The simplest method of teaching consonants in english textbook basic class 10 boards helps students pronounce correctly

THANH HOA EDUCATION AND TRAINING DEPARTMENT THACH THANH I SENIOR HIGH SCHOOL EXPERIENTIAL INITIATIVE THE SIMPLES METHOD OF TEACHING CONSONANTS IN ENGLISH BASIC CLASS 10 BOARDS HELPS STUDENTS PRONOUNCE CORRECTLY Author: Mai Thị Thùy Hương Occupation: Teacher Experiential initiative on: English THANH HOA YEAR 2017 CATEGORY I Introduction 1.1 Reasons ……………………………………………… 1.2.Aims of researching ……………………………………… 1.3 Research subjects ……………………………………… 1.4 Methods of researching ……………………………… 1.5 Advantages of this method ……………………………… II Content……………………………………………… 2.1 Measures for performance 2.2 Current situation of teaching pronunciation 2.3 Methods III Results and offers 3.1 The study results 3.2 Recommendations, suggestions 3.3 References page 02 page 02 page 02 page 02 page 03 page 03 page 03 page 03 page 03 page 03 page 14 page 14 page 14 page 14 I INTRODUCTION: 1.1 Reasons: For a long time, Teachers have not paid attention to the methods and theories of teaching pronunciation, for the reason that the old textbook design did not require a specific portion Speech Therefore, teachers are having problems in teaching pronunciation in the part: “Language – focus” A person is considered to be the standard pronunciation when he could correct pronunciation accent, intonation of individual words as well as the language units such as phrases, sentences and phrases So how to correct pronunciation when speaking English? To answer this question I strongly launched my own experience: "The simplest method of teaching consonants in English textbook basic class 10 boards helps students pronounce correctly" My writing aims to provide senior English teacher generalized knowledge about teaching English consonants and the teaching methods of this kind of consonants effectively within 15 minutes The following methods are selected and carefully edited to suit each unit of study and in accordance with the actual situation of teaching in the classroom as well as in accordance with English proficiency of students in our province These methods are: • Easy to apply with the appropriate class sizes in large numbers • Create a motivation and high generalization • Can get good feedback from students if it is used properly The following methods can be applied widely for most of the lesson in the textbook 10th grade English Colleagues can use this method effectively to design parts Powerpoint on teaching phonics In addition, A phonics lesson is designed in the following way with no cost All you need is chalk, table and a good model 1.2.Aims of reseaching: It is intended to provide high school English teacher with general knowledge of English consonants effectively within fifteen minutes,an approprate estimated time for pronunciation in each unit of English text book 10 - Teachers’teaching will get better result - The teacher focuses on teaching the basic language skills instead of teaching pronunciation skills - Students are easy to learn consonant and improve speaking skill Starting from the basis of theory and reality, together with experience in my teaching process, I boldly put out " simple method of teaching consonants in English textbook 10 " 1.3 Research subjects: “If vowel is the soul of Enlish, consonant is the key to go into that soul.” So it is extremely important to learn consonant well Besides improving speaking skill means we can distinguish and pronounces it correctly Students master it and make full use of it when communicating with others 1.4 Methods of reseaching: It is based on the problems that students usually makes So theory is taken from the experiences that teacher carried out 1.5 Advantages of this method + Provide knowledge to teachers and teachers of English + Many teachers think that phonetics is difficult to teach and hard to hard The tips in the new solution will make the unit more attractive as well as increase student interest in learning + Teachers can effectively teach the pronunciation within 15 minutes II CONTENT: 2.1 Measures for performance A good learner of English pronunciation is necessary to achieve three following skills: - Prediction skills: the ability to guess a word or phrase should be pronounced like - Identify skills: the ability to recognize the sounds as they are broadcast - Pronunciation skills: the ability to pronounce words correctly The teaching methods: this part of the article presents three methods of teaching are related to three pronunciation skills: prediction, perception, production Applying for teaching specific details: 2.2 Current situation of teaching pronunciation: - Teachers often let