Some techniques to teach the sound ʊ and u for gifted students at luong ngoai secondary school

THANH HOA DEPARTMENT OF EDUCATIONN AND TRAINING BA THUOC CHAMBER OF EDUCATION & TRAINING EXPERIENCE INITIATIVE SOME TECHNIQUES TO TEACH THE SOUND / ʊ / AND / u: / FOR GIFTED STUDENTS AT LUONG NGOAI SECONDARY SCHOOL Writer: Ha Thi Thao Position: Teacher Teaching school: Luong Ngoai secondary school The aspect of study: English THANH HOA 2019 1|Page INDEX INTRODUCTION 1.1 Reason of research 1.2 The purpose of the research 1.3 Research subjects 1.4 Method of research CONTENT 2.1 Rationale 2.2 Statement of the problem 2.2.1 Problem 2.2.2 Effect 2.3 Suggested Solutions and Implementation Page Page Page Page Page Page Page Page Page Page Page 2.3.1 Some techniques to teach the two sounds Page 2.3.2 Practice activities for both / u:/ and / ʊ / Page 13 2.3.3 Some helpful tips I got after applying the initiative Page 14 2.4 Results 2.4.1 For education activity 2.4.2 For subject’s quality 2.4.3 For myself 2.4.4 For my colleagues CONCLUSION AND PROPOSAL 3.1 Conclusion 3.2 Proposal DOCUMENTS CATEGORY INITIATIVES Page 14 Page 16 Page 16 Page 17 Page 17 Page 17 Page 17 Page 18 Page 19 Page 19 INTRODUCTION 1.1 Rationale There are many things that English teachers need to fit into their limited class time-grammar, vocabulary, speaking, listening, reading, and writing Pronunciation often gets pushed to the bottom of the list Many teachers say there’s just not enough time to teach pronunciation Students often think it isn’t that important-after all, it won’t be tested on their high school entrance exams! But if students need or want to speak English understandably, pronunciation is important “The days when learners only needed reading and writing skills in English are past Depending on where you teach, many or all of your students will need to speak and understand English in real life to communicate with both native speakers of English and speakers of other languages Even if students’ grammar and vocabulary are strong, if their pronunciation isn’t easy to understand, their communication will fail” [1] We owe it to our students to give them the tools they’ll need to be able to communicate successfully in English When teaching pronunciation, I see many students including gifted students have difficulties in identifying the sounds / ʊ / and / u:/ These sounds are available in the phonetic exercises so I decided to choose this subject as my research Many of my students confessed that they couldn’t recognize when to pronounce / ʊ / or / u:/ I am their teacher of English, but my teaching remedies didn’t help them much and this made me always make questions to myself such as “How must I to help the students recognize the two sounds correctly?” and “ How should the practice activities be to get their high attention to them?” It can’t be denied that recognizing the sounds / ʊ / and / u:/ is not easy at all They themselves are fairly different in different cases In addition the rules of generalization of them not fixed Thus they make us confused Little understanding, lacking of practice led to the fact that many students couldn’t find out the two sounds correctly and read the word wrongly As a result, students make mistakes in speaking and pronunciation exercises The repeated mistakes of / ʊ / or / u:/ forced us to ask ourselves once again: + Why can't they recognize the two sounds correctly? + How we teach them? + What practice activities should we use for students to practice? + How we test? Train students to become independent and autonomous learners because our students won’t be with us forever Someday they’ll be facing pronunciation puzzles on their own If we can help them build up their own skills in listening, imitating, and monitoring their own pronunciation, it will be a big help to them in their future learning After many years teaching English at Luong Ngoai secondary school, coping with a lot of difficulties that gifted students have in pronouncing the sound / ʊ / and / u:/ I applied some new ways to change the learning skills and results of students In this study, I would like to clarify the way I did through the topic “Some techniques to teach the sound / ʊ / and / u:/ for gifted students at Luong Ngoai Secondary School” 1.2 The purpose of the research - To help students recognize and pronounce the sounds / ʊ / or / u:/ correctly 1.3 Research subjects - To research the regulations so as to help the students at Luong Ngoai school overcome difficulties in identifying the sounds / ʊ / and / u:/correctly 1.4 Researching method: During the study, I used the following methods: - Survey and investigation are applied to investigate the quality of students when they pronouce the sound / ʊ / and / u:/ through class activities and tasks in the textbook - Observation is applied to observe the activities of students during the time they are included in the phonetic drills - Practice is applied when the teachers organize activities for students