SKKN phonics and teaching phonics for students in grade 3

THANH HOA EDUCATION & TRAINING DEPARTMENT BA THUOC EDUCATION & TRAINING DEPARTMENT EXPERIENCE INITIATIVE SOME MEANSURES TO TEACH PHONICS EFFECTIVELY FOR GRADE STUDENTS AT THANH SON PRIMARY SCHOOL Writer: Bui Thi Thanh Nhan Career: Teacher School: Thanh Son primary school Subject: English THANH HOA, 2021 INDEX Content Page 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 THE CONTENTS 2.1 The basis theory of experimentat creation 2.2 The basis reality before using experimentat creation 2.3 The solutions for solving the problems 2.4 The Effectiveness of the Experience Initiative for Education, mySelf, Colleagues and Schools CONCLUSIONS AND PROPOSALS 18 - The general conclusion 19 - Proposals 19 19 1 INTRODUCTION 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 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 "Some meansures to teach phonics effectively for grade students at Thanh Son primary school” 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 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 Some meansures to teach phonics effectively 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 - Studying teaching materials, collecting materials and teaching materials from the Internet THE CONTENTS 2.1 The basis theory of experimentat 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 experimentat 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 not have the help when they 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 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 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 they form and develop learning skills most comprehensive? How 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 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 Since then I checked the quality survey between the first semester of third graders, and the results showed that: Mark 9-10 Mark 7-8 Mark 5-6 Mark under Class Students SL % SL % SL % SL % 3A 23 0 21.7 12 52.2 26.1 3B 0 20 20 60 3C 0 22.2 44.4 33.3 3D 0 20 20 60 After that I conducted the survey to interest in their learning The results showed that: Behavior Class Students Like Dislike Hesitating 3A 23 16 3B 3C 3D 3D 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: 2.3.1 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 - Attend and exchange experiences with colleagues - Summary and draw experience in the teaching process - Interview directly pupils after the lessons they are participated in the games with the lessons which they are not joined the games - Consult closely with the school: - The attention of the school facilities to create conditions for teachers and students can participate in the games - Encourage children to participate in computer games such as crossword in English, work square in English…or watch cartoons in English on TV to attract them into the process of game organization during class hours in a natural and effective way 2.3.2 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 - The teacher 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 - 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 '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 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 pronouced /i:/ In the unit 18: group ea (-) is pronouced /i:/ Eg: reading 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 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 5: group e is pronouced /e/ Eg: yes 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 pronouced /æ/ Eg: That 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 Long vowel / ɑː/ 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 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 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 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 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 ” are pronouced / eɪ / 8 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 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 12 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 2: “p” is pronouced / p / Eg: Peter 13 Consonant /b/ Introduction: Voiced consonants, bilabial sounds and turn slightly negative How to pronounce: the first two lips close and then push slightly from the inside out to create a sound, a sound similar / p / Identify: Only consonants "b" is pronounced as / b / When it stands at the top of a word, middle or end of a word In unit 2: “b” is pronouced / b / Eg: Bye 14 Consonant /t/ 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 2: “t” is pronouced / t / Eg: Tony 15 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 6, “d” is pronouced / d / Eg: Down 16 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, 10 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 6: “c” is pronouced / k / Eg: Come 17 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 4: “s” is pronouced / 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/: "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 11 "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 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/ "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 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 12 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 7: “g” is pronouced / dʒ / Eg: Gym 21 Consonant /f/ Introduction: voiceless consonant sounds lips teeth, combined upper teeth and lower lip to pronounce (labio-dental) This is rubbing consonants (fricative) How to pronounce: grinding teeth located on the lower lips, blowing off steam flow through the lips, mouth open a little bit Identify the letters which are pronounced /f/ "f" is often pronounced / f / "ph" and "gh" is pronounced / f / in all cases In unit 4: “f ” is pronouced / f / Eg: Four 22 Consonant /w/ Introduction: sonant (voiced consonant) sound is created when combined medium and soft dome How to pronounce: consonants lip shaped teeth half vowel sounds It depends on the vowels go after, when pronouncing like When beginning to pronounce the / u / or / ʊ / vowel and then slide to go after First opening round and narrow lips, lips gradually expandto blast inside comes out 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 23 Consonant /j/ 13 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 3: “y” is pronounced / j / Eg: Yes 24 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 