(SKKN 2022) Experience in doing Phonetic part in university and college exams

TABLE OF CONTENTS THANH HOA EDUCATION & TRAINING DEPARTMENT Page LE VAN HUU HIGH SCHOOL Question .1 Problem Solving Chapter I: Theoretical basis of the problem Concepts Basic theoretical issues .3 Chapter II : The current situation of phonics learning at school before implementation experience idea General situation characteristics 34 Some difficulties exist in solving exercises related to phonetics Chapter III: Strategies to help students solve problems Strategies for pronunciation 1.1 Set of international phonetic symbols 1.2 Pronunciation of vowels and consonants Strategies for accents 2.1 Words with syllables: 25 2.2 Words with syllables ……………………………………………………12 2.3 Words with or more syllables .13 Chapter IV The effect is achieved when applying the initiative of experience 18 Conclusion .20 EXPERIENCE INITIATIVES Side panel List of references EXPERIENCE IN DOING PHONETIC PART IN UNIVERSITY AND COLLEGE EXAMS The writer: Nguyen Thi Lien Possition: Teacher School Unit: Le Van Huu High school The field of the experience initiative: Foreign language THANH HOA 2021-2022 PART I - ASKING THE PROBLEM Reason for choosing the topic Since 2011, the Ministry of Education and Training has focused on fundamentally and comprehensively changing the education system In which, foreign languages are increasingly focused by the Ministry On November 29, in Hanoi, the Ministry of Education and Training organized a seminar to introduce the National Foreign Language Project 2020 with embassies and international organizations The project aims to 2020 Vietnamese young people graduating from secondary schools, colleges and universities university with sufficient foreign language ability to use independently, confidently in communication, study and work in an integrated, multilingual, multicultural environment In the new century, the century of science and technology and Integration requires each country to innovate according to the trend so as not to be outdated Integration also requires each person to have knowledge to promptly respond to the increasing demands of society In the teaching strategy Foreign languages in general and teaching English in high schools in particular, teachers and students must deeply grasp the purpose of learning English In addition, as a foreign language teacher, I must always be in charge cultivate professional expertise, always invest, think good ideas for better learning In recent times, the development of skills in English is being responded to by many educators Especially listening and speaking skills are being focused on for students from the beginning To meet that skill, phonetic is An aspect that contributes significantly to communication Therefore, in the entrance exams to universities and colleges, even the test questions for good students at all levels, the phonics section has been included to evaluate learners Within this experiential initiative, I would like to mention the pronunciation as well as the principle of stress for words in English To achieve the goal is to solve the pronunciation in the exam questions Further, help learners with correct pronunciation and intonation As a teacher at Le Văn Huu High School, a school in a difficult socio-economic area, newly formed and developed, society's awareness is still inadequate From the above objective and subjective reasons, I boldly choose the topic: ‘Experience in doing Phonetic part in university and college exams’’ This topic aims to point out the realities, explain the shortcomings and difficulties in students doing the phonics sections From there, propose some measures to gradually build and develop skills for learners Due to the limitation of time and limited research capacity, this topic of experiential initiative is limited to the scope of research as follows - Indicate the theoretical basis of the research problem - Focus on learning and researching the actual situation of learners' phonics learning as well as doing this exercise - Proposing measures that have been and are being applied to gradually build knowledge and tips in solving this problem step by step - Give some experience, some initial results achieved when applying the experience initiative Research purpose This study focuses on providing basic and advanced strategies for students to take the phonics section of university and college entrance exams Besides, it is a valuable document for colleagues and students students refer to in the process of teaching and learning at school By finding out the students' opinions on phonics learning and self-assessing the difficulties and educational outcomes in learning, the initiative will offer corresponding solutions to improve the learning sessions after Overall, this initiative aspires to answer the following questions: • To well in all types of phonics lessons, where and how students start to learn? • In addition to doing well in this type of test, what else does it help students? • What progress has been made in the application to high school students in Thieu Hoa district and Le Van Huu high school ? Research scope: Due to the limitations of time, subjects, funding sources, physical facilities and objective limitations of the initiative itself, the implementation of this initiative focuses only on students preparing for the university entrance exam college, professional intermediate level of high school students Thieu Hoa district – Thanh Hoa province Research objectives: To be aware of the importance of pronunciation and to deal well with various types of phonics exercises in exam papers Thereby, analyzing and evaluating the current situation of students learning phonics in Thieu Hoa district – Thanh Hoa province, thereby proposing some methods and recommendations to improve the quality of phonics teaching and learning Research Methodology Subjects of the study are students participating in the college entrance exam in English at high schools at Le Van Huu high school - Thieu Hoa district – Thanh Hoa province The survey questionnaire was given in the English class from 2018 to 2022 nearly years Data collection tool The study investigates the effectiveness of the application through student feedback, so the survey method using the tool is the applied survey questionnaire Data collection process: After being distributed to students for evaluation, the questionnaire will be collected for statistics and data analysis Method of data analysis: The results obtained are quantified as a percentage from to 100 and take up to decimal place The open-ended question section allows students to make comments and contributions to further contribute to the initiative From the conclusions obtained from the survey results and data analysis, the author can accurately assess the feasibility and effectiveness of the implementation of the initiative through the needs of the users learn and draw directly applied comments and contribute suggestions to improve the quality of teaching and learning Pronunciation PART II - PROBLEM SOLVING CHAPTER I THEORETICAL BASIS OF THE PROBLEM CONCEPTS 1.1 : What is a syllable? Every word is made up of syllables A syllable is a unit of pronunciation, consisting of a vowel sound (/ʌ/, /æ/, /ɑː/, /ɔɪ/, /ʊə/ ) and consonants (p, k, t, m, n ) surrounded by or without consonants Words can have one, two, three or more than three syllables 1.2 What are vowels? In phonetics, a vowel or sound pattern is a sound in spoken language, as in Vietnamese a or e, pronounced with the larynx open, so that there is no accumulation of air pressure at any point in the glottis 1.3 What are consonants? The sound of speech, pronounced clearly with complete or partial closure of the larynx 1.4 English word stress (Word Stress) According to the encyclopedia – stress is the larger, more prominent pronounced syllable in a word This syllable is stressed or stressed, and other weaker syllables are unstressed (unstressed) CHAPTER II THE SITUATION OF THE PROBLEM OF LEARNING AND MAKING PHONES TYPES AT SCHOOL BEFORE IMPLEMENTING THE EXPERIENCE INITIAL GENERAL SITUATION CHARACTERISTICS In the era of integration, English is considered an international language that is widely used in most countries around the world More and more foreign corporations and companies have invested in Vietnam to expand markets and cooperate in business since Vietnam joined the World Trade Organization (WTO) Therefore, the need to use mandatory human resources in addition to having high professional qualifications, the ability to use English in work and communication must be professional, this is a serious problem of employees and employees employer Therefore, the entrance exam to schools and exam blocks that require English is given great importance by the Ministry of Education Another very dangerous situation today among students is that learning English is just for the sake of taking a test, not paying much attention to communication, so they always ignore learning pronunciation but only focus on literary structures teachers, therefore, when faced with phonics exercises, they are confused Accumulated for a long time, wrong follow wrong, until they meet to phonetic exercises most of the students read aloud the way she taught in class and guessed unknown words SOME DIFFERENCE IN SOLVING EXERCISES RELATED TO PHONES 2.1 Pronunciation learners are confused, leading to pronouncing words by feeling: When studying in class, if the teacher corrects the pronunciation, the learners can speak correctly But when they go home, many students can't repeat what they've learned, giving rise to depression and reduced learning efficiency When doing this type of exercise, it's confusing and unfounded, leading to overwork false 2.2 : The study of phonics has not been given much attention Up to now, learning English has mainly focused on solving exercises related to grammar and structure While the exercises on phonology have not been much Especially, phonetics for students in the region Difficulty is completely new and very difficult to solve exercises such as highlighting stress or words with different pronunciation 2.3: Students lack knowledge and skills to homework Most students in difficult areas not know the rules of marking stress or