SKKN The methods help the 10th graders at Trieu Son 3 high school distinguish the pronunciation of some English vowels, consonants and do phonetic exercises quickly, effectively 1 1 INTRODUCTION 1 1 T[.]
1 INTRODUCTION 1.1 The reason of selecting the topic As far as we know English is widely used all over the world not only in communication but also in many other aspects such as culture, politics, economy, commerce, tourism and so forth Apart from mother tongue, a lot of people in the world use English to communicate with one another English is used as the first or the second language in over two hundred countries in the world It is English that helps people closer, more friendly and understandable Therefore, this language is going to become the common language of human English is the international language, therefore we have to learn how to pronounce the English words accurately, speak English fluently However, it is not easy for the most people learning English because a lot of vowels and consonants of English are pronounced in two, three even four ways, which makes the English learners confused when pronouncing, reading, speaking, and doing phonetic exercises Actually, accurate pronouncing is important not only in communicating but also in doing exercises, tests or examinations During the process of teaching at Trieu Son high school, I have discovered the methods that can help the students distinguish how to pronounce the English vowels and consonants having multiple pronunciations correctly as well as the phonetic exercises with them quickly, effectively And I am writing into my initiative “The methods help the 10th graders at Trieu Son high school distinguish the pronunciation of some English vowels, consonants and phonetic exercises quickly, effectively” This is considered to be a reference document, thus I would like the colleagues to give comments and ideas to my initiative so that I can make it perfect and practically used in teaching 1.2 Objectives, tasks, methodology and scope of research 1.2.1 Objectives of research 1.2.1.1 For the students - Determine the objectives, the requirements and the importance of English - Understand the methods of distinguishing the pronunciations of some English vowels and consonants quickly, accurately when pronouncing, doing exercises, tests and examinations - Know how to apply “The methods of distinguishing the pronunciation of a sorts of English vowels and consonants” to speak and exercises, tests or examinations about phonetic effectively - Speak English fluently with accurate pronunciation SangKienKinhNghiem.net 1.2.1.2 For the teacher - Guides, examines and remarks the students to study the methods of distinguishing the pronunciations of English vowels and consonants quickly, accurately - Follows close to the process of teaching English especially when teaching students to exercises, tests, attend to advanced students and the state general high school examination - Supplies useful knowledge and good experiences for myself in order to improve the quality of teaching 1.2.2 Research tasks - Understand the students’ state of skill of doing phonetic exercises and pronunciation - Study the skill of doing phonetic exercises - Apply the topic to teach English in Trieu Son high school - Compare, collate the result of implementing the topic - Remark, have conclusion about the result and effect of the topic 1.2.3 Research methodology I write this topic based on: + The method of studying theory + The method of investigating + Applying the topic to real teaching English at Trieu Son high school + Comparison, collation and summary of the result, effect of the topic 1.2.4 Scope of research I mainly focus on: - It is about effective methods to pronounce and phonetic exercises PROBLEM SOLVING 2.1 Rationale and reality 2.1.1 Rationale According to Williams (Williams, E (1984), Pronunciation in a Language Classroom London: Macmillan): “The role of Pronunciation in learning a foreign language: learners can practice the language they meet through listening and speaking That is to say, to have good