their teaching style be affected by the exam questions - Teachers mainly focus on teaching other language skills rather than teaching pronunciation skills - Teachers need to rethink their concept of vocabulary teaching 2.3 Methods: 2.3.1.Teach how to pronouce: Unit 10 ( English 10 – page 110) Pronunciation: • Listen and repeat: /b/ /p/ bee cab pea cap ban bright pan provide bad back Paul power • Practise these sentences: Pat buys Bill a big pad of paper A black bee is picking some pollen Put the blouses in the paper bag Paul borrowed a book about puppies from the library The beautiful carpet is my brother’s present Is this picture painted on the puples’ caps? Explain how to prounce them: The position of the mouth is exactly the same between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced You can put your hand on your throat you will feel the difference Step 1: prediction - mins Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with /b/ and underline the letters pronounce with /p/ in the following words: provide bus please piece bad suppose pan back posters ban Step 2: perception - mins Activity 2:( mins) + Teacher givesthe rule : column will present the words with /b/, column 2will present the words with /p/ + Students listen and say One if the words they hear is in the column 1, say Two if the words they hear is in the column Column column /b/ /p/ + Teacher reads these following words ( both /b/ and /p/): bad pad bee pea push bus cab cap back pack pick big pan band prize bright Activity 3:( mins) + Teacher gives the rules how to pronouce these sounds: /b/ : voiced /p/: unvoiced + Rules: Put your hand at your throat and you will feel the difference With /p/ there is no vibration and with /b/, you will feel vibration in your hand Step 3: production - mins Activity 4: ( mins) Listen and repeat: Pat buys Bill a big pad of paper /p/ /b/ /b/ /b/ /p / /p/ A black bee is picking some pollen /b/ /b/ /p/ /p/ …………………… Activity 5: - Communicative activity (4 mins) - Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences Example: Pat buys Bill a big pad of paper You say: I buy him a big pad of paper 2.3.2.Teach how to pronouce : Unit 11 ( English 10 – page 118) Pronunciation: • Listen and repeat: /t/ /d/ topic toxic different documentary contain contamination invader dependent plant different spend depend work hoped lived played • Practise these sentences: It’s next to the restaurant on the third floor They’re on the next counter on your left, dear It’s exactly twenty minutes to ten They stayed at home and played cards with the children Sidney and I listen to the radio and studied Donal and I had a bad cold, so we decided to say at home Explain how to prounce them: The position of the mouth is exactly the same between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced You can put your hand on your throat you will feel the difference Step 1: Prediction - mins Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with /t/ and underline the letters pronounce with /d/ in the following words: dog toxic worked different plant cat topic hoped lived depend Bước 2: Perception - mins Activity 2: (3 mins) + Teacher givesthe rule : column will present the words with /t/, column 2will present the words with /d/ + Students listen and say One if the words they hear is in the column 1, say Two if the words they hear is in the column Column column /t/ /d/ + Teacher reads these following words ( both /t/ and /d/): topic toxic different difficulty spend depend lived worked Activity 3:( mins) + Teacher gives the rules how to pronouce these sounds: /t/ : unvoiced /d/: voiced + Rules: Put your hand at your throat and you will feel the difference With /t/ there is no vibration and with /d/, you will feel vibration in your hand Step 3: Production- mins Activity 4: ( mins) Listen and repeat: It’s next to the restaurant on the third floor /t/ /t/ /t/ They’re on the next counter on your left, dear /t/ /t/ /t/ It’s exactly twenty minutes to ten /t/ /t/ /t/ /t/ /t/ Activity 5: - Communicative activity (4 mins) - Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences Example: It’s next to the restaurant on the third floor You say: They are next to the restaurant on the third floor 2.3.3 Teach how to pronouce : Unit 12 ( English 10 – page 130) Pronunciation: • Listen and repeat: /s/ /z/ Sue said zoo please sip bus zip buzz piece price peas prize • Practice these sentences: Sue loves classical music I like to listen to jazz records My aunt likes to watch the film “ The sound of Music” But my cousin prefers going to concerts He’s won the first prize for singing folk songs I’d like a piece of bread and some peas, please Explain how to prounce them: The position