Một số kinh nghiệm giúp học sinh lớp 4 5 trường tiểu học nga bạch phát âm tốt tiếng anh

1 OPENING 1.1 Reasons for choosing the research: English is considered the common language of the globe According to the continuous development of exchanges and international integration as deep as today, English universalization has become an indispensable thing It is the key to open the door to help us access the quintessence, progress in culture, education, science, technology and many other areas of humanity Not only adults want to be able to speak fluently with foreigners, but even small children want to be able to communicate in English with international friends Therefore, the Education and Training sector has conducted a comprehensive renovation of the curriculum, teaching methods, the quality of English teachers to improve the quality of teaching and learning Previously, Vietnam did not integrate with other countries in the world, the investment for students to improve English was still limited But today, in the integration stage, learning foreign languages is extremely necessary So, the need to learn English is very high today Seeing this importance, the Education and Training sector brought English teaching and learning right at the primary level As we all know, the ultimate nature of language learning is that we can communicate and even communicate fluently But looking back at the process of approaching English language, especially of Vietnamese students - we have spent a lot of time to learn grammar and vocabulary but forgotten the two most important skills to be able to communicate proficiently are listening and speaking skill So to listen well and speak well, we must have a good phonetic background If the pronunciation is correct, all other skills like listening speaking - reading will become a lot easier Conversely, if the pronunciation is wrong or unclear, it will make the listener misunderstand or even not understand what the speaker wants to say Compared to secondary and high school students, English teaching and learning at primary level is still new and difficult, especially the phonetic part Determining the importance of phonetics in particular and English in general, the Ministry of Education and Training is currently implementing the National Foreign Language Project 2020 to improve foreign language capacity for English teachers in the country In fact, after nearly ten years of teaching, I have found that students' communication skills are limited, this is because their pronunciation is not good To overcome this situation, I researched and studied a number of measures to improve pronunciation for students This is the reason I chose the topic of experience innovation: "Some experiences to help students in grade and of Nga Bach Primary School pronounce English correctly to communicate effectively" 1.2 Research purposes Studying this topic, I want to: - Find practical solutions to improve the quality and effectiveness of teaching and learning English in general and pronunciation ability in particular for Nga Bach Primary School students - Improve uneven quality between grades - Help students have a good phonetic background to be more confident in communication as well as better learning in later levels 1.3 Research subjects Students in grade and 5- Nga Bach Primary School- Nga Son DistrictThanh Hoa Province 1.4 Research methods During the implementation process, I applied the following method groups: Methodology of theoretical research: - Materials on teaching methodology - Materials on phonetic teaching methodology - Thematic language games, group activities - Regular Training Program - Studying the teaching and learning English of Nga Bach Primary School Practical research methodology: - Understanding the teaching and learning of teachers and students, colleagues - Exchange, attend, discuss, talk with my colleagues Experimental method: - Conduct experiential teaching, control, exchanging experiences, assessing the effectiveness of applying the innovation of content - teaching methods to pupils in grade 4, at Nga Bach Primary School CONTENT 2.1 Theorical basis Nowadays, all primary schools across the country have taught English programs starting from the 3rd grade and some schools have taught English right from the 1st grade At Nga Bach Primary School - where I am working, has and is applying compulsory English program from grade according to the textbook program published by the Ministry of Education and Training with a duration of periods per week and grade 1, according to the English elective program However, many views that elementary school students are still small, they have not read and written Vietnamese well yet so it is hard to learn English and they just need to learn to know, it is not necessary for them to pronounce correctly as native speakers But for me, on the contrary, we have to teach them to speak correctly and right from when they start to learn English Because the old people often say: "Young bamboo is easy to bend" and partly due to personal experience from many years of teaching elementary school students, I clearly see the drawbacks of students If the teacher neglects to correct the pronunciation errors, does not give instructions to pay attention to the stress, intonation in the sentence when listening to other people correctly pronounce, they will not recognize and understand what the other person is saying On the other hand, students will be embarrassed not to know whether their teachers are teaching correctly or that other teachers are teaching correctly, it makes them shy and not confident in communication And the fact that there are many teachers who often pronounce English sounds exactly the same to Vietnamese sounds, and usually not pronounce the ending sounds of the words, it leads to the students also mispronounced So long