to reconigzie the sound/ ʊ / and / u:/ - Analysis, statistics, synthesis, comparation and assessment are applied to assess the progress of students when they approach with new methods CONTENT 2.1 Theoretical Base English has 24 consonant sounds and 20 vowel sounds, represented by just 21 consonant letters and five vowel letters Also, unlike some other languages, English does not have a one-to-one correspondence between letter and sound For example, the spelling group “ough” is pronounced differently in the words ought, rough, though and through Or take the letter sequence “gh”, which has different pronunciations in rough, ghost and through In fact, in through, “gh” is not pronounced at all There are many other such words in English where some letters remain silent-calm, pneumonia, doubt It must be said that pronunciation is one of the most important points not only in English but also in any foreign language Pronouncing correctly helps learners understand better and it also helps you listen better That requires a systematic knowledge of vocabulary and the practice of pronunciation, stress of words and sentences The same word you say wrong, when you hear a native speaker say that you cannot understand it because you may find the word very strange, not realize what the word is and as a result you not understand a whole sentence Besides, if you say wrong then native speakers not understand what you are saying or cause misunderstanding Pronunciation is main basic part of learning a new language – it’s especially important when it comes to your speaking and listening skills! “English's role as a lingua franca has implications for teaching pronunciation The goal is not to sound like a native speaker, but rather to communicate effectively in a global context” [2] When students learn English, Teachers will definitely talk about ‘vowel sounds’, but let’s take a quick look at long and short vowels right here What’s a long vowel? A long vowel sound is one that is pronounced the same way as its name, like the A in the word ‘make’ - /meɪk/ In the phonetic alphabet, it’s written as /eɪ/ What’s a short vowel? A short vowel sound does not sound like the letter’s name, like in the word ‘mad’ In the phonetic alphabet, this sound is written /a/ This can be tricky when saying words like ‘beach’ or ‘sheet’, which can sound a lot like some rude words! Short vowel sound (/u/): e.g Cut This sound is pronounced (/ʌ/), like in bus, until, and ugly Long vowel sound (/uː/): e.g Cute The /uː/ sound can be heard in the words use, argue, and student 2.2 Statement of the problem 2.2.1 Problem: Many researchers have also proven that students are much more ready to interact with each other with more complex responses than with their teacher [4] ‘students feel comfortable working, interacting and making mistakes with their partners rather than with their teachers and corrective feedback from peers are found to be less daunting than the correction by teachers I was a new teacher at Luong Ngoai Secondary School Many of my students could barely pronunciation any English and were reluctant to even try Most of the time, they were found speaking Muong, their mother tongue language After a short time teaching in here, myself identifies factors causing pronunciation difficulties as: Students are worried about making mistakes fearful of criticism, or simply shy Students have no motivation to express themselves… only one participant can talk at a time because of large classes and the tendency of some students to dominate while others speak very little or not at all… students who share the same mother tongue tend to use it because it is easier and because they feel less exposed if they speak their mother tongue - / ʊ / /u:/ are the popular sounds in English However, most students in Luong Ngoai often mistake the sound / ʊ / for /u:/ The main reason of the mistake is that in Vietnamese all the syllables are read alike, and there is no concept of "long syllable" so Luong Ngoai students find it difficult to pronounce short and long vowels, which leads to misunderstanding for the listeners 2.2.2 Effect In fact, when I taught gifted student in the school year 2017-2018, 2018-2019 at Luong Ngoai Secondary School To have accurate basis for determining innovative solutions, find out the way to solve the problem, from the beginning of school year 2017 – 2018, 2018-2019 I conducted a survey for gifted students in grade and obtained the following results: Table Result English marks (general lesson), school year 2017-2018 and 2018-2019: Gra de Total 8 15 15 Good Amou % nt 0 0 Fair Amo % unt 0 13,3 Medium Amo % unt 46,6 53,4 Weak Amo % unt 46,6 26,6 Poor Amo % unt 6.8 6,7 Table Survey result emotional index of gifted students for English pronunciation: Like so Like Nomal Dislike much School year Total SL % SL % SL % SL % 2017-2018 15 0 20 33,3 46,7 2018-2019 15 0 33,3 46,7 20 By the statistical results showed that the percentage of weak & poor students are still quite