Teaching the grade 6 students at quang loc secondary school how to speak english correctly and naturally

INTRODUCTION In today’s global world, we can not deny the importance of English as it is the most common language spoken everywhere English has been playing a key role in many aspects including medicine, science, tourism , engineering,… and education, which, in my opinion, is the most important arena where English is needed In Viet Nam, English has become one of the major and compulsory subjects at schools and universities In order to improve Vietnamese learners’ competence to meet the demand of globalization, the Ministry of Education and Training (MOET) has also made great efforts to help students learn English better The 2020 National foreign language project is one of the most important projects with the aim of motivating every Vietnamese student to use English in communication and for their future jobs Especially, the introduction of new textbooks to school curriculum marks a dramatic change in the way of language teaching and learning from the traditional approach-grammar translation method to communicative approach Among the four skills known as listening, speaking, reading and writing, it can be said that speaking seems to be the most challenging skill for most of the students at Quang Loc secondary school Most of the students only focus on learning the grammar without developing speaking skill while the goal of learning English is to communicate in it Consequently, the students become accustomed to sitting and listening quietly rather than presenting orally.After many school years of teaching the textbook “Tiếng Anh 6” at Quang Loc secondary school, I find that one of the biggest problem my students meet in speaking English is they don’t know how to pronounce words correctly and how to use words to make sentences I also see that there are some problems with some activities in the textbook Some are too difficult for my students, some are not real communicative, some are too long All these reasons greatly contribute to the demotivation of students from the lessons I think that the sixth form students are the freshmen at the secondary school.They studied English at primary school but most of them speak English incorrectly and seem to be afraid of speaking English.Therefore, it is necessary for teachers to teach them the rules of word pronunciation and how to use words and phrases to make sentences as well as adapt some activities to make the lessons suitable and interesting for students The above mentioned reasons have inspired me to conduct a research titled “Teaching the grade students at Quang Loc secondary school how to speak English correctly and naturally.” CONTENT PART 1: THEORETICAL BACKGROUND 1.The analysis of the title 1.1 What is meant by " speaking" It is obvious that speaking is the key to communication and seems to be the vital skill in comparison with reading, listening and writing Everywhere people speak to each other to exchange attitudes, cultural values, etc Without it communication will become difficult to proceed and our world will become as silent as a grave Therefore, classroom activities aiming at developing learners’ ability to express themselves through speech are considered an important component in a language learning course Speaking is one of four necessary skills to use a language successfully According to Chaney (1998, p.13), speaking is “the process of building and sharing meaning through the use of verbal and non – verbal symbols, in a variety of contexts” (as cited in Kayi, 2006) Fowler & Thompson (2000) share the same view that speaking is “the action of conveying information or expressing one’s thoughts and feelings in spoken language” This definition confirms that speaking is a process because it contains speakers’ thoughts and feelings Orwig (1999) defines speaking is the productive skill in the oral mode It is complicated and involves more than just pronouncing words W.F Mackey also agrees that oral skill “involves not only the use of the right sounds in the right patterns of rhythm and intonation, but also the choice of words and inflections in the right order to convey the right meaning.” (Qouted from Bygate, M.,1987, p.5) According to Byrne (1976, p.8), speaking is a two - way process between the speakers and the hearers involving the productive skill of speaking and the receptive skill of understanding Both the listener and the speaker have a positive function to perform The speaker has to encode the message to be conveyed in appropriate language, while the listener has to decode the message The message itself in normal speech usually contains a great deal of information that the listener needs In summary, speaking is the ability to perform the linguistic knowledge in actual communication It functions to express one’s idea, feeling, thought and needs orally 1.2 How to teach speaking Now many teachers agree on that students learn to speak in the second language by "interacting" Communicative language teaching and collaborative learning serve best for this aim Communicative language teaching is based on