(Sáng kiến kinh nghiệm) dạy ngữ âm cho học sinh lớp 3

INDEX

Trang
I. INTRUDUCTION
1. The reason of choosing the topic
2. Research purposes
3. Research subjects
4. Method of study
II. CONTENT OF INITIATIVE EXPERIENCE.
1. Theoretical basis of experience initiative
2. Current status of the problem before applying experience
initiatives
2.1. General situation
2.2. Status of students
2.3 Status of teachers
2.4 .Practical basis before applying theme
3. The solutions are used to solve the problem
4. Effectiveness of experience initiatives for educational activities,
with myself, my colleagues and school
III. CONCLUSION AND RECOMMENDATIONS
1. Conclusion
2. Recommendations
2.1. To the leaders
2.2. To the teacher
References

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I.INTRODUCTION
1.1.The reasons of choosing topic
Nowadays, the economy of the countries in the world is growing, exchanges
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.
From the above reasons, I strongly research and write the experience initiative
named "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 corectly but also self
confidently in lessons. This is more excited than they are willing to learn in
order to improve their English pronunciation.
2. Research purposes
To contribute to innovating English teaching methods in primary schools
following the direction of promoting a positive, creative initiative of students,
enhance individual coordinate activities with academic exchanges. Formating
and drilling skills to apply knowledge to perform the communicative process.
Create interest in learning English for students.Language learners communicate
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not only corectly but also self confidently in lessons . This is more excited than
they are willing to learn in order to improve their English pronunciation but

also help them strengthen and deepen knowledge further.
3. Research subjects
With this research I focused on the Primary students at Ha Son primary
school, especially the students of grade 3.
4. Method of study
To research a topic, people often choose many different methods. With this
topic, I use the following methods:
1 .Theoretical research method
I read the conducting material issues related to my research needs.
2. Learning experience from my colleagues
 
Attend the colleagues’ lesson to follow their good method.
3. Experimental matching method.
4. Observation method.
II.  CONTENT OF INITIATIVE EXPERIENCE
1. Theoretical basis of experience initiative
Through a lot of research material , as well as a combination of theory
and practice, we need to rely on the basis of the following reasoning:
Faced with a problem of teaching and learning that I think to figure out a way to
teach phonics, and the work that I have written to teach phonics method in a
class. Teaching phonics to help students create atmosphere language learning
correct pronunciation of words in lessons. Much purpose of teaching phonics in
a language class is not intended to make students capable pronounced similar to
the native because it is not practical, unless the school has a special talent and
highly motivated. The goal is to teach phonics to help students gain an ability to
pronounce correctly at a certain level to be able to communicate what they want
to talk with other people. Phonics is a teaching method used to help children
learn to read. Phonics breaks down words into individual sounds and syllables
and shows children how each sound fits together to make up a word . Children
taught with phonics must learn the different vowel sounds, consonants and

regular rules of English grammar. Due to the learner's native language affects
the pronunciation teaching English to people who need to have a certain
understanding of the sound system of the learner’s mother tongue to first guess
the difficulties and advantages of learner’s pronunciation. Phonics helps your
child learn to read and spell. Without this ability, your child cannot be fully
literate.Words are like codes and phonics teaches children how to crack the
reading code. Phonics is therefore an important part of any reading development
program.That is the reason Ministry of Education put on phonics lessons to
Primary English .
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2. Current status of the problem before applying experience initiatives
2.1. General situation
Analysis of my school’s performance in teaching and learning
pronunciation recent years showed that our average score in phonics had been
consistently below that of like other schools in urban areas. It was a situation
that was of concern and motivated a thorough examination of the school’s
approach to the teaching of phonics.
Our school is a public primary school in a mountainous commune of Ha
Trung district. It is a large school with 309 students, ranging from 6 to 10 years
old. There are two classes in most year levels, meaning that collaboration among
teachers is extremely important to ensure consistency in learning programs. In
the accademic year 2009 - 2010, Ministry of Education and Training applied
pronunciation International as the framework in the progam of teaching English
for primary students. After the first year of teaching the book 3 I found that most
of the students can not pronounce the new words correctly. They only focused
on grammar and vocabulary and didn’t like to learn pronunciation during the
lesson.
2.2. Status of students

