Designing supplementary exercises in teaching affricative sounds through the book English pronunciation in use by Mark Hancock to the first year English major students at Lang Son teachers'''' Training College

VIET NAM NATIONAL UNIVERSITY- HA NOI UNIVERSITY OF LANGUAGE & INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES =***= PHẠM THANH MAI DESIGNING SUPPLEMENTARY EXERCISES IN TEACHING AFFRICATIVE SOUNDS THROUGH THE BOOK “ENGLISH PRONUNCIATION IN USE” BY MARK HANCOCK TO THE FIRST-YEAR ENGLISH MAJOR STUDENTS AT LANG SON TEACHERS’ TRAINING COLLEGE THIẾT KẾ BÀI TẬP BỔ TRỢ DẠY PHỤ ÂM TẮC XÁT DỰA TRÊN GIÁO TRÌNH “ENGLISH PRONUNCIATION IN USE” CỦA MARK HANCOCK CHO SINH VIÊN NĂM THỨ NHẤT CHUYÊN ANH TẠI TRƯỜNG CĐSP LẠNG SƠN (M.A MINOR THESIS) Field: English Methodology Code: 60 14 10 Supervisor: Dr Dương Thị Nụ Hanoi, 2010 TIEU LUAN MOI download : skknchat@gmail.com iv TABLE OF CONTENTS Acknowledgements …………………………………………………………………… ii Abstract ……………………………………………………………………………… iii Table of contents ……………………………………………………………………… iv List of Abbreviation …………………………………………………………………… vii List of figures, charts and tables ……………………………………………………… viii Part A INTRODUCTION …………………………………………………………… ………………………………………………………………………… Aims of the study ………………………………………………………………… Research questions ………………………………………………………………… Scope of the study ………………………………………………………………… Methods of the study ………………………………………………………………… Design of the study ………………………………………………………………… Part B DEVELOPMENT ……………………………………………………………… Chapter I: THEORETICAL BACKGROUND ………………………………………… Rationale 1.1 Teaching pronunciation ………………….………………………………………… 1.1.1 Importance of teaching pronunciation in EFL teaching ………………… …………………………………… 1.2 Affricative sounds ………………………………………………………………… 1.1.1 Problems in teaching pronunciation 1.2.1 Definition ………………………………………………………………… 1.2.2 Description of affricative sounds ………………………………………… 1.2.3 Learners’ problems with affricates ……………………………………… 1.2.3.1 Distribution/ Absence of sounds ……………………………… 1.2.3.2 Spelling pronunciation ………………………………………… 10 1.2.3.3 Syllable types …………………………………………………… 10 1.3 Materials Evaluation ……………………………………………………………… 11 1.3.1 What is Materials Evaluation …………………………………………… 12 1.3.2 Criteria for Materials Evaluation ………………………………………… 12 TIEU LUAN MOI download : skknchat@gmail.com v 1.3.2.1 Criteria by Brian Tomlinson …………………………………… 12 1.3.2.2 Criteria by Hutchinson & Walters ……………… …………… 12 1.3.3 Types of Evaluation ……………………………………………………… 13 1.4 Materials adaptation ……………………………………………………………… 14 1.4.1 Reasons for adaptation ……………………………………………… … 15 1.4.2 Objectives for adaptation ……………… ………………………………… 15 1.4.3 Techniques for adaptation ………………………………………………… 16 Chapter II: THE STUDY ……………………………………………………………… 17 2.1 Subjects …………………………………………………………………………… 17 2.2 Context ……………………………………………………………………………… 17 2.2.1 The current situation of English teaching and learning at LSTC ………… 17 2.2.2 Teachers ………………………………………………………………… 18 2.2.2.1 Description …………………………………………………… 18 2.2.2.2 Teacher analysis ……………………………………………… 19 2.2.3 Learners ………………………………………………………………… 21 2.2.3.1 Description …………………………………………………… 21 2.2.3.2 Learner analysis ………………………………………………… 21 2.3 Summary …………………………………………………………………………… 29 Chapter III: SUPPLEMENTARY EXERCISES ……………………………………… 30 3.1 Brief evaluation of current coursebook …………………………… ……….…… 30 3.1.1 Objectives of the material ……………………………………………… 30 3.1.2 Organization and design ………………………………………………… 31 3.1.3 Activities and exercises ………………………………………………… 32 3.1.4 Methodology …………………………………………………………… 33 3.1.5 Summary ………………………………………………………………… 34 3.2 Proposed supplementary exercises ………………………………………………… 34 3.3 Suggestions for teachers and answer key …………………………………………… 38 3.4 Summary …………………………………………………………………………… 38 Part C CONCLUSION ………………………………………………………………… 39 TIEU LUAN MOI download : skknchat@gmail.com vi Conclusion …………………………………………………………………………… 39 Limitations of the study ……………………………………………………………… 40 Recommendation for further research ……………………………………………… 40 REFERENCES ………………………………………………………………………… 41 APPENDICES ………………………………………………………………………… I Appendix Suggestions for teachers and answers for exercises ……………………… II Appendix Questionnaires …………………………………………………………… VII Appendix Unit 12 in “English pronunciation in Use” by Mark Hancock …………… XI TIEU LUAN MOI download : skknchat@gmail.com Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College vii LIST OF ABBREVIATION EFL: English Foreign Language ICT : Information Communication Technology LSTC: Lang Son Teachers’ training College M.A Master of Arts OHP Overhead Projector PPP Presentation, Practice, Production RP Received Pronunciation VNU: Viet Nam National University ULIS: University of Language & International Studies TIEU LUAN MOI download : skknchat@gmail.com Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College viii LIST OF FIGURES, CHARTS AND TABLES Figures: Figure 1: The position of the tongue in the production of /tʃ/ and /dʒ/ Figure 2,3: Section of stop phase of /tʃ, dʒ/ Charts: Chart 1: Frequency students dealt with pronunciation at high school Chart 2: Students’ exposure of spoken English in class Chart 3: Students’ views on the importance of pronunciation Chart 4: Students’ purposes of pronunciation Chart 5: Frequency of students’ pronunciation practice Chart 6: Methods of students’ pronunciation practice Chart 7: The ways students exercises Chart 8: Students’ ability in reading phonemic transcription Chart 9: Students’ ability in writing phonemic transcription Chart 10: The sounds students find the most difficult/ the easiest to pronounce Tables: Table 1: Possible final clusters with affricative sounds Table 2: Students’ difficulties in speaking English Table 3: Students’ evaluation to the current coursebook Table : Student’s choices of correct sounds TIEU LUAN MOI download : skknchat@gmail.com Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College Part A INTRODUCTION Rationale The new trend of teaching EFL has undergone the shift from linguistic competencies to broader communicative competencies This leads to the fact that the need for the integration of pronunciation with oral communication is clearly realized Therefore, pronunciation is such an integrated and integral part of EFL learning because of its direct effects on learners‘ communicative competencies that teaching pronunciation plays a really crucial role in teaching EFL Despite the importance of pronunciation and teaching pronunciation to EFL students, this aspect is less taken into consideration and takes much of teachers‘ ignorance in the EFL classes - an idea shared by Kelly (1996) who dubs pronunciation the ―Cinderella‖ area of foreign language teaching This fact affects students' learning and they take little concern for pronunciation Consequently, many students have poor knowledge of this aspect They often make mistakes in articulating English sounds and they find it difficult to capture correct pronunciation The above- mentioned matters are really true to the English teaching and learning situation in Lang Son teachers‘ training college (LSTC) Many English major students have trouble with pronunciation, especially with the English sounds As a result, there are various problems arising to the students Firstly, because of the differences between sound systems of English and Vietnamese, some English sounds not exist in Vietnamese and vice versa and thus many students not know how to correctly pronounce some certain sounds such as /θ/, /ð/, /tʃ/, /dʒ/, /ʃ/, /ʒ/ … and some other vowels Secondly, ―each sound of English is represented by more than one written letter or by sequences of letters‖ and ―any letter of English represents more than one sound, or it may not represent any sound at all‖ (Paul, 1991:5) for example /tʃ/ in chip, future, watch ; /dʒ/ in jam, general, age, fridge or /g/ in TIEU LUAN MOI download : skknchat@gmail.com Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College VII Appendix Questionnaires QUESTIONNAIRE This questionnaire aims at identifying your attitudes towards and opinions about the importance of pronunciation, teaching and learning pronunciation from your