice sound / s / - To gently place the tongue on the upper jaw, softly lift, air
flow from the middle of the tongue and gums should not vibrate the larynx. We
simply need to let the tongue touch lightly on the upper jaw.
+ Practice sound /z/ - Also let the tongue gently place on the upper jaw, softly
lifted, the air flow from the middle of the tongue and gums, but this time vibrates
the larynx.
+ Practice sound /∫/ - Lips chu (like asking other people to silence: Shhhhhh!),
Facing forward as if kissing someone and lips are round. You can imagine that it is
possible to touch the upper jaw face and lift the front part of the tongue.
Note: consonants are sounds coming from the larynx through the mouth or sounds
when emitted, the airflow from the larynx to the lips is obstructed, such as tongue

touching lips, teeth, two lips collide ... pronunciation process. Consonants only
make a sound in words only when combined with vowels.
Example: Practice correct pronunciation / th /
(Unit 14: What does your father look like? - Lesson 3- English 4th grade)
- Teachers guide how to pronounce sounds / sounds / sounds that appear in the
lesson are read in two ways: / θ / and / ð /
- Teachers guide how to pronounce each sound.
*) With the / θ / sound: When pronouncing, put the tip of the tongue between the
teeth; upper teeth placed lightly on the tip of the tongue; blowing air between teeth
and tongue; throat does NOT VIBRATE; put your hand in front of your mouth to
check the steam flow from your mouth.
*) With the /ð/ sound: When the syllable is read, put the tongue into the teeth; upper
teeth placed lightly on the tip of the tongue; do not blow; throat VIBRATION; put
your hand into your throat to check your vibrating neck.
- Have students compare the two pronunciations above.
- Give students the pronunciation of / θ / and then include the sounds for students to
pronounce as: thin / θin / thick / θik / three / θriː / mouth / maʊθ / north / nɔːrθ /
- Then put in a specific sentence
Ex: The book is thin.
The dictionary is thick
- Give students the pronunciation of / ð / then include the pronunciation for students
like: /ðɪs/ than /ðæn/ their /ðer/ father /ˈfɑːðər/ weather /ˈweðər/
- Then put in specific sentences:
Ex: This is my mother.
That is my father
- After each request for students, teachers comment, correct mistakes and
encourage them to encourage them to work harder.
- The other consonant instructors are similar to the above.
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b. Practice correct pronunciation of diphthongs.
- Through practical teaching, I found that when pronouncing the words, the
children got Vietnamese errors when they pronounce English or double vowels,
they often read and remove the second letter as follows:/ei/ is usually pronounced
as “ê” and “êy”, /əʊ/ read is “Ô” –
Ex: Road /rəʊd /: read is “ Rốt” or Coat / cəʊt /: we often pronounce it wrongly
as “cốt”
- Many students have a habit of reading the / ɜ / is / / / or / əʊ / is / European / to
make it easier to remember. This mispronouncement may cause the opposite person
to be ambiguous, do not understand what you say or lead to misunderstandings, to
mistake another word. Therefore, in order for students to read the above consonants
correctly, teachers must teach students how to pronounce each sound clearly and
clearly right from the beginning.
For example:
- Practice sound /ɪə/ - Read sound /ɪ/ then gradually change to /ə/ sound, the lower
lip changes into a gradual circle, the tongue gradually moves forward and the
column is slightly stretched.
- Practice sound /ʊə/ - Similar to the above method of reading the /ʊ/ and then
gradually shift to the /ə/ sound, the lips widen but moderate, the tongue pushes
forward and extends the sound.
- Practice sound /eə/ - We read the sound / e / then move to negative / ə /, ask to
narrow the lips, tongue push forward and stretch the sound.
- Practice sound /eɪ/ - Initially, still read the / e / sound and then gradually shift to
the / ɪ / sound, the lips are flattened to the sides and the tongue is facing upwards,
extending the sound.
- Practice sounds /ɔɪ/ - Read the / ɔ: / then move to the /ɪ/ sound, the lips flatten to
the sides, the tongue rises high and pushes forward and the sound is negative.
- Vocalization /aɪ/ - Let's read the /ɑ:/ and then move to /ɪ/, which is the
pronunciation of this syllable. When reading this syllable, you create a lip-shaped