In fact, in the process of learning a foreign language, students often focus
on learning grammar mainly because the test requires the application of
grammar, the tests often have a few exercises with phonics. In English class they
have little chance to practice pronouncing. Over time they lose their ability to
communicate in English. In addition, the limitation of students’ speaking skill of
the have some reasons:
+ The old habit of learning English does not motivate students to
communicate in English.
+ Being lack of knowledge of English to communicate everyday .
+ Having a few opportunities to practice English in the classroom with
their teacher and classmates.
2.3 Status of teachers
Many teachers in the Vietnam are faced with the challenge of teaching
children to read and write in English, when the students have a heritage
language that is not English and they are not yet proficient in English
Normally when teaching a foreign language, teachers often focus on
teaching vocabulary, grammar or structure . However, grammar is not the final
result of the teaching and learning process. It is only a tool to help learner to
communicate more effectively. But in fact, there are some differences between
spoken English and written English. Written English requires the accuracy
statement of the structure, whereas spoken English needs the flexibility and the
intimacy in communication .
From those factors, there are some problems in teaching phonics for
primary student at school. However, in a number of causes, teachers and
students can progressively overcome the difficulties. Therefore, in the teaching
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process teachers must use some suitable techniques to teach students how to lean
phonics effectively. He or she should have creative and flexible approaches in

using the methods of teaching phonics.
2.4 .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
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 3B at Ha Son primary school at the
middle test of the first term for 2018-2019 school year :
RESULT BEFORE APPLYING THE RESEARCH IN TEACHING
Students
Excellent
Average
Fail
30
3 students 10%
18 students 60%
9 students 30%
Through this table shows the number of students pronounce the words weakly

account for 30 percent .
3. The solutions are used to solve the problem
According to the present situation in English classes at my school,
pronouncing wrong still exists in all grades, especially in grade 3. To improve
this situation, I would like to present the defintion of phonics, some methods of
teaching phonics and elicit the stages of teaching phonics for primary student
which I have researched and applied quite successfully at my school.
Why is pronunciation important?
Pronunciation is about so much more than accent!  Many of the features
that play a role in pronunciation also are important in reading and writing.
* Understanding how to make specific sounds and how sounds are similar
helps with spelling and decoding (sounding out) unfamiliar words. This understanding
of phonetics can help teachers and parents understand kids' spelling and reading
errors, too.
* Understanding stress and intonation helps speakers be more
understandable.  It also helps readers develop their reading fluency.
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Stress and intonation make a big different in comprehension!  Not only
that, but they help us convey emphasis and feelings. 
There has been much confusion over this term. Phonics is a method of
teaching beginners to read and pronounce words by learning to associate letters
or letter groups (graphemes or phonograms) with the sounds they represent
(phonemes). Students must learn to unravel the secrets of the code (in other
words, decode) before they can comprehend the meaning of the written word.
Phonics is seen to be an improvement on the previously used method of
learning the approximate sounds represented by letters(b=buh) first and then
blending them with other sounds (bl=bluh) to decode and encode words in
written form. This newer method attempts to eliminate the extraneous "uh"