into a habit that is difficult to fix Many students learn English at other extra classes with many different teachers They have a comparison of pronunciation of the teachers They not know if their teachers pronounce correctly or other This I have met a lot and it made students very confused For effective English pronunciation learning, it is necessary to regularly listen and practice pronunciation according to the standard reading of native speakers and teachers In addition, learners should be equipped with some basic knowledge of how to pronounce English “But English pronunciation rules are not simple And English is also not one of those languages that people can rely on the syllables in the word to decide to accentuate Many authors of English have said that English word stress is difficult to predict so the best way is that we should consider marking the word stress as a characteristic of each word and when learning each word, we must learn how to mark the stress of that word This is a valid view and nothing is exaggerated.”[5] Therefore, the problem is that teachers must have a good phonological background, study appropriate methods to help students pronounce English well 2.2 Reality Nga Bach Primary School is recognized as a second-grade national standard school and is highly concerned, supported English teaching and learning by parents and departments Besides, the textbook program with knowledge content is suitable for students' real life and has many beautiful pictures, easy to attract students, creates excitement for students Moreover, the development of science and technology helps teachers get more resources to teach more effectively In addition, teachers are very enthusiastic, responsible, eager to learn, always cultivate professional knowledge But through the teaching practice for many years, I realized that the quality of English at primary level is not high The students often say: learning English is too difficult, especially pronunciation By withdrawing my own practical experience, exploring, investigating and consulting students, I noticed some causes of the limitations: - For the teachers: teaching in a large group (usually a class has about 30 students or more), the level of awareness has many different levels, teaching aids are not synchronized These distract students 'concentration, greatly impact on skills training for students, slow down the process of acquiring students' knowledge In addition, when at the university, the teachers did not learn much and specialize in pronunciation, the background of English teachers' phonetic knowledge is limited, they not master the pronunciation of all English sounds, so it is very difficult to teach students to pronounce correctly and exactly - For the students: because they are in rural areas, the practical application of what they learn in everyday communication is limited They not have the opportunity to communicate with foreigners to use what they have learned Besides, they are not aware of the importance of this subject Students go to class are compulsory because English is a subject in the curriculum Many children are afraid of making mistakes, so they not dare to speak, not dare to practice in front of the crowd In addition, students in Nga Bach are affected by the local accent, so English pronunciation is not good And because in English there are many different sounds than Vietnamese, it is very difficult for them to pronounce correctly In addition, the children are at a very playful age, so they have no sense of self-review at home Moreover, in rural areas, the majority of parents not know English so they cannot help them revise at home Because of the above situations, the quality of teaching and learning English of students has not achieved high results as expected At the beginning of the school year 2018-2019, I got students in grade and to the test and here is the result of speaking skill: Total of Grade students Mark 9-10 Mark 7-8 Mark 5-6 Mark < SL % SL % SL % SL % 126 12 9,5 35 27,8 56 44,4 23 18,3 117 10 8,5 30 25,6 57 48,8 20 17,1 Looking at the table of figures, we see that the number of students scoring at 9-10 is small, while the number of students scoring at 5-6 and below is high Therefore, I have studied and proposed solutions to overcome the above limitations in order to improve the quality of English teaching and learning in Nga Bach Primary School in general and students’ pronunciation in particular 2.3 Solution During the teaching process, I realized that students still had many difficulties in pronunciation As I said above, pronunciation plays a very important role in learning foreign languages in general and English in particular The pronunciation is considered to be the basis of communication, which is the basis for the learners' speaking and listening skills Good pronunciation, learners will be more confident when speaking and listening better The question is why many of us learn English for a very long time but cannot communicate with native speakers, we say they not understand or misunderstand what we want to say and vice versa Therefore, if the pronunciation is wrong, or not remember the pronunciation, especially with words that are difficult to pronounce or words with many syllables, it will make the students less confident when speaking which leads to poor English speaking and poor listening Due to can not read, they will have heavy psychology, not want to read and became more and more inferior As a teacher, I always try to motivate and encourage students and especially create a comfortable atmosphere, use lively and funny visual images to introduce words or sentences to make students excited to learn and like to talk more So how to help students pronounce English better? This is a question asking English teachers in general and myself in particular to answer with many