Some methods to help students in grade 8 at cao ngoc secondary school pronounce correctly in english communication

1 GENERAL DISCUSSIONS 1.1: Reason for choosing the topic As we know, English has become popular worldwide and more than forty countries are using English as a primary language, and nearly 400 million people are using it as a second language in communication In Vietnam, English is seen as a key that leads to the success today As a teacher of English department, we always want our students to understand fast and efectively, especially the children can apply the knowledge in actual communication For this, we need to have innovative teaching methods so that each class students are more interested in active learning and memory training class at all We all know that any languages in the world which we use to communicate with requires us a large vocabulary because vocabulary is an integral part of the language In studying English we can not train and develop the four skills: listening, speaking, reading and writing that are not based on the correct pronounciation of the vocabulary and sentences Therefore, to help students master the correct pronounciation in English communication, I decided to implement the project: "Some methods to help students in grade at Cao Ngoc secondary school pronounce correctly in English communication" 1.2: Purpose of the study: A lot of students think that English is a difficult subject Learning English requires time, perseverance and the level of application of learners in practice; requires learners to have the right attitude, clearly define the purpose of the study to try to reach the intended goal In addition, students must be passion, always want to explore, take advantage of every opportunity to learn and practice regullarly I notice that there are many difficulties in learning and practising English; Students are not incapable of acquiring new knowledge, but they not have an effective method of learning English The purpose of learning a foreign language is to communicate that the majority of students pronounce in the wrong communication process due to the influence of their native language, ethnic minority language During the teaching process, I learned some experiences to overcome this weakness These experiences have been shown in the topic: "Some methods to help students in grade at Cao Ngoc secondary school pronounce correctly in English communication" 1.3: Research objects All students who are studying English at Cao Ngoc secondary school have been applied by me and they have achieved good results However, in this topic, I would like to practice only the 59 grade students at Cao Ngoc secondary school so that the comrades can see remarkable progress in students 1.4: Research methods - Researching documents - Read references - Research through English software: https://www.tienganh123.com/ - Actual survey - Understanding the learning situation of students CONTENT 2.1 Rationale In teaching and learning English, it is important and necessary to speak correctly and pronounce words correctly as well as intonate exactly The correct pronunciation helps students: - Confident to communicate - Help other people easily understand what they want to express - Do good phonics exercises in the tests As a teacher who directly teaches English at junior high school, I realize the need to help students step by step improve pronunciation and sound practice 2.2 Situation before applying experience initiatives Through the process of directly teaching grade 8, through the results on the learning results of students recent school years, I find that the rate of weak students of grade is often very high The ability to speak English is