THANH HOA EDUCATION & TRAINING DEPARTMENT

TRIEU SON EDUCATION & TRAINING DEPARTMENT

EXPERIENCE INITIATIVE

PHONICS AND TEACHING PHONICS FOR
STUDENTS IN GRADES 3

Writer: Le Thi Nga
Career: Teacher
School: Dong loi primary school
Subject: English

THANH HOA YEAR 2018
1


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

1. The general conclusion
2. Request
REFERENCE BOOKS

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1. INTRODUCTION
2


1.1. The reasons of choosing topic
English is getting a lot of attention from people. It is not a hobby for some
gifted English but also necessities. Foreign Language is a bridge for
cooperation, development and exchange between countries together. One
important thing is that everyone wants to use English perfectly and fluently.
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 "Phonics and teaching phonics for students in grade 3”.
I decided to choose this topic with the desire to help students learn English well
and can communicate in English. Language learners communicate not only
correctly but also self confidently in lessons. This is more excited than they are
willing to learn in order to improve their English pronunciation.
1.2. Researching purpose
Developing language (oral skills) through phonics to teach English to
young learners.
Developing skills (reading - speaking - pronunciation well)

1.3. Object for studying
Object for studying are young learners at Dong Loi primary schools.
1.4. The methods of researching
Attend classes, learn from your peers, and some of your own experiences.
Observe the knowledge acquisition of students in the teaching process.
Exploring student pronunciation.
3


Studying teaching materials and teaching materials from the Internet.
2. THE CONTENTS
2.1. The basis theory of experimental creation
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 .
2.2. The basis reality before using experimental creation
Being a teacher, I love my job, love my children so I always study the
psychology of primary school age children (especially pupils in grade 3). They
are also at the age of eating, sleeping and the giddy. They remember fast but
forget quickly, especially with English subject which is a fascinating subject but
different from their mother tongue, so they do not have the help when they do
not understand at home. They can only be studied with teachers and friends in
class, the fact that I teach in rural schools, many parents do not understand
deeply the importance and necessity of the English subject and only focus on
cultural subjects like Mathematics, Vietnamese ...
The majority of students are not paying attention and investing in foreign
languages, they prepare the lesson very sparingly, to deal when they learn this
subject very bad. Since then, a number of children with psychological bored
with learning English. During school hours, the majority of them are usually
passive, lack of flexibility, afraid of reading - saying English and participate in
learning lessons very little.
Therefore making interest and consolidating students' knowledge is an
4


extremely important and regular work. Because this affects a lot of to the
students, a fundamental factor affecting the process of learning a language:
To having the learning quality of the children achieve the best results, it is
not an easy thing. So how do they form and develop learning skills most
comprehensive? How do they love, deepen their knowledge of the phonics

lesson? By any way to help students understand the lesson but not boring, I
think that the lesson must be really charismatic, atmosphere during school hours
interesting and relaxing.
The organization of teaching English in primary schools meets the needs
of students in learning a foreign language elementary and accordant 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. Pronunciation 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, resultantly 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.
Since then I checked the quality survey of the mid term of the first
semester of students in grader 3, and the results showed that:
Good
Completed:
Not
completion Mark 7-8
completed
Mark 5-6
Clas students (Mark 9((Mark under)
s
10)
5

SL
%
SL
%
SL
%
SL
%
3A
30
3
10
5
16,6 14 46,7
8
26,7
3B
30
2
6,7
3
10
15
50
10
33,3
3C
31
5
16,1

6
19,3 10 32,3
10
32,3
Therefore, the role and responsibilities of teachers not only teach English
but need to continuously study and apply the methods of innovation and
creativity. Teachers should build a learning English environment friendly.
Students can participate in meaningful communicating activities through the
interesting phonics activities.
2.3. The solutions for solving the problems
* The general solutions
+ Observe the actual situation of students. Talk with them to find out the
feeling, aspirations, problems ... they meet in the process of learning English.
+ Study materials, books, magazines newspapers education ... read textbooks,
teacher’s books... and prepare the suitable games.
5


