SKKN ngữ âm tiếng anh tiểu họ

SKKN về ngữ âm Tiểu học có chèn hình ảnh hay .

A INTRODUCTION I 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 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 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 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 corectly but also self confidently in lessons This is more excited than they are willing to learn in order to improve their English pronunciation II The purpose of the topic: 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 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 III The object and sphere of topic: "Phonics and teaching phonics for students in grade 3” This idea comes from the students who are not passionate, interested in English class Because English is a foreign language, not the mother tongue Moreover, through many years of teaching experience shows that students often have frightened gesture and act bored learn English Students of grade of Quang Yen primary school Choose class 3A with 35 students - Documentation of textbooks, manuals, reference books, documents and games, tapes, pictures, photos, puppets, CD, radio, projectors, computers IV Researching methods of the subject : To research a topic, people often choose many different methods With this topic, I use the following methods: Theoretical research method I read the conducting material issues related to my research needs Learning experience from my colleagues Attend the colleagues’ lesson to follow their good method Experimental matching method Observation method Time of research : From September 2016 to April 2017 B CONTENT : I Rationale : 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 II 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 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 at Quang Yen primary school at the middle test of the first term for 2016-2017 term : RESULT BEFORE APPLYING THE RESEARCH IN TEACHING Students 35 Excellent students 9% Good students 14% Average 15 students 43% Weak (bad) 12 students 34% Through this table shows the number of students pronouce the words weakly account for 34 percent III Solution and implementation: 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 Now I specifically refer to each sound in English and use them to the lessons which are applied for students in grade three Consonant /h/ Introduction: consonants 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 : "h" is pronounced / h / Eg : Hello 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 S In unit : “p” is pronouced / p / Eg : Peter Consonant /b/ Introduction: Voiced consonants, bilabial sounds and turn slightly negative How to pronounce: the first two lips close and then push slightly from the inside out to create a sound, a sound similar / p / 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 : “b” is pronouced / b / Eg : Bye Consonant /t/ Introduction: Features: is voiceless consonant sound created between the tongue and the teeth (tip-alveolar), flosive power-on How to pronounce: locate at the base of the tongue on the teeth, inside, this time the blade will stop fumes from inside out Then blast will be tremendous pressure, this time pushing the tongue forward quickly turned into sound /t/ 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 : “t” is pronouced / t / Eg : Tony 5 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 : “m” is pronounced Eg : Mai 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 / In unit : “y” is pronounced / j / Eg : Yes Consonant /s/ Introduction : voiceless consonant sound is created between the tongue and teeth (blade-aveolar), 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/ “c” is pronounced / s / when it stood before e, i, or y "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 : “s ” is pronouced / s / Eg : Six Consonant /f/ Introduction: voiceless consonant sounds lips teeth, combined upper teeth and lower lip to pronounce (labio-dental) This is rubbing consonants (fricative) How to pronounce: grinding teeth located on the lower lips, blowing off steam flow through the lips, mouth open a little bit Identify the letters which are pronounced /f/ "f" is often pronounced / f / "ph" and "gh" is pronounced / f / in all cases In unit : “f ” is pronouced / f / Eg : Four 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 pronouced /e/ In unit : group e is pronouced /e/ Eg : yes 10 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 “a” is pronouced /æ/ Eg : That 11 Consonant /d/ Introduction : Voiced consonants, sound is created between the tongue and the teeth (tip-alveolar), flosive power-on How to pronounce: the same as for the sound / t /, but use voice calls generated sound / d / In unit , “d” is pronouced / d / Eg : Down 12 Consonant /k/ Introduction : voiceless consonant sound is created between the tongue and soft dome (see figure) (back-velar), power-on (flosive) 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, tongue pushes downward and out Sound does not vibrate Identify the letters which are pronounced /k/ : "k" is pronounced / k/ "c" is pronounced / k / when it stood before a, o , u and r "qu" is pronounced / k / "x" is pronounced / ks / and / kʃ / "ch" is pronounced / k When In unit : “c” is pronouced / k / Eg :Come 13 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/ "d" is