very poor, they read 95% of single words wrongly and 95% wrong pronunciation exercises Wondering about such situation, at the beginning of the school year 2018 - 2019, I conducted experiment with 59 grade students on the following two contents And I obtained the following results: Survey content English speaking ability Excellent student % Good % average % bad 0 students 15 25 44 students students % 75 The results of the quality survey at the beginning of the year with 59 students show that the number of students who cannot speak English and phonetic exercises is too high: 75% of students have bad ability, 25% of students students have average ability, and especially the number of students with good and good abilities is zero 2.3 Solutions and measures: "Some methods to help students pronounce correctly in English communication and phonics exercises correctly" First of all, the teacher must be the correct and accurate English speaker for students to follow To this, teachers must always learn and improve their knowledge In the process of teaching, revision lessons as well as tutoring weak students or fostering good students, we must integrate the following contents: In addition to teaching the English alphabet to students we need to teach them how to read and use the IPA alphabet for the following reasons: The international phonetic alphabet is used in learning a new language for pronunciation and hearing ability It is also used in voice training for students to have an inspiring voice or change the tone of the language IPA can help us to use mouth, lips, teeth, tongue position and how to control airflow to produce standard sound when learning a foreign language The IPA table contains 44 sounds, the upper part is vowel and the lower part is consonant The vowel consists of 20 sounds that are divided into halves, on the right is a double vowel and on the left is a single vowel Single vowels will be arranged in pairs, with the opening of the mouth growing from top to bottom Consonants are also arranged in pairs of fuzzy sounds that are consonant without vibrating and bold tones that are vibrating consonants IPA alphabet will help students practice standard phonics right from the starting point Learning to pronounce each syllable correctly, students will pronounce each word correctly and then to a higher level than phrases and sentences Students will not encounter the situation that they say they understand Besides, the IPA table will help students understand the pronunciation of a new word by looking it up in the dictionary and combining the sounds again to pronounce the words correctly We should teach students to start with each sound When learning a sound, study it carefully Teach students to understand the rules of pronunciation in a detailed and scientific way, such as how to position the parts to make sounds, how to flow a bit, how to form a mouth? Help them to be confident daily practice this section.When teaching the sounds we have to pay attention to comparing the same sounds, the sounds or the mistakes, helping students learn it carefully to distinguish them The next step, without stopping at a single tone, we need to practice giving them that sound in words with different positions such as head, middle and end words; practice in sentences, in paragraphs More specifically, to make learning phonics enjoyable, not boring, we should let them practice with their friends in the form of competitions; Search for real, interesting, funny materials such as videos, stories in which we can help students pronounce and intonate in sentences in the most natural and accurate way How to pronounce some letters: HOW TO READ THE LETTER "a" - "a" is often read as / æ / in words that have syllable but end with or more consonants e.g bag / bæg /, ban / ban /, cab / kæb /, bank / bæŋk / or: in syllables, the accent of the syllable word is pressed and the two consonants are in front e.g candle / ˈkændl /, manner / ˈmænə (r) / - "a" is read as / ɔː / in a syllable word and when "a" is "l" or "a" precedes / followed by "w" e.g call / kɔːl /, fall / fɔːl /, war / wɔːr /, awful / ˈɔːfəl / - "a" is pronounced as / e / e.g many / 'meni /, anyone / ˈeniwʌn / - "a" is also pronounced as / ɑː / in some cases e.g father / ˈfɑːðə (r) /, bar / bɑː (r) /, start / stɑːt / - "a" is read as / / ɪ / in the "age" noun except garage / /gærɑːʒ /, massage / ˈmæsɑːʒ / e.g storage / ˈstɔːrɪdʒ /, shortage / ˈʃɔːtɪdʒ /, cottage / ˈkɒtɪdʒ / - "a" is read as / eɪ / in the syllable before "-ion, -ian" e.g nation / ˈneɪʃən /, reputation / ˌrepjʊˈteɪʃən /, Asian / ˈeɪʒn / - "a + consonant + e" is read / eɪ / (except "a + r + e" read / eə /) e.g: earthquake / ˈɜːθkweɪk /, tape / teɪp /, care / keər / - "a" → / eə / when "ai + r" e.g chair / tʃeər /, hair / heər /, fair / feər / - "a" → / eɪ / when "ai + other consonants" e.g contain / kənˈteɪn /, sail / seɪl / - "ai" → / ɪ / or / ə / in syllables without accents e.g bargain / ˈbɑːgɪn /, mountain / ˈmaʊntən / - "au" is read as / ɑː / in aunt / ɑːnt /, laugh / lɑːf /, draft / drɑːft / and read as / ɔː / in the remaining words e.g audience / ˈɔːdiəns /, mausoleum / ˌmɔːsəˈliːəm / - "ar": + is read as / ɑː / e.g car / kɑː (r) /, dark / dɑːk / + is read as / eə / when located in are cluster or in some cases e.g care / keə (r) /, vegetarian / ˌvedʒəˈteəriən / - "ay" → / eɪ / when "ay" is at the end of the word e.g clay / kleɪ /, play / pleɪ / HOW TO READ THE LETTER "b" - "b" is pronounced as / b / e.g brother / ˈbrʌðə (r) /, bake / beɪk / - "b" is mute (not read) when behind "m" or "t" e.g comb / kəʊm /, tomb / tuːm /, debt / det /, doubt / daʊt / HOW TO READ THE LETTER "c" - "c" is read as / s / when preceding "e, i, y" e.g cell / sel /, city / ˈsɪti /, cycle / ˈsaɪkl / - "c" is read as / k / when it follows "s" or when it precedes "a, o, u and l, r" e.g scale / skeɪl /, call / kɔːl /, cost / kɒst /, curtain / ˈkɜːtn /, claim / kleɪm / "c" is read as / ʃ / when it precedes "ia, ie, io, ea" e.g sufficient / səˈfɪʃənt /, suspicious / səˈspɪʃəs /, ocean / ˈəʊʃn / "c" is read as / tʃ / e.g cello / ˈtʃeləʊ /, concerto / kənˈtʃɜːtəʊ / "c" dumb in some cases after "s" e.g scene / siːn /, science / ˈsaɪəns /, scissors / ˈsɪzəz / "ch" is read as / k / or / ʃ / or / tʃ / e.g school / skuːl /, machine / m ,iːn /, cheap / install / HOW TO READ THE LETTER "e" "ee" is prounonced / i: / and "eer" is read as / ɪə (r) / e.g deep / diːp /, volunteer / ˌvɒlənˈtɪər / "er" is often read as / ɜː / or / ə / depending on the stress of the word e.g infer / ɪnˈfɜːr /, prefer / prɪˈfɜːr /, suffer / ˈsʌfər /, enter / ˈentər / "ex" is prounonced: + / eks / when there is an accent e.g exercise / ˈeksəsaɪz /, excellent / ˈeksələnt / + / iks / when there is no accent and before a consonant e.g extend / ɪkˈstend / + / igz / when there is no accent and precede the vowel e.g exact / ɪgˈzækt /, example / ɪgˈzɑːmpl / HOW TO READ THE LETTER "g" - "g" → / g / when standing before "a / o / u" and consonants and in some cases with "i" e.g good / gʊd /, gallery / ˈgæləri /, grow / grəʊ /, guard / gɑːd /, girl / ɡɜːl / "g" → / dʒ / when standing before "e / i / y" or in a word with the end "ge" e.g genetic / dʒəˈnetɪk /, gym / d /m /, ginger / ˈdʒɪndʒər /, cage / keɪdʒ / Exception: massage / ˈməsɑːʒ /, mirage / ˈmərɑːʒ / HOW TO READ THE LETTER "h" "h" is pronounced as / h / e.g hen / hen /, height / haɪt / "h" dumb when it is behind "r" or "ex" e.g