+ Attend and exchange experiences with colleagues.
+ Summary and draw experience in the teaching process.
* The process of phonics
An hour of phonics will be effective if the teacher follows a clear, specific
syllabus that makes the syllables easy for the student.
+ The teacher reads the words containing the sound they are learning, the
student listens and facing the students to read the sound several times so that the
student can hear clearly and observe the movement of the mouth, lips, teeth,
tongue of the teacher when pronounced this.
+ The teacher reads a few words that contain the sound they are learning, the
student reads and teacher write words up on the board. The teacher describes the
pronunciation (position of the tongue, lips, teeth). The teacher hangs up the

diagram showing the location of the tongue, lips, teeth when pronouncing and
explaining in detail so students understand. Ask the students to repeat the words
on the board and then call each group repeatedly. Finally, the teacher called
some students repeatedly. According to the above process, the teacher introduces
the second tone. Compare the difference between the second and the first.
There are 44 sounds in the English language, which we put together to
form words. Some are represented by one letter, like 't', and some by two or
more, like 'ck' in duck and 'air' in chair. Children are taught the sounds first, then
how to match them to letters, and finally how to use the letter sounds for reading
and spelling. Synthetic phonics refers to 'synthesizing', or blending, the sounds
to read words. It's based on the idea that children should sound out unknown
words and not rely on their context. Now I specifically refer to each sound in
English and use them to the lessons which are applied for students in grade
three.
1. Long vowel /i:/

Introduction : /i:/ is a long vowel sound. Make your mouth wide, like a smile /i:/
Your tongue touches the sides of your teeth /i:/. It's pronounced /i:/.../i:/
Identify the vowels which are pronounce /i:/
Groups : ea(-) , ee, e-e , -e , ei(-), (-)ese, ie , i are pronounced /i:/ .
In the unit 18 : group ea(-) is pronounced /i:/
Eg: reading
2. Short vowel /I/

Introduction: /I/ is a short vowel sound.
6


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

It's pronounced /i/.../i/ Identify the vowels which are pronounced /i/ identify the
vowels which are pronounce /i/
- Groups : a, (-) ear, (-) eer, (-) ier (-), (-) ere, i(-), e, are pronounced /i/
In unit 17 : group i(-) is pronounced /i:/
Eg : Ship
3. Short vowel /e/

Introduction : /e/ is a short and relaxed sound. Open your mouth wide.
It's pronounced /e/.../e/.
Identify : “e(-), (-)ead, (-)eath, (-)air, are” are pronounced /e/
In unit 5 : group e is pronounced /e/
Eg : yes
4. Short vowel /æ/

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 : “a” is pronounced /æ/
Eg: That.
5. Short vowel /ʌ/

Introduction: Open your mouth wide by 1/2 compared to the pronounced/æ/ and
give tongue back.
Identify the vowels which are pronounced /ʌ/ : “ o, o-e, ou(-), u(-)”
In unit 14 : “u” is pronounced /ʌ/
Eg: cup
6. Long vowel / ɑː/
7



Introduction : tongue down and back, mouth open wide nor narrow not too (see
figure). Identify the vowels which are pronounced / ɑː/ : “ ar(-)”
In unit 20: “ar” is pronounced / ɑː /
Eg : Far
7. Short vowel /ɒ/

Introduction : vowel sound in the middle of half-open and open sound to the
position of the tongue, lips pronounce round.
Identify the vowels which are pronounced /ɒ/ : “ o(-) and ong”
In unit 9 and 16 : “o” is pronounced / ɒ /.
Eg: dog , orange .
8. Long vowel /ɔː/

Introduction : The tongue moves back, the rear blade raises, lip rounds and
expand. Identify the vowels which are pronounced /ɔː/ : “ all, au, aw, wa, or, os,
oar, ore, our”
In unit 18 : “aw” is pronounced / ɒ /.
Eg : draw
In unit 20: “or” is pronounced / ɒ/.
Eg : North
9. Short vowel /ə/

Introduction This is a very short vowel. When pronouncing tongue forward and
slightly upward. Identify the vowels which are pronounced /ə/ : “a, e,o, u,"
The vowels like a, e, i, o, u in part of a word to emphasize that can be
pronounced as / ə / or / ɪ / examples from word “ accept”, letter “ a”
pronounced / ə / as it is not the accented stress).
In unit 16, “o” is pronounced / ə / .

