Skkn applying shadowing techniques to improve english pronunciation for ethnic students at quy hop high school quy hop district, nghe an province

TEACHING INITIATIVE “APPLYING SHADOWING TECHNIQUES TO IMPROVE ENGLISH PRONUNCIATION FOR ETHNIC STUDENTS AT QUY HOP HIGH SCHOOL QUY HOP DISTRICT, NGHE AN PROVINCE” skkn NGHE AN DEPARTMENT OF EDUCATION AND TRAINING QUY HOP UPPER-SECONDARY SCHOOL TEACHING INITIATIVE “APPLYING SHADOWING TECHNIQUES TO IMPROVE ENGLISH PRONUNCIATION FOR ETHNIC STUDENTS AT QUY HOP HIGH SCHOOL QUY HOP DISTRICT, NGHE AN PROVINCE” Author : NGUYEN THE ANHGroup : LITERATURE-ENGLISH Subject: ENGLISH Tel: 0383.373.577 Nghe An, 2021-2022 skkn TABLES OF CONTENTS STAGES PART I: INTRODUCTION I.Reason for choosing the topic 1.1 Theoretical background 1.2 Rationale 1.3 Practical basis and solutions 1.4 Methods of conducting, time of research 1.4.1.Method of conducting 1.4.2 Research scope, subjects and duration II The reality of teaching and learning Shadowing in high school, the feasibility of the topic 2.1 For teachers 2.2 For students PART II CONTENT OF TEACHING EXPERIENCE I Purpose of teaching II.The basic elements directly affect the effectiveness of pronunciation lessons 2.1.The teacher 2.2 Shadowing technique 2.3.Definition of Shadowing method 2.3.1.What’s Shadowing? 2.3.2 Pronunciation 2.3.3 Equipment and teaching aids for pronunciation III Some practical solutions for an effective pronunciation lesson Speech shadowing helps in better pronunciation Improves vocabulary of the target language Students can gain fluency of the language by using speech shadowing Creates an impression of the sentence structures in mind Imparts targeted learning Good implementation of pronunciation process Pronunciation knowledge 7.1 Vowels a Regarding the rule-based approach to studying for the National High School b Some other cases 7.2 Consonants a In terms of language access b Some letters turn into sounds in words Some case of silent letters skkn Page 1 2 4 5 6 7 8 10 10 10 10 11 11 11 11 12 13 13 15 17 17 19 20 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province 7.4 Some other notes 7.5 Knowledge of word stress What is stress? Types of accents? How to determine the main stress of the word IV The efectiveness 4.1.Some illustrations using Shadowing technique in the pronununciation teaching part in each unit (ENGLISH 10) for mountainous ethnic students in Quy Hop district in grades 10D2,10D3,10D4,10D5 4.2.Subconclusion from the comparison of the Pre-test and Post-test results 4.3.Results from pre-test 4.4 Results from post-test 4.5.The students’ opinions toward the lessons with shadowing methods 4.6 Some pictures of the class related to shadowing in English pronunciation in Quy Hop high school PART III.CONCLUSION 1.Conclusion 2.Recommendations PART IV REFERENCES a-Some channels that students can participate in learning by level from easy to difficult b- Some websites and applications to practise english with shadowing techniques Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn 21 25 25 26 27 29 29 34 34 35 36 38 40 40 40 43 43 43 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province PART I: INTRODUCTION I.Reason for choosing the topic 1.1 Theoretical background: As we all know, English is an compulsory subject for high school students, and it is also an official subject like other subjects Therefore, it is extremely necessary to initially form the habit of pronouncing and reading correct words and sentences for students Therefore, English has been included in the high school curriculum and is also a main subject in the GCSE examination with the goal of helping students practice four skills: listening, speaking, reading, and writing achieve the ability to read and understand English in the general curriculum, create favorable conditions for Vietnamese self-study, explore modern science and technology and the rich cultural treasures of the world By the end of grades 8, 9, they were familiar with some simple words and sentence patterns In 10th grade they continue with more words and longer sentence patterns and more complex pronunciation and intonation Therefore, the correct pronunciation helps students to be more confident while speaking, as well as in group activities, and if they speak correctly, they will write correctly and knowledge is easier to inculcate and that is also the foundation a solid foundation for them to move to the next grade with a higher amount of knowledge Starting from the object of the teaching process are high school students in mountainous areas, learning English is completely new and their sense of learning is not high , affecting the quality of teaching and learning During the teaching process, I noticed that the students still had many difficulties in pronunciation Pronunciation plays a very important role in learning foreign languages in general and English in particular knowledge The method of teaching good pronunciation in high school English by the Shadowing method in particular Pronunciation is the foundation for both