mouth that gradually slips to the sides, the tongue lifted and slightly pushed
forward.
- Practice sounds /əʊ/ - Still have to read the /ə/ sounds and then move to /ʊ/. The
lips will move from slightly open to slightly rounded, the tongue backward and
stretched.
- Practice sound /aʊ/ - Read the sound /ɑ:/ then move to /ʊ/. The lips are gradually
rounded, the flesh is slightly behind and the syllable is long.
To correctly pronounce the diphthongs, I instructed the students to switch
their mouth and tongue speech from the first vowel to the second single vowel. In
the double vowel, the first sound is the main vowel and the second is the closed
sound. That means when the first pronunciation is finished, we close our mouths
according to the image of the second sound, not the second sound. For example,
the sound /ai / read into “a” and “i” is not really accurate. With the sound / ai / the
reader reads / a / and then closes the mouth like the mouthpiece of / i /, but does
not pronounce / i /.
Since then I practice reading double vowels for students as follows:
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For example :
+ Practice sounds /eɪ/ - I teach double vowels /eɪ/ teachers read aloud from: play
The teacher turns his face towards the student reading the / eɪ / a few times
so that the students can hear clearly and observe the teacher's mouth, lips, teeth,
and tongue movements when speaking. The teacher reads a few words that contain
the sound /eɪ / students read along.
Then I write the words on the board H / eɪtʃ /, Eight / eɪt /, Plane / pleɪn /.
I instruct the students to read the /eɪ/ sound. Change the previous negative /e/
to the previous sound /ɪ/ When starting. Mouth wide open to the sides, lower jaw
brought down a little while pronouncing /e/ sound. Soon, the lower jaw is closed,
the mouth is still wide open and the / i / is negative.

I hang diagrams that show the position of tongue, lips, and teeth when
pronouncing and giving specific explanations so that students understand.

Ask students to repeat the words on the board and then recall each group.
Finally the teacher called some students to repeat.
* Note: Although the double vowel is a combination of two single vowels, the
pronunciation of the double vowel is not entirely a single sound.
I do the same steps with other diphthongs such as: / ɑi / / ou / / ɑu / / eə / / iə
/ ia / / uə / / iη / / ɔ: η /
c. Practice how to connect sounds.
In principle, when there is a consonant before a vowel, read the consonant with
the vowel. For example, "get up", you read immediately and not separate two
words (/ get ʌp /). However, this is not easy, students often read them in a very
discrete way, especially for the vowel ending words, for example: "leave (it)"
read / li:v vit /; "Middle (East)", / midlli:st /, ... So I teach students how to connect
sounds in a simple way.
* Note: when a wind consonant is in front of the vowel, before you connect it to
the vowel, you must convert the consonant to the corresponding non-wind
consonant. For example, "laugh" is pronounced as / f / end, but if you use it in a
phrase, for example "laugh at someone", you have to convert / f / to / v / and
read/la:v væt/.
For example:

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d. Ending sounds
This is a common pronunciation error for most students because our
Vietnamese language reads very briefly without pronouncing tails and learners
apply this habit to English. However, in order for the person to hear what you