Eg: Parrot .
8


10. Diphthong /eɪ/

Introduction : pronounce slightly extended from / e / gradual transite to and end
in / ɪ /. Audio / ɪ / pronounce very short and quick.
Identify the vowels which are pronounced /eɪ/ : “ a-e, ai, ay, ea, ey, eigh, ate,”
In unit 19 : “a-e and ai ” are pronounced / eɪ /.
Eg: raining , skate
11. Diphthong /aɪ/

Introduction : 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
restricts.
Identify the vowels which are pronounced / aɪ / :“y, ui, I, ie, ye, i-e, y-e, igh, ild,
ind, ”
In unit 17 : “i-e” is pronounced / aɪ /
Eg: kite
12. Consonant /p/

Introduction : is voiceless consonant sound which is created by two lips
(bilabial), power-on (plosive)
How to pronounce: the first upper and lower lips close and then open 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 S
In unit 2 : “p” is pronounced / p /
Eg: Peter .

13. Consonant /b/

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


How to pronounce: the first two lips close and then push slightly from the inside
out to create a sound, a sound similar / p /.
Identify: Only consonants "b" is pronounced as / b / When it stands at the top of
a word, middle or end of a word .
In unit 2 : “b” is pronounced / b /
Eg: Bye
14 . Consonant /t/

Introduction: Features: is voiceless consonant sound created between the tongue
and the teeth (tip-alveolar), plosive power-on .
How to pronounce: locate at the base of the tongue on the teeth, inside, this time
the blade will stop fumes from inside out. Then blast will be tremendous
pressure, this time pushing the tongue forward quickly turned into sound / t /.
Identify: Only consonants "t" is pronounced as / t / When it stands at the top of
a word, the end of a word or the word with end “te”. It is also pronounced when
standing after S
In unit 2 : “t” is pronounced / t /
Eg: Tony
15. Consonant /d/

Introduction : Voiced consonants, sound is created between the tongue and the
teeth (tip-alveolar), plosive power - on .
How to pronounce: the same as for the sound / t /, but use voice calls generated
sound / d / .

In unit 6 , “d” is pronounced / d /
Eg: Down
16. Consonant /k/

Introduction : voiceless consonant sound is created between the tongue and soft
dome (see figure) (back-velar), power-on (plosive)
How to pronounce: lift edged higher after reaching soft dome as shown, so the
blast would be prevented from again. Then blast pressure increases in mouth,
10


tongue pushes downward and out. Sound does not vibrate.
Identify the letters which are pronounced /k/ :
1. "k" is pronounced / k/
2. "c" is pronounced / k / when it stood before a, o , u and r
3. "qu" is pronounced / k /
4. "x" is pronounced / ks / and / kʃ /
5. "ch" is pronounced / k When
In unit 6 : “c” is pronounced / k /
Eg: come
17. Consonant /s/

Introduction : voiceless consonant sound is created between the tongue and teeth
(blade-alveolar), rubbing sound (fricative).
How to pronounce: First on the tongue’s face touches the teeth, s side , tongue
movement goes forward, teeth closes nearer. When pronouncing / s / sound blast
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 pronounced / s /
Eg: six
18 . Consonant /ʃ/

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
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 pronounced / ʃ /
Eg: ship
In unit 12, “ch ” is pronounced / ʃ /
Eg: kitchen
11


19. Consonant /tʃ/

Introduction : voiceless consonant sound which is created between the front
face and tongue palate (blade / front-palato-alveolar), rubbing sound principles
(africate) .
How to pronounce: this is a monophonic start with / t / and ending with / ʃ /.
First put on the tongue and jaw leg lift pleasantly soft dome to keep the flow of

steam in a short time. Lower jaw foot off the tongue gently to blast in the mouth
to escape, a rubbing sound explosion will be created shortly after.
Identify the letters which are pronounced /tʃ/
1. "c" is pronounced /tʃ/
.
2."ch" is pronounced /tʃ/ when it stands at the end of a word .
3. "t" is pronounced / tʃ / when it is inside a word and stands before ur + vowel
sound .
In unit 13: “ch ” is pronounced / tʃ /
Eg: chair
In unit 15: “sh ” is pronounced / tʃ /
Eg: ship
20. Consonant /dʒ/