speaking and listening skills of learners With good pronunciation, learners will be more confident when speaking and listening better Pronunciation is considered the first important thing, and being able to pronounce and speak is the basis of communication If you are used to mispronouncing, or don't remember how to pronounce it, especially difficult words or words with many syllables This has caused many children to lack confidence when speaking, leading to less fluent English and poorer listening Because they can't read that word, they have a heavy mentality that they don't want to read As a subject teacher, I encourage and create a comfortable atmosphere, and especially I use pictures, visual aids or funny images to create words or sentences that make students enjoy learning and prefer reading So how students pronounce English better? This is a question that requires English teachers in general and myself in particular to answer with many different methods to help students pronounce and practice better pronunciation Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province Pronunciation is one of the most basic and important language skills for English learners, good pronunciation creates confidence in communication People who use English with correct pronunciation can make the other person understand what they are saying, and at the same time understand the other person more easily and accurately Language skills are always closely related, and one skill supports another Correct pronunciation is therefore not only good for speaking skills, but also for better listening comprehension However, pronunciation is also a difficult skill Without regular, active guidance and practice, progress will be virtually impossible Vietnam is gradually developing and integrating into the world, so English is an important and official language after Vietnamese Nowadays people are trying to improve their English to improve their understanding students learn to develop themselves Therefore, they have to master basic knowledge when studying in class and at the same time, they must read texts or communicate at a basic level Especially Vietnamese people's pronunciation is not standard, especially ethnic students In the process of teaching English in Quy Hop district, I found that the students' pronunciation was slower than that of students in urban areas That's why I chose the topic: “Applying Shadowing techniques to improve English pronunciation for ethnic students at Quy Hop High School, Quy Hop district, Nghe An province”I find it practical and practical with the conditions of teaching and learning with students in the basic classes of a suitable Quy Hop high school, especially in the current situation, the covid 19 epidemic 1.2 Rationale Students from Quy Hop High School in Nghe An province are mainly from the Thai-Thanh Tho ethnic groups who have little contact with English, so their learning to speak and pronounce English is worse than in urban areas Besides, the situation is still poor, so the acquisition is slow, so I focus on teaching them this method, I find it suitable for them and for the basic classes of the school from the 10th graders The students are still poor in pronunciation, especially the stress in English words, they have not mastered the stress of words and the stress of sentences, and when reading, they can't emphasize the intonation in the sentence, they don't know how to determine the rules pronunciation when adding a prefix or suffix especially the change in intonation when speaking such as raising or lowering the voice when speaking and when reading When learning English, mountainous ethnic students often think that they just need to pronounce words correctly without paying attention to rhythm, phonetics, and intonation In fact, correct pronunciation of words is only a necessary but not sufficient condition In English sayings, there is a different phenomenon, but still "stressed" appearing almost equally spaced in the flow of sound, between them is still speaking quickly and Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province passing - without emphasis, giving listeners feel that the British speak faster than the Vietnamese In a normal English sentence, the words that have meaning, have the main expression content are often "stressed" Different types of sentences use different intonations The reading accuracy is not high, and the intonation is not correct Because they have not grasped the background knowledge, the practice is not really effective, causing difficulties with teachers According to the curriculum distribution, teachers not only teach one skill but have to smoothly and effectively coordinate many skills in one lesson Shadowing has been widely utilized in English language teaching classes, especially in interpretation training courses for decades and has become a topic of avid interest to various researchers such as Lambert (1992), Murphey (1995, 2001), Shiota (2012), and Hamada (2014) However, there has been no research conducted on the effect