pronunciation It's not clear In class, the teacher only has 45 minutes for a lecture, the phonics part is just skimmed, leading to the students not paying attention In addition, in exam practice or review sessions, teachers only practice Focus more on grammar, vocabulary because these parts account for the majority of marks in the test CHAPTER III PHARMACOLOGICAL STRATEGIES TO HELP STUDENTS TO SOLVE EXERCISES GOOD A STRATEGIES FOR CODE PROnunciation I Intuitive-imitative approach Depends on the learner's ability to hear and imitate the tones and sounds of the target language without the intervention of any interpretation of the information This method also implies the availability of ideal models to apply, with the help of video tapes and CDs In this way, students will hear the sounds read by native speakers through videos or audio recordings collected Especially now there are many software for learning standard phonetics Here is an example Here's an example of how to demonstrate this strategy: Students watch the pronunciation clip and then repeat the sound of the speaker's mouth Sound /I/ Software for a multifaceted view of pronunciation II analytic-linguistic approach In order for students to understand and read English words, learners must know all the international phonetic transcriptions of the sounds in the system Below is a detailed system of vowels and consonants with examples to help learners easy to understand Vowels (VOWELS) [i] sound in hit [ʊ] sound in the word put [i:] sound in the word leave [ʊ:] sound in the word blue [e] sound in the word get [ʌ] sound in cup [æ] sound in the word have [/∂/] sound in the word again [a:] sound in the word star [ɜ:/ :] sound in fur [ɔ] sound in the word not [ɔ:] sound in the word four Note: The sign [:] is a symbol that tells us that the word must be read for a long time The sign [:] placed after any vowel must be read longer DIPH THONGS TRIPTHONGS CONSONANTS [ei ] sound in the [ai∂] sound in the [ŋ]: sound in the word : song word :, place word : fire [ð]: sound in the word : then [ai ] sound in the word : high [ɔi] sound in the word : boy [aʊ ] sound in the word : how [∂ʊ ]: nose [i∂] sound in the word : hear [e∂] sound in the word : pair [u∂] sound in the word : sure [au∂] sound in the [q]: sound in the word : think word : sour [∫]: sound in the word : should [ei∂] sound in the [t∫]: sound in the word : change word : player [d∂]: sound in the word: just [r]: sound in the word : read [l]: sound in the word: leader [h]: sound in the word : hat [t]: sound in the word : take [k]: sound in the word : car [∂]: sound in the word : usual [z]: sound in the word : zero [g]: sound in the word : get [ju:]: sound in the word : tube [s ]: sound in the word : sing Note: The symbols [w] and [ju:] are no longer considered consonants but semivowels.There are two ways to write u: [u] or [ʊ] The pronunciation of vowel sounds: In the college entrance exam, you often encounter the following question: Choose the word whose underlined part is pronounced differently from the rest: A heat B seat C great D meat The underlined part is the single vowels a, o, u, e, i and y or various combinations thereof So why does ea in seat, meat, heat read differently from ea in great Some experiences and notes below: Vowel "A" 1.1: A reads as [æ] In 1-syllable words, ending with or more consonants Examples: Map [mæp] : map Have [hæv] : yes 1.2: A reads as [ei] * In a single-syllable word that ends in: A+ consonant + E Examples: Fate [feit] : fate Lake [leik] : lake * In the ATE ending of the verb 1.3: A stands for [ɔ:] In a one-syllable word that ends in “LL” Examples: All [ɔ:ll] : all Tall [tɔ:ll] : tall 1.4: A reads as [ɔ] In stressed syllables of a word, or from a syllable beginning with W Examples: Wash [wɔ∫] : wash, laundry Watch [wɔt∫] : watch, wristwatch Exception: Wax [wæks] : beeswax 1.5: A reads as [a:] Most letters are written as ar, al is pronounced /a:/ The a in ask, path, aunt is also pronounced /a:/ The letters ear, ere, are, air, are pronounced /eə/ (other than heart is pronounced /ha: t/) 1.6: A reads as [e∂] In some words ending in ARE Examples: Care [ke∂] : carefulness Dare [de∂] : dare, challenge * Exception: are [a:] 1.7:A reads as [i] In the ending - ATE of adjectives Examples: Itimate [`intimit] : intimate Animate [`ænimit] : flexible, lively 1.8: A reads as [∂] In unstressed syllables Examples: National [`næ∫∂n∂l] : national How to read the vowel “E” 2.1: E reads as [e] In 1-syllable words ending in or more CONSONANT (except R) Or in stressed syllables of a word Examples: Member [`memb∂] :member November [no`vemb∂] : November 2.2: E is read as [i:] When preceded by the end CONSONANT + E and in the words be, she, he, me Examples: Vietnamese [vjetn∂`mi:z] She [∫i:] 2.3: E reads as [i] In the prefixes BE, DE, RE Examples: Begin [bi`gin] : begin Remind [ri`maid] : remind 2.3: E reads as [∂] Examples: Generous [`d∂en∂r∂s] : chivalrous Sentence [`sent∂ns] : sentence, sentence How to Read “AI” 3.1: AI reads as [ei] When AI is in front of a consonant minus R Examples: Mail [meil] : correspondence 3.2: AI reads as [e∂]: When standing in front of R