real-life situations that require communication By using this method in classes, students will have the opportunity of communicating with each other in the target language In brief, teachers should create a classroom environment where students have real-life communication, authentic activities, and meaningful tasks that promote oral language This can occur when students collaborate in groups to achieve a goal or to complete a task According to Kayi (2006, p.1-2) what is meant by teaching speaking is to teach English language learners to: • Produce the English speech sounds and sound patterns • Use word and sentence stress, intonation patterns and the rhythm of the second language • Select appropriate words and sentences according to the proper social setting, audience, situation and subject matter • Organize their thoughts in a meaningful and logical sequence • Use language as a means of expressing values and judgments • Use the language quickly and confidently with few unnatural pauses, which is called as fluency 1.3.What does it mean by speaking English correctly and naturally? One mistake that language leanrners make is that they try to learn English grammar in order to speak better English They this because they are unaware of the fact that learning English grammar will not help them speak English fluently and accurately Knowledge of grammar and comprehension can improve our English writing skill and not English conversation skill In order to master English conversation, it is necessary to learn conversational English.So, in order to learn to speak English fluently and correctly, it is better to concentrate on learning conversational English rather than memorizing the rules of grammar Communication is complete when a speaker delivers a message to his listener and the listener has understood it thoroughly to give him an accurate reply Therefore, speaking English correctly and naturally means that the speakers have to pronounce words correctly , clearly and use them frequently It is also necessary for speakers to listen to the person talking to understand him or her thoroughly so that you can then make a fitting reply to give him 2.Related studies Teaching speaking English is one of the aspects that attracts a lot of educationalists and teachers who have passion for improving students’ communicative skill in English in their daily conversations There are a lot of studies on this such as “A Study on the Adaptation of Speaking Activities in “Tieng Anh 11” at Nghi Xuan High School.”by Dang Thi Phuong Anh at Vinh university (2014) was about some adaptations to the speaking lessons of textbook of Tieng Anh 11 In this research the writer gave some limatations of the speaking lessons from the text book and exchanged some adaptations that might help the lessons more interesting and attractive to the students Another research conducted by Tran Thi Lan Anh (2010) was about “Challenges and solutions in teaching and learning speaking skill with the new English textbook for grade 10 at Xuan Hoa high school, Vinh Phuc province” She mentioned the difficulties from teachers such as teachers’ insufficient communicative competence, teachers’ lack of training and difficulties from students were learners’ level of English, learners’ traditional features She also suggested some solutions to those problems Mai Thị Lan (2013) carried out a research on “How to motivate the 10 grade students in speaking skill at Hoa Lu A high school in Ninh Binh province” An action research was planned and implemented with such data collection instruments as classroom observation, questionnaire and document analysis This study set out to investigate the types of motivation possessed by students in speaking lessons at Hoa Lu A high school It also focused and evaluated motivational techniques used by teachers at this school, students’ expectations of speaking teaching Then, it suggested some recommendations for teachers to motivate students in speaking skill In conclusion, it can be seen from the above review that researchers focused on adapting speaking activities to increase students’ participation and motivation in speaking class However, not many researchers have conducted research on how to teach the grade students to speak good English Therefore, I have decided to conduct the research with the aim of supplying students the ways to be confident in speaking English and use English correctly and naturally It also helps improve teaching and learning English at Quang Loc secondary school PART 2: PRACTICAL BACKGROUND 1.The situation of teaching and learning English at Quang Loc secondary school In the reality, teaching of English in general, and teaching speaking English in particular have encountered a great deal of difficulties.Over years of teaching English at Quang Loc secondary school I have realized that most of the students,especially the grade students, always have fears of speaking English during the lessons and most of them not feel confident in communicating in English This comes from many reasons: The first reason is that the students find it difficult to pronounce words and they are always