Introduction: voiced consonant sound which is created between the front face
and tongue palate (blade / front-palato-alveolar), rubbing sound principles
(africate)
How to pronounce: this is the single consonant begins with / d / and ending
with / ʒ /. First tip of the tongue touches the front palate to prevent blast left a
short time. Slowly lower the blade down to fumes from escaping, a rubbing
sound explosion will be created in a natural way then.
Identify the letters which are pronounced /dʒ/
1. "d" is pronounced / dʒ /
2. "g" is pronounced / dʒ / in front of e, i, y and if a word ends in the form of
"ge"
In unit 7: “g ” is pronounced / dʒ /
Eg :gym
21. Consonant /f/
12



Introduction: voiceless consonant sounds lips teeth, combined upper teeth and
lower lip to pronounce (labio-dental). This is rubbing consonants (fricative)
How to pronounce: grinding teeth located on the lower lips, blowing off steam
flow through the lips, mouth open a little bit .
Identify the letters which are pronounced /f/ .
1. "f" is often pronounced / f /.
2. "ph" and "gh" is pronounced / f / in all cases.
In unit 4: “f ” is pronounced / f /
Eg : four .
22. Consonant /w/

Introduction: sonant (voiced consonant) sound is created when combined
medium and soft dome.
How to pronounce : consonants lip shaped teeth half vowel sounds. It depends
on the vowels go after, when pronouncing like When beginning to pronounce
the / u / or / ʊ / vowel and then slide to go after. First opening round and narrow
lips, lips gradually expandto blast inside comes out naturally, use to make voice
calls sound.
Identify the letters which are pronounced /w/
1. "qu " is pronounced /kw/
2. “ w, wh” is pronounced /w/
In unit 13: “wh” is pronounced “w”
Eg : where
23. Consonant /j/

Introduction: sonant (voiced consonant) sound is generated in the front palate
(front-palatal).
How to pronounce: this is the sound palate not form a half circle with a vowel.
as pronounce as slip from position / i / and / ɪ / vowel to go after it. This is not

consonant rubbing.
Identify the letters which are pronounced /j/
"y " is often pronounced / j / "u" can be pronounced as / jʊ / or / ju /
13


In unit 3: “y” is pronounced / j /
24. Consonant /h/

Eg : Yes

Introduction: consonants do not cry (voiceless consonant) consonant sound
virtually rules (glottal)
How to pronounce: push blast from the inside out mouth fast, low tongue
position. Identify the letters are pronounced mà /h /"wh" and "h" is often
pronounced a / h /.
In unit 1: "h" is pronounced / h /. 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.
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
26 . Consonant /ð/

Introduction: sonant (voiced consonant), tip-dental, rubbing consonants
(fricative).
How to pronounce: Similar to pronounce / θ /, using voice sound vibrations
generated in the palate.
Identify: "th" is pronounced / θ /
"th" sound is pronounced /ð/ in some cases following:

14


+ At the top of the grammatical structure : - The, this/that, these /those, there ,
then, though/although, they /them, either/ Neither, together, whether, than .
+ In some words : gather, clothes, brother, weather, bathe … . ..
In unit 8: “th” is pronounced /ð/
Eg : these
27. Consonant /m/

Introduction : sonant (voiced consonant), bilabial, nasal .
How to pronounce: soft dome surprise move lower, lips tightly shut, blast went
off inside the nose.
Identify : Only the "m" is pronounced as / m /
In unit 2: “m” is pronounced .
Eg : Mai
After the implementation of the methods and the solutions mentioned
above, students find themselves very interested in learning the foreign language.
Students progress and know how to pronounce, not to be shy and prefer to do
the exercises as finding the different pronunciations. The students’ skills have

done well and created conditions for students to practice specific skills:
speaking Listening - reading - writing.
* APPLYING THE RESEARCH IN TEACHING
E. 3: Unit 17 : What toys do you like ?
Period 58 : Lesson 3 (Part: 1 ) (Pages : 50)
1. Listen and repeat
Phonics:
- i-e kite
This is my kite
-i
ship
I like ships
- Play the CD and have Ps repeat each line of the chant. Then change the role.
- Focus Ps’ attention on the letters colored differently in the words kite and ship
- Introduce the sounds /ai/ in group “i-e” and / i / .
a, Diphthong /aɪ/