say, the pronunciation of the tail is essential. So I teach students how to
pronounce these tails carefully.
* How to pronounce s, z, iz ending sounds:
+ For words with ending sounds / p, k, f, t, θ / + s are pronounced / s /
The ending words are good: graph, cough, laugh ... its ending sound
transcription is /f/ so it still belongs to the ending sound rule.
+ With words with the ending letter: ce, se, ge, x, z, ss, ch, sh pronounced / iz /
ce: faces; se: cases; ge: changes; languages; z: prizes; x: boxes; ss: kisses; ch:
churches
+ When words with the ending are vowels and the remaining voiced
consonants are pronounced / z /
For example: Plays / pleiz /; hugs / hʌgz / bags / bægz /
Thus the pronunciation s, es depends on the pronunciation of the "last
sound" of the word.
Example:
- When teaching reading languages that contain the last syllables on the
teacher, read the sample loudly and clearly.
- Have students listen to tapes and practice many times
- Students - teachers make corrections
- For students to practice reading many times with many forms of reading
practice: Copper bars, groups, groups and individuals from there:
- The teacher writes the words up on the board and instructs the students to
read the words like:
+ points; books; write; ... / s /
+ plays; days; friends; ... / z /
+ watches; classes; ........ / iz /
Then I put in a specific context.
Teacher: What does your father do in his free time?
Student: He often watches T.V.
Teacher: And what about your mother?

Student: She listens to music.

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Have students repeat the tape and repeat it several times, then read in groups
and pairs
After each request for students and teachers to comment, correct mistakes and
encourage them to encourage them to try harder.
The other negative instructors are similar to how to do the above.
* How to pronounce the last sound / t /, / d /, / ɪd /:
- How to play sounds /t/: /t/ is an audio consonant. To play this sound, place the
tongue under the upper jaw to block the air flow in the mouth, then force the air
out of the mouth. Pay attention not to vibrate the vocal cords in the throat.
- How to pronounce the sound /d/: /d/ is a sound consonant. To pronounce, they
place their tongue under the upper jaw to block the air flow in the mouth, then
force the air out of their mouth, but not as strongly as the / t / sound. Notice the
vibrating string in the throat.
- How to pronounce the sound / ɪd /: / ɪd /: To play this sound, first pronounce the
sound / ɪ /. With the / ɪ / sound, the children open their mouths to the sides like
they do when they smile, the tongue is pointing up and out in front, the tip of the
tongue is close to the lower jaw of the incisor, short pronunciation. Then gently
move to the / d / sound above.
Example: Unit 10: Where were you yesterday? - Lesson 3 (English 4)
- When teaching reading languages containing the final sounds / d /, / t /, / id /
on the teacher, read the sample loudly and clearly. Guide students to read.
- Have students listen to tapes and practice many times
- For students to practice reading many times with many forms of reading
practice: Copper bars, groups, groups and individuals from there
- The teacher writes the words up on the board and instructs the students to read

the words like: wanted; played; looked; listened
- Then put into specific context:
+ ed / d / played
- I played badminton yesterday.
+ ed / t / watched - I wacthed T.V yesterday evening.
+ ed / id / painted - Mai painted a big picture last weekend.
- Have students repeat the tape and repeat it several times, then read in groups and
pairs.
- Teachers comment and correct mistakes and encourage them to try harder.
e. Training stressing (Stress).
Students who often make a big mistake are unable to distinguish English
accents. While stress is a very important part because if you say it wrong, native
speakers cannot understand what they say. This comes from Vietnamese monosyllables and Vietnamese people are used to reading each syllable and there is no
accent so we read the words evenly without stress. That reading makes listeners
feel that it is hard because every word is pronounced in the same intonation. So for
elementary school students I guide them to some of the following key stressing
rules:
* The word has two syllables:
- The accent falls into the first syllable
12


For most two-syllable nouns and adjectives in English, the accents fall into
the first syllable.
For example: - Noun: center / ˈsentər /, object / ˈɑːbdʒɪkt /, flower / ˈflaʊər / ...
- Adjective: happy / ˈhæpi /, clever / ˈklevər /, sporty / ˈspɔːrti / ...
The verbs contain the short vowel in the second syllable and end with one (or
not) consonant, the accent falls into the first syllable.
For example: enter / ˈentər /, travel / ˈtrævl /, open / ˈoʊpən / ...
In addition, the ending verbs are ow, the accents fall into the first syllable.