pronunciation is very important” For SangKienKinhNghiem.net students, it is more important because having a good pronunciation is one of the core elements to help them achieve high marks in the examinations 2.1.2 Reality During learning process, the students, especially the 10th graders at Trieu Son high school have complained it is pronunciation that causes them a lot of difficulties in English learning, speaking and doing exercises, tests, examinations They are often confused about some English vowels and consonants which have two or more ways of pronouncing such as vowels and consonants “o”, “e”, “oo”, “c”, “g”, “s”, “t”…They not understand why consonant “g” is pronounced /g/ in the words “game”, “got”, whereas it is pronounced /dʒ/ in “generation”, “ginger”, “gymnast” or “oo” is pronounced /u/ in the words “book”, “good” but “oo” is pronounced /u:/ in the words “pool”,”soon” I always wonder how to find out the solutions to this problem At the beginning of the first term - school year 2017 - 2018, I conducted a small survey with 84 students in classes - 10E2 and 10E4 - to identify the ways they pronounced, did the test and why a lot of them got bad result, and I got the result: The reasons Percentage I don’t know how to distinguish the pronunciation of the vowels and consonants which have two or more different ways of pronouncing at all 70% I only learn to pronounce these vowels and consonants after the teachers or listen to the tape… even follow my habit 69% I don’t know how to find out the rules of pronouncing of these kinds of vowels and consonants 63% I spend time guessing without any certainty 75% Phonetic exercises, tests of these vowels and consonants causes me confused and I often get bad result at them 73% I try my best to identify the regulations for them 5% From the above table, we see that the majority of the students not have good phonetic skill Most of them feel anxious, overwhelmed when pronouncing, reading words, speaking as well as facing multiple-choice phonetic exercises containing many of the vowels or consonants which have different pronunciations Therefore, these exercises are not only difficult for good students but also far more SangKienKinhNghiem.net difficult for average and poor students who only take State’s high school graduation examinations Furthermore, when doing this kind of exercises, a large number of students often guess the pronunciation of words or underlined vowels, consonants without focusing on understanding and identifying the ways of pronouncing them accurately The students not know the pronunciation rules of the vowels and consonants which have two or more ways of pronunciations Also, few of the students themselves can discover the regulations of pronunciation Thus, they have not enough knowledge and skill about pronunciation as well as doing phonetic exercises This results in pronouncing incorrectly along with getting bad marks when doing phonetic multiple choice task More important, students find it unfamiliar when doing phonetic multiple choice exercises because in the textbooks as Tieng Anh 10 and Tieng Anh 11 phonetic symbols and pronunciation of English vowels and consonants are only introduced through some words as examples There is no any demonstration or explanation to help students have the rules to distinguish the ways of pronouncing vowels and consonants with multiple pronunciation In addition to this, no phonetic exercise similar to the ones appearing in the tests, examinations is introduced in the textbooks Consequently, most of them guess and choose the keys in random They always have many difficulties in pronouncing and choosing best option as doing phonetic multiple-choice tasks 2.2 Measure implementation 2.2.1 The adaptation of the textbook During my teaching process, I have adapted some pronunciations in textbook – especially the textbook Tieng Anh 10 – Basic – to help the students know how to distinguish the pronunciation of some English vowels and consonants as well as make them similar to the ones appearing in phonetic exercises, tests and the State’s high school