worried about saying the wrong words Moreover, the students can remember the meaning and the use of the words but their pronunciation,stress, rhythm and intonation are bad This is the most important characteristic of English pronunciation because the stress-timed rhythm of spoken English and its intonation patterns convey important massages But the fact that the students often find it difficult to pronounce English words or stress the right syllables, to follow the tress-timed rhythm and intonation patterns of spoken English The next reason comes from the students’studying habits Usually, students not have a good habit of using English as much as possible So, they can not react quickly in the real conversations The students can have enough vocabulary to communicate but they can not use them to express their ideas because they are not used to speaking English in everyday conversations Besides, speaking activity needs a good practical environment but my students not have opportunities to communicate with native speakers and foreigners who can speak English well and they not also creat their own English speaking environment In addition to this,for the sixth form students the textbook “Tieng Anh 6” and every thing at secondary school are still quite new and too strange, so they not have enough time to catch up with studying environment here This prevents them a lot from learning to speak English They are always scared and not believe themselves to speak in English during the lessons and real life conversations In sum up, all the above reasons have a bad influence on improving students’ English speaking skill Therefore, it is important for teachers to give some necessary solutions to help students overcome their first challenges in speaking English, which is the basic foudation for them to develop their speaking skill in the next classes 2.Results and effects The reasons mentioned above slow down the students’progress of learning to speak English a lot.They always feel difficult to use English in real life so they may be disapointed with their English and then fed up with learning it.As a result, they not actively take part in English lessons because they think that they are lack of the competence of learning to speak English.This is the main reason making English lessons uninteresting and the goal of learning and teaching English ineffective.Especially, the students are not motivated in practising speaking English frequently and the efficiency of teaching and learning English can not meet the demand as expectation PART 3: SOLUTIONS 1.Solutions In order to help the sixth form –students speak English correctly and naturally, I think the teacher needs to follow these suggestions: • Firstly, teaching students how to pronounce the English vowels and consonants • Secondly,teaching them the rules of the word stress and intonation in English • Thirdly, helping students practise making sentences regularly • Fourthly, helping them to create the English speaking environment Carrying out the solutions 2.1 Teaching students how to pronounce the English vowels and consonants One of the biggest problems that my students usually face up with while speaking is their pronunciation, so I think I must help them overcome this by teaching them how to pronounce vowels and consonants in English In order to improve English pronunciation it is important for students to understand some of the words like letters, vowels, consonants…… in English.The English language may have 26 letters but there are many more sounds that we need to know So how we help our students learn how to pronounce English words correctly? Firstly,teacher needs to introduce the students about : Letters There are twenty-six letters in the English alphabet Some letters are pronounced differently depending on which letters they are with For example, 'c' can be pronounced like a hard /k/ or as an /s/ in the verb 'cite' Letters are made up of consonants and vowels Consonants can be voiced or voiceless depending on the sound (or phoneme) The difference between voiced and voiceless is explained below Consonants Consonants are the sounds that interrupt vowel sounds Consonants are combined with vowels to form a syllable They include:b, c, d, f, g, h, j, k, l, m, n, p, q, r, s, t, v, w, x, z Consonants can be voiced or voiceless Vowels Vowels are open sounds caused with the vibration of vocal sounds, but without obstruction Consonants interrupt vowels to form syllables They include: a, e, i, o, u and sometimes y There are 20 vowel sounds and 24 consonant sounds in English The teacher should teach the students these sounds in each lesson It is important that the teacher should help students know how to pronounce these sounds correctly.For example, in the lesson the teacher teaches students two vowel sounds /æ/ and /е/ They are different sounds and have different pronunciation.We pronounce /æ/ with the words: hat, man, bad… but /е/ with the words: best, letter… And the teacher also needs to help students to know that no sounds in English are the same as the ones in Vietnamese I think that if our students know how to pronounce the