of implementing shadowing on fluency improvement in English interpretation in Vietnam 1.3 Practical basis and solutions: Through several years of teaching English in high school, I have realized the fact that most of the most popular students are mountainous students who are afraid to study English, they often feel stressed During school hours, after graduation, it is impossible to communicate with the foreign language that they have learned Often when starting a new school level (University, College) or when necessary, they must start again Moreover,the communication environment is limited, when the situation happens (for example, meeting a foreigner or an English speaker), they cannot communicate, many of them say that they are afraid to speak English Particularly for “ grade 10 students of the school year 2021 – 2022” in my teaching lessons ,most of the students were afraid of pronunciation and thought this was too difficult for them Through pronuciation lessons, I also know that in the lower secondary classes, they are rarely listen to cassette tapes or watch video on Youtube and pronuciation lessons have not been focused their pronuciation and exercises are weak From the reasons are mentioned above with what I learned after a teaching process, I would like to give some experiences to organize teaching English to grade 10- the program is more reasonable and effective and promoting the best knowledge and capacity of students Because of the local characteristics of the western mountainous district of Nghe An, teaching still has many limitations, teachers still have many difficulties, students have to go to school far away, especially during the prolonged time of the covid-19 epidemic, online learning is really It's hard for both teachers and students The internet is not stable due to the mountainous terrain Some students don't have computers or phones, so they have to go to their friends' houses together So I think Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province shadowing is an effective method for students in the region mountains, especially Quy Hop district, Nghe An province, and after a period of study, the children have basically improved their pronunciation - Applying Shadowing techniques to improve English pronunciation for ethnic students at Quy Hop High School in textbook Tieng Anh 10 by informationgap activities to facilitate the teaching of pronunciation skills for 10th grade students in mountainous high schools -Students can aim for correct pronunciation when performing Shadowing technique When practicing repetition, trying to imitate the same English sounds, learners are also training their bodies to get used to creating these sounds, thereby being able to build an English accent close to the native voice language -The intonation when speaking the language of the learner can be significantly improved by the technique of Shadowing Prosody includes intonation, stress, loudness variations, pausing, and rhythm - Shadowing technique helps students to increase their ability to speak fluently -“Shadowing” helps to create connections in the brain when establishing sounds, words and sentences quickly and accurately, so this technique helps students in Quy Hop to form better reflexes when speaking This is very important if learners want to improve their fluency in English pronuciation 1.4 Methods of conducting, time of research: 1.4.1.Method of conducting: -Applying Shadowing techniques to affect high school students in English pronunciation -Using Shadowing techniques for all students from 10th grade (10D2/10D3/10D4 and 10D5 classes) in Quy Hop High School - Quy Hop district (a moutainous school) in Nghe An Provice This method can be applied to all mountainous students at Quyhop High School in Quy Hop District, Nghe An Province, it's easy to implement with students, but it brings certain effects Students can it many times according to the instruction The teacher teaches it suitable for many students to participate… 1.4.2 Research scope, subjects and duration This method can be applied to all students in mountainous areas with B1 level Easy to implement with students but it brings certain effects Students can it many times according to teachers -Age of participation 15-16 years old -All students from 10th grade (10D2/10D3/10D4 and 10D5 classes) in Quy Hop High School - Quy Hop district (a moutainous school) in Nghe An Province Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province *There are two important questions to be answered: What are students’ attitudes towards Shadowing techniques ? How Shadowing techniques affect high school students’English pronunciation? The survey is conducted in secret according to the weeks assigned to teachers and students The person assigned to carry out the secret re-examination and evaluation (no need to publish because of ethical standards) *Choose Topic research:October 18th 2021 (From week of November 2021) Month of thesis completion: April 20th 2022 Week 1: Surveying the actual situation of students in the 