graduation examination Take the pronunciation in Unit 1, Unit 3, Unit 4, Unit 5, Unit 6, Unit 11, Unit 12, Unit 14, Unit 16 - Tieng Anh 10 – Basic as examples: 2.2.1 The pronunciation of some English vowels and consonants depends on their positions in the words or combination with other vowels and consonants 2.2.1.1 Unit 1: A DAY IN THE LIFE OF… PART E: LANGUAGE FOCUS: Pronunciation: /i/ - /i :/ 2.2.1.1.1 Vowel “i” is often pronounced /i/ when it stands between two consonants SangKienKinhNghiem.net Eg: click /klik/, miss /mis/… 2.2.1.1.2 Vowels “ea” and “ee” are pronounced /i:/ in most of the words containing them Eg: heat /hi:/, meat /mi:t/, employee /implƆi'i:/, refuree /refju'ri:/ Except for: bread /bred/, threat /θred/, breath /breθ/, weather /'wedʒə/, great, break, health, wealth, volunteer /vƆl Λ n'tiə/, engineer Example exercise: Circle the word whose underlined part is pronounced differently from that of the other words A breathe B teeth C interest D bean A little B kick C sit D beat A threat B bread C weather D repeat A cheese B volunteer C tease D team Questions Key C D D B 2.2.1.2 Explanations - /i/ and /i:/ + According to 2.2.1.1.1 option C - “i” is pronounced /i/ + According to 2.2.1.1.2 option A, B, D – “ea” and “ee” are pronounced /i:/ - /i/ and /i:/ + According to 2.2.1.1.2 option D - “ea” is pronounced /i:/ + According to 2.2.1.1.1 A, B, C – “i” is pronounced /i/ - /i/ and /i:/ + According to 2.2.1.1.2 option D - “ea” is pronounced /i:/ + According to Except for option A, B, C – “ea” is pronounced /e/ - /i/ and /i:/ + According to “Except for” option B - “eer” is pronounced /iə/ + According to 2.2.1.1.2 A, C, D – “ea” and “ee” are pronounced /i:/ Unit 5: TECHNOLOGY AND YOU PART E: LANGUAGE FOCUS: Pronunciation: /u/ - /u :/ Double vowels “OO” is pronounced /u/, /u :/ or /Λ/ 2.2.1.2.1 “OO” is pronounced /u/ when it combines with “k”or with “d” in the unstressed consonants SangKienKinhNghiem.net Eg: - oo+k: book /buk/, look /luk/, - oo+d: childhood /'tʃaildhud/, neighbourhood /'neibəhud/ 2.2.1.2.2 “OO” is pronounced /u:/ when it combines with almost every consonants in English such as: b,c, (d), h, g, l, m, n, p, q Eg: tooth /tu:θ/, cool /ku:l/, moon /mu:n/ But: foot /fut/, wool /wul/ 2.2.1.2.3 “OO” is pronounced /Λ/ in only some word: Eg: flood /flΛd/, blood /blΛd/… Example exercise: Circle the word whose underlined part is pronounced differently from that of the other words A boot B school C cook D tooth A wool B pool C soon D food A good B took C foot D blood A cool B motherhood C book D look Questions Key C A D A 2.2.1.3 Explanations - /u/ and /u:/ + According to 2.2.1.2.1 option C - “oo+k” is pronounced /u/ + According to 2.2.1.2.2 option A, B, D – “oo+t”, “oo+l”, “oo+th” are pronounced /u:/ - /u/ and /u:/ + According to 2.2.1.2.2 option A - “wool” is pronounced /wul/ + According to 2.2.1.2.2 option B, C, D – “oo+l”, “oo+n” and “oo+d” are pronounced /u:/ -/u/ and /u:/ + According to 2.2.1.2.3 option D - “oo” in the word “blood” is pronounced /Λ/ + According to 2.2.1.2.1 option A, B, C – “oo+d”, “oo+k” “oo+t” (foot) are pronounced /u/ - /u/ and /u:/ + According to 2.2.1.2.2 option A - “oo+l” is pronounced /u: / + According to 2.2.1.2.1 option B, C, D – “oo+k”, “oo+d” are pronounced /u/ Unit 11: NATIONAL PARKS SangKienKinhNghiem.net PART E: LANGUAGE FOCUS: Pronunciation: / t / - /d / 2.2.1.3.1 Consonant “D” is pronounced as /d/, /dʒ/ * “D” is pronounced /d/ in almost all words containing it Eg: date, dirty, down, damage, made, bird * “D” is pronounced /dʒ/ in some special cases” Eg: soldier /'sɔudʒər/, education /edʒu'keiʃn/, graduate /'grædʒueit/, schedule /'skedʒu:l/, verdure * “D” is silent in some following words: Handkerchief /'hænkətʃif/, handsome /'hænsəm/, Wednesday /'wenzdei/… 2.2.1.3.2 Consonant “T” is pronounced /t/ or /tʃ/ * “T” is pronounced /t/ in most of the words as: take /teik/, teacher /'ti: tʃə/, tell /tel/, computer, until, amateur * “T” is pronounced /tʃ/ when it stands in a word and before “ua”, “ue”, “ure”, “ury” Eg: - t+ua: actual /'ækʧuəl/, punctual /'pʌŋkʧuəl/ - t+ue: statue /'stæʧu/ - t+ure: picture /'pikʧə/, mixture /'mixʧə/ - t+ury: century /'senʧuri/ * “T” is pronounced /ʃ/ when it stands in a word and before -ia, -io: - t+ia: militia /'miliʃə/, initial, initiate, potential, residential, differentiate But: Christian /'krisʧən/ - t+io: patio, ratio, infectious, cautious, conscientious, nation, intention, information notion, option, But: question /'kwesʧən/, suggestion /sə'esʧən/, digestion /di'dʒsʧən/ , righteous /'raiʧəs/, combustion /kəm'bʌsʧən/, Christian /'krisʧən/, congestion * “T” is silent when: + It forms STEN at the end of a word Eg: fasten /'fa:sn/, hasten/'heisn/, listen /'lisn/ + It forms STLE at the end of a word Eg: castle /ka:sl/, apostle /'əpɔsl/, whistle /wisl/ SangKienKinhNghiem.net Example exercise: Circle the word whose underlined part is pronounced differently from that of the other words A schedule B destruction C countryside D reduction A soldier B education C Wednesday D graduate A mutual B situation C container D nature A initiative B curtain C disrupt D temperature Questions Key A C Explanations - /d/ and /dʒ/ + According to 2.2.1.3.1 option A - “d” in the word schedule is pronounced /dʒ/ + According to 2.2.1.3.1 option B, C, D – “d” is pronounced /d/ in most of the words - /d/ and /dʒ/ + According to 2.2.1.3.1 option C - “d” in the word Wednesday is silent + According to 2.2.1.3.1 option A, B, D – “d” in the word soldier, education, graduate is pronounced /dʒ/ - /t/ and /tʃ/ C A 2.2.1.4 + According to 2.2.1.3.2 option C - “t” in the word is pronounced /t/ in most of the words + According to 2.2.1.3.2 option A, B, D – “t+ua”, “t+ure” are pronounced /tʃ/ - /t/, /tʃ/ and /ʃ/ + According to 2.2.1.3.2 option A - “t+ia” is pronounced /ʃ/ + According to 2.2.1.3.2 option B, C, D – “t” is pronounced /t/ in those words Unit 12: MUSIC PART E: LANGUAGE FOCUS: Pronunciation: /s/ - /z/ The consonants are pronounced /s/ and /z/ 2.2.1.4.1 The consonants are pronounced /s/ * “S” is pronounced /s/ when: + It stands at the beginning af a word Eg: see /si:/, sight, slow + It stands between a vower and a consonant or between two consonants SangKienKinhNghiem.net Eg: classical /'kla: sikl/, first, consist, understand, + It stands at the end of a word, after the letters: k, t, f, p, ph, gh, th /θ/ Eg: books /buks/, expects, photographs, laughs, … * “C” is pronounced /s/ when it stands before “e”, “i” or “y” Eg: - c+e: ceiling /'si:liŋ/, sentence, silence, - c+i: cinema /sinəmə/, cigarette /sigəret/ - c+y: cycle /saikl/, presidency /prezidənsi/ 2.2.1.4.2 The consonants are pronounced /z/ when: * “S” is pronounced /z/ + It stands between two vowers Eg: because /bi'kɔz/, rose /rouz/, reason /ri:zən/, Except for: promise /'prɔmis/, cease /si:s/, increase in'kri:s/, decrease /di'kri:s/, loose /lu:s/ + It stands at the end of a word, after the letters: a,b, d, g /g/, e, h,i, l, m, n, o, n, m, q, r, u, v, y, w Eg: bees /bi:z/, reads /ri:dz/, brothers /’brʌdʒəz/ * “Z” is pronounced /z/ in all words containing it Eg: zoo /zu:/, prize /praiz/ Example exercise: Circle the word whose underlined part is pronounced differently from that of the other words A answer B listen C music D solemn A zoo B close C feelings D delights A ceiling B congratulate C circle D cyclist A cinema B dance C cyclone D custom Questions Key C D Explanations - /s/ and /z/ + According to 2.2.1.4.2 option C - “s” in the word music is pronounced /z/ + According to 2.2.1.4.1 option A, B, D – “s” is pronounced /s/ in those words - /s/ and /z/ + According to 2.2.1.4.1 option D - “s” after “t” is SangKienKinhNghiem.net B D 2.2.1.5 pronounced /s/ + According to 2.2.1.4.2 option A, B, D – “s”, “z” in those words are pronounced /z/ - /s/ and /z/ + According to 2.2.1.4.2 option B - “c+ other vowels and consonants” are pronounced /k/ + According to 2.2.1.4.2 option A, C, D – “c+e”, “c+i” “c+y” are pronounced /s/ - /s/ and /z/ According to 2.2.1.4.2 option B - “c+ other vowels and consonants” are pronounced /k/ + According to 2.2.1.4.2 option A, C, D – “c+e”, “c+i” “c+y” are pronounced /s/ Unit 14: THE WORLD CUP PART E: LANGUAGE FOCUS: Pronunciation: /g/ -/k/ 