sounds in English correctly, they are definitely more confident in speaking English so that they can say words easily Almost the students don’t understand the rules of sounds in English, they often listen to their teacher’s pronunciation and imitate their teacher’s sounds but a lot of students hear the wrong sounds or forget them quickly.Therefore, when they know the ways to pronounce each word, they can easily remember it and in case they forget they can check from the dictionaries This is the key for students to pronounce words correctly and it is also the basic foundation to help students speak English naturrally This is a chart of vowel and consonant sounds * groups of sound symbol Short vowels (12 = pairs) luck; cup car ; heart bed; head cat; black away; convert girl pit,hit,delete leave good; book; could,foot hot; rock too; food; blue Dipthongs day sky boy beer call; daughter Consonants • 14 consonants have the same sounds as the ones in Vietnamese pit tour go cow cat fan leg rat 10 ring get 11 hat 12 man 13 nice bit van door • bear 14 /// time 10 consonants have different sounds from Vietnamese think send jump zip chop 10 that shop leisure yet wet These are some ways I always use to teach pronunciation in the class In every lesson I spend five minutes teaching pronunciation First I will teach students vowel sounds.Through each lesson I choose a vowel , a pair or some pairs of vowels which are mostly used to introduce in the class For example, in the lesson of English 6- Unit 1: A567 I choose the sound / aі / to teach the students because they appear mostly in words “fine,nice,bye…” This is a dipthong so we can combine the pronunciation of vowel “/a / and “/i/” = /ai/ Or the other one in Unit 1: C1,2 I will teach the students the sounds /i/ and /i:/ in the numbers “thirteen- thirty” ……… After each lesson students will know more about the vowel sounds and consonant sounds, so they can know the pronunciation of the words they say clearly This will help them from the fear of saying the words wrongly While teaching vowels and consonants sounds, teacher needs to pay much atttention to teaching the students how to pronounce the sound correctly in English in order to help them speak English naturally I see that after learning how to pronounce these sounds, students’pronunciation improves a lot.They know how to pronounce the words the same as English and can correct their mistakes in pronunciation 2.2 Teaching students the rules of the word and sentence stress in English According to me, in the first lessons of learning English, students need teaching about the rules of stress syllables and the intonations in order to form their good habits in learning to speak English correctly and naturally because word stress and intonation are important factors in helping students to use language perfectly The teacher needs to help students understand that in Vietnamese we use marks to make our words meaningful and in English we must put stress syllables on words and stress words in the sentences to make them meaningful So if we not make stress and intonation while speaking, the others can not understand us and we can not understand them This is the second important factor to help the communication sucessfully In order to this, the teacher needs to teach students the simple rules of stress syllables and intonation 2.2.1.What is the word stress? To communicate clearly when you are speaking in English, it’s important to stress the correct syllables in each word This is called word stress, which means pronouncing one syllable of a multisyllabic word with greater emphasis (stress) than the other syllables in the word The teacher should help them know the syllabes in English For example, teacher asks one student to read the word “ Hi” /“teacher” aloud and asks the class “How many syllables these words have” –and students can easily regconise the word “hi” has one syllable and “teacher” has two syllabes How we pronounce “teacher”? We have to put stress on the first syllable Teachers should encourage students to say words with correct stress syllables For example: Hat (one syllable) ‘Apple (two syllable) Here are four general rules that teacher should introduce students to keep in mind about word stress as they practice pronunciation: Stress the first syllable of: Most two-syllable nouns (examples: CLImate, KNOWledge) Most two-syllable adjectives (examples: FLIPpant, SPAcious) Stress the last syllable of: Most two-syllable verbs (examples: reQUIRE, deCIDE) Stress the second-to-last syllable of: Words that end in -ic (examples: ecSTATic, geoGRAPHic) Words ending in -sion and -tion (examples: exTENsion, retriBUtion) Stress the third-from-last syllable of: Words that end in -cy, -ty, -phy and -gy (examples: deMOCracy, unCERtainty, geOGraphy, radiOLogy) Words that end in -al (examples: exCEPtional, CRItical) In every lesson teacher should teach words which are accompanied by the pronunciation so it teaches students how to pronounce the word correctly We not need to teach separate lessons on word stress Instead, we can integrate it into the normal lessons The ideal time to focus