different methods to help students pronounce and practice pronunciation better And when teaching phonetics we have to focus on the three main parts: teaching individual sound, the stress of the word and intonation in the sentence So I have come up with the following methods: 2.3.1 Help students pronounce English well through using the international phonetic alphabet- IPA I realize that, for primary students, the English phonetic system is too new and complicated In Vietnamese, if we memorize the alphabet, we can pronounce all the words But in English there is very little connection between the alphabet and the transcription There are only 26 letters but there are 44 sounds A letter can make a lot of sounds and vice versa many different letters in different words have the same pronunciation Besides, there are many sounds in English that there are not in Vietnamese and English is different from Vietnamese, so students have difficulties in English pronunciation So in order to avoid confusion between sounds and letters, we have to introduce the phonetic alphabet to students because in English there is a difference between writing and reading There are a lot of people wondering whether in English it can be spelled as in Vietnamese? The answer is yes if we master the sounds in the international phonetic alphabet So let's find out what an international phonetic alphabet is The international phonetic alphabet- IPA IPA or International Phonetic Symbols is a system of phonetic symbols created and used by linguists to represent syllables in all human languages in a precise and separate way The international phonetic alphabet is used in learning a new language for pronunciation and listening ability It is also used in voice training for actors to have an inspiring voice or change the tone of the language IPA can help to use mouth, lips, teeth, tongue position and how to control airflow to produce standard sound when learning a foreign language Similar to the Vietnamese spelling table, the IPA international phonetic alphabe has 44 sounds including vowels and consonants The above three lines are vowels, the following three lines are consonants The vowel consists of 20 sounds that are divided into halves, on the left is monophthongs (there are 12 monophthongs), on the right is dipthongs - assembled by monophthongs (there are dipthongs) Monophthongs will be arranged in pairs, with the opening of the mouth growing from top to bottom Vowels with /: / beside are long vowels Consonants include 24 sounds, including non-vibrating consonants and vibrating sub-sounds (voiceless and voiced sounds) After grasping the international phonetic alphabet, students will distinguish the difference between spelling and pronounciation They will read better when looking at the transcription of that word in the dictionary 2.3.2 Teach sounds in conjunction with practising words and sentences The biggest reason why we can't learn English is we have learned FALSE We learn the wrong pronunciation, the wrong method so the more we learn, the more wrong we are, then the correction will take a lot of time and effort Remember when learning English we must be determined to read correctly Why we must read correctly? Read right to communicate What is the benefit of learning without speaking? Read correctly to practise the muscles of the mouth Our English is not fluent because our mouth muscles are hard Read exactly to listen easily Native speakers read correctly, you also read correctly, so it will be easy for you to recognize the words that they say So, the first important thing is that we have to teach students to pronounce each sound exactly Learning to pronounce each syllable correctly, you will be able to pronounce each word correctly and then to higher levels are phrases and sentences You will not encounter the situation you say you understand Besides, you will understand the pronunciation of a new word by searching it in the dictionary and combining the sounds to pronounce the words correctly To teach a sound and make it easy for students to acquire and pronounce, we follow the following process: Presentation: - The teacher lets students listen to the recording made by native speakers several times - The teacher reads aloud a few times, students listen - The teacher writes that sign of the sound on the board - The teacher hangs the diagram showing the pronunciation of the sound and then describes how to pronounce to the students to understand (how the position of teeth, lips, tongue is) - Ask students to read in chorus, in groups and finally call some of them to read it again Practice: - The teacher turns on the tape for students to hear the words that contain that sound and then the sentence twice Students listen - The teacher reads words and sentences again, students listen - Then the teacher asks the whole class to look, listen and repeat in unison, then in groups and individuals - In the process of students' practice, the teacher monitors and corrects the mistakes Production: - The teacher can offer some games or activities to reinforce knowledge, help students practice and memorize sounds Such as : Silent sounds: teachers will pronounce without sound the sounds they are learning Students observe the teacher's mouth movement and guess what the teacher is saying The teacher then divides the class into groups of 3-4 to play in the same way One or Two (or three): the teacher writes on the board two or three international transcriptions, and numbers one, two or three, respectively After that the teacher reads the words one by one and the students listen and guess that word contains which sound then say 1, 2, or Minimal Pairs: The teacher writes the same pairs of sounds on the board, students list similar pairs of words that contain those sounds Missing words: the teacher gives some sentences in which one word