For example: borrow / ˈbɔːroʊ /, follow / ˈfɑːloʊ / ...
- The accent falls into the second syllable
Most verbs, prepositions have two syllables, the accent falls into the second
syllable.
For example: Verb: relax / rɪˈlæks /, object / əbˈdʒekt /, receive / rɪˈsiːv /, ...
Prepositions: among / əˈmʌŋ /, aside / əˈsaɪd /, between / bɪˈtwiːn / ...
Nouns or adjectives contain long vowel sounds, double vowels in the second
syllable or end more than one consonant, the accent will fall into the syllable itself.
Example: Japan / dʒəˈpæn /, correct / kəˈrekt /, police / pəˈliːs / ...
Then I gave the students practice.
For example :
Unit 19: What animal do you want to see? (English 4- Lesson 3- Part 1,2,3)
I write the words up on the board.
Crocodile - I want to see ‘crocodiles.
‘Elephant -‘ Elephants are enormous.
I instruct students how to correctly read the stress of ‘crocodile /, elephant,
the accent falls on the first syllable. I then let the students listen to the tape and
practice reading the bar, pair and individual. Likewise with another word. Students
continue to practice in the next sections.
- Teachers comment and correct mistakes and encourage them to try harder.
f. Practice intonation (intonation).
English has a lot more tone and flexibility than Vietnamese. Therefore,
learning when speaking English often does not know where to go and where to go,
so they speak English evenly without intonation. It will be difficult to get the
keyword of the sentence with such a way of saying it. To overcome these
problems, I instructed students to practice some common intonations.
There are 5 common intonation rules:
- Narrative: raise the voice from the beginning of the sentence and the voice at
the end of the sentence.
Ex: She 'wants to 'buy a 'new \car.

- Yes / No question: raise the voice at the end of the sentence.
Ex: Can you /drive?
- Listed sentence: after the comma and before the word "and" we raise our
voice. Down at the end of the sentence.
- Ex: I'd 'like /orange juice, /omelet, /toast, /honey, and 'green \tea, please.
- Questions start with Wh: Who, Where, What, When, Why ... and How: down
the voice at the end of the sentence.
13


Ex: 'How 'often do you \go there?
- Exclamation: raise the voice at the beginning of the sentence.
Ex: What a 'wonderful \present!
I write the sentences up on the board and have students listen to the tapes
and practice reading in chorus, pairs and individuals. Likewise with another word.
Students continue to practice in the next sections.
Teachers comment, correct mistakes and encourage them to try harder.
2.2.4. Organizing communication practice.
In this section students should practice isolated words to short phrases to
sentences and to dialogue.
- The teacher reads the pairs of words and students listen to identify which syllable
the teacher reads is negative. After that, the whole class repeated the pairs of
words, then repeated them in groups and finally repeated them individually.
Example: When teaching 2 sounds /eʊ/ and /ɒ/
- The teacher reads the pairs of words: go, no, not, close , lot ... students listen and
re-read according to the teacher.
- Students practice reading phrases that contain learning sounds.
For example: go home, a hot holiday, skip ropes ...
- Students practice reading sentences (in sentences there are many words
containing learning sounds).

For example: Close the door, please. I’m hot.
Go home and open the window ...
- Students look, listen and repeat according to the teacher or follow a short
conversation in which there are many words containing learning sounds. These
conversations are often included in textbooks.
- Students re-present the conversation in pairs (after reading proficiently if there is
still time students can add a few words that contain learning sounds to the
conversation but the words must match the meaning of the lesson) .
- In the process of students practicing, teachers follow and not timely if students
make mistakes.
2.2.5. Production (Training).
Teachers provide students with games or activities to reinforce their
knowledge. Some games are simple but effective and easy to implement such as:
- Silent Sounds: For example, when teaching two /e/ and /æ/ sounds, the teacher
writes on the board: send / send /, have / hæv/
The teacher turned his face towards the students, pronouncing but not
sounding. Students observe the teacher's mouth movement (movement of tongue,
lips, teeth ...) and guess what teacher is saying and point to that sound on the
board. The teacher then divides the students into groups of 2 to 3 players.
- Bingo: This is a simple game but very easy to get excited for students. There are
many ways to conduct this game. Following is an example.
When teaching negative /i:/ and /i/, teachers give students a self-paced plot of 12 14 boxes, students choose and fill in all the numbers from 13 to 99 so that all cells.
The teacher (or a student in the class) reads the numbers in turn, the students listen
and observe if the number heard is in their board, then number it. The first person
14