sounds which were unavoidable in the older method. Children also learn
strategies to figure out words they don't know. It is considered an "analytical"
approach where students analyze the letters, letter combinations and syllables in
a word; in an effort to "decode" the speech-sounds represented by the letters and
the meaning of the text. The advantage of phonics is that, especially for students
who come to schools with large English vocabularies, it enables students to
decode or "sound-out" a word they have in their speaking vocabulary.
3.1.Here are 5 basic steps to teach phonics that I have applied successfully
at my school
Step 1: Introducing the sounds in the songs, rhymes or chants; teaching
new words using word cards, real objects, pictures,etc. Focusing on the sounds
of letters and words.
Step 2: Playing the recording a few time or let pupils listen to the Robot
Teacher; having them repeat each line of the Songs/ Rhymes/ Chants and clap
the words containing the focused sounds.
Step 3: Clap your hands to the beat while listening to the words that
contain the sound that need to be trained.
Step 4: Organizing students to practice in pairs or groups to practice the
songs, rhymes or chants.
Step 5: Calling on some volunteers to perform the Songs/ Rhymes/ Chants
at the front of the class and have the rest of the class clap the rhythm of the
chant.
However , for children I usually use to teach pronunciation simply,
especially for students in grade 3:
Listen and repeat. It need to be noted that in the classroom, the correct
pronunciation of the teachers is not enough, it also needs the modern equipments
such as speakers, audio visual, and teacher shows the picture discribe the
possition of the tounge.

For example:

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In unit 2 : “p” is pronouced / p /

Consonant /p/

 
Introduction : is voiceless consonant sound which is created by two lips
(bilabial), power-on (flosive)
How to pronounce: the first upper and lower lips close and then opene his
mouth slightly ,turn inside out to create a sound / p /, pronounce fast Identify:
Only consonants "p" is pronounced as / p / When it stands at the top of a
word, the end of a word or after.
In unit 5 : I teach vowel “e”

Short vowel /æ/

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Introduction : /æ/ is a short sound.
Open your mouth wide.
It's pronounced /æ/....../æ/.
Identify the vowels which are pronounce /æ/
“a" is pronounced / æ / in the following cases: In one-syllable words that
end in one or more consonants
In unit 5: I teach vowel “a”

Short vowel /ʌ/

 
Introduction:
Open your mouth wide by 1/2 compared to the pronounced/æ/ and give
tongue back I dentify the vowels which are pronounced /ʌ/
In unit 8 : “th” is pronounced /ð/

Consonant /ð/

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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 /
3.2.Teaching phonics through songs, poems
No one can deny the important influence of the music and poetry of
human life. Most everyone loves music. It's always with people whether that
person happy or sad. It appears everywhere, all the time to share joy or sadness
relieve when we need to. Futhermore, poetry-music can increase concentration,
enhance memory, makes people closer together, creating motivation and joy in
learning, makes people relax when they are depressed or stress, ...
Because of the tremendous value that brings poetry to music, it has been
used as educators useful tool in teaching. And now the use of songs, poetry as a
tool to support the learning of foreign languages is quite common. Just a few
tunes of the song, students can learn the culture of authentic language,
vocabulary, grammar, listening skills, and a variety of other skills.

Using song and poem in class can make the classroom atmosphere
becomes fun and dynamic. Students will not feel stressed, even scared like to
speak English in class solemn atmosphere. It is this will make them feel really
excited and voluntary participation in classroom activities.
The songs, poems not only create excitement for student learning, but also
contains elements of very rich language including pronunciation, vocabulary,
grammar ...
The songs, poetry can help students to learn about pronunciation. For
learners of English in general and in particular primary school students, there’re
some sound that are very difficult to imitate because our mother tongue does not
have this sound such as: / ð /, / θ /, / æ / , .... Therefore, you must learn how to
pronounce inflexibly that can still not pronounce. The wrong pronunciation can
change the meaning of the phrase, will not lead to communication results,
because listeners misinterpreted the transmission of information. Songs, poems
can help them overcome this. The melody of the song, the rhythm of the poem
often repeated a similar sound. When they heard many times, they will indirectly
be told how to pronounce the sound that makes you remember them and
eventually the correct pronunciation.
For exemple,
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In Unit 10: I have students chant the poem “What do you do at break
time?”