students' attention on it is when introducing vocabulary Meaning and spelling are usually clarified for students but the sound and stress of the word can all too often be forgotten Quickly and simply elicit the stress pattern of the word from the students and mark it on the board Students can use stress patterns as another way to organise and sort their vocabulary For example, in their vocabulary books they can have a section for nouns with the pattern O o, and then a section for the pattern o O Three syllable words can be sorted into O o o (Saturday, hospital) and o O o (computer, unhappy) The more times students mentally engage with new vocabulary, the more they are likely to actually learn it Engaging students through word stress helps to reinforce the learning of the words 2.2.2.What is the sentence stress? Sentence stress is the music of spoken English Like word stress, sentence stress can help us to understand spoken English, even rapid spoken English Sentence stress is what gives English its rhythm or "beat" Word stress is accent on one syllable within a word Sentence stress is accent on certain words within a sentence Most sentences have two basic types of word: Content words Content words are the key words of a sentence They are the important words that carry the meaning or sense—the real content Structure words Structure words are not very important words They are small, simple words that make the sentence correct grammatically They give the sentence its correct form —its structure If we remove the structure words from a sentence, we will probably still understand the sentence If we remove the content words from a sentence, we will not understand the sentence The sentence has no sense or meaning Besides word stress, teacher also needs to teach the students the stress of the sentences In English sentences we often put stress on words which make the sentence meaningful In spoken language, grammatical words (auxiliary verbs, prepositions, pronouns, articles, …) usually not receive any stress Lexical words, however, (nouns, verbs, adjectives, adverbs, …) must have at least one stressed syllable When someone asks declarative questions ,the intonation (i.e the voice) is rising to a higher pitch at the end When someone asks a wh-question or utters a statement, the intonation (i.e the voice) is falling to a lower pitch at the end Yes or no questions often have a rising end, but not always Intonation also deals with the stress of words Words are stressed to make a certain emphasis A sentence can be spoken differently, depending on the speaker's intention Therefore, while teaching speaking the teacher should help students to express their ideas with the correct stress of the sentences For example, when we teach the students the sentence “I go to school everyday” they can stress on different words: I go to school everyday I go to school everyday In the first sentence we put the stress on “I go/ school” to report that “I go to school” not the other things And in the second sentence we emphasize “I go/ school/ everyday” to say that I go to school everyday not only Monday or Saturday And here are more examples of the words stressed in the sentences: We want to go to work I am talking to my friends 10 You’re sitting on the desk, but you aren’t listening to me What did he say to you in the garden? In the above sentences the bold words are the content words so they are important to express the speaker’s idea Therefore, when we say a sentence we must emphasize the content words In conclusion, the words stress and stress of the sentence are the important factors to help the listeners understand the speakers’s thought While teaching students to speak English , teacher should note students these rules 2.3 Helping students practise making sentences and speaking English regularly One of the main reasons that makes students can not speak English for many years of learnin The first rule is that they not need to study grammar too much This is one of the most important rules If students want to pass examinations, then study g communicate effectively The next rule the students need to learn is that they should study phrases Many students learn vocabulary and try to put many words together to create a proper senten when they know only 1000 phrases, they will become a fluent English speaker For example translate when they want to create an English sentence, not translate the words from the m Besides this the students also need to practise speaking what they hear frequently Reading, listening, and speaking are the most important aspects of any language The same is loud until the mouth and brain can it without any effort By doing so, they will be able to without looking at the textbook first, then repeat after teacher twice I will introduce them the The teacher should also ask students to remember that while learning to speak they always h A common phrase that is incorrect is, "Practice makes perfect." This is far from the truth Pra of an advanced lesson that should be studied after learning the fundamental basics of English correct material they studied, not learn how to say a sentence