to hear and tile all his boxes will say loudly: Bingo. The teacher checks the
accuracy and declares the person winning.
- Same or Different: Teachers write international phonetic transcription on the

board (eg /i/) The teacher says a sequence of sounds similar to the ones on the
board (/ i: /, / e /, / æ /). Students listen and tell whether the above sounds are the
same or different from the sounds on the board.
- One or Two (or three): The teacher writes on the board two (or three)
international phonetic sessions (eg: 1. /i/, 2. /i /, 3. /e/ then read the words in turn:
(fifteen / fifty / bit / beat / eat / it / man / men) for students to listen and say
"one" (1), "two" (2) or "three" (3).
- Correct or incorrect: The teacher writes one or more words on the board and
pronounces some words correctly and some incorrect words. Students listen and
say "correct" or "incorrect".
- Word Elicitation: Write an international phonetic transcription on the board and
ask students to list the word that the sound is at the top, the word that stands
between it, and the word that sounds at the end.
- Minimal Pairs: Write an international phonetic transcription on the board and let
students comfortably list pairs of similar words.
For example:
/ i / : Fifty, It, Bin,……
/ i: /: Fifteen, eat, bean,…..
- Missing words: The teacher reads a sentence or a short phrase which has a blank
word. Students listen and guess the word to fill in the blank, as long as the word
must contain the learning sound.
Example: Practice sound /ɜ:/
A boy and a ……………… (girl)
First, second and ……… .... (third)
A pigeon is a kind of ……. (bird)
- Sentences Construction: The teacher writes on the board two groups of words
containing learning sounds and asks students to question using at least two words
in the two groups.
Example: Practice sound /ɔ:/ and /æ/
Group 1: tall / small / fall / volleyball / talk.

Group 2: bad / bag / dad / Saturday / family.
- Picture identification: Teachers can draw or hang a picture with two things on
the board, for example when teaching two sounds / i: / and / i / the teacher hangs a
picture.

15


Then the teacher says "point to the ship" (Point to the boat) or "point to the sheep"
(Students point to the sheep), students listen and perform. The teacher points to the
word ship and sheep for the students to pronounce correctly. Then the teacher
erases the word and points to the picture for the students to pronounce correctly.
Note: For double sounds, the teaching method is similar, but the teacher should
divide it into two single sounds for students to practice. Then combine the two
tones into a double sound. And have students read them in complete sentences.
Example: When teaching sound: / pl / plane (Unit 15: Do you have any toys?)
/p/ pen, parrot, pet -> / l / lot, large -> / pl / plane -> She has a plane.
Or / sh / ship ……
2.3.2. Teaching lessons:
English 4
UNIT 11: WHAT TIME IS IT?
Lesson 2: Part 1, 2, 3
In this lesson, students learn how to pronounce 2 sounds /i:/ and /i/. By
applying the above method, I conduct this lesson according to the following
procedure:
1. Presentation
- The teacher said “fifteen”, students listened quietly.
- Teachers face towards students and say /i:/ two or three times so that students can
listen and observe the teacher's mouth when reading that sound.
- The teacher reads the words that contain /i:/ like: teen / thirteen / fifteen / sixteen

…… students listen and read according to the teacher.
- The teacher writes the words on the board
- The hanging teacher describes how to read /i:/ and explains how to read this
sound:

-> Tongue extending forward and forward, narrow upper lip and lower lip gap,
widening mouth to side. When playing this sound a little rafting, it's like smiling.
- Students reiterate the words on the board at once, then the teacher asks each
group to repeat, individuals repeat.
Following the process on the teacher introduced the /i/ sound. Fifty-word reading
teacher, students listen.
- The teacher faces the student with the /i/ sound so that the student can hear and
observe the teacher's mouth when it is pronounced.