10th grade basic classes 10D2,10D3,1OD4,10D5 Week 2: Preparing content related to “Shadowing techniques” to apply in teaching and prepare lesson planning Week 3: experimental/trial teaching in basic classes Week 4: Distributing survey evaluation sheets to teachers and students, instructing how to evaluate surveys and apply “Shadowing techniques” to teaching English Week5: Collecting the survey : Collaborate with teachers and students to summarize the results Week 6: Collaborating with the English teacher to summarize the results and write a report on the results, findings and discussion through pronunciation-shadowing – repetition +Results from questionnaires - Results from pre-test -Results from post-test -Subconclusion from the comparison of the Pre- and Post test results II The reality of teaching and learning pronunciation in high school, the feasibility of the topic: 2.1 For teachers: -This is an effective pronuciation method -We are changing textbooks and teaching methods If we not find effective method for pronunciation , the use of textbooks will not achieve good results and the objective will not be completed Communication methods are very easy to implement and suitable for each unit of instruction in textbooks Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province Teachers can combine many skills for their lesson to make the lesson more lively The communication method will help students to be attracted to the lecture, stimulate the creativity in learning, especially effective for mixed-level classes With some methods, this topic helps teachers improve teaching and learning methods Bringing on effective teaching: Students are at the center of education Teachers always encourage them to be creative in learning,students are not passive in acquiring knowledge 2.2 For students: Students will benefit from new teaching They will participate in their lessons practicably and creatively The pronunciation lessons will become more attractive, exciting and rewarding for weak students with learning ability to feel more confident when pronouncing English words Applying a communication method helps children to overcome language barriers, participating in the communication environment The weak students not feel the distance in learning, they can be more confident in their ability to participate in the lesson Teaching “pronuciation ” and communication methods encourage the development of other skills: “reading, writing, speaking Students and parents have begun to recognize the importance of learning English from grade 10 , so there has been an interest and investment in many aspects for this subject, it is no longer considered a secondary subject as before The school is well-equiped with good facilities such as multi-purpose projector rooms, books, tapes and radios and televisions to make the teaching methods are easier and effective PART II CONTENT OF TEACHING EXPERIENCE: I Purpose of teaching: The purpose of teaching foreign languages not only provides students with the knowledge of that language but also teaches students the ability to communicate in English.Teaching English is now much focus on the four skills: Reading, speaking, listening and writing of which listening and speaking needs corecct pronunciation to be mastered This must be practised through the process of learning and practising in an English language environment In addition to studying at the school, students must learn to pronunce through different ways outside the classroom + The topic contributes to finding a suitable and effective methods to teach pronunciation to grade 10 English books - Basic grade Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province 4) Stress of compound words - N+N: : film-maker, tea-cup, bed-room, airport… - Adj/Adv +Adj : short-sighted, well-done, ill-treated,… - N+Adj : lightning-fast, homesick, carsick, waterproof, - Combined adv: : downstair, northeast, 5) Signs to identify the word type - N: -ty, -ture, -cy, -phy, -logy, -ism, -ist, -er, -ee, -or, -tion, -sion, -ness, -ship, -an, -ence , -ance, -dom, -ette, -itude, -ment, - V: -ate, -ain -flect, -flict -spect, -scribe, -ceive, -fy, -ise/-ize, -ude, -ide, -ade, tend, - Adj: al, -ive, -able/-ible, -ic, -ant, -ent, -ous, -esque, IV The efectiveness 4.1 Some illustrations using Shadowing technique in the pronununciation teaching part in each unit (ENGLISH 10) for mountainous ethnic students in Quy Hop district in grades 10D2,10D3,10D4,10D5 - In each part, we only teach for a period of 10-15 minutes - Steps to teach + Teacher plays the audio + Students listens to the audio the first time + Students shadows the audio with a word/ a picture/ a sentence… + Students shadow without a transcript Teacher notices students that the focus here is on simply listening and then mimicking what you hear Your focus is on mimicking the sounds; it’s not so much on what is being said Practising sounds : /i/and//i:/-Pronunciation in unit 1: ENGLISH10 *Listen and repeat: /i/ /i:/  hit  kick  heat  repeat  bit  click  beat  read  little  