rhythm / ˈrɪðəm /, rhyme / raɪm /, exhaust / ɪgˈzɔːst /, exhibit / ɪgˈzɪbɪt / "h" mute in the following cases: e.g heir / eər /, hour / aʊər /, honour / ˈɒnər /, honorable / ˈɒnərəbl /, honest / ˈɒnɪst /, honesty / ˈɒnəsti / HOW TO READ THE LETTER "i" "i + consonant + e" → / aɪ / e.g mine / maɪn /, decide / dɪˈsaɪd / "ie" + is read as / i: / when "ie" stands in the middle of the word e.g believe / bɪˈliːv /, chief / tʃiːf / + is read as / / when "ie" is at the end of or before "t" e.g die / daɪ /, diet / ˈdaɪət / "ir" is read / ɜː / e.g bird / bɜːd /, girl / gɜːl / HOW TO READ THE LETTER "k" "k" is pronounced as / k / e.g skill / skɪl /, kitchen / ˈkɪtʃɪn / "k" mute when leading from and before "n" e.g knee / niː /, knife / naɪf /, knock / nɒk /, knob / nɒb / HOW TO READ THE LETTER "o" - "o" is pronounced as / ʌ / in 1-syllable words or in syllables emphasized by syllable words e.g love / lʌv /, company / ˈkʌmpəni / - "o" is pronounced as / ɒ / in some cases e.g doctor / ˈdɑːktə (r) /, bottle / ˈbɑːtl / - "o" is pronounced as / ʊ / in some cases e.g woman / ˈwʊmən /, wolf / wʊlf / - "o" → / uː / in some common words ending in "o" or "o + consonants" e.g / duː / (strong form), remove / rɪˈmuːv / - "o" → / əʊ / when it is at the end of word or in some other case e.g previous / ə'gəʊ /, mosquito / məˈskiːtəʊ /, tomato / təˈmeɪtəʊ /, control / kən ˈtrəʊl / - "o" → / ɜː / when it follows "w" e.g work / wɜːk /, worst / wɜːst / - "o" → / ə / e.g boredom / ˈbɔːdəm /, control / kənˈtrəʊl / "oa" → / ɔː / when there is "r" behind, the remaining "oa" reads / əʊ / e.g coat / boat /, boat / bəʊt /, roar / rɔːr /, board / bɔːd / "oo" → / ʌ / in blood / blʌd /, flood / flʌd / "oo" → / ʊə / in words with syllable ending in "r" "oo" → / ʊ / or / uː / in most of the remaining words e.g poor / pʊə (r) /, wool / wʊl /, doomsday / ˈduːmzdeɪ / "or" → / ɔː / when an accent is received or / ə / when no accent is received e.g important / ɪmˈpɔːtənt /, sword / sɔːd /, labor /ˈleɪbə (r) / "ou" → / ʌ / in the "ou + consonant" group e.g rough / rʌf /, cousin / ˈkʌzn / - "ou" → / ʊ / e.g could / kʊd /, would / wʊd / - "ou" → / uː / e.g group / ɡruːp /, wound / wuːnd / - "ou" → / ə / in the phrase "ous" e.g famous / ˈfeɪməs /, prosperous / ˈprɒspərəs / - "ou" → / aʊ / in words has "ou + consonant" groups e.g about / əˈbaʊt /, south / saʊθ / - "ou" → / əʊ / e.g soul / səʊl /, poultry / ˈpəʊltri / - "ou" → / ʊə / e.g tour / tʊə (r) / "ow" → / aʊ / e.g power / ˈpaʊə (r) /, drown / drafts / - "ow" → / əʊ / e.g blow / bləʊ /, arrow / ˈærəʊ / HOW TO READ THE LETTER "u" "u" → / ɜː / in the group "ur + consonants" when this group receives accents e.g urge / ɜːdʒ /, surgery / ˈsɜːdʒəri / "u" → / ə / e.g suggest / səˈdʒest /, surprise / səˈpraɪz / "u" → / ʌ / in the ending words "u + consonants" e.g cup / cup /, skull / skʌl / "u" → / uː / e.g salute / səˈluːt /, lunar / ˈluːnə (r) / "u" → / jʊ / or / juː / e.g cure / kjʊə (r) /, commune / ˈkɒmjuːn / "ui" → / aɪ / in words with "ui + consonants + e" e.g guide / gaɪd /, quite / kwaɪt / "ui" → / ɪ / e.g quit / kwɪt /, guilty / ˈɡɪlti / "ui" → / juː / in "suit" e.g suitable / ˈsjuːtəbl /, pursuit / pəˈsjuːt / "ui" → / uː / e.g fruit / fruːt /, cruise / kruːz / "uy" → / aɪ / e.g guy / ɪaɪ /, buy / baɪ / HOW TO READ THE LETTER "y" "y" → / j / when leading a word e.g yell / jel /, yesterday / ˈjestədeɪ / "y" → / aɪ / in a syllable word or in syllables the accent of syllables e.g cry / kraɪ /, deny / dɪˈnaɪ / "y" → / i / when nouns (n), adjective (adj), adverb (adv) or non-accent syllables e.g slippery / ˈslɪpəri /, muddy / ˈmʌdi / SUMMARY The above is a reading of some IPA alphabetical letters to note, and I have summarized it with a summary, but there