After chanting, they can pronounce the couples of consonants br and pl fluently.
In Unit 6:

The students can sing the song Come in and Sit down to lean the consonant c
and d

3.3.Teaching phonic through practical training
In the process of teaching phonic I often organize activities to practice and
reinforce training words temperate through listening, speaking, reading and
writing to increase fluency when students use words. These activities will help
students focus on the identification and proficient use of the learned words in
each context.
Along with that, I myself always focused on the role of students in teaching
and learning vocabulary. I always encourage them to participate actively in the
learning process through a long and continuous.
3.4.Teaching phonic through simple activities
a. Training of the voice
According to their favorite children love the voice and intonation of
someone? Former US President Bill Clinton, pop princess Kylie Minogue
famous Australian or British actor Hugh Grant legend. It would be nice if she
heard the voice of the character that kid fans. So let's listen to their students very
often, pay attention to how their English pronunciation, and then speaking like
them. The ability to pronounce the students will be improving fast there.
English to children as much as possible give children the talk shows, the
English songs on the radio Children. Take a look at the animation program,
YouTube video and blockbuster movies are in theaters, too. And keep in mind is
do not let him read the subtitles offline! You can also aloud English songs,
English stories on computers and MP3 players. Let the space surrounding your
students is the standard English pronunciation - as much as possible.
For exemle
In review 1, student can listen and learn to read an interesting story about
their close animals.

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b. Speaking for the students everywhere when possible
Practice, practice and practice. Give students lots of talking and talking.
Give students remembers things that get told throughout the day and talk again.
Your students will be a child play with the ability to hear very well!
In the bathroom, walk the park, visit the zoo, or just the small ad. Let your
students practice English pronunciation anytime, anywhere any time. So you
have created exciting learning environment but extremely effective. Like riding
a bike, playing instruments or painting - the more you practice the more
progress.
Let them recorded voice, aloud and recording again - continues, continues
and continues.
c. “ Getting acquainted” with students’ voice
Hear how the students said, pronounce the star then please point out
mistakes or suffer little and after a little free time can help the themselves. Let
them prepare before the talk, recorded on an MP3 player or phone and then
listen to every word. There will be a new way of training and effective for these
angels of our talented child.
Clearly show them how to say, clearly pronounce each word until the end
The important thing is how to say others can understand. Make sure children
speak clearly and understand people hear what they said. The teacher can
improve their English pronunciation skills but children right on the tablet of
their mini. This is a tool that I can help my students effectively pronunciation.
Speaking Lab. All the teacher need is a computer outside the Internet,
speakers and microphones.
Pronunciation training students is hard work, requiring long process of
trying to train children as well as parents of students. Happy parents & kids
achieve increasingly better results.
3.5. Some tips to teach phonic successfully:
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 'synthesising', 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. Once the first sounds have been
taught, children are introduced to the idea that sounds can be represented by
more than one letter (i as in tiger, ie as in pie, igh as in night) and that sounds
can be written in different ways. A systematic approach can facilitate
the children’s progress towards independent reading and writing.
Now I specifically refer to some tips for teaching phonics in English and
use them to the lessons which are applied for students in grade 3 at my school.
*One sound at a time: Introduce one sound at a time.
For example, the sound /ei/, as in rain, train, etc, can be practised before
moving on to other sounds.
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In Unit 19:

 
*Context: Introduce each sound in a simple context that the students will
understand. If the context is too complex, students will struggle to understand
and their attention will be divided.
For exemple, the consonant “h” can be taught in the chant Hello

*Model the sounds: Always say the sound and not the letter name when
teaching phonics.
In Unit 3:
Some sounds are short eg ‘t’, so it is a good idea to repeat the sound a few
times so that the students can hear it properly: ‘t, t, t, t’

In Unit 4:
Some are long “f,f,f,f”. We can stretch these sounds out as we model
them.