Examples: Chair [t∫e∂] : recliner How to Read “AU” 4.1: AU reads as [ɔ:] In most words containing AU Examples: Daughter [`dɔ:t∂] : daughter 4.2: AU reads as [a:] In some words that we have to memorize Examples: Aunt [a:nt] : aunt, aunt and uncle Laugh [la:f] : laugh How to read “AW” All words containing AW are usually pronounced [ɔ:] Examples: law [lɔ:] : law How to read “AY” AY is usually read as [ei] in most words containing AY Examples: Clay [klei] : clay Day [dei] : day * Exceptions to keep in mind: Quay [ki:] : harbor How to Read “EA” 7.1: EA reads as [e]In words like : Leather [`leðə] : leather 7.2: EA reads as [i:] In words like: East [i:st] : east Creature [`kri:t∫ə]: creature, person 7.3: EA reads as [ə:] In words like: Learn [lə:n] : learn Pearl [pə:l] : pearl 7.4: EA reads as [eə] In words like: Swear [sweə] : swear 7.5: EA reads as [iə] In words like: Tear [tiə] : tears 7.6: EA reads as [ei] In words like: Great [greit] : great, great How to Read “EE” 8.1: EE reads as [i:] Most words written as ee (meet), ea (meat), e-e (scene) are pronounced /i:/ In the case of e (me), ie (piece) is also pronounced as above but not much 8.2: EE is read as [iə] When EE comes before the end R of a word Examples: Beer [biə] : beer and wine How to read “EI” 9.1: EI reads as [i:] In words like: Ceiling [`si:lih] : ceiling 9.2: E* In words like : Neighbor [`neibə] : neighbor * In words like: Other [`aiðə] : this or that(Br E) 9.3: EI reads as [e]In words like:: Heifer [`hefə] : heifer 10 How to Read “EX” 10.1: EX reads as “eks” When EX is an stressed syllable: Examples: Expert [`ekspə:t] : expert 10.2: EX reads as “iks” When EX is an unstressed syllable, preceded by a PÂ: Examples: Explain [iks`plein] : explain 10.3: EX reads as “igz” * When EX is an unstressed syllable, preceded by a vowel or a silent H Examples: Examine [ig`zæmin] : test, test 11 How to Read “EY” 11.1: EY reads as “ei” In words like: They [ðei] : they 11.2: EY reads as “i:” In words like: Money [`mLni:] : money 12 How to pronounce the vowel “i” 12.1: i reads as [ai] In 1-syllable words ending in i + PÂ Examples: bite [bait] : bite * Exception: To live [liv] : live 12.2: i reads as [i] In 1-syllable words ending in i + Pâ + E Examples: Bit [bit] : small piece, piece 12.3: i reads as [i:] In words of French origin Machine [mə`∫i:n] : machine 13 How to pronounce the vowel “IE” 13.1: IE reads as [i:] When it is a vowel in the middle of a word: Examples: Grief [gri:f] : sadness 10 When conjugating regular verbs in the past or perfect, we add the ending '-ed' after the infinitive However, 'ed' will be read differently from case to case Failure to master the rules of reading '-ed' will make it very difficult for listeners to understand There are three ways to pronounce the '-ed' ending: /ɪd/ , /t/ or /d/ 'ed' will be read as /t/ (voiceless) or /d/ (voiced) depending on whether the verb ending is voiceless or voiced * Voiceless sound: The vocal cords stop vibrating when voiceless sounds are produced * Voiced sound: The vocal cords continue to vibrate then 'ed' reads as /t/: If a word ends in a voiceless sound then 'ed' will be pronounced voiceless, i.e /t/ Specifically, words that end with the sounds: /ʧ/, /s/, /k/, /f/, /p/, /θ/, /∫/ (remembering: the market far from coffee must lack milk) then 'ed' will be read as /t/ Example: watched /wɒtʃt/, missed /mɪst/ , … 'ed' will be read as /d/: If a word ends in a voiced sound then 'ed' will be read as voiced, i.e /t/ Example: lived /lɪvd/, allowed /əˈlaʊd/ 'ed' reads as /ɪd/ A verb ending in /t/ or /d/ will read 'ed' as /ɪd/ Example:: wanted/ˈwɒn.tɪd/ , needed /ˈniː.dɪd/ * Attention: The ending "-ed" in verbs after being used as an adjective will be pronounced /ɪd/ Aged Dogged Ragged Blessed Learned Wicked Crooked Naked Wretched Examples: Choose the word whose underlined part is pronounced differently from the rest A heat B seat C great D meat A book B floor C cook D hook 13 A circle A table A loudly A size A so A name A earn 10 A bed Answer: B brick B lady B without B gray B show B flame B third B get C fit C captain C thousand C life C.who C man C where C decide D fish D labor D thought D.eye D though D fame D dirty D setting Key: C Hint: Most ea is pronounced [i:] however great is an exception where ea is pronounced [ei] Key: B Hint: Most oo is pronounced [ɔː], except in the case of words with k at the end When words end in k, oo is pronounced [ʊ] The answer to the above question is floor Key: A Hint: Most words written as i are pronounced [i] but ir is pronounced [ɜ:] Key: C Hint: A is pronounced [ei] or [æ] In the words table, lady, labor, a is pronounced [ei] while it is pronounced [æ] in captain Key: D Hint: Letters written as ou are usually pronounced [au] but ough is pronounced [ɔ:] Key: B Hint: Most words written as i-e (smile), ie (die), y (cry) are pronounced [ai] Words written as a-e (mate) ay (say), ey (grey), ei (eight), (wait), ea (great) are pronounced [ei] Key: C Hint: The underlined part in the words so, show, though is pronounced [ou], but in the word who is pronounced [u:] Key: C Hint: The vowel a in the words name, flame, fame is read as [ei], in the