is missed, then reads the sentences, the students listen and write the missing word in the blank (the missing word is the word containing the sounds being learnt) Circle the odd one out: students circle the word with the underlined part being pronounced differently from the other words Find out the words: teachers write phonetic transcription of some words that contain learning sounds, students look at phonetics to write the right words Example: In Unit 11- Lesson - Part 1,2,3- Grade Students’ book When teaching sounds / ʊ / and / u: /, I teach the following process: Presentation: - The teacher has students listen to the recording the / ʊ / sound times - The teacher lets the students listen and repeat twice - The teacher pronounces the /ʊ/ sound times, students listen and observe teacher’s mouth - The teacher writes / ʊ / on the board - The teacher hangs the description diagram of the /ʊ/ sound and explain how to make sound /ʊ/: The diagram depicting the pronunciation of the /ʊ/ sound When pronouncing, the mouth is rounded a little, the lips are slightly forward, back of the tongue is up little in the oral cavity and pronounced fast This is a short vowel (pronounced like sound / ua / in Vietnamese but faster and shorter) - Students listen and the whole class repeat again, then in groups and individuals - The teacher monitors and corrects the mistakes for students Practice: - The teachers reads the words containing sound / ʊ / - cook, book; students listen and repeat in unison, groups and individuals - The teacher reads the sentences with words containing sound / ʊ /; students listen and repeat My mother cooks at six o’clock Your book is on the table - The teacher shows students how to identify sound / ʊ /: letters that come together often make up the / ʊ / sound, such as: u / oo / ou / o Example: woman /'wʊmǝn/, foot /fʊt/ , sugar /'ʃʊgǝr/ , should /ʃʊd/ With the sound / u: /, the teacher teaches the same process When pronouncing the sound / u: /, we first pronounce the sound / ʊ/, but the mouth is more rounded, the lips are forward, then back of the tongue is up and retracted behind in the oral cavity, make it longer We will get the sound / u: / This is a long vowel The diagram depicting the pronunciation of the /u:/ sound - The teacher shows students how to identify sound / u: /: letters that come together often make sound / u: /, such as: oo / ou / oe / u / ue / ew Example: too /tu:/ , group /gru:p/, shoe /ʃu:/ , blue /blu:/ - The teacher asks the class to pronounce the two sounds again, then call a 3-4 students to pronounce and show the differences Phonetic lesson of students in class 4A - Nga Bach Primary School Production: - In order for students to memorize the sounds, I have students work in groups of to write words containing sound /ʊ/ and /u:/, then call the representatives of groups to go to the board and write their words Students in Class 4A are working in groups of to write words containing sound /ʊ/ and /u:/ - Then the teacher and the whole class check and remark After students have known the pronunciation of each sound correctly, I noticed they pronounce it better In addition, when they look at the transcription of a word in the dictionary, they can read it 2.3.3 Teach communication in conjunction with the correct pronunciation When the students have mastered the pronunciation of each sound, the matching of sounds to read words will be very easy and simple like that in Vietnamese But there is another thing here: in English, if the word has or more syllables, it must be read with accent And in English there are types of accents, they are word stress and sentence stress * Word stress: First of all, we have to explain for students what the word stress is A word with two or more syllables will have accent The stress of a word is a syllable of the word that is read stronger, longer and higher than the other syllables The word stress is always fixed English accents are very important, what will happen if the accent is wrong? That is: - Can change the meaning of the word With the same word, the position of the stress changes will change the word form and the meaning of the word Example: : with the word “record”, if we stress on the first sound / ri'kɔrd / then it is a verb and means to register sound If we stress on the second sound / 'rekǝrd / then it is a noun and means information or data on particular subject collected and preserved - It will be difficult for the listeners to listen, and they may misunderstand or not understand the meaning of the speaker - Even the listeners will feel disregarded, ridiculous or even the conversation can be obstructed Word stress in English is divided into four categories They are primary stress, secondary stress, tertiary stress and weak stress However, English and only refers to a type of stress that is the primary stress with the sign “ ' ” Example: 'elephant, e'normous, kanga'roo, 'visit Because each lesson has only 35-40 minutes, the teacher does not have time to explain all the accent rules Moreover, the students are primary school students, so they cannot understand all of the rules, they only grasp the stress of words in books and simple rules In order to remember the word stress, students have to practise a lot Students in class 5A are learning the word stress 10 When teaching the word stress, I often the following process: - Have students listen to the tape twice to identify the stress of the words, then ask the students to repeat it twice - Call some children to read it again - Have the students listen to the sentences that contain the words and repeat, then call some students to read them again - When students read the words, the teacher one finger to make an accent symbol then write the words on the board with their phonetic transcription and accents so students look at that to read easily The teacher gives