are some exceptions: Vowels Single vowel Corresponding letters / iː / i, e, ee, ea, ie, ei (after the characters "c" and "s") / ɪ / or / i / i, y, e (in the syllable not emphasized), u, a + consonant + e /e/ e, ea /æ/ A / ɑː / a, ar /ʌ/ o, ou, o + consonants + e, u / ɔː / a, all, alt, au, aw, or, our, oar, oor /ɒ/ o, ock, bee / uː / u, o, oo, ew, ue, ui /ʊ/ o, oo, ould, u / ɜː / er, ear, ir, or (after w), ur /ə/ most vowels are not emphasized Double Corresponding letters vowels / eɪ / a, ai, ay, ey, a + consonant + e, eigh, eign / aɪ / ie, ye, y (in syllable / syllable word is pressed), i + consonant + e, ui + consonant + e, y + consonant + e, igh, ild, ind / ɔɪ / oi, oy / əʊ / o, oa, old, ow, o + consonants + e / aʊ / ow, ou / eə / air, are, ear, eir / ɪə / ear, eer, ere, ier / ʊə / oor, our, ur Consonant The corresponding letter /p/ P /b/ B /t/ T /d/ D /k/ k, c, que, ch (Greek words) /g/ g, gh /m/ M /n/ N /ŋ/ n (before "k"), ng /f/ f, ph, gh (at the end of the word) /v/ V /θ/ Th /ð/ /s/ /h/ / tʃ / Th s, ss, se, c (before "e, i" and "y"), x (in the phrase "ex" before consonants), in the phrase "sive" z, zz, s (between two vowel characters), x (in the phrase "ex" before the vowel), in the phrase "ism, izm" s (after the previous consonant "u, ia, io"), ss, c, sh, cluster "cian / tion", phrase "sion / sure" (these clusters are after consonants), "tial / cial / tious / cious ” phrase "sion / sure" (clusters after vowels), ge (words with French roots) H ch, phrase "tion" (when standing behind "s"), the phrase "ture" / dʒ / g, ge, j /r/ r, rr /z/ /ʃ/ /ʒ/ /l/ /j/ /w/ l, ll y, u, in the phrase "ew / ue" w, wr Mute consonant In English there are some unreadable consonants in some words that contain corresponding handwriting symbols It is called a silent consonant For example / h / in the word "hour" can not be read: hour / ˈaʊə (r) / I consider the following popular silent consonants: symbols characteristics examples b after "m" climbing / klaɪm /, comb / kəʊm / t in the sten cluster listen /ˈlɪsn/ in stle cluster whistle /ˈwɪsl/ in the phrase ften often /ˈɒfn/ Christmas /ˈkrɪsməs/ k before "n" at the knob /nɒb/ , knee /niː/ , know /nəʊ/ , knife beginning of the knob / /naɪf/ nɒb /, knee / niː /, know / nəʊ / knife / naɪf / g before "n" at the gnaw /nɔː/ , sign /saɪn/ beginning or end from gnaw / nɔː /, sign / saɪn / h start some words or honest / ˈɒnɪst / follow "w" in some hour words n after "m" at the end of autumn l p s w fall before "k" in some words before "s" or "n" at the beginning when standing before "l" in some words before "r" at the beginning talk / tɔːk /, walk / wɔːk /, chalk / tʃɔːk / pneumatic / njuːˈmætɪk /, psychology / saɪˈkɒlədʒi / island /ˈaɪlənd/ write /raɪt/ , written /ˈrɪtn/ , wrote /rəʊt/ , wrist /rɪst/ , wrestle /ˈresl/ d handsome /ˈhænsəm/ Teach students to master the pronunciation of "s / es" and "ed" How to pronounce tail "s" /s/ /ɪz/ /z/ “s” behind the sounds “s” behind the sounds /s/, after the remaining sounds /p/, /t/, /k/, /f/ /z/, /ʃ/, /tʃ/, /dʒ/ misses /ˈmɪsɪz/ cleans /kliːnz/ stops /stɑːps/ rises /ˈraɪzɪz/ plays /pleɪz/ spots /spɑːts/ washes /ˈwɒʃɪz/ clears /klɪəz/ looks /lʊks/ watches /ˈwɒtʃɪz/ rides /raɪdz/ laughs /lɑːfs/ judges /ˈdʒʌdʒɪz/ comes /kʌmz/ How to pronounce tail "ed" /t/ /ɪd/ /d/ “ed” behind soundless “ed” behind the voiced sounds “ed” behind the sound sounds like like /b/, /g/, /v/, /z/, /ʒ/, /dʒ/, /ð/, /t/ or /d/ /p/, /k/, /f/, /s/, /tʃ/ , /ʃ/ /m/, /n/, /ŋ/, /l/, /r/ and vowels helped /helpt/ wanted /ˈwɒntɪd/ robbed /rɒbd/ laughed /lɑːft/ invented /ɪnˈventɪd/ hugged /hʌɡd/ missed /mɪst/ visited /ˈvɪzɪtɪd/ saved /seɪvd/ looked /lʊkt/ needed /ˈniːdɪd/ arranged /əˈreɪndʒd/ watched /wɒtʃt/ decided /dɪˈsaɪdɪd/ rained /reɪnd/ washed /wɒʃt/ provided /prəˈvaɪdɪd/ stayed /steɪd/ Teach students to master some accent rules Rule 1: Most verbs have syllables, the stress falls into the second syllable: Eg: be’gin, for’get, en’joy, dis’cover, re’lax Exceptions: ‘answer,‘ enter, ‘happen,‘ open, ‘offer Rule 2: The majority of nouns, adjectives, adverbs include syllables, the accent falls on the first syllable Eg: ‘children,‘ hobby, ‘habbit,‘ lucky, ‘pretty Exception: ad’vice, ma’chine, mis noake, a’lone, a’mazed Rule 3: The compound verb, the accent falls into the second syllable: Eg: be’come, under’stand 10 Rule 4: The accent falls on the following rhyme: sist, cur, vert, test, tain, tract, vent, Eg: e’vent, sub’tract, prototypes of Unest, in’sist, main’tain, him’self Rule 5: For words with the following suffix, the accent falls into the syllable itself: - ee, -eer, -ese, -ique, -esque, -ain Eg: ag’ree, volun’teer, Vietna’mese Exception: com’mittee, ‘coffee, em’ployee Rule 6: Suffixes: -ic, -ish, -ical, -sion, -tion, -ance, -ence, -idle, -ious, -a, -ience, -id, -eous, -acy, -ian, -ity, the accent falls on the syllable before it Rule 7: Most prefixes not accept accents Eg: dis’cover, re’ly, des Nonroy, re'write Exception: ‘underpass,‘ underlay Rule 8: Compound nouns and compound words, the accents fall into the most syllable Eg: ‘birthday,‘ airport ‘Bookshop,‘ homesick, ‘carsick Exception: duty-‘free, snow’white Rule 9: Compound adjectives with the first element are adjectives or adverbs, the second part is the ending -ed, the accent falls into the second part Eg: bad-‘tempered, short-‘sighted, ill-‘treated Rule 10: When adding suffixes: -ment, -ship, -ness, -er / or, -hood, -ing, -en, -ful, - able, -ous, -less, the main stress of the word does not change Eg: ag’ree ag’reement; ‘Meaning ‘ meaningless Rule 11: The words with the ending : -graphy, -ate, -gy, -cy, -ity, -phy, -al, the accents fall into the third sound from the end Eg: eco’nomical, de’moracy, tech’nology, ge’ography, in’vestigate These are some of the experiences I have applied in the process of teaching in general and teaching speaking in particular Because the amount of knowledge is quite much, I have divided them into small parts to apply for each tutoring session and good students In addition to the theory I also provide regular phonics exercises for students to remember and engrave deeper 2.4: Effect of experience: In the process of implementing the topic, I found that students in grade at Cao Ngoc secondary school have gradually improved their English speaking and pronunciation skills They are no longer afraid to study this subject They have made significant progress now that they have confidently communicated and enthusiastically delivered lessons Besides, I also developed my speaking skills This is reflected in the survey I just made on March 24th with the contents I made before: Survey content English speaking ability Excellent student % Good % average % 3,5 15 students 25 40 68 students bad % 3,5 students Although the result is not really high, but after nearly a year I moved to work at Cao Ngoc secondary school and applied this initiative, this is a remarkable 11 progress, a positive result for my teaching and students’learning English at a mountainous region Conclusions and recommendations 3.1: Conclude Through practical teaching of grade English and the research process to implement the topic "Some methods to help students in grade at Cao Ngoc secondary school pronounce correctly in English communication" I realized that teachers need to have good English speaking skill, teach students the content above well to improve students’ English speaking abilties In the teaching process we teach them in