word man is read as [æ] Key: C Hint: The underlined part in the words earn, third, dirty is pronounced [ɜ:], in where it is pronounced [eə] 10 Key: C Hint: E is pronounced [e] in the words bed, get, setting In decide e is pronounced [i] CODE consonants How to read consonant “C” 1.1: C reads as [s] When in front of e, i,y Examples: Cyclist [`saiklist] : cyclist 1.2: C reads as [k] When preceded by A,O,U,L,R Examples: Cage [keidʒ] : cage 1.3: C reads as [∫] When in front of ia, ie, io, iu Examples: Conscious [`kn∫əs] : conscious, knowing How to read consonant “CH” 2.1: CH reads as [t∫] In most common words Examples: Chalk [t∫ɔ:k] : chalk 2.2: CH reads as [k] In some special words.Chorus [`kɔ:rəs] :choir 2.3: CH reads as [∫] In some words of French origin Machine [mə∫in] : machine How to read the consonant “D” D reads as [d] in almost all cases Examples: Date [deit] : date Golden [`goʊndən] : of gold How to read the consonant “G” 4.1: G reads as [g] When preceded by A, O, U Examples: Language [`lôwidʒ] : language Gaol exception [dʒeil] : prison 4.2: G reads as [dʒ] When it comes before e, y, i and ends in ge of a word: Examples: Geology [dʒi`ɔlədʒi] : geology 14 How to read the consonant “S” 5.1: S reads as [s] When it comes at the beginning of a word Examples: Sad [sæd] : sad 5.2: S reads as [z] * When it is inside a word and between vowels, except ia, io, u Nose [noʊz] : nose * But Base [beis] : foundation, base * When it is at the end of a 1-syllable word and is also followed by a vowel other than u or after a consonant other than f, k, p ,t As [æz] : as, because Is [iz] : present tense of “to be” * But Us [ʌs] : we Bus [bLs] : bus * When it comes after a vowel and at the same time precedes u, ia, io Examples Usual [`ju:ʒuəl] : common Division [di`viʒən] : division 5.4: S reads as [∫] When it comes after a consonant and at the same time precedes u, ia, io Examples: Ensure [in`∫uə] : ensure How to read consonant “SH” : SH is pronounced [∫] in all cases Shake [∫eik] : shake Sharp [∫a:p] : sharp, sharp How to read the consonant “T” 7.1: T is pronounced [t] In most common words like: Take [teik] : take, take 7.2: T is pronounced [∫] When inside a word and preceded by ia, io Examples: Intention [in`ten∫ən] : intention * But Question [k`wet∫ən] : question 7.3: T is pronounced [t∫] When inside a word and preceded by UR+ Vowel Examples: Culture [`kLt∫ə] : culture Picture [`pikt∫ə] : picture How to read the consonant “TH” 8.1: TH is pronounced [ð] in the following words: Gather [`gæðə] : gather Brother [`brLðə] : brother, brother 8.2: TH is pronounced [q] * In the following words: Length [lehq] : length Mouth [mauq] : mouth Month [mLnq] : month * Note: Silent consonant (silent sound) "B" is silent after "m" or before "t" : bomb, climb, comb, tomb, doubt, subtle, debt 15 (Note: there are words that don't follow this rule: timber ) "C" is silent before "k" or after "S": science, muscle, black, duck, scence, "D" is usually silent after "n" : handsome, grandchild, handkerchief, wednesday*, "G" is silent before "n" or before "m" and "n" at the end of words: sign, paradigm, design, gnow, gnash, The following "H" is h silent:hour, honor, honest (and word families of this word) "GH" is silent after "i" or "ou": sight, hieght, dough, borough, drought, "K" is silent in front of "n" : know, knife, knob, "N" is silent after "m": autumn, column, hymn, condemn, Silent "P": cupboard, reciept, psychology, Silent "W": sword Silent "T":Listen , often , fasten, ballet, B STRATEGIES FOR COMPREHENSION Words with syllables: 1.1 With verbs: a/ If the second syllable of the verb contains a long vowel or a diphthong, or ends with two or more consonants, the stress will fall on the second syllable Eg:Apply / 'plai / arrive / 'raiv/ attract / 'trækt / assist / 'sist Eg: enter / 'entə / open /'oupən / envy /'envi / equal / 'i:kwəl/ b/ If the second syllable of the verb contains a short vowel and ends with one (or no) consonant, the stress will fall on the first syllable c/ The stress will fall on the first syllable if the second syllable contains the vowel /əu/ Eg: Borrow /'bɔrəu/ follow / 'fɔləu/ 1.2 With adjectives, adverbs, and prepositions: similarity rule Eg: Lovely / 'lʌvli/ even /'i:vn / hollow/'hɔləu / correct /kə'rekt/ alive /ə'laiv/ devine/di:'vain/ exception: honest /'ɔnist/, perfect /'pə:fikt / 1.3 With nouns: a/ If the second syllable contains a short vowel, the stress will fall on the first syllable Eg: money / 'mʌni / product /'prɔdəkt / b/ In the remaining cases, the stress falls on the second syllable Eg: estate / is'teit / balloon /bə'lu:n / design / di'zain/ Three-syllable words: 2.1 Verbs: 16 a/ If the last syllable contains a short vowel and ends with one (or no) consonant, the syllable will not be stressed, the stress will shift to the immediately preceding syllable (2nd syllable) Eg: ancounter / in'kauntə / determine /di'tə:min / b/ If the last syllable contains a long vowel or a diphthong or ends with two syllables, the stress will fall on the last syllable Eg: entertain /entə'tein/ resurrect /rezə'rekt/ 2.2 Nouns a/ If the last syllable contains a short vowel or /əu/ , the sound