some rules to emphasize accent (in the rules there will be exceptions): Rules Example A word has only one main stress PIlot, MOther, PHARmacy - syllable nouns and adjectives often have the stress on the first syllable DOCtor, CLEver 2-syllable verbs usually have the accent on the second syllable If the noun and verb have the same spelling, then we stress on the first syllable when it is noun, stress on the second syllable when it is the verb The words end by is -ic, -ion, -tion, we press the accent in the sound just before it to enJOY, to inVITE The words with the end is: -cy, -ty, -phy, -gy, -al, we press the stress on the 3rd syllable from the ending syllable Compound nouns, accent is in the first word phoTOgraphy PREsent, preSENT teleVIsion BOOKshop, HOMEwork Compound adjectives, accent is in the second word HardWORking Compound verbs, accent is in the second word underSTAND When checking the lesson, the teacher can give students the exercises such as: Mark the word stress: the teacher give some words to ask students to mark the stress of those words Example: Look at the words Write them with stress marks (') and say them aloud – unit 18 – grade 4: ruler, invite, repeat, hungry, jacket, complete, enjoy, trousers 11 - Teacher lets students work in pairs to put stress marks then calls students go to the board and write - Teacher calls some other students to remark - Teacher asks students to explain the reason - Teacher gives remark and correct answer - Teacher has students to read the words aloud (answer key: 'ruler, in'vite, re'peat, 'hungry, 'jacket, com'plete, en'joy, 'trousers) Circle the odd one out: the teacher gives a number of words that ask students to circle the word with an accent in a different position than the other words * Sentence stress: Similarly, in a sentence, the important words conveying the content and intention of the speaker will be said more clearly, stronger, higher and press more than the remaining words That is the sentence stress Each sentence usually has at least one stress, but sometimes a sentence may have two or more stresses, depending on the length of the sentence or depending on the meaning the speaker wishes to convey to the listener A sentence like “What is your hobby?” There may be two stresses, one in “What” and one in “hobby” A short answer like “Yes, she does.” can have two stresses, one in “Yes” and one in “does” Sentence stress is not fixed as word stress It changes depending on the context of the sentence and the meaning of the speaker wants to move to the listener Example: I went to the zoo with my mother yesterday When we emphasize stress on the word I, we want to answer the question “Who went to the zoo?” – “I went to the zoo.” When we stress the word went, we want to answer the question “What did you yesterday?” – “I went to the zoo.” When we stress the word zoo, we want to answer the question “Where did you go?” – “I went to the zoo.” When we stress on the word mother, we want to answer the question “Who did you go with?” – “I went with my mother.” When we stress on the word yesterday, we want to answer the question “When did you go to the zoo?” – “I went to the zoo yesterday.” In order for the students to understand the sentence stress, the teacher must also let students listen to the tape regularly with a standard native voice and repeat it many times 12 Students in Class 5A are practicing listening to the accent of the sentence The process of teaching sentence stress is similar to word stress After that, the teacher explains why the words are pressed and gives the rule to accentuate the sentence - The words containing the main content will be stressed Those are the following types of words: + Noun: for example: in the sentence "I have a headache", the word "headache" will be stressed + Main verb: for example, in the sentence "Tom’s reading", the word “reading” will be stressed + Adjective: for example, in the sentence “She’s kind”, the word “kind” will be stressed + Adverb: for example, in the sentence "They roared loudly", in addition to the main verb "roared", the word "loudly" is also stressed + The form of negative meaning: for example, in the sentence "I never late for school" the word "never" will also be stressed + The words used in Wh-questions are: What, Where, How, Why, When, Which, Who for example, in the sentence "What are you reading", the word "what" is also stressed + Words express emotions: wow, oh, hey for example: in the sentence “Wow! Your bedroom is beautiful.”, “wow” is also stressed The remaining types of words will not be stressed, which are functional words, such as: + Pronouns: I, We, You, They, He, She, It + Objective pronouns: me, us, you, them, him, her, it + Possessive Adjectives: my, our, your, their, his, her, its + Articles: a, an, the + Auxiliary verbs: do, does, did, will, would, can, can not, should + Conjunctions: and, but, if 13 + Prepositions: in, on, at To help students grasp sentence stress, teacher gives some exercises such as: mark the sentence stress Example: Mark the sentence stress (') on the wordss Then say the sentences aloud (Unit 7- grade 5- Students’ book) How you practise reading? I read English comic books How you practise listening? I watch English cartoons on TV Why you learn English? Because I want to sing English songs Why you learn English? Because I want to read English comic books - Teacher lets students work in pairs to put stress marks then calls students go to the board and write - Teacher calls some other students to remark - Teacher asks students to explain the reason - Teacher remarks and gives the correct answer - Teacher has students to read the sentences aloud Answer key: 'How you 'pracrise 'reading? I 'read 'English 'comic 'books 'How you 'pracrise 'listening? I 'watch 'English car'toons on 'TV 'Why you 'learn 'English? Be'cause I 'want to 'sing 