*Use simple examples: After the introduction of the sound in context,
show a selection of images that contain the target sound. Point to each one in
turn, naming as you do so and encourage the students to repeat after you. Don’t
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show the words for these images at this stage. Emphasize the target sound in
these words. Use vocabulary items the children are familiar with.
In Unit 7:

*Reading: Practice makes perfect, so once you have taught the first six
sounds, introduce the students to captions and mini-stories that contain only the
sounds they have learnt so far, eg sit in “sit down”. The students will begin to
gain confidence and realize that they can read on their own.
In Unit 6:

*Writing: Some sounds require extra teaching as they have multiple
graphemes. Sounds such as ‘c’, ‘s’ ‘cl’ and ‘st’ will require 3 or 4 separate input
sessions. Students will quickly begin to read words containing the three different
graphemes, but extra work will be required to help them determine when to
write each one. If you have mini-whiteboards, short dictations can help as can
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activities that encourage the students sort and classify words according to

spelling.
In Unit 6:
*Actions: If you are using a multi-sensory method where you introduce
the letter sounds accompanied by an action, this will aid students’ memories and
serve as a tool to help them read more difficult sounds. This way, instead of
reading the word for the students when they get stuck, use the action to remind
them of the sound to get them back on track.
*Review all the sounds you have taught before introducing a new one:
Stick the grapheme cards you have introduced so far on the board and point to
each one in turn. Make sure the children are confident in making the sounds
before you move on.
4. Effectiveness of experience initiatives for educational activities, with
myself, my colleagues and school
After a period of application of the new method, in addition to guided
reading, students always diligent, painstake reading English, the learning of the
children has increased significantly. Most children prefer to read and learn
English with the following results:
       Below is a statistical survey conducted by myself at the middle test of the
second term for 2018-2019school year, after the self-study training methods
English courses for students in grade 3B , I obtained the following results:
Students
30

Excellent
7 students ( 21%)

Average
21 students ( 63%)

Fail

2 students ( 6%)

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
tought. This major helps students learn better, remember new vocabulary,
sentences structures longer and apply in practice well .

III . CONCLUSION AND RECOMMENDATIONS
1. Conclusion
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 demonstrate their
learning very well. These classes are very eager to learn English, not toxins.
Clearly that many of them well vocally train. And the first step to learning in
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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.
2. Recommendations:
2.1. To the leaders:
To enhance the capacity of teachers in teaching English, the leaders
should organize the training courses for the English teachers regularly. Through
the training courses, teachers have the opportunity to exchange and learn their
experience.

2.2. To the teacher:
- Being creative and active in teaching English, especially in teaching
pronunciation.
- The exercise allows clear practice in production and reception and gives
concise feedback to individual learners as to where their problms lie in these
areas and how to repair them. Often these are very simple physical questions
such as not rounding the lips as in / u: / in fool , which the teacher can help them
focus on.
- This, in turn, allows discussion on learning strategies for
pronunciation which can be drawn up it the classroom.
With the implementation of foreign language instruction under the
direction of communication and respect not only vocabulary and grammar , but
also phonetic, I found myself alone has obtained some positive results.
However, due to the characteristics of the subjects are subjects requiring
specialized attention of learners, gifted language learning environment and need
to communicate effectively in English of topics should not met as expected.
CONFIRMATION OF
HEADMASTER

Ha Trung, March 15th 2019
I assure that I wrote this experience initiative,
do not copy other people’s.
Written by

Nguyễn Hùng Hiển

Mai Thị Kim Chung

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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 . Fraser, H. (2001). Teaching pronunciation: A handbook for teachers and
trainers. New Southwales Department of Education and Training.
6 . English Phonetics, J. Marks
7 . English Pronunciation in use
8 . Cambridge University Press, 2007 Oxford Advanced Learners’
Dictionary, OUP 7th Edition .
9. Tips for encouraging CPS to speak English. David F. Dalton. Academ
01.chs. itesm.mx. Chiapas.
10. Hedge, T (2000). Teaching and learning in the language classroom. Oxford:
Oxford University Press.

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