the most understandable ways We also need to emphasize pronounciating rules and give students exercises to practice regularly The above results show that when students have mastered the basic principles of pronunciation and accent, they will be able to speak English and boldly communicate, enthusiastically give lessons and step by step achieve in studying English 3.2: Proposal recommendations For teachers: Each teacher must have a sense of responsibility, passion for career, selfstudy and creativity, actively innovate methods to create excitement for students with a subject to improve the quality of teaching English in junior high school For students Each student should phonetic exercise more regularly, communicate in English more confidently 3.3 On the school side: Create conditions for English teachers to have the opportunity to study and improve their professional qualifications, especially in language ability and teaching methods Create conditions for teachers to perform special subjects, extracurricular activities, intellectual playgrounds, English clubs to contribute to promoting the English learning movement in schools Create conditions on facilities such as audiovisual rooms, fully equipped with minimum equipment such as radios, tapes and modern equipment such as networked computers, multi-purpose projectors 3.4 Towards the Education Department: Regularly organizing district seminars to improve the quality of teaching English subjects; Promptly mobilize collectives and individuals with many innovations in teaching methods Organizing training courses for teachers of English to invite experts with experience in teaching methods Thanks for your reading! 12 Head-master’s identification Thanh hoa, March 24th 2019 This is my own experience initiatives I surely not copy from the others’ HA VAN QUY 13 REFERENCES Grade English textbook - Ministry of Education and Training Grade English exercise book - Mai lan Huong-Nguyen Thanh Loan Grammar books and supplementary exercises & improve English 8- Vinh Ba Guidance on implementing standards of knowledge and skills of secondary school English - Ministry of Education and Training English Exercises - Vũ Thị Lợi (editor) - Nguyễn Kim Hiền- Nguyễn Mai Phương Oxford Dictionary Advanced Learner’s Dictionary English pronunciation software: https://www.tienganh123.com/ 14 CATEGORY EXPERIENCED EXPERIENCES IN THE EXPERIENCE OF EDUCATION AND TRAINING DISTRICT, DISTRICT, DISTRICT, DISTRICT AND HIGH-GRADE LEVELS RATING THE TYPE FROM C UP Full name of author: HA VAN QUY Position and work unit: CAO NGOC SECODARY SCHOOL TT The subject of the initiative of experience Fix some errors using English vocabulary Application of information technology Causing Level rating rating (Education branch at district / province level; Province ) Result of rating assessment (A, B, or C) Year of rating assessment Ngoc Lac Education & Training Office Ngoc Lac Education & Training Office C 2010 -2011 B 2012-2013 Ngoc Lac Education & Training Office B 2014 - 2015 excitement in learning English for students Guide students to self-study English 15 ... topic "Some methods to help students in grade at Cao Ngoc secondary school pronounce correctly in English communication" I realized that teachers need to have good English speaking skill, teach students. .. Application of information technology Causing Level rating rating (Education branch at district / province level; Province ) Result of rating assessment (A, B, or C) Year of rating assessment Ngoc. .. Understanding the learning situation of students CONTENT 2.1 Rationale In teaching and learning English, it is important and necessary to speak correctly and pronounce words correctly as well as intonate