2.2.1.5.1 Consonant “G” is pronounced: /g/, /dʒ /, /ʒ/ * “G” is pronounced /g/ when it stands before “a”, “o”, “u” and all consonants Eg: game /geim/, group /gru:p/… * “G” is pronounced /dʒ/ when it stands before e, i, Eg: general /'dʒenərəl/, engerm, apology, ginger, ginseng, giant, gigantic (a) /'dʒaigæntik/, gyp /dʒip/, gymnastic, gill /dʒil/ Except for: get, forget, give, forgive, finger, target, budget, hamburger, tiger, gift, gear, girl (“g” is pronounced /g/ in these words) + “G” is pronounced /ʒ/ in some words originating from French Eg: regime /rei'ʒi:m/, garage /'gỉraʒ/, (to) rouge /ru:ʒ/: (tơ) son phấn, massage, mirage… 2.2.1.5.2 The consonants are pronounced /k/ * “C” is pronounced /k/ when it stands before “a”, “o”, “u” and all consonants ca- : can /kæn/, car, cat co- : coat /kɔut/, come /kʌm/, computer /kə’pjutər/ cu- : cup /kʌp/, cut /kʌt/ c + consonants: class /kla:s/, crude /krud/, crowd /kraud/, create SangKienKinhNghiem.net 10 * “K” is pronounced /k/ in all words containing it Eg: kick /kik/, week /wi:k/ But “k” is silent when standing before “n” Eg: know /nɔu/, knife /naif/ Example exercise: Circle the word whose underlined part is pronounced differently from that of the other words A government B goal C game D teenage A ginger B regard C generation D gymnastic A suspicious B correct C compound D camel A king B knock C kitchen D key Questions Key Explanations - /g/, /dʒ / D B A B 2.2.1.6 + According to 2.2.1.5.1 option D - “g+e” “g+i” “g+y” are pronounced /dʒ/ + According to 2.2.1.5.1 option A, B, C – “g” is pronounced /g/ when combining with the rest letters - /g/, /dʒ / + According to 2.2.1.5.1 option B – “g” is pronounced /g/ when combining with “a” + According to 2.2.1.5.1 option A, C, D - “g+e” “g+i” “g+y” are pronounced /dʒ/ - /k/ + According to 2.2.1.6.2 option A - “c+ io” is pronounced /ʃ/ + According to 2.2.1.5.2 option B, C, D – “c+t”, “c+o” “c+a” are pronounced /k/ - /k/ According to 2.2.1.5.2 option B – “k” is silent in the word “knock” + According to 2.2.1.5.2 option A, C, D – “k” is pronounced /k/ in those words Unit 16: HISTORICAL PLACES PART E: LANGUAGE FOCUS: Pronunciation: /ʒ/ -/ʃ/ 2.2.1.6.1 Consonant “S” is pronounced /ʒ/ when it stands between a vowel and suffixes: -ion, - ure, -ual SangKienKinhNghiem.net 11 Eg: decision /di’siʒn/, vision, conclusion, occasion, usual, pleasure, measure, leisure, Asia, explosion 2.2.1.6.2 The consonants are pronounced: /ʃ/ * “S” is pronounced /ʃ/ when it stands between a consonant and suffixes: -ure, -ual, -ia, -ion Eg: ensure /en’ʃuə/, , insure, pressure, admission * “Sh” is pronounced /ʃ/ in all words containing it Eg: show /ʃɔu/, finish /’finiʃ/ * “C” is pronounced /ʃ/ when it stands before ia(-), ie, io, iu and ean Eg: - cia(-) musician /'mjuzikʃən, mathematician, official, artificial - cie: efficient /i'fiʃənt/, 0conscience /'kɔnʃəns/ - io(-) : specious,delicious, unconscionable, conscious, efficacious… - cean : ocean/'ouʃən/, crustacean /krʌ'teiʃiən/ - ciu: Confucius /kən'fju:ʃəs/ Except for: science /'saiəns/ * “Ch” is pronounced /ʃ/ in the following words: - machine /mə'ʃi :n/ - chef /ʃef/ - parachute /'perəʃut/ - chauffeur/'ʃoufə/ - mustache /'mʌstæʃ/ - chiffon /ʃi'fɔn/ Example exercise: Circle the word whose underlined part is pronounced differently from that of the other words A pleasure B division C admission D casual A punish B shrine C sugar D surprise A special B spacious C constructor D ocean chagrin B character C parachute D mustache Questions Key C Explanations -/ʒ/ -/ʃ/ + According to 2.2.1.6.2 option C - consonant+s+ion” is SangKienKinhNghiem.net 12 pronounced / ʃ / + According to 2.2.1.6.1 option A, B, D – “vowel +s+ure” “vowel +s+ion” “vowel +s+ual” are pronounced / ʒ/ -/ʒ/ -/ʃ/ D + According to 2.2.1.4.1 option D – “s” is pronounced /s/ + According to 2.2.1.6.1 option A, B, C - “sh” “sugar” “s” are pronounced /ʃ/ -/ʒ/ -/ʃ/ C B + According to 2.2.1.5.2 option C - “c” is pronounced /k/ + According to 2.2.1.6.2 option A, B, D – “c+ia”, “c+io” “c+ea” are pronounced / ʃ / -/ʒ/ -/ʃ/ + According to 2.2.1.6.2 option B – “ch” is pronounced / k/ + According to 2.2.1.6.2 option A, C, D – “ch” is pronounced / ʃ / in those words 2.2.2 The pronunciation of vowels can depend on stress The relation between pronunciation and stress in some vowels as: “a”, “e”, “o” (applied to teach pronunciation of Unit 3, Unit , Unit 6) 2.2.2.1 If main stress falls in the vowels “a”, “e”, “o” in the words: + “a” is often pronounced as strong syllables: /a:/, /æ/ or /ei/ Eg : architect /'a: kitekt/, manager /'mænidʒə/, destination /desti'neiʃn/ + “e” is often pronounced as a strong syllable: /e/ Eg: century /'senʧuri/, recognize /'rekəgnaiz/ + “o” is often pronounced as strong syllables: /Λ/ or / ɔ/ Eg: comfortable /'kΛmfətəbl/, contact /'kɔntækt/ 2.2.2.2 If stress does not fall in the vowels “a”, “e”, “o” or these vowels stand right before stress + “a” is often pronounced as a weak syllable: /ə/, especially “a” is at the beginning of a word Eg: about / ə'baut/, cinema /'sinəmə/ + “e” is often pronounced as weak syllables: /ə/, /i/ SangKienKinhNghiem.net 13 Eg: camera /'kæmərə/, relax /ri'læks/ + “o” is often pronounced as a weak syllable: /ə/ Eg: conclude /kən'klu:d/, computer /kəm'pjutər/ Example exercise: Circle the word whose underlined part is pronounced differently from that of the other words A attractive B applicant C amazed D machine A represent B further C mention D expensive A constructive B position C possible D director A relax B eliminate C detective D lemon Questions Key Explanations - a:/, /æ/ or /ei/ B B C D + According to 2.2.1.7.1 option B – “a” in applicant is pronounced / æ / (have stress) + According to 2.2.1.7.2 option A, C, D –“a” is pronounced / ə / ( without stress) - /e/ and / ə / + According to 2.2.1.7.2 option B – “e” is pronounced / ə/ ( without stress) + According to 2.2.1.7.1 option A, C, D - “e” is pronounced /e/ (have stress) - / ɔ/ and / ə/ + According to 2.2.1.7.1 option C - “o” is pronounced / ɔ/ (have stress) + According to 2.2.1.7.2 option A, B, D – “o” is pronounced /ə/ ( without stress) - /e / and / i / + According to 2.2.1.7.1 option D – “e” is pronounced / e/ (have stress) + According to 2.2.1.7.2 option A, B, C,– “e” is pronounced /i / ( without stress) 2.3 The result of researching - To have a basic comparison, give out the exact conclusion for the studying process and applying the topic to teach English in Trieu Son high school I implemented to examine and collate the result of class 10E2 and 10E4, the academic year 2017 -2018 SangKienKinhNghiem.net 14 Question: Circle the word whose underlined part is pronounced differently from that of the other words ( Time allotted : 15 minutes) A complete B command C common D community A teach B break C deal D clean A famous B ago C material D attack A seen B sit C sure D seem A giant B passage C magazine D gestures A wool B wood C food D foot A tear B potential C difficult D tomorrow A capital B indicate C nice D complicated A disposal B exhaust C themselves D students 10 A cigarette B intimacy C guidance D prospect Key: C B A C C A B C A 10 D Note: * Question belonged to the Thanh Hoa advanced 11 graders examination in March, 2018 * Question belonged to the State’s high school graduation examination in 2015 + Class 10E4 was not applied the above topic + Class 10E2 was applied the above topic The achieved result of two classes: - Through surveying, experimenting, comparing and collating the result that the students of two classes school year 2017-2018, I achieved the following result: Class Total Mark 0-4 Number % Mark 5-6 Number % Mark 7-8 Number % Mark 9-10 Number 10E4 42 15 35,71 20 47,63 11,9 10E2 42 11,9 23,8 35,72 12 10 15 % 4,76 28,58 Comparing the results between the two above tables, we see that the number of students of my charge getting more good marks This means that most of the students know how to not only the multiple-choice phonetic pronunciation but also answer each kind of questions quickly and effectively They tried their best to find out key words in each question, distinguish each of them, and then choose the correct answer By this way, they have enough time to finish their task in advance