of the mouth is exactly the same between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced You can put your hand on your throat you will feel the difference Step 1: Prediction - mins Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with /s/ and underline the letters pronounce with /z/ in the following words: prize bus please piece zip suppose Susan season posters easiest Step 2: Perception - mins Activity 2:( mins) + Teacher givesthe rule : column will present the words with /s/, column will present the words with /z/ + Students listen and say One if the words they hear is in the column 1, say Two if the words they hear is in the column Column column /s/ /z/ + Teacher reads these following words ( both /s/ and /z/): Sue zoo sip zip buzz bus piece peas raise race knees niece sink zinc prize price Activity 3:( mins) + Teacher gives the rules how to pronouce these sounds: /s/ : unvoiced /z/: voiced + Rules: Put your hand at your throat and you will feel the difference With /s/ there is no vibration and with /z/, you will feel vibration in your hand Step 3: Production- mins Activity 3: ( mins) Listen and repeat: Sue loves classical music /s/ /z/ /s/ /z/ I like to listen to jazz records /s/ /z/ Activity 4: - Communicative activity (4 mins) - Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences Example: Sue loves classical music You say: I don’t love classical music My friend, Huan doesn’t love classical music 2.3.4 Teach how to pronouce : Unit 13 ( English 10 – page 139) Pronunciation: • Listen and repeat /f/ /v/ fan fiction van vote first photograph vine Stephen form enoug view leave • Practise these sentences: He feels happy enough I want a photograph for myself and my wife Would you prefer a full photograph or a profile Stephen is driving a van full of vines We used to live in a village in the valley They arrived in the village on a van Explain how to prounce them: The position of the mouth is exactly the same between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced You can put your hand on your throat you will feel the difference Step 1: Prediction - mins Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with /f/ and underline the letters pronounce with /v/ in the following words: fan enough van vine vote first fascinate form feel leave Step 2: Perception - mins Activity 2:( mins) + Teacher givesthe rule : column will present the words with /f/, column 2will present the words with /v/ + Students listen and say One if the words they hear is in the column 1, say Two if the words they hear is in the column Column column /f/ /v/ + Teacher reads these following words ( both /f/ and /v/): fan van victim fiction view few live wife fine vine enough vote full village myself solve Activity 3:( mins) + Teacher gives the rules how to pronouce these sounds: /f/ : unvoiced /v/: voiced + Rules: Put your hand at your throat and you will feel the difference With /f/ there is no vibration and with /v/, you will feel vibration in your hand Step 3: Production- mins Activity 3: ( mins) Listen and repeat: He feels happy enough /f/ /f/ I want a photograph for myself and my wife /f/ /f/ /f /f/ Would you prefer a full photograph or a profile /f/ /f/ /f /f/ Activity 4: - Communicative activity (4 mins) - Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences Example: He feels happy enough You say: I feel happy enough Example: I want a photograph for myself and my wife You say: He wants a photograph for himself and his wife 2.3.5 Dạy cách phát âm: Unit 14 ( English 10 – page 150) Pronunciation: • Listen and repeat: /g/ /k/ group goal club school game dog kick because together Uruguay cup compete again Magaret ticket weak • Practise these sentences: a Our group hasn’t scored a goal b Uruguay will lose another game again c Magaret took the dog and the cat for a walk d Can your school club compete in the next tournament e He can’t kick the ball because he’s too weak f He hasn’t got a ticket for the nextWold Cup in Germany Explain how to prounce them: The position of the mouth is exactly the same between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced You can put your hand on your throat you will feel the difference Step 1: Prediction - mins Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with /g/ and underline the letters pronounce with /k/ in the following words: game goal cup Again school kick weak dog Ticket club Step 2: Perception - mins Activity 2:( mins) + Teacher givesthe rule : column will present the words with /g/, column 2will present the words with /k/ + Students listen and say One if the words they hear is in the column 1, say Two if the words they hear is in the column Column column /g/ /k/ + Teacher reads