pronounced / dʒ / "g" is pronounced / dʒ / in front of e, i, y and if a word ends in the form of "ge" In unit : “g ” is pronouced / dʒ / Eg :Gym 14 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: + At the top of the grammatical structure : - The , this/that , these /those , there , then , though/although, they /them , either/ Neither, together , whether , than +In some words : gather , clothes , brother , wheather , bathe … In unit : “th” is pronounced /ð/ Eg : These 15 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 and 16 : “o” is pronouced / ɒ / Eg : dog , orange 16 Consonant /θ/ Introduction : consonants 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/ "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 17 Long vowel /i:/ 10 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 pronouced /i:/ In the unit 18 : group ea(-) is pronouced /i:/ Eg : reading 18 Short vowel /I/ 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 /i/ /i/ Identify the vowels which are pronounced /i/ dentify the vowels which are pronounce /i/ - Groups : a, (-) ear, (-)eer ,(-)ier(-), (-)ere,i(-),e, are pronouced /i/ In unit 17 : group i(-) is pronouced /i:/ Eg : Ship 19 Short vowel /ʌ/ Introduction: Open your mouth wide by 1/2 compared to the pronounced/æ/ and give tongue backIdentify the vowels which are pronounced /ʌ/: “ o, o-e, ou(-) ,u(-)” In unit 14 : “u” is pronouced /ʌ/ Eg : Cup 20 Long vowel / ɑː/ 11 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 pronouced / ɑː / Eg : Far 21 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 pronouced / ɒ / Eg : draw In unit 20 : “or” is pronouced / ɒ/ Eg : North 22 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 pronouced / ə / Eg : Parrot 23 Diphthong /eɪ/ 12 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 , , ay ,ea , ey ,eigh, ate,” In unit 19 : “a-e and ” are pronouced / eɪ / Eg : Raining , Skate 24 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 restrictes 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 pronouced / aɪ / Eg : Kite 25 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/: "c" is pronounced / ʃ / in front ia, ie, io, iu, ea , ious, "sh" is pronounced / ʃ / when standing at the beginning or end of one words 13 "t" is pronounced / ʃ /when it is inside a word and stands before ia,io,ious "s" is pronounced / ʃ / when it stands before ia, io In unit 15 , “sh ” is pronouced / ʃ / Eg : Ship In unit 12 , “ch ” is pronouced / ʃ / Eg :Kitchen 26 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/ "c" is pronounced /tʃ/ 2,"ch" is pronounced /tʃ/ When it stands at the end of a word "t" is pronounced / tʃ /when it is inside a word and stands before ur + vowel sound In unit 13 : “ch ” is pronouced / tʃ / Eg : Chair In unit 15 : “sh ” is pronouced / tʃ / Eg :Ship 27 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 14 lips, lips gradually expandto blast inside comes out naturally, use to make voice calls sound Identify the letters which are pronounced /w/ "qu " is pronounced /kw/ “ w, wh” is pronounced /w/ In unit 13 : “wh” is pronounced “w” Eg : Where 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 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 IV Results : 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 ofteachers Over a semester, academic results ofstudents marked progress especially children are excited and looking forward to more foreign language lessons Here are the leson which I have applied to and the sesult : RESULT AFTER APPLYING THE RESEARCH IN TEACHING 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: Students 35 Excellent students 26% Good 13 students 37% Average 11 students 31% Weak (bad) 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 C CONCLUSIONS AND PROPOSALS I Conclusions : 15 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 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 II Proposal : Due to limited time, knowledge and other conditions, I have only mentioned techniques to introduce new language effectively Unavoidably, my research may have some certain short - comings which I hope to solve when coming back to this matter on other occasion We also hope that the school principal board will pay more attention to the equipments for teaching and learning English HEADMASTER’S CONFIRMATION Quảng Xương, April 10th, 2017 I swear this is my own writing, did not copy other people's contents 16 Pham Thi Thuy REFERENCE BOOKS English 17 English’s teacher book English Phonetics, J Marks A practical English Grammar -A.J Thomson and A.V Martinet ( Edition 1997 ) Oxford Advanced Leaner’s Dictionary - New Edition 1991 English Pronunciation English Pronunciation in use Cambridge University Press, 2007 Oxford Advanced Learners’ Dictionary, OUP 7th Edition 18 19 20 ... method Experimental matching method Observation method Time of research : From September 2016 to April 2017 B CONTENT : I Rationale : Through a lot of research material, as well as a combination... students in English in grade at Quang Yen primary school at the middle test of the first term for 2016- 2017 term : RESULT BEFORE APPLYING THE RESEARCH IN TEACHING Students 35 Excellent students 9%... equipments for teaching and learning English HEADMASTER’S CONFIRMATION Quảng Xương, April 10th, 2017 I swear this is my own writing, did not copy other people's contents 16 Pham Thi Thuy REFERENCE