is unstressed If the immediately preceding syllable contains a long vowel or a diphthong or ends with two consonants, the stress shifts to this second syllable Eg: mimosa /mi'mouzə/ disaster /di'zɑ:stə/ potato /pə'teitou/ synopsis /si'nɔpis/ b) If the syllable contains a short vowel or /əu/ and the middle syllable contains a short vowel and ends with one (or no) consonant, the stress will fall on the first syllable Eg: quantity /'kwɔntəti/ cinema /'sinimə/ emperor /'empərə / custody /'kʌstədi/ c/ If the last syllable contains a long vowel or a diphthong, the main stress will always fall on the first syllable, and in some cases the last syllable is also stressed (minor stress) for example: intellect /'intə,lekt / marigold /'mæri,gould/ Alkali /'ælkə, hybrid/ Adjectives are similar insolent /'insə,lənt/ opportune /'ɔpə,tju:n / Stress in words with three or more syllables: 3.1 Stress on the following rhymes: -cial, -tial, -cion, -sion, -tion,-ience,-ient,cian ,-tious,-cious, -xious Ex: 'special, 'dicussion, 'nation , poli'tician (politician) 3.2 Words ending in – y, -ate, -ite, -ude,-ute have stress on the 3rd syllable from the end Ex: geology , biology institute / 'institutju/ (institute) 3.3 For the suffix * Suffixes that not affect the stress of the root word: -able, -age, -al, -en, -ful, -ing, -ish, -like, -less, -ness, -ly, -ment, -ous, -fy, -wise For example: amazing, beautiful, childlike, comfortable, glorify, happiness, urgently humorous, lengthen, marriage, otherwise, powerless, punishment, refusal, reliable * With suffixes: -ee, -eer, -ese, -nique , ade, -ain , -ette, esque, -ique, when the root words end With these suffixes, the stress falls on the suffixes themselves Example: Chinese, Vietnamese, Japanese, interviewee, refugee, employee, engineer, pioneer , volunteer, antique, unique, technique………… 17 * With suffixes: -ous, -ial, -al, -ic, -ion, -ity, -eous, -graphy, -ual,-ious, -ive when the root words combine with these suffixes, The stress falls on the sound immediately preceding the suffix For example: accidental, memorial, financial, advan'tageous, courteous, ambitious, gracious Climatic, energetic, explosion, occasion, conclusion, ability, publicity, necessity… Compound words 4.1 Most compound nouns have stress on the first syllable Raincoat /'reinkuot/: raincoat 4.2 Compound adjectives with stress on the first syllable Ex: homesick/'houmsik/(sick of home) 4.3 Compound adverbs whose stress falls on the 2nd syllable Ex: downstream/ daun'sri: m/( downstream) 4.4 Compound adjectives whose first word is an adjective or an adverb, the stress falls on the second word, ending in -ed Ex: well-dressed/ wel'drest/ ĐỀ THI TUYỂN SINH ĐẠI HỌC NĂM 2012, Khối A1, Mã đề thi 318 Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the rest in the position of the main stress in each of the following questions Question 1: A amaze B offer C release D believe Question 2: A socialise B memory C tradition D animal Question 3: A biology B ability C interactive D inaccurate Question 4: A actor B career C rubbish D cocktail Question 5: A similar B attractive C chemical D calculate CHAPTER IV EFFICIENCY AGAINST EXPERIENCE INVITATION A STRATEGY SECTION OF PROnunciation I Intuitive-imitative approach Using software running on CD Pronunciation power: Pronunciation power is designed for you to practice pronouncing letters, word by word, sentence by sentence The detailed program of teaching about stress word, phonetic in general is complete With a vivid graphical interface that shows the palate when pronouncing words 18 Image cut from Pronunciation power software Talk it software 1.0 TALK IT allows you to choose one of the voices such as child voice, adult voice, man's voice or woman's voice according to your liking, in addition, with extremely simple use, your children can also To use, just copy the word or text into the program interface and you will hear the standard English pronunciation Talk It software interface 1.0 I Analytical-linguistic approach International set of pronunciation symbols Recognize the phonetic transcription of some common words From the table of the sound system, it helps students identify the first step which is a single, double or triple vowel In addition, how to read the consonants is also well understood by learners, thereby giving the correct reading for students words A PROnunciation of SOME Vowels and Consonants 19 Step by step from knowing, understanding how to the exercises to doing the exercises correctly Choose the word whose underlined syllable is pronounced differently from the others Exercise A.rouh B sum C utter D union A.noon B tool C blood D spoon A.chmist B chicken C church D century A thought tough C taught D bought A.please B heat C meat D feed Experiment test time Test time test times Answers Number of Correct Answers 1.A/2.B/3.D/4.A/5.A 01 (5.A) 1.C/2.B/3.B /4.B/5.A 02 (4.B/5.A) 1.C/2.C/3.A/4.B/5.A 03 (2.C/3.A/4.B/5.A) I.