these following words ( both /g/ and /k/): Group club Goal kick Weak again Compete Margaret Game cup Together ticket School dog Because Uruguay Activity 3:( mins) + Teacher gives the rules how to pronouce these sounds: /k/ : unvoiced /g/: voiced + Rules: Put your hand at your throat and you will feel the difference With /k/ there is no vibration and with /g/, you will feel vibration in your hand Step 3: Production- mins Activity 4: ( mins) Listen and repeat: Our group hasn’t scored a goal /g/ /k/ /g/ Uruguay will lose another game again /g/ /g/ /g/ Magaret took the dog and the cat for a walk /k/ /g/ /k/ /k/ 10 Activity 5: - Communicative activity (4 mins) - Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences Example: Our group hasn’t scored a goal You say: My group has scored a goal Example: Italy will lose another game again You say: Italy will lose another game again 2.3.6 Teach how to pronouce : Unit 15 ( English 10 – page 164) • Listen and repeat: /θ / /ð/ think thin they then thought something those another mouth birthday clothes brother • Practise these sentences: I thought Mr Smith was thirty- three But next Thursday will be his thirtieth birthday Something about him makes me think he is like my brother The roses that you gave him are beautiful Look at the clothes on that thin over there Explain how to prounce them: The position of the mouth is exactly the same between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced You can put your hand on your throat you will feel the difference Step 1: Prediction - mins Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with / θ / and underline the letters pronounce with /ð/ in the following words: think They thin mouth that thought Then thick those this Step 2: Perception - mins Activity 2:( phút) + Teacher givesthe rule : column will present the words with / θ /, column 2will present the words with /ð/ + Students listen and say One if the words they hear is in the column 1, say Two if the words they hear is in the column Column column /θ / /ð/ + Teacher reads these following words ( both / θ / and /ð/ ): the then that these brother something thirty though they those birthday another think clothesee three something Activity 3:( 2minst) + Teacher gives the rules how to pronouce these sounds: 11 / θ / : unvoiced /ð/ : voiced + Rules: Put your hand at your throat and you will feel the difference With / θ / there is no vibration and with /ð/ , you will feel vibration in your hand Step 3: Production- mins Activity 4: ( mins) Listen and repeat: I thought Mr Smith was thirty-three /θ / /θ / /θ / But next Thursday will be his Thursday birthday /θ / /θ / /θ / Something about him makes me think he is like my brother /θ / /θ / /ð/ The rose that you gave him are beautiful /ð/ /ð/ Activity 5: - Communicative activity (4 mins) - Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences Example: I thought Mr Smith was thirty-three You say: I thought Mr Smith’s wife was three Example: But next Thursday will be his Thursday birthday You say: But next Thursday will be my Thursday birthday 2.3.7 Teach how to pronouce : Unit 16 ( English 10 – page 175) • Listen and repeat: /ʒ/ /ʃ/ television Asia shop washing pleasure illusion machine English measure massage Swedish special • Practise these sentences: It’s his pleasure to visit Asia You shouldn’t have any illusion about television A massage can be a good measure to help you relax Does this shop sell washing machines Is he English or Swedish? I there anything special on T.V tonight? Explain how to prounce them: The position of the mouth is exactly the same between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced You can put your hand on your throat you will feel the difference Step 1: Prediction - mins Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with /ʒ/ and underline the letters pronounce with /ʃ/ in the following words: television Shop Massage English Washing measure machine special pleasure Asia 12 Step 2: Perception - mins Activity 2:( mins) + Teacher givesthe rule : column will present the words with /ʒ/, column 2will present the words with /ʃ/ + Students listen and say One if the words they hear is in the column 1, say Two if the words they hear is in the column Column column /ʒ/ /ʃ/ + Teacher reads these following words ( both/ʒ/ and /ʃ/): Massage machine Pleasure special Shop illusion Measure washing English Asia Television version Activity 3:( mins) + Teacher gives the rules how to pronouce these sounds: /ʃ/ : unvoiced /ʒ/ : voiced + Rules: Put your hand at your throat and you will feel the difference With /ʃ/ there is no vibration and with /ʒ/ , you will feel vibration in your hand Step 3: Production - mins Activity : ( phút) Listen and repeat: It is pleasure to visit Asia /ʒ/ /ʒ/ You should’n have any illusion about television /ʃ/ /ʃ/ /ʒ/ 3.Is he English or Swedish? /ʃ/ /ʃ/ Is there anything special on TV tonight? / ʃ/ Activity 5: - Communicative activity (4 mins) - Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences Example: It is pleasure to visit Asia You say: It is pleasure to visit countries in Asia Example: Is he English or Swedish? You say: Are you English or Swedish? 