'English 'songs 'Why you 'learn 'English? Be'cause I 'want to 'read 'English 'comic 'books After the students have understood the stress of the words and sentences, they have correctly read the accents They no longer read without the accent like they did before so they can express their feelings, intentions exactly that help them communicate better 2.3.4 Help students grasp the intonation of sentences Intonation is the "melody" of the language Intonation is expressed in the up and down of the voice Intonation is very important when we express meaning, especially in describing our attitude (surprised, happy, sad ) The importance of intornation in English can be compared to the importance of tone in Vietnamese The word “Ba” will change according to the tone that we use: “Ba Bà - Bá - Bả - Bã - Bạ” In Vietnamese, we often raise the voice at the end of the question But in English, depending on the type of question, we can raise or lower our voice at the end of the sentence However, in daily communication people use a variety of “sub” intonation to express their different ideas accurately In the primary school, English program, especially in the grade program, there are two main types of intonation: “Rising intonation” and “Falling intonation” While teaching intonation, the teacher should let students listen to the tape several times to grasp and imitate the intonation of the sentence To express the intonation of a sentence, the teacher can use the hands to perform The teacher guides students to be aware of the two basic intonations: - Rising Intonation: when we raise our voice at the end of the sentence, we create a rising intonation Rising intonation is used in Yes / No questions Yes / 14 No questions are questions that we can answer with either Yes or No Rising intonation with the symbol is often used ( ) Example : Would you like some noodles? Can you sing? Raise our pitch at the end of a phrase to indecate an unfinished thought, or series of words or choices: Example: Would you like some noodles or some rice? I like football, basketball and table tennis - Falling intonation: when we lower our voice at the end of the sentence, we produce a falling intonation Falling intonation is often expressed the ending and affirmative Falling intonation is used in statements and WH –questions, such as Where, What, Why, When, Who, How, Which Falling intonation with the symbol is often used ( ) Example: What does your mother look like? My birthday is on the twenty- third of October In order for students to master the sentence intonation, I let them listen to the tape and repeat three times and give some exercises, ask them to draw up or down arrows to show intonation of the sentences Example: Ask students to draw the up and down arrow to show intonation of sentences in the following conversation – part 1- Lesson 2- unit 15- Grade 5Students’ book Linda: What would you like to be in the future, Mai? Mai: I’d like to be a writer Linda: Why would you like to be a writer? Mai: Because I’d like to write stories for children Linda: Would you like to be a writer too, Tony? Tony: No I’d like to be a pilot Linda: A pilot? Why? Tony: Because I’d like to fly a plane - Teacher lets students work in pairs then calls students go to the board and write - Teacher calls some other students to remark - Teacher asks students to explain the reason - teacher remarks and gives the correct answer - Teacher has students to read the sentences aloud with right intonation - After that, teacher will let students play Linda, Mai and Tony to practice the dialogue Answer key: Linda: What would you like to be in the future, Mai? Mai: I’d like to be a writer Linda: Why would you like to be a writer? Mai: Because I’d like to write stories for children Linda: Would you like to be a writer too, Tony? 15 Tony: No I’d like to be a pilot Linda: A pilot? Why? Tony: Because I’d like to fly a plane When they practice like this, students not only remember the new words, sentence patterns, but also improve their speaking skill, they can speak better, express their emotions and attitudes Since then, it will help them become more confident in communication 2.3.5 Guide students to pronounce the ending sounds In English, to pronounce a word correctly, we cannot ignore the last consonant of that word Our Vietnamese does not have the last syllable, in English there are many words with the last syllable The ending sound in English is the same as the mark in Vietnamese, if the pronunciation is not clear, it will be misleading Example: With the words "nine"(number 9), "nice" (good, beautiful), "night" (evening), "knife" (knife), most students read "nai" and ignore all their ending sounds Meanwhile the last sound of “nine” is / n /, the last sound of "nice" is / s /, the last sound of "night" is / t /, the last sound of "knife" is / f / So if we don't pronounce the ending sound, the listener will not understand what we want to say And one very wrong thing in teaching and learning English is that many people often translate English sounds into Vietnamese ones Example: with the word "road" instead of having to read / rǝʊd / (the last sound is "d"), many people read similar to "rốt" Or the word "place", must read "pleis" - the last sound is "s", then many people read "p-lết" That's the reason we say native speakers not understand or they say we not understand either Therefore, right from the beginning teaching words, I always pay attention to the ending sound of the word, emphasize and guide the students how to pronounce It is the best way that we pronounce syllables one by one and then join them together Remind and promptly correct for them, form the habit of pronouncing the ending sound for them In addition to the last sound of the original word, in English there are two ending sounds that students need to master when pronouncing They