Through the process of applying these methods to improve pronunciation and doing phonetic exercise skills for the 10th graders at Trieu Son high school, I have found out that most students are interested in doing this kind of exercise especially for weak students, less boldly than while answering questions or doing pronunciation activities They feel more confident of doing tasks, and know how to answer each kind of them under the pressure of time SangKienKinhNghiem.net 15 By adapting the Pronunciations in the textbook and using these above methods to answer the questions, teacher help students become familiar with the multiple phonetic tasks appearing in the state’s high school graduation exams Furthermore, this also helps them improve their pronunciation and find out the best method to choose correct option for each kind of questions in multiple-choice phonetic tasks CONCLUSION AND PROPOSAL 3.1 Conclusion 3.1.1 About the theory: 3.1.1.1 For the teacher - Create the teaching methods meeting the students' need - Form and apply the methods, skills of doing exercises on phonetic to teach the students flexibly and effectively From this, I have been improving my quality of English teaching at Trieu Son high school 3.1.1.2 For the students - Pronounce the above letters accurately - Understand and know how to exercises, tests, examinations of phonetic of several multiple pronunciation vowels and consonants perfectly They feel confident when pronouncing and speaking English and doing exercises relating to the vowels, consonants which are studied in the topic 3.1.2 About the fact : - Through result of doing phonetic exercises, tests and examinations, it can be seen that the experience and result of the students in doing this kind of this exercise have been improved much more than they used to be because they can understand the basic rules to distinguish how to pronounce the complex words Furthermore, they can not only pronounce English words correctly but they also speak English better and more accurately 3.2 Proposal 3.2.1 To teachers: - Try to adapt Pronunciation in textbook which are similar to the ones in the state’s high school graduation exams so that students can practice and feel confident when doing the multiple-choice phonetic tasks - Application the topic: “The methods help the 10 graders at Trieu Son distinguish the pronunciation of some English vowels, consonants and phonetic exercises quickly, effectively” has been gaining good result However, I myself have not discovered its limitation yet, I would like to get the comments and advice from the colleagues, especially from the English teachers so that my topic will be more completed and widely used in teaching English for students in high school 3.2.2 To students: - Apply these above methods to as many multiple-choice phonetic tasks as possible to improve pronunciation SangKienKinhNghiem.net 16 Thanh Hóa, ngày 25 tháng năm 2018 Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác Người viết SKKN XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ (Đã ký) (Đã ký) Nguyễn Thị Giang Nguyễn Quốc Ngân REFERENCE Tiếng Anh 10 – Cơ Enlish Phonetics and pronunciation Practice by Routledge Website: violet.vn The Thanh Hoa advanced 11 graders examination in March, 2018 and the State’s high school graduation examination in 2015 Oxford advanced learner's dictionary SangKienKinhNghiem.net 17 “Bai tap trac nghiem Tieng Anh 10” written by Nguyen Minh Tuan SangKienKinhNghiem.net 18 ... + The method of studying theory + The method of investigating + Applying the topic to real teaching English at Trieu Son high school + Comparison, collation and summary of the result, effect of. .. identifying the ways of pronouncing them accurately The students not know the pronunciation rules of the vowels and consonants which have two or more ways of pronunciations Also, few of the students themselves... confident when doing the multiple-choice phonetic tasks - Application the topic: ? ?The methods help the 10 graders at Trieu Son distinguish the pronunciation of some English vowels, consonants and phonetic