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 restricts.
- “i-e” is pronounced / aɪ /
Eg: kite
- Lets ps give some examples of sound /ai/
Example: like
bike
nice
five
fine
nine
- Open the tapes Play the CD and have Ps read the chant in chorus.
- Ps listen then pronounce this sound .

15


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

Introduction:
/I/ is a short vowel sound.
Make your mouth a bit less wide than for /i:/.
Your tongue is a bit further back in your mouth than for /i:/.
It's pronounced /ɪ/.../ɪ/ - group i(-) is pronounced /i:/ Eg : ship
- Lets ps give some examples of sound /i/
Eg: ship in living room
mirror
kitchen
fish
skip
- Open the tapes Play the CD and have Ps read the chant in chorus.
- Ps listen then pronounce this sound .
- Have Ps practice the sounds carefully.
- Have Ps recite the chant and clap the syllable to reinforce their pronunciation
Above are some phonics and teaching phonics I often use in teaching
English 3 Dong Loi Primary school. However, depending on the lessons that I
have selected some other methods to organize for students to learn. So the lesson
becomes more interesting, more attractive, student learning more exciting. I
think with elementary school age children, if lessons regularly used the new
methods will inspire students and make them see that this is an interesting
subject.
2.4. Effectiveness and lessons learned

With the methods that I have adopted above, the quality of teaching
lessons is improved, more students are eager to learn English under the guidance
of teachers.
After a period of application of the new method, in addition to guided
reading, students always diligent, pain stake reading English, the learning of the
children has increased significantly. Most children prefer to read and learn
English with the following results:
Since then I checked the quality survey between the first semester of third
graders, and the results showed that:
Good
Completed:
Not
completion Mark 7-8
completed
Mark 5-6
Class students (Mark 9((Mark under)
10)
5
SL
%
SL
%
SL
%
SL
%
3A
30
8
26,7

7
23,3
9
30
6
20
3B
30
5
16,7
8
26,7 10 33,3
7
23,3
3C
31
10 32,3
6
19,3
8
25,8
7
22,6
16


Since then I checked the quality survey between the second semester of
third graders, and the results showed that:
Good
Completed:

Not
completion Mark 7-8
completed
Mark 5-6
Class students (Mark 9((Mark under)
10)
5
SL
%
SL
%
SL
%
SL
%
3A
30
17 56,7
9
30
4
13,3
0
3B
30
7
23,3
13
43,3 10 33,4
0

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

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 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 effective .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.
3.2 Request
English is a new subject so the references are few. There are not enough
facilities, teaching aids for teaching such as a video, pictures. Therefore students
do not have much condition to access to English.
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To achieve high results in the teaching and learning of English I have
some proposals as follows:
- Providing more the reference for English teaching and learning new programs.
- Superiors provide more the facilities, equipment and teaching aids such as
pictures, radio, tape, CD player, projector...for teaching and learning. Because
researching time is limited, I am looking forward to remarking from experts and
colleagues so that I have an experience initiative better.
I sincerely thank you!
CONFIRMATION OF HEADMASTER
Thanh Hoa, March 29, 2018
…………………………………………… I swear this is my experience
…………………………………………… initiative to write not copy other
…………………………………………… people's content
……………………………………………
written by
……………………………………………

Lê Thị Nga

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

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

TT

1.


2.

Tên đề tài SKKN
Some methods of teaching
English vocabulary for junior
high school students
Using some games in
teaching English in grade 3

Kết quả
Cấp đánh
đánh giá
giá xếp loại
Năm học đánh
xếp loại
(Phòng, Sở,
giá xếp loại
(A, B,
Tỉnh...)
hoặc C)
cấp Phòng
Loại B 2009 – 2010
cấp Phòng

Loại B

2016 – 2017

20