are "s, es" and "ed" ending sounds *How to pronounce words ending in “s, es” In English, countable nouns when converted to plural form are often added 's' or' es' to the end of the word, and verbs that go with third-person singular in the present tense are also added 's' or “es” to the end of the word The way this ending is pronounced depends on the last sound of the noun and verb There are three different ways to pronounce them They are /s/, /iz/ and /z/ - If 's' comes after the sounds: / p /, / k /, / f /, / t /, / θ / or the letters p, k, f, gh, t, then it is pronounced as /s/ Example : look - looks /lʊks/, stop - stops /stɒps/, book - books /bʊks/ 16 - If 'es' comes after the / s /, / z /, / ʃ /, / tʃ /, / dʒ /, / ʒ / or the letters ce, se, ge, ch, sh, x, z, s, ss, it is pronounced as / iz / Example: wash - washes / 'wɒʃiz/, house - houses /'haʊsiz/, place – places / 'pleisiz/ - If 's' comes after the remaining sounds like / b /, / l /, / m /, / r /, / v /, / d /, / n /, / g /, then it is pronounced as / z / Example: pens /penz/ , lives /livz/ - If ‘s’, ‘es’ come after the vowel, they are pronounced / z / Example: play - plays /pleiz/, go - goes /gǝʊz/, - does/ dʌz/ *How to pronounce words ending in “ed”: We add "ed" to all the verbs with rules in the past tense The "ed" ending may also appear in some adjectives such as "bored", "interested" And there are three ways to pronounce it They are / id /, / t / and / d / - First, if "ed" comes after the / t / and / d / sounds, it will be pronounced as /id / Example: point - pointed /'pɔintid/, need - needed /'ni:did/, visit visited /'vizitid/ - Second, "ed" is pronounced as / t / when it comes after the voiceless sounds like / f /, / k /, / p /, / s /, / ʃ /, / tʃ / or after the letters k, p, f, ce, ch, sh, s, ss, x, gh Example: dance - danced /da:nst/, cook - cooked /kʊkt/, watch watched /wɒtʃt/ - Third, "ed" ending is pronounced as / d / when it follows the sounds like / b /, / g /, / l /, / m /, / n /, r /, v /, / z /, / dʒ / and the vowels Example: listen - listened /'lisnd/, play - played / pleid/ I see that after students have mastered the last syllable, when they read, they have noticed the pronunciation of the ending sound of the word, they have read the word better, more correctly and their listening and speaking skills are also better 2.3.6 Help students understand how to link sounds It is extremely easy to read individual words However, in communication, native speakers not read / speak individual words but they tend to read quickly and connect words in their speech They often connect words while speaking by linking the last sound of the previous word to the first sound of the next word If we know how to connect sounds, when speaking, it will sound more natural, smoother, softer and better That is why, when I teach, I always guide students the rules to link the sounds, read samples and use symbols to show them clearly where to connect The rules of linking sounds: - Connect a consonant to a vowel: when a word ends with a consonant and the next word begins with a vowel, we can connect the final consonant to the next vowel It likes the second word starts with a consonant This is the most common and easiest rule Example: hands up = hand sup, I like it = I likit 17 Or in the sentence "There is a book on the table" We will connect the "r" sound of the word "there" to the "i" sound of "is", the "z" sound of "is" with the "ǝ" sound of "a", the "k" sound of the word "book" with the "ɔ" sound of "on" Or in the sentence: "What time is it?", We will connect the "m" sound in the word "time" with the "i" sound in the word "is", the "z" sound in the word "is" with the "i" sound in the word" it " - Connect a consonant to a consonant: When the final consonant of a word is the same as the first consonant of the following word, we only need to pronounce that consonant once The final consonant of the first word will not be exploded and aspirated The first consonant of the second word will be exploded and aspirated Example: black car = bla car orange juice = oran juice The same rule applies for the consonant in the same group The ending consonant sounds on the first word will not be exploded and aspirated The beginning consonant sound of the second word will be expoded and aspirated They are: + Lip - tooth consonant group: / p /, / b /, / m /, / f /, / v / Example: five pots = fi pots, stop moving = sto moving + Tongue - tooth consonant group: / t /, / d /, / s /, / z /, / ʃ /, / ʒ /, / tʃ /, / ʤ / Example: hot dog = ho dog + Throat - tongue consonant group: / k /, / g /, h /, / ŋ / Example: sing clearly = si clearly - Connect a vowel to a vowel: if a word ends with a vowel and the next word begins with a vowel, we won't wars between the two words We will add / w / or / j / before the vowel of the second word and read it lightly + Rounded -lip vowel group: / a /, / ɔ: /, / ɒ /, / aʊ /, / ǝʊ /, / u: /, / ʊ / : when a word ends with a rounded vowel and the next word starts with a vowel, we will add the very slight /w/ sound before the second word Example: go out = go wout, it = wit + Flattened vowel group: / i /, / i: /, / ei /, / e /, / /, / æ / : when a word ends with a flat vowel and the next word starting with a vowel, we will add the very slight / j / sound before the second word: Example: I am = I jam, buy it = buy jit After the process of instructing students how to connect sounds, I see they speak more fluently, sound smoother than they used to 2.4 Achievement: The school year 2018-2019, through the process of applying experience: "Some experiences to help students in grade and of Nga Bach Primary School pronounce English correctly to communicate effectively", I myself have achieved some very good results First of all, these experiences are very suitable for new programs and textbooks Students are more interested in