2.4 The results of these current situation : If students get mistakes in learning the phonetic in general and in particular consonants, it will lead to system errors in the future Once formed trail deeps into the subconscious correction and it is difficult to repair Moreover students also not like to study this subject more I did the research and demonstration with class 10C4 and 10C2 as real examples At the beginning of the learning pronunciation, most of the children are little 13 interested in school phonetics because they are afraid to read, regardless of the sound in the lesson program Therefore they forget to recognize the sound which has been learned, as a result of test scores does not achieve the desired part Also offers English consonants up with simple tips on making the unit even more attractive phonics, teachers not think this is the phonetic stiff and difficult to teach, teachers can show the part pronunciation within 15 minutes 14 III RESULTS AND OFFERS 3.1 The study results: When I this thematic teaching experiments conducted in several layers 10C1, 10C4 after time I found that when this method is applied learning phonetics of students has improved markedly when practicing at the class as well as when communicating Results before and after applying the consonants with photos or video on 10C1 and 10C4 classes as follows: Class 10C1 (using the above method): 46 Good Pretty Average Weak Poor ( score ≥ ) (8 >score ≥7) (7 > score ≥ 5) (5 >score≥3,5) (3,5 > score ) numb percen numb percen nunbe percen numb percen numb percen er t er t r t er t% er t % % % % 11 23 19 41 15 32 0 Class 10C5 (unusing the above method): 44 Good Pretty Average ( score ≥ ) (8 >score ≥ 7) (7 > score ≥ 5) numb perce numb perce numb perce er nt er nt er nt % % % 14 31 20 45 Weak (5 >score≥3,5) numb perce er nt % 15 Poor (3,5 > score ) numb perce er nt % 0 - For teachers: The application of the method helps me more complete method of teaching phonics in grade 10 English program - For students: + Stimulation, inspire you to learn phonics + Formation for basic skills helps students improve speaking skill + Helping students with the methodological approach of modern English, easy to understand and more effectively helpful for students in the exam later 3.2 Recommendations, suggestions: These are my personal experiences that I have got after a year of teaching "The simplest methods of teaching consonants in English textbook basic class 10 boards helps students pronoun correctly" Since it is the first year of implementation, limitations and omissions can not be avoided I boldly present here to receive the valuable contributions of teachers, friends and colleagues 15 XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Thanh Hóa, ngày 22 tháng 05 năm 2017 Tôi xin cam đoan SKKN viết, không chép nội dung người khác (Ký ghi rõ họ tên) Mai Thị Thùy Hương 16 References: English phonetics and phonology - Written by Peter Roach - Nhà xuất Trẻ TP.HCM - 1998 English phonetics and phonology - Ngô Văn Tân Nhà xuất Đà Nẵng - 1998 English phonics & Phonology - a practice Course - Written by Peter Roach Cambridge University Press - 2009 How to teach pronunciation - Written by Geral Kelly - Pearson Education - 2001 You Tube 17 DANH MỤC CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN Họ tên tác giả: Mai Thị Thùy Hương Chức vụ đơn vị công tác: THPT Thạch Thành I TT Tên đề tài SKKN Nâng cao kết học Kết Cấp đánh đánh giá Năm học giá xếp loại xếp loại đánh giá xếp (Phòng, Sở, (A, B, loại Tỉnh ) C) Sở GD ĐT C 2010-2011 ngyên âm đơn sách giáo khoa tiếng Anh lớp 10 thông qua sử dụng hình ảnh video 18 ... suggestions: These are my personal experiences that I have got after a year of teaching "The simplest methods of teaching consonants in English textbook basic class 10 boards helps students pronoun correctly" ... my own experience: "The simplest method of teaching consonants in English textbook basic class 10 boards helps students pronounce correctly" My writing aims to provide senior English teacher generalized... and in accordance with the actual situation of teaching in the classroom as well as in accordance with English proficiency of students in our province These methods are: • Easy to apply with the