These are the rules that the teacher should teach the grade students to learn to speak with th 2.4 Helping students to create the English speaking environment One of the factors helps students improve their speaking is that they need to submerge themselves into English speaking activities Being able to speak a language is not related to how smart the students are Anyone can learn how to speak any language This is a proven fact by everyone in the world Everyone can speak at least one language Whether they are intelligent, or lacking some brain power, they are able to speak one language.This was achieved by being around that language at all times In our country, we hear and speak our language constantly We will notice that many people who are good English speakers are the ones who studied in an English speaking school They can speak English not because they went to an English speaking school, but because they had an environment where they can be around English speaking people constantly.There are also some people who study abroad and learn very little That is because they went to an English speaking school, but found friends from their own country and didn't practice English 11 Therefore, students need to know that they don't have to go anywhere to become a fluent English speaker They only need to surround themselves with English They can this by making rules with their existing friends that they will only speak English For the grade students, the teacher also needs to give them a rule that they have to speak in English whenever they meet the teacher of English or their classmates If they not follow the rules, they will be punished I think this is the way that can help improve students’ speaking day by day The example of the lesson plan of English Here is an example of a teaching plan I have applied in teaching speaking skill for students of grade to improve their pronunciation of the vowels /u/ and /u:/ and encourage them in making as many sentences as possible from the material of the lesson in Tieng Anh Period 76: UNIT 12: SPORTS AND PASTIMES C.How often? Lesson 5: C1-4 I Aims Introducing Ss the new topic of the lesson: How often- adverbs of frequency and developing their speaking skill II Objectives After the lesson, Ss will be able to + ask their partners using “ How often” and answer with the adverbs of frequency + express their ideas with adverbs of frequency + pronounce the words with the vowels /u/ and /u:/ correctly III Language contents Vocabulary:always, usually, often, sometimes, never Grammar: Wh- questions: How often ……………………? IV Phonetic: the vowels / u/ and /u:/ V Preparations: Pictures, extra- board, cassette tapes VI Procedure Stages Contents Activities Warm up + Noughts and Crosses Group work (5 minutes) swim read a book play tennis go to school play soccer listen to music watch TV homework play volley ball Eg: S1: How often you swim ? T- whole S2: [ Twice ] a week Presentation I.Preteach Vocabulary class (10 minutes) - always/ˈɑːl.weɪz/(explanation: We things every day) - usually /ˈjuː.ʒu.ə.li/ “ - often /ˈɑːf.ən/ /ˈɑːf.tən/ “ 12 Practice (10 minutes) Production (10minutes) Phonetic (7 minutes) - sometimes/ˈsʌm.taɪmz/ “ - never /ˈnev.ɚ/ “ -tent /tent/ (picture) -have a picnic /hæv ə ˈpɪk.nɪk/ (picture) - fly a kite /flaɪ ə kaɪt/ “ - go camping /ɡəʊ ˈkæm.pɪŋ/ “ + Check: What and where C2 P130 II Guess the meaning Ss use the pictures and read the text to match the Vietnamese with the new vocabulary in context tha dieu = cai leu = di cam trai = di da ngoai= III.Grid Ss read the text then complete the table with the tick ( V ) in the right column How often never some often usuall always they times y …go to the zoo …go to the park …have a picnic ? …do sports … fly the kites? …go camping … walk to school …do homewor k + Ask and answer with parner about Ba and Lan using the grid Ex: How often Ba and Lan go to the zoo? They sometimes go to the zoo + / u/ OR /u:/ How can you pronounce these words, /u/ or /u:/? Write them in the correct column and read aloud Whole class Whole class Pair work Group work 13 school, zoo, noon,foot,food, good,too, look, cook, noodles, two,boots,book /u/ /u:/ *Key /u/ -foot,good,cook,look,book /u:/- food, school, zoo, noon, noodles, two,boots Teacher asks the students to speak out loud these words then practise making sentences with them Ex: I always go to school on foot My mother often cooks food Note:Teacher should encourage students to make as many sentences as possible with these words and the adverbs of frequency as above Because these sounds usually make students meet difficulties in finding out Individual their differences, so they need to pay attention to Homework work saying the words with vowels /u/ or /u:/ correctly (3 minutes) + Write it up C4 P131 - Prepare for the next lesson (In this lesson, I choose the vowels /u/ and /u:/ to teach because they appear in some words: zoo, school, boot and some phrases that students can use to make sentences with the adverbs of frequency and it is also a way to help students to review the words with these sounds ) PART 4: THE DISCUSSION After using these ways in teaching