learning, more active and they are no longer shy, afraid to speak, or afraid to read I still remember that the first time students started to learn how to 18 pronounce when I pronounced, they all laughed because normally when we speak Vietnamese, we not use the mouth muscles much and the position of teeth, lips, tongue but English is different So they find it very strange and difficult to imitate, so they often pronunce incorrectly And when I ask students to stand up, they are very shy and don't dare to read aloud Second, when they get used to learing pronunciation, they are very interested in English lessons Moreover, there are many students who practice a lot and pronounce very well The atmosphere becomes more lively and gentle Besides this, they enhance the pupils’feelings of security, achievement and confidence in using English They no longer hesitate to learn English Their progress is reflected in the following results: The result of the second mid-term test – speaking skill – the school year 2018-2019 Grade Total of students Mark 9-10 SL Mark 7-8 Mark 5-6 Mark < % SL % SL % SL % 126 30 23,8 47 37,3 43 34,1 4,8 117 28 23,9 45 38,5 39 33,3 4,3 Through the above data table, we can see that the number of students scoring at 9-10 has greatly increased, the number of students scoring 7-8 has also increased significantly, the number of students scoring at 5-6 and below has markedly reduced Thus, the application of my experience is very effective CONCLUTION AND RECOMMENDATIONS 3.1 Conclution: We should remember that we are not native speakers so we cannot pronounce exactly the same as they So we need to try to pronounce correctly, speak naturally, it will be okay To like that is not easy Through the process of applying "Some experiences to help students in grade and of Nga Bach Primary School pronounce English correctly to communicate effectively”, I found that teaching phonetics to elementary students is not easy at all It requires teachers not only to have good phonological knowledge but also have teaching methods that are creative, flexible, easy-to-understand and easy-to-learn for students And in the process of teaching, teachers should pay attention to correcting pronunciation mistakes for students more and more regularly 19 3.2 Recommendations: Derived from the theoretical, practical and teaching purposes as well as the successes and limitations in the topic implementation, contributing to the teaching of English in general and teaching phonetics in particular to achieve quality and more improved, I myself have the following practical recommendations: - Toward the school: + As a typical subject, English studying should have a separate room to avoid noise Classrooms must be large enough for students to learn and move easily + The maximum number of students should be about 25 + The school needs to provide more visual aids, radios, tapes, reference and advanced books for teachers - Toward superior leaders: It is necessary to create conditions for teachers to have opportunities to exchange and learn and share experiences through seminars COMFIRM OF PRINCIPAL Nga Son, April 19th 2019 I guarantee that the experience initiative is written by myself without coppying WRITER Mỵ Thị Phương 20 REFERENCES Ship or Sheep? / An intermediate pronunciation course/ Third edition, Ann Baker How to teach Pronunciation, Gerald Kelly, Pearson Longman, 2000 Tips for teaching Pronunciation: A Practical Approach, Linda Lane, Pearson Longman, 2010 English Phonology and Pronunciation Teaching, Pamela RogersonRevell, Continuum International Publishing Group, 2011 Nguyễn Kim Hiển, Hướng dẫn ôn tập thi tốt nghiệp THPTnăm 2010-2011 Tài liệu từ trang web: https://www.voca.vn https://langmasteredu.vn https://www.youtube.com/watch?v=1IOOwwamZ4K0 THE LIST OF EXPERIENCE INITIATIVES HAS BEEN RATED GRADE C OR HIGHER BY THE PROVINCIAL COUNCIL FOR EDUCATION AND TRAINING 21 Full name: My Thi Phuong Position and work unit: English teacher Order Title of the initiative Some methods to improve the effectiveness of teaching and learning new words for primary students Some measures to help teaching and learning English effectively for students in grade of Nga Bach Primary School Some measures to improve the effectiveness of teaching and learning English vocabulary for students in grade in Nga Bach Primary School Rating rating District/provincial education,province Rating results (A, B, or C) Year of assessment rating District education C 2012-2013 District education B 2014- 2015 District education C 2016-2017 TABLE OF CONTENTS 22 Ordinal number CONTENTS PAGE Opening 1.1 Reasons for choosing the research 1.2 Research purposes 1.3 Research subjects 1.4 Research methods 2 Content 2.1 Theorical basis 2.2 2.3 2.3.4 Reality Solution Help students pronounce English well through using the international phonetic alphabet- IPA Teach sounds in conjunction with practising words and sentences Teach communication in conjunction with the correct pronunciation Help students grasp the intonation of sentences 2.3.5 Guide students to pronounce the ending sounds 16 2.3.6 Help students understand how to link sounds 17 2.4 Achievement 18 Conclution and Recommendations 19 3.1 Conclution 19 3.2 Recommendations 20 2.3.1 2.3.2 2.3.3 10 14 23 ... skill: Total of Grade students Mark 9-10 Mark 7-8 Mark 5- 6 Mark < SL % SL % SL % SL % 126 12 9 ,5 35 27,8 56 44 ,4 23 18,3 117 10 8 ,5 30 25, 6 57 48 ,8 20 17,1 Looking at the table of figures, we see... Grade Total of students Mark 9-10 SL Mark 7-8 Mark 5- 6 Mark < % SL % SL % SL % 126 30 23,8 47 37,3 43 34, 1 4, 8 117 28 23,9 45 38 ,5 39 33,3 4, 3 Through the above data table, we can see that the... learning in later levels 1.3 Research subjects Students in grade and 5- Nga Bach Primary School- Nga Son DistrictThanh Hoa Province 1 .4 Research methods During the implementation process, I applied