course as well as your current coursbook Please fulfill the following questions as frankly as you can Your answers would be a great help for my only purpose of study Thank you very much for your cooperation! Please choose the answer(s) that is the best appropriate for your own situation How often did you study pronunciation at high school? always usually sometimes rarely never How often you speak English in your English classes? always usually sometimes rarely never What is/ are your difficulty(ies) in speaking English ( you can tick as many boxes as you wish) lack of vocabulary poor grammar knowledge incorrect pronunciation TIEU LUAN MOI download : skknchat@gmail.com Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College VIII lack of confidence other(s) ……………………………………………………………… How important you find pronunciation to your course? very important quite important important unimportant What is your purpose of learning pronunciation? ( you can tick as many boxes as you wish) passing examination communicating well acquiring a near- native pronunciation of English teaching English in the future other(s) …………………………………………………………… How often you practice your pronunciation? always usually sometimes rarely never ( if your answer is ―d‖, skip the question 8, come to question 9) In what way you practice your pronunciation? ( you can tick as many boxes as you wish) listen to the recording/ radio ask teachers and friends for help pronunciation exercises record your voice other(s) ………….…………………………………………………… ………….…………………………………………………………… TIEU LUAN MOI download : skknchat@gmail.com Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College IX Your teachers ask/ help you to practice pronunciation with … all exercises in the course book some exercises in the course book only exercises outside the course book both exercise inside and outside the course book Your teachers often ask you to the pronunciation exercises individually in pairs in groups with the whole class Circle number you find the best for questions 10, 11, 12 10 How you find the exercises in the coursebook “ English Pronunciation in Use”? Difficult - - - - - Easy 11 How interesting you consider the coursebook “ English Pronunciation in Use” to be? Interesting - - - - - Uninteresting 12 How appropriate you find the coursebook “ English Pronunciation in Use” to your level? Appropriate - - - - - Inappropriate The end TIEU LUAN MOI download : skknchat@gmail.com Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College X QUESTIONNAIRE Please fulfill the following questions as frankly as you can Your answers would be a great help for my only purpose of study Thank you very much for your cooperation! Do you know how to read phonemic transcription? Yes No Do you know the way to transcribe the English words phonemically? Yes No In what way is the word ―individual‖ phonemically transcribed? / individʒʊəl/ / inʒividʒʊəl/ / individʊəl/ / indivizʊəl/ How difficult you find to articulate these sounds? ( 1= the most difficult ; 2= the second difficult; 5= the easiest) / s/ /z/ /tʃ/ /dʒ/ /ʃ/ /ʒ/ How is the bold letter in the following word ―general‖ pronounced? /dʒenrəl/ /genrəl/ /zenrəl/ / ʒenərəl/ How is the bold letter in the following word ― question‖ pronounced? /kwesʃən/ / kwestən/ /kwestʃən/ /kwestsən/ The end Appendix TIEU LUAN MOI download : skknchat@gmail.com Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College XI Unit 12 in “English Pronunciation in Use” by Mark Hancock TIEU LUAN MOI download : skknchat@gmail.com Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College XII TIEU LUAN MOI download : skknchat@gmail.com Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College XIII TIEU LUAN MOI download : skknchat@gmail.com Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College Designing.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.CollegeDesigning.supplementary.exercises.in.teaching.affricative.sounds.through.the.book.English.pronunciation.in.use.by.Mark.Hancock.to.the.first.year.English.major.students.at.Lang.Son.teachers''.Training.College