interest  meat  eaten Practice these sentences: Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn 29 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province Is he coming to the cinema? We’ll miss the beginning of the film Is it an interesting film, Jim? The beans and the meat were quite cheap He’s going to leave here for the Green Mountains Would you like to have meat, peas and cheese? Pronunciation in unit 7: ENGLISH10 /ei/-/ai/-/oi/ - Time allowed: 15 minutes - Steps to teach +Teacher prepares the audio of the song and its transcript +Teacher hides the words containing the sounds + Teacher plays the audio + Students recognise the missing words + Students listens to the audio again + Students shadows the audio with a word/ a picture/ a sentence…once or twice or more + Students shadow without a transcript *Practising sounds: / e i / - / a i / - / o i / in the song Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn 30 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province LOVE YOURSELF For all the times that you rain on my parade /fɔ:r/ /ɔ:l/ /ðə/ /taɪmz/ /ðæt/ /ju/ /reɪn/ / ɑ:n / /maɪ/ /pəˈreɪd/ And all the clubs you get in using my name /ænd/ /ɔ:l/ /ðə/ /klʌbz/ /ju/ / gɛt / /ɪn/ /ju:zɪŋ/ /maɪ/ /neɪm/ You think you broke my heart, oh girl, for goodness sake /ju/ /θɪŋk/ /ju/ /broʊk/ /maɪ/ /hɑ:rt/, /gɜ:rl/ /fɔ:r/ / ˈgʊdnəs / /seɪk/ You think I'm crying, on my own, well I ain't /ju/ /θɪŋk/ / aɪm / /ˈkraɪɪŋ/, / ɑ:n / /maɪ/ /oʊn/ /wɛl/ /aɪ/ /eɪnt/ & I didn't wanna write a song 'cause I didn't want anyone thinking I still care / ˈdɪdnt / /ˈwɑ:nə/ /raɪt/ /kəz/ /ˈdɪdnt/ / ˈɛniwʌn / /ˈθɪŋkɪŋ//stɪl/ /kɛ:r/ I don't, but, you still hit my phone up /aɪ/ / doʊnt / /bʌt/, /ju/ /stɪl/ /hɪt/ /maɪ/ /foʊn/ /ʌp/ & baby I be movin' on & I think you should be somethin' /ænd/ /ˈbeɪbi/ /aɪ/ /bi/ /ˈmu:vɪn/ /ænd/ /θɪŋk//ʃʊd/ /bi/ /ˈsʌmθɪn/ I don't wanna hold back , maybe you should know that /aɪ/ / doʊnt / /ˈwɑ:nə/ /hoʊld/ /bæk/, /ˈmeɪbi/ /ju/ /ʃʊd/ /noʊ/ /ðæt/ My mama don't like you and she likes everyone /maɪ/ /mɑ:mə/ / doʊnt / /laɪk/ /ju/ /ænd/ /ʃi/ /laɪks/ /ˈɛvriwʌn/ And I never like to admit that I was wrong /ænd/ /aɪ/ /ˈnɛvər/ /laɪk/ /tu/ /ədˈmɪt/ /ðæt/ /aɪ/ / wʌz / /rɔ:ŋ/ And I've been so caught up in my job, didn't see what's going on /ænd/ /aɪv/ / bɪ:n / /soʊ/ / kɑ:t / /ʌp/ /ʤɑ:b/, /ˈdɪdnt/ /si:/ /wʌts/ And now I know, I'm better sleeping on my own /ænd/ /naʊ/ /aɪ/ /noʊ/, / aɪm / /ˈbɛtər/ /ˈsli:pɪŋ/ / ɑ:n / /maɪ/ /oʊn/ 'Cause if you like the way you look that much /kəz/ /ɪf/ /ju/ /laɪk/ /ðə/ /weɪ/ /ju/ /lʊk/ /ðæt/ /mʌʧ/ Oh baby you should go and love yourself Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn 31 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province Pronunciation in unit 8: ENGLISH10 + Teacher plays the audio + Students listens to the audio the first time + Students shadows the audio with a word/ a picture/ a sentence… + Students shadow without a transcript *Pronunciation • Listen and repeat Sounds /əʊ/ /aʊ/ Notes Examples often Know, show, snow, throw, borrow,… often How, now, cow, allow, brown, owl,… /əʊ/-/aʊ/ cow town how house couch mouse coat phone bone bowl note close • Practise the sentences Don't shout so loudly Ours is the nicest house in the town At last we found the mouse under the couch Look at the red rose on the snow Come over to the window I'll put my coat on and go out Pronunciation in unit 11: ENGLISH10 + Teacher plays the audio + Students listens to the audio the first time + Students shadows the audio with a word/ a picture/ a sentence… + Students shadow without a transcript • Listen and repeat /∫r/ shred /spl/ splash /spr/ spring shrill split spray shrimp spleen spread shrine splutter sprightly Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn 32 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province • Practise these sentences 1- They were all shrieking with laughter 2- He shrugged (his shoulders), saying he didn’t know and didn’t care 3- My dad hates shrimp paste 4- What a splendid spring day! 5- The stream splits into three smaller streams at this point 6- The house has a narrow front, but it splays out at the back Pronunciation in unit 13: ENGLISH10 PRONUNCIATION : /f/ and /v/ Listen and repeat fan fiction first photograph form enough van vine vote Stephen view leave Practice these sentences 1.He feels happy enough 2.I want a photograph for myself and my wife 3.Would you prefer a full photograph or a profile ? 4.Stephen is driving a van full of vines 5.We used to live in a village in the valley 6.They arrived in the village on a van Pronunciation in unit 16: ENGLISH10 - Steps to teach + Teacher plays the audio + Students listens to the audio the first time + Students shadows the audio with a word/ a picture/ a sentence… + Students shadow without a transcript Teacher notices students that the focus here is on simply listening and then mimicking what you hear Your focus is on mimicking the sounds; it’s not so much on what is being said Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn 33 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province WARM - UP Find the odd one out: a shy b machine c dish d measure a wash b vision c Asia d occasion Listen and repeat Practice these sentences 1.It’s his pleasure to visit Asia 2.You shouldn’t have any illusion about television 3.A massage can be a good measure to help you relax Does this shop sell washing machines? Is he English or Swedish? Is there anything special on TV tonight? 