1: "h" is pronounced / h / Eg: Hello 25 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 14 - 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: + 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 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 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 2.3.3 APPLYING THE RESEARCH IN TEACHING: Unit 17: What toys you like? 15 Period 58: Lesson I.Objectives: Knowledge: - By the end of the lesson Ps will be able to ask and answer questions about toys and quantity Pronounce the sounds in the letters Kite /ai/ ship /i/ correctly Skills: - Develop Ss writing and listening skills Language focus: Phonics: - i-e kite This is my kite -i ship I like ships - Sentence Partners: - Vocabulary: behind II Teaching aids: Teacher’s: student’s and teacher’s book, pictures, cassette Students’: books, notebooks, workbooks III Teaching processes: Class organization: - Greeting - Checking for the students’ attendance Oral test: - Have pupils talk about toys New lesson: Steps/ Time Warm up (2-5’) Introduction of New lesson Listen and repeat (10-11’) Content Activities - Whole class - Play game - Greet - Have pupils play a game of “Lucky numbers” with the question “How many …?” - Leads to lesson: Unit 17: What toys you like? Period 58: Lesson (Part: 1,2,3) (Pages: 50) - II New lesson: - Whole class Listen and repeat - Play the CD and have Ps repeat each line of the chant Then change the role - Focus Ps’ attention on the -Whole class listen to the letters colored differently in the teacher words kite and ship - Introduce the sounds /ai/ in group “i-e” and / i / a, Diphthong /aɪ/ 16 This sound begins with a vowel in the middle of the tongue / ɑː / and raises on the word / ɪ /, when pronouncing / ɑː / mouth opens wide, to / ɪ / mouth restrictes - “i-e” is pronouced / aɪ / Eg: Kite - Lets ps give some examples of sound /ai/ Eg: Like Bike Nice Five Fine Nine - Open the 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 theirpronunciation b, Short vowel /ɪ/ Introduction: /ɪ/ 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 pronouced /i:/ Eg: Ship - Lets ps give some examples of - Give some examples - Listen to the tape - Pronounce this sound - Recite the chant and clap the syllable 17 Listen and write.(7-10’) Let’s chant (7-10’) sound /i/ Eg: Ship In Livingroom 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 Listen and write - Have pupils look at the sentences and guess the suitable words to fill in the blank 1, I have a new ……… 2, Do you like ……….? - Play the recording times pupils to listen and fill the blanks Check their guess Compare the answer with the partner - Play the recording again pupils check their answers - T give the answer: 1, Ship 2, Kite - Have pupils act out the sentences in pairs or groups for correction - Ask some questions to ensure pupils’ comprehension of the listening text Let’s chant - Introduce the Chant - Turn on the tape - Ps listen to the tape and repeat the chant “Do you like toys?’’ - Ps chant in group and individual - The Ps chant and the action - Teacher reinforce their – Give some examples – Listen to the tape – pronounce this sound Individuals - Pairs or groups - Look at sentences - Listen and fill in the blank - Pairs or groups - Whole class - Ps listen to the tape and chant - Listen 18 pronunciation - Get groups of pupils sit face to face and practise chanting and doing the action Monitor the activity; offer help, if necessary Correct pronunciation error(s) when necessary - Call two groups to the front of the class to chant and actions The rest of the class claps along to the rhythm of the chant - Have the whole class read the chant again to reinforce their pronunciation 4.Consolidation 4.Consolidation - Whole class Homework: - Consolidate the content of the (1’) lesson - Asks S to follow up activity at - Follow up activity at home home - Asks S to prepare new lesson - Prepare new lesson Unit 18 – What are you doing? Comments: ……………………………………………………………………… Above are some phonics and teaching phonics I often use in teaching English Thanh Son 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 The Effectiveness of the Experience Initiative for Education, mySelf, Colleagues and Schools: 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 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: Mark 9-10 Mark 7-8 Mark 5-6 Mark under Class Students SL % SL % SL % SL % 3A 23 8,7 30,5 11 47,8 13 3B 0 40 60 0 3C 0 44,4 44.4 11,2 19 3D 0 40 60 60 Besides, students’ interest in learning English also increased Behavior Class Students Like Dislike Hesitating 3A 23 20 3B 5 0 3C 3D 5 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 tought This major to help 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 have brought good results So the new methods of teaching and learning English in the direction of cocentrating on students is very important and necessary CONCLUSIONS AND PROPOSALS - 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 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 - Proposals 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 not have much condition to access to English To achieve high results in the teaching and learning of English I have some proposals as follows: 20 - 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! Bá Thước, ngày 12 tháng 04 năm 2020 XÁC NHẬN CỦA HIỆU TRƯỞNG Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác NGƯỜI VIẾT Nguyễn Văn Long Bùi Thị Thanh Nhàn REFERENCE BOOKS English English’s teacher book A practical English Grammar -A.J Thomson and A.V Martinet.( Edition 1997) Oxford Advanced Leaner’s Dictionary - New Edition 1991 English Pronunciation English Phonetics, J Marks English Pronunciation in use Cambridge University Press, 2007 Oxford Advanced Learners’ Dictionary, OUP 7th Edition  ... Class Students SL % SL % SL % SL % 3A 23 8,7 30 ,5 11 47,8 13 3B 0 40 60 0 3C 0 44,4 44.4 11,2 19 3D 0 40 60 60 Besides, students? ?? interest in learning English also increased Behavior Class Students. .. methods to using the language phonics in teaching English in grade have brought good results So the new methods of teaching and learning English in the direction of cocentrating on students is... students? ?? skills have done well and created conditions for students to practice specific skills: speaking Listening - reading - writing 2 .3. 3 APPLYING THE RESEARCH IN TEACHING: Unit 17: What toys you