16


- Teacher says a few words containing /i/ like: forty/ it/ sit/fift / sixty - students
read along.
- The teacher writes the words on the board.
- Teachers hang diagrams to read / i / and explain how to pronounce / i /

-> Tongue facing upwards and forward, narrow upper and lower lip spacing,
widening mouth to side.
- Teachers use pictures showing students different mouth movements when
emitting two /i:/ and /i/ sounds: when pronouncing /i/, lower tongue position, upper
lip distance and the lower lip is wider and the mouth is wide open but slightly
narrower than the /i:/, /i: / play sound is longer than the / i / sound.
- Divide the students into 4 groups, repeat and practice pronunciation 2/i:/ and/i/.
2.Practice

- Teachers read teen /thirty / eat / it / seat / sit / fourteen / forty / thirteen / thirty /
eighty / eighteen in reverse order, students listen to identify /i/ or /i:/ and dong
reiterate the above words, then repeat in turn according to the individual tangled
group.
- Students repeat the teacher and practice reading the phrases: very happy / six
thirty / fifteen teams / eat this meat.
- Students repeat according to teachers and practice reading sentences:
My father gets up at six thirty. My mother gets up at six fiteen.
- The teacher turned on the tape for the students to listen, the students looked at the
textbook and listened, then repeated the tape. Students practice reading the
following paragraph in pairs, teachers correct mistakes for students if they have
one.
3. Production
Teachers can apply one of the following activities:
- Students play Bingo games. The teacher divides the class into groups in which
each group consists of 3 people. A team member reads up the numbers in the
following boxes in any order. The remaining members choose one of the tables A,
B or C, listen and list their numbers. Whoever listens correctly and tiles all the
numbers in his box as soon as possible, says loudly: Bingo
90 13

5

16

15

50 30

20 30 16

70

90

3

80 18

14 80 18

17

7

6

13

3

7
17

15

5

17

- Students divided into groups of 3 to 5 people, playing one or two games.
1
2
/ i: /
/i/
- A student reads a word that contains one of the two sounds (fifeen / fifty /
hungry ...), the rest say one or two. Instead of saying that students can use their
fingers, if 1 column is raised, 1 finger, if column 2, raise 2 fingers. Then the other
students in turn said so that all members of the group were told and heard.
While students practice, teachers walk around the classroom to help
students if necessary.
When giving students the correct pronunciation, to correct the error, the
teacher must follow the instructions sequentially, not impatiently, not loudly. Each
student reads the teacher correctly and encourages motivation and excitement for
learning for students. Teachers create conditions for students to often read wrongly,
weak reading forged more reading skills. Students were assessed their reading
skills, discovered errors to correct themselves, especially weak students. I spent
more time close to them in reading lessons.
- In addition, I have cooperated with my family to buy more books, children's
stories for children to read at home to create excitement when the readers no longer
feel afraid to read because reading books often make mistakes.
- Increase the time to practice reading for children to read or make mistakes, for
them to practice reading more.
2.4. Effectiveness of experience initiatives for educational activities, with
colleagues and schools themselves.
After a year of applying this method to teach students phonetics, I found that
their English pronunciation ability has improved remarkably. Some of the children
who were very afraid of pronunciation now are more bold and lively in practice and
games. In addition, they are more aware when pronouncing so that they can be as

good as possible. Continuing to explore their pronunciation ability to monitor I
have obtained the following results: ( March, 20th 2019)
Grade/