- STRATEGY FOR COMPREHENSION Learners already know the number of syllables in a word To mark the correct stress, learners need to know the number of syllables in the word From the vowel sounds as the main syllable in the word, students have basically determined that the number of syllables in the word depends on the number of vowels in the word there For example: Chicken => there are vowels, I and e, so this word has syllables From identifying new syllables to stressing in words Through surveying students at school, most know how to determine the number of syllables in simple words Identify the type of word to highlight the stress In the past, when students knew it was a noun, adjective or verb, they couldn't it When they knew the strategy based on the type of word, the students noticed and had the first basis in marking the stress Currently, this method is being applied to all 10th grade students who are studying English for years at the school However, exceptions are still a difficult problem for 10th grade students Year 12 students prepare for university and college exams, they have basic understanding Students memorize the rules for stressing about prefixes and suffixes This is considered the main factor for solving stress exercises Students have memorized and immediately applied them to the exercises Exercise : Choose the word that has a different stress pattern from the others A develop B adjective C generous D popular A beautiful B important C delicious D exciting A element B regular C believing D policy A punctual B tolerant C utterance D occurrence A expensive B sensitive C negative D sociable prefixes or suffixes such as –cion -able, -age, mis-… helped students to recognize basic stress The initiative was also shared with friends and colleagues from high schools in the province Results is that the number of students doing 20 and correctly completing the exercises related to phonics has increased significantly, contributing to improving the quality of students entering universities and colleges Building a system of phonics topics at school Every year, students participate in learning English for university and college entrance exams, so the English group has topics in which the topic of initiative on phonetics brings practical effects to students The feedback results of students who responded to the survey show that the majority of students have a relatively good awareness of the importance of the subject of pronunciation and appreciate the strategies that the initiative offers These students participated in a test of phonics exercises in the 2018 – 2019, 2019-2020, 2020-2021 school years FORM 1: Choose one word whose underlined part is pronounced differently from the others Identify your answer by circling the corresponding letter A, B, C, or D 1/ A pay B bay C day D quay 2/ A knife B routine C di nner D kick 3/ A brown B down C now D show n 4/ A kitche n B whe n C mess D de bt 5/ A desks B rulers C bags D pens 6/ A minute B muddy C fu nny D number 7/ A born B world C for k D shor t 8/ A h ouse B hour C how D h orse 9/ A sky B pretty C why D by 10/ A died B continued C contented D followed Table of Data Before Applying the Initiative Student scores Students score 8.9 Students score below 22 Student scores 6.7 21 Table of Data Student scores 10 Students score 8.9 Students score below Student scores 6.7 17 After Applying the Initiative Student scores 10 Students score 8.9 Students score below Student scores 6.7 17 The results achieved after applying the INITIATIVE are positive, when the percentage above point accounted for 83% (compared with 63% below point before applying the initiative ) The most notable is the percentage point ,7 increased sharply from 14% to 48% This shows that this type of phonetic lesson has the most obvious progress Form 2: Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three in the position of the primary stress in each of 22 the following questions Question 1: A edition B advantage Question 2: A economic B continental Question 3: A commit B preview Question 4: A fertilize B illustrate Question 5: A habitat B wilderness Question 6: A periodic B.Suspicious Question 7: A adventure B adverbial Question 8: A attraction B organism Question 9: A laboratory B politician Question 10: A Inhabit B disappear C.enrichment C consi erate C index C interact C candidate C.contagious C advertise C.engagement C.documentary C continue D sovereignty D territorial D.open D.specify D attendance D.electric D.advantage D.prevention D.popularity D imagine (Excerpt from the 2014 UNIVERSITY APPROVAL EXAMINATION OF THE MINISTRY OF EDUCATION AND TRAINING)ĐÀO TẠO) Table 3: Student progress before and after applying initiative The first time, when the initiative was not applied to these 35 students, the result was that over 21 students scored below (accounting for 60%), this number decreased in the 2nd and 3rd times and only students (11, 11) 4% ) in the 3rd experiment when the initiative was applied Most notably, the number of students who got points increased in the 3rd time to 23 students (65.7%) while the 1st time this number was only was 25.7% In addition, the percentage of good marks also increased slightly from 0% to 11% The above results show that the application of initiative has helped students orient and find ways to solve phonics exercises PART III - CONCLUSION 23 ur