4.2 Subconclusion from the comparison of the Pre- test and Post test results RESULTS COMPARING in the first semester and in the second semester (Subconclusion from the comparison of the Pre- and Post test results) 4.3 Results from pre-test In the first semester of the 2021-2022 school year, when Shadowing technique has not been applied in pronunciation compared to the second semester: Applying Shadowing technique in pronunciation in the 2021-2022 school year has been educated in some 10th grade classes such as: 10D2,10D3,10D4,10D5 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn 34 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province Grade Total Score and percentage (%) without applying Shadowing method (In the first semester School year: 2021-2022) Excilent SL % 10D2 41 14 34.1 10D3 42 15 35.7 10D4 42 13 30.9 10D5 41 14 34.1 44 Results from post-test Good SL 13 14 15 12 % 31.7 33.3 35.7 29.3 Average SL % 14 34.1 13 30.9 14 33.3 15 36.6 Weak SL 0 0 % 0 0 Score and percentage (%) applying Shadowing method (Inthe second semester - School year: 2021-2022) GRADE TOTAL Excilent Good SL % SL Average Weak % SL % SL % 10D2 41 21 51.2 19 46.3 2.4 0 10D3 42 21 50.0 19 45.2 4.8 0 10D4 42 23 54.8 18 42.9 2.4 0 10D5 41 22 53.7 18 43.9 2.4 0 From the above table, we can see that the percentage of quite good students increased when Shadowing technique was applied to ethnic students in Quy Hop district - Nghe An province That is the greatest joy and pride of an English teacher However, it is necessary to apply this method continuously, more for the students to have a sense of learning and practicing according to the teacher, which is also the training for them to pronounce correctly, accurately and fluently it is also necessary to improve for ethnic students to develop better in the subject of English Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn 35 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province After weeks of experimentation (not yet applied in the st semester and applied in the 2nd semester ), I find this technique effective for students who still not know how to pronounce correctly, fluently,not brave when reading the lesson, learning consciousness is not high… and ethnic children in the western mountainous district of Nghe An-specifically, in Quy Hop district 4.5 The students’ opinions toward the lessons with shadowing methods The questionnaire on the students’opinions toward the shadowing methods Applying "Shadowing" method in English pronunciation Date of evaluation: _ Please answer the following questions by putting a tick in the appropriate box “ Shadowing techniquique” in English pronunciation Agree Disagree Helped me practice pronounciation in English naturally Helped me get more and more familiar with English sounds, the rhythm and the intonation of a sentence Made me develop listening comprehension Helped me develop the ability to produce speech I felt relaxed and excited when shadowed a poem or a song This kind of activity should be held regularly in the school Other comments:…………………………………………………………… Thank you for your cooperation Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn 36 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province The following chart illustrates the participants’ opinions towards the lessons used the shadowing techniques It is clear from the Chart, 86 percent of the students felt interested in the lessons However, it seemed that the minority of the surveyed students, which accounted for 14 percent did not find the lessons interesting because they were not hardworking enough And they were stimulated to take part in the lessons Students'opinions toward the shadowing methods 14% Agreement Disagreement 86% Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn 37 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province 4.6.Here are some pictures of the class related to shadowing in English pronunciation in Quy Hop high school: Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn 38 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn 39 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province PART III.Conclusion: 1.Conclusion In summary, shadowing technique is very important for high school students - but it is also easy to implement for mountainous students especially through this research I found it suitable for the local level of absorption and learning and it is very practical with basic classes of QUY HOP high school Through using teaching methods in teaching English, especially Shadowing method in pronunciationl, I manually draw some following experienced lessons : Teachers