Students pronounce
correctly

Students mispronounced

Amount

Amount

Ratio (%)

Amount

Ratio (%)

5 (157)

135

85

22

15

- During the implementation of this method, there are many lessons left for me. At

first some students got used to the old way so they were very surprised. When
presenting and explaining diagrams about the movement of tongue, teeth, lips of
some sounds that are difficult and not available in Vietnamese, many students
cannot follow them, which leads to more false pronunciation. If the teacher is
frustrated and accepts the wrong reading, the result will fail. With this method, I
consider the average and weak students to be the top subjects. Use collective
18


activities to stimulate children to develop their strengths. Since then help them get
used to the new method.
- These are the methods that I have applied for the past year when teaching phonics
to elementary students. However, each lesson unit has different content, the
application of this method also needs to be flexible and creative to bring high
efficiency, avoid causing boredom for students.
For example: There are some sounds in English that sound like Vietnamese: / b /, /
p /, / n /, / m /, / l / ... when teaching these sounds teachers are not necessary Many
times to explain the pronunciation, let students listen through the tapes and the
native speakers play these sounds to familiar students. Then spend more time on
Production.
- Activities in Production section should be designed to be short, attractive,
suitable to the level of each student.

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3. CONCLUSION AND RECOMMENDATIONS
3.1. Conclusion.
This experience of teaching English helps my students not only have better
result but also makes them more active especially they are not afraid of being

checked pronunciation in lessons and tests any more.
I have been using this new teaching method to teach English in my school.
It helped my students have better result in comparison with the past years.
However, my topic will be better if I have your contribution and support especially
from my colleagues and specialists in English.
3.2. Recommendation.
Proceed from reasoning base, practice, as well as successes and restriction while
implement this topic, to contribute for teaching and learning better foreign language
selves I also send out a number of petitions as follows:
- English subjects in recent years has been the investment interest of the
leaders. Ourselves as teachers to teach feel very happy and proud about that. But
what we always think concern is the quality of student learning is still not as
high as the requirements set out though the teacher was trying. There are many
causes for this issue, I would like to mention a higher level of interest help
solve:
- To carry out the problems I mentioned above needs the active support of
all the help of the head teacher, the school Board of Management, the
delegation, team...
- The school should have one room for English subjects
(This room must meet as soundproofing, brightness, width, full facilities ...)
- The school needs additional staffing 1 teacher of English.
- Adding new pictures, new tapes each year, providing special equipment
for the department.
I expressed heartfelt thanks!
Confirmation of the principal

Quang Thanh, May 20th 2020
I do not to copy this issue from
other people’s writing. I have that
written. It’s myself.

Written by

Le Thi Su

20


REFERENCES:
1. English Teaching Methodology. Nguyễn Thị Vân Lam, M.A, Ngô Đình
Phương, Ph. D, 2007.
2. Tiªng Anh 3, 4, 5 . Nhµ xuÊt b¶n Gi¸o Dôc ViÖt Nam
2. Ship or Sheep? /An intermediate pronunciation course/ Third edition, Ann
Baker.
3. How to Teach Pronunciation, Gerald Kelly, Pearson Longman, 2000.
4. Tips for Teaching Pronunciation: A Practical Approach, Linda Lane, Pearson
Longman, 2010.
5. English Phonology and Pronunciation Teaching, Pamela Rogerson-Revell,
Continuum International Publishing Group, 2011
6. Tài liệu từ các trang web :
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LISTS OF THE INITIATIVE THAT I HAVE BEEN APPROVED
BEFORE.
Lists of
Name of the

Year of

Degree

Agency issued the

Topics.

classification

decisions.

2015 -2016

Quang Xuong

The
experience in
teaching
vocabulary

Education and

effectively for

Training Office.
B

primary.

The
experience in

teaching
vocabulary
effectively for
primary.

Thanh Hoa Education
2015 -2016

C

and Training
Department.