Phonetics is always one of the easiest exercises to lose points in the university exam No matter how hard you practice, there will still be words in the test that we don't expect: Either they are too new to us, or their form is so easy to confuse us Most of you When reviewing, students try to remember every single word but pay little attention to generalizing phonological rules This is the reason why we study all the time and still don't get a perfect score or are always passive, depending on the dictionary Based on the theoretical basis, from analyzing the current situation of phonics learning at as well as a number of high schools in the country in recent years, this experiential initiative boldly proposes a number of measures measures to improve efficiency The above measures have been applied in practice at school units and achieved Le Van Huu High School some positive results Through the application of specific measures to improve knowledge and experience for solving phonics exercises at Le Van Huu High School in the past time, through theoretical and practical research, we strongly Proposing the following measures: - Building a team of teachers who teach standards in professionalism and professionalism - Teaching methods focus on skill development - Phonetics is the need to pay attention from the beginning + Build topics on phonetics + Studying phonics typing strategies + Help students pronounce correctly from the beginning + Fully exploiting software to help learn phonetics the - Increase the number of points as well as the importance of phonetic in assessment test Although we have tried our best, researched, researched, the knowledge is endless, so perhaps there are many other methods that have not been able to learn and mention This also opens up research directions for colleagues in the following years Although we have tried our best, it may be difficult to avoid shortcomings, shallow thoughts, and immature judgments We hope that colleagues can give us more suggestions to contribute to the improvement of this initiative 24 Thanh hoa 13/5/2022 Executor Nguyen Thi Lien 25 Table : assessment questionnaire Specifically, almost all students (93%) agree that this phonology is very important, of which the number of learners strongly agree (choose the level of strongly agree is 112 students) Similarly, great the vast majority of students (98.3%) believe that after practicing with the initiative, students achieve 70% when encountering this type of problem (with 118 students choosing strongly) Continuing the survey to evaluate the application of the initiative before and after applying it with the form of phonics test for 35 students in grade 12C7,C13 at Le van Huu high in the 2019-2020 school year, the results are shown in the data table: Side panel T T CONTENT Learning pronunciation is important? Initiative tactics to help improve your pronunciation? Are the methods in the initiative useful? 10 11 Applying to students in Van Ban district is new and appropriate? Easy-to-understand content? Students understand the form of phonics exercises in the exam? Does this initiative need to be continued for the next period? Students achieve 70% when encountering this type of problem? Initiatives to help learners learn on their own? Initiatives to help students pronounce more correctly? Software to help learn phonics is useful? VERY AGREE AGREE AGRE E AGAIN OTHER OPINIO N References - http://vi.wikipedia.org/wiki/Ph%E1%BB%A5_%C3%A2m Sách giáo khoa tiếng Anh 10-nhà xuất Giáo Dục http://lopngoaingu.com/english-GT/phatam/ Hancock, M & Donna, S (2007) Pronunciation in use – An intermediate course Cambridge: Cambridge University Press Pronunciation Power 1, Sách tham khảo 27 đề thi tiếng Anh trắc nghiệm khách quan thực dụng nhà xuất ĐHQG hà Nội Sách Tham khảo Giới thiệu đề thi trắc nghiệm tuyển sinh vào Đại Học – Cao Đẳng nhà xuất Hà Nội Elements of Pronunciation Từ điển dictionary.cambridge online Baker, A (2001) Ship or sheep – An intermediate course Cambridge: Cambridge University Press Baker, A (2006) Tree or three - An elementary pronunciation course Cambridge: Cambridge University Press Dalton, D (1997) Some techniques for teaching pronunciation Retrieved 20 Febrary, 2009 from http://iteslj.org/Techniques/Dalton-Pronunciation.html English Computerized Learning Inc Pronunciation Power (Software) Fraser, H (2001) Teaching pronunciation: A handbook for teachers and trainers New Southwales Department of Education and Training Kenworthy, J (1988) Teaching English pronunciation London: Longman ... topic: ? ?Experience in doing Phonetic part in university and college exams? ??’ This topic aims to point out the realities, explain the shortcomings and difficulties in students doing the phonics sections.. .PART I - ASKING THE PROBLEM Reason for choosing the topic Since 2011, the Ministry of Education and Training has focused on fundamentally and comprehensively changing the education system In. .. section of university and college entrance exams Besides, it is a valuable document for colleagues and students students refer to in the process of teaching and learning at school By finding out