should have careful preparation for the lessons If this is done, students will feel interested in learning the lesson During the listening lesson, teachers should take steps to change or modificate to suit each lesson for students to avoid boredom Pronunciation can not only help students improve their language but also help them be confident to communicate with the foreigners Teachers should design the lessons smoothly and simply so that students can easily practice the topic of the lesson I am now a teacher of English of these classes as the follows:10D2, 10D3, 10D4,10D5 I realized that students had many difficulties in“pronunciation” many years ago But after teaching the knowledge to the students, they are interested in learning this part very much Most of them (95%-97%) can understand the lessons To be honest, this thesis was completed with my best attempt but mistakes are unavoidable So I hope that I’ll receive ideas, advice from my friends and colleagues 2.Recommendations Through the teaching process, I have gained some small experiences and the results are very encouraging The number of students who read poorly and read slowly in class has now decreased a lot, showing that their sense of learning is very good In English lessons, the students read with great enthusiasm, not only reading aloud and clearly, but many students practice their voice very well And the first step into learning English has flourished It is also an important factor for children to study in different programs Above are the "methods to guide English pronunciation through shadowing method" that I have given form I think, this is also a matter of great interest in common English We look forward to receiving the comments of teachers and teachers to improve their expertise in the teaching process Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn 40 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province After six weeks of preparation and conducting a survey at Quy Hop High School, I found that the children pronounce better and are more bold when speaking English while learning other skills they already know how to combine and create an atmosphere in learning English… The QH school should establishe professional network groups, clusters of expertise, organizes training sessions at schools to contribute to improving teaching quality and skills for teachers Teacher asks students to listen every day, anytime, anywhere This is a mandatory rule, but many people fail and give up English because they not understand and see this principle To be successful with English, students have to spend 2-3 hours a day But no one is completely free to listen to that And then I argued that I was busy, I was too busy, so I couldn't learn English… “English does not require you to spend as much time as you in school You just need to spend a little time on it, 10 minutes, 15 minutes, 20 minutes every time you are walking to school, going to the market, sitting on the bus, washing clothes, cooking rice, listen to take advantage time every day You will find listening becomes much lighter and easier.” Try asking all the people who are successful with English, they will give you the same answer: Listen every day, anytime, anywhere! In order for the shadowing lesson in pronunciation in Quy Hop to achieve high results, it must be skillfully integrated, not forced, and must be carefully prepared by teachers and students The preparation of the teacher must be shown through the pronunciation system in the lesson preparation, which must be concise and scientific, suitable for all subjects in the class (each class, each lesson, each part) in different ways In addition to preparing lessons, teachers must prepare necessary teaching materials such as pictures, videos, youtube channels For students, they must well the exercises in the textbook, and read new lessons before going to class Teachers must continuously apply the Shadowing method in teaching English pronunciation In the process of teaching, teachers must pay attention to listen to students' opinions, answer their questions, and pay attention to them From there, teachers will help students pronounce correctly and fluently, helping them understand the lesson more deeply Subject teachers regularly work with homeroom teachers, school administrators, families and localities to agree on measures to educate studentsabout the environment Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn 41 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province Besides, the lessons organized for students to work in groups and in pairs are very necessary and useful for students to practice better in the English learning environment Sincere thanks! Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province skkn 42 Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province Skkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.provinceSkkn.applying.shadowing.techniques.to.improve.english.pronunciation.for.ethnic.students.at.quy.hop.high.school.quy.hop.district nghe.an.province