English for grade students I regconize that almost students are eager to the lessons They not feel too afraid of speaking in English and more students participate in practice speaking English I’m sure that my students are more confident in using English in the conversations And the survey below is a proof of this research I have conducted my study on teaching English for 41 students of grade at Quang Loc secondary school in the first term of school year 2016-2017 and get the result as survey Students’ Qualification Excellent Total Percent Good Total Percent Fair Total Percent Average Total Percent Poor Total Percent 14 Before using the research 0% % 4,8 % 14,6 % 33 80,4 % After using the research 2,4 % 12,1 % 12 29,2 % 15 36,5 % 19,5 % From the survey, I believe that my research can get some achievements at first Actually at the first lessons of English 6, a lot of students seem to be quite strange to English, they hardly speak an English word However, after using the activities mentioned in this thesis they have made a lot of progress They are far more confident in using English And of course their pronunciation and intonation are much better CONCLUSION Conclusion As teachers of English at a rural school, we have faced many obstacles in developing students’ speaking skill, and the desire of how to improve the effectiveness of speaking lessons is really the strong motivation This study aims at investigating the necessity of improving the grade students’ speaking activities, giving them more chances to speak English in their daily conversations and improve their speaking ability The research has discovered the significant findings: First, the communicative activities presented in some tasks in speaking lesson in “Tieng Anh 6” are not effective because they are not varied and interesting enough to attract the students’ concentration or some topics are not familiar to them due to the low background knowledge of rural students, generally The combination of teaching speaking in all the lessons with pronunciation provides the students more chances to practice speaking, help them feel more confident and interested in speaking English And they always speak correct and natural English.Therefore, in order to motivate students in speaking, it is vitally necessary to supply students with the knowledge of pronunciation Secondly, guiding students to learn phrases to make sentences is very profitable This activity gets students easier to express their idea and make them more confident Thirdly, students have to create their own speaking English habit every time and everywhere if they want to speak better English This activity will attract a lot of students in the class to use English in their real dialogues and they willnot find English too far alient to them According to the findings, it can be concluded that teachers should teach students the basic knowledge of pronunciation and necessary activities to increase the students’effectiveness of speaking skill 15 Limitation of the study As the focus of the thesis is teaching students how to speak English correctly and naturally to reduce students’ difficulties in learning to speak English, it is expected that the study results will provide basic knowledge and necessities not only for the author but also for other teachers and learners of English However, the study can not avoid limitations as follows: Firstly, the research has not covered all the rules of pronunciation and intonation Some rules in the thesis are only examples Secondly, the researcher has not investigated to introduce the vowels and consonants for every unit in textbook “Tieng Anh 6” As a result,some teachers may find difficult to teach vowels and consonants as well as word stress and sentence stress in the lessons However, I hope that this thesis is also a suggestion for my colleages to help their students improve their English speaking ability and can help many students know how to start learning speaking English more effectively As this theme was completed in a short period time and because of limitted knowledge and experienced teaching, naturally mistakes and errors are inevitable I hope the theme will be supported and receive remarks from all the colleages, the experienced teachers and readers who are interested in the theme I sincerely thank STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is my own work The data and findings discussed in the thesis are true, used with permission and have not been published elsewhere Written by Tran Thi Hoa Approved by 16 17 ... needs to pay much atttention to teaching the students how to pronounce the sound correctly in English in order to help them speak English naturally I see that after learning how to pronounce these... activities to increase the students effectiveness of speaking skill 15 Limitation of the study As the focus of the thesis is teaching students how to speak English correctly and naturally to reduce students ... on how to teach the grade students to speak good English Therefore, I have decided to conduct the research with the aim of supplying students the ways to be confident in speaking English and