high This indicates their pronunciation skills are limited, so the essential problem is how to train pronunciation skills for students to be effective, I have proposed solutions and used following methods to perform 2.3 Suggested solutions and implementation How you know if a word in English is pronounced with the long vowel sound or the short vowel sound? For example, cut and cute are pronounced differently, but which one has the long u sound? It may seem obvious with a short, familiar word, but what if you encounter a new word that you have never seen before? There is a quick an easy trick I have found that will give you the right answer most of the time 2.3.1) Some techniques to teach the two sounds: The sound /u:/ A LESSON ONE: The sound /u:/ In this unit we will study the various letters which represent or include the sound / u: / for example,/u:/ in blue, too, who and chew A.1)Teaching /u:/ sound -Describe the way of pronouncing /u:/ INCLUDEPICTURE "http://noidung.tienganh123.com/file/baihoc/pronunciation/coban/bai10/ulong.1.gi f" \* MERGEFORMATINET INCLUDEPICTURE "http://noidung.tienganh123.com/file/baihoc/pronunciation/coban/bai10/ulong.1.gi f" \* MERGEFORMATINET INCLUDEPICTURE "http://noidung.tienganh123.com/file/baihoc/pronunciation/coban/bai10/ulong.1.gi f" \* MERGEFORMATINET INCLUDEPICTURE "http://noidung.tienganh123.com/file/baihoc/pronunciation/coban/bai10/ulong.1.gi f" \* MERGEFORMATINET INCLUDEPICTURE "http://noidung.tienganh123.com/file/baihoc/pronunciation/coban/bai10/ulong.1.gi f" \* MERGEFORMATINET INCLUDEPICTURE "http://noidung.tienganh123.com/file/baihoc/pronunciation/coban/bai10/ulong.1.gi f" \* MERGEFORMATINET INCLUDEPICTURE "http://noidung.tienganh123.com/file/baihoc/pronunciation/coban/bai10/ulong.1.gi f" \* MERGEFORMATINET INCLUDEPICTURE "http://noidung.tienganh123.com/file/baihoc/pronunciation/coban/bai10/ulong.1.gi f" \* MERGEFORMATINET INCLUDEPICTURE "http://noidung.tienganh123.com/file/baihoc/pronunciation/coban/bai10/ulong.1.gi f" \* MERGEFORMATINET INCLUDEPICTURE "http://noidung.tienganh123.com/file/baihoc/pronunciation/coban/bai10/ulong.1.gi f" \* MERGEFORMATINET INCLUDEPICTURE "http://noidung.tienganh123.com/file/baihoc/pronunciation/coban/bai10/ulong.1.gi f" \* MERGEFORMATINET INCLUDEPICTURE "http://noidung.tienganh123.com/file/baihoc/pronunciation/coban/bai10/ulong.1.gi f" \* MERGEFORMATINET INCLUDEPICTURE "http://noidung.tienganh123.com/file/baihoc/pronunciation/coban/bai10/ulong.1.gi f" \* MERGEFORMATINET INCLUDEPICTURE "http://noidung.tienganh123.com/file/baihoc/pronunciation/coban/bai10/ulong.1.gi f" \* MERGEFORMATINET INCLUDEPICTURE "http://noidung.tienganh123.com/file/baihoc/pronunciation/coban/bai10/ulong.1.gi f" \* MERGEFORMATINET /uː/ is a long vowel sound Make a lip into a circle Put your tongue up and back It's pronounced /uː/ /uː/ - Write some words that includes /u:/ on the board and read them out Blue, Chew, Route, Two, Cruise, Boot, Hoop, Goose, bamboo Ask students to compare the words They recognize that the letters pronounced /u:/ are different After that we teach them how to identify the vowels pronounced /u:/ * WRITE ON THE BOARD: + “o” is pronounced /u:/ in some common words that end by “o” or “o” with some certain consonants Example: Do, To, Lose, Tomb +) “u” is pronounced as /u:/ in words having “ue”, “u-e”, “uit”, “ui-e” , as in glue, June, fruit, cruise +) “oo” is pronounced as /u:/ when standing at the end of a word or a sound or being followed by some consonants: l, d, t, n, th (e) as in school, tooth, noon, soot, food, sooth except for “oo” followed by k as in book, look, and some words such as “foot”, “floor” +) “ou” is pronounced as /u:/ in some words when it is followed by “p”, “pe”, “ch-”, “nd”, “ff” as in loup, troupe, douche, wound, boudoir, bouffant Words similar to (because they are derived from) French words tend to have /u/, e.g "soup", "route" [for UK speakers], "group" etc; +) “ew” is also pronounced /u:/.For example: crew, grew, bedew, jewel… A.2) Practice activity: - For beginners: a) Reorder: - Students can reorder the letters given to make a fully worked-out word - Teacher writes some jumble letters on the board or hang on a sub-board or deliver worksheets to students for them to reorder the letters For example: w t o ……………………… o d ……………………… g o r u p ……………………… ch s e o ……………………… b r i u s e ……………………… s m th o o ……………………… b e h s r e w ……………………… f u t l e ……………………… g o g o l e ……………………… 10 t b e u ……………………… The answer: two smooth bestrew group flute chose google bruise 10 tube b) Fill in the missing word Students can be given partially written words and then fill in the missing letters To make it easier, pictures [4] are included 1.s - - 2.j - - - - 3.t - - 4.h-m- - - 5.sa - - - W - - ( Capital letters) re - - - - 8.w - - - - The answer: 1.soup 2.juice 3.tooth 4.humour 5.salute 6.remove 7.remwove 8.wound c) Categories: Students can work in pairs or in groups to write words containing /u:/ through an activity like the following one: Teacher prepares many words in different categories A student goes to the board and picks one word up then the others try to guess the word by asking him/ her questions For instance, he picks a word relating to appliance of family Through questions are made, students can find the word “broom” Suggestions for categories: +Appliance of family: broom, duvet, bathroom scales, stool, spoon, cruise +Animals: baboon, gnu, goose, rooster, moose, raccoon, bluebird +Vegetables and fruits: mushroom, ugli fruit, jackfruit, star fruit, blueberry +Clothes: uniform, suit, hood, swimsuit, tunic, bloomers, pantsuit +Jobs-occupation-professions: supervisor, musician, student, computer programmer -For intermediate: Limit time for students to write as many words including long vowel u relating to a certain category as possible They can work individually, in pairs or in groups The categories can be  Sports  Foods  Verbs  personality  Tools Examples: judo, canoeing, rude, bestrew… - For advanced: Ask students to work in groups of Each group is given one of these tasks following:  Write as many words as you can that contain “oo”  Write as many words as you can that contain “u-e”, “ue”  Write as many words as you can that contain “ui”  Write as many words as you can that contain “ou”  Write as many words as you can that contain “ew” Allow students to use dictionary during the activity When the time is over, students hang their posters on the board All groups can check and add more words for each other with teacher’s controlling * Suggested answers: - oo: cartoon, moon, monsoon, good Friday, food, noon, spoon, doomsday… -u-e, ue: flute, June, cue, cube, cute, huge, plume, true… -ui: accruing, bruin, ruin, bruise… -ou: through, croup, troupe, douche… -ew: chew, grew, crew, blew, yew, … B LESSON TWO: The sound /ʊ/ In this lesson we get to know the letters pronounced /ʊ/ B.1) Teaching / ʊ / sound -Describe the way of pronouncing / ʊ / 10 /ʊ/ is a short vowel sound Make your lip a little rounded Your tongue is not so far back as for /u: / It’s pronounced /ʊ/…/ʊ/ Write some words on the board and read them out /ʊ/ /u: / Book Tooth Cook Cartoon Full June Put It can be easily seen that there the same letters but they are pronounced differently as book and cartoon +) "o" is pronounced /ʊ/ in some words such as wolf , woman ,bosom +) "ou" is pronounced /ʊ/ in some model verbs: should, would, could +) "oo" " is pronounced /ʊ/ if it is followed by k, d, t as in book, good, sooth Now we can see that it is difficult to recognize /ʊ/ or /u: / in a word with “oo” when we compare it to it in the previous lesson because “oo” itself has ways of pronunciation Therefore we must learn the cases by heart Note: g,st or h precedes ood then oo is pronounced /ʊ/ +) “u” is pronounced /jʊ/ when we find it in the pattern : “u + r + a vowel” such as in cure, furious +) “u” is pronounced /ʊ/in some words when it is followed by “sh”, “ ll”, “t” For example: pull, push, foot except for boot, soot, cull, lull or ush follows b B.2) Practice activity: / ʊ / and /u:/ are the sounds in English that can be difficult for any learners, and there are also distinctions between sounds that some students find confusing because there is no such distinction in their mother tongue so it is definitely worthwhile doing some activities to target specific areas - For beginners: a Limited time writing: Divide the class into groups Give them minutes to write as many words as Possible that containing short vowel u The team which writes the most correct words are the winner Help the teams by writing on the board: ull, ush, ook, ould, urb Vowel /ʊ/ game: Finding words Students can it individually, in pairs or in groups to find out the given words in the table 11 W S O N G B O O K T R O H T B X R B H T O N M O M C Q U J O O E H A U V D L M O K Z E I N L P L N F S Y E N E P D E E N U M H O T O O T O P N I L B U L L U O U O O U D H J L K I L G O O D H X W U E L - For intermediate: * Group work: Ask students to work in groups of All groups the same task at the same time First, write as many words as you can that contain “ur-” Second, write as many words as you can that contain “ush” Third, write as many words as you can that contain “ull” Last, write as many words as you can that contain “ook” Limit the time Allow students to use dictionary during the activity When the time is over, students hang their posters on the board All groups can check and add more words for each other with teacher’s controlling * Suggested answers: -cure, pure, during, curious, furious, durra, pure, lure, bureau… -bush, push, push-cart, pushchair, ambush, pusher… -bull, full, pull, bell-pull, bulldog, mournful… -cook, book, look, crook, gook, shook… - For advanced: * Puzzle: Teacher prepares many questions for words containing short vowel /ʊ/ Students try to guess the word to fill in the table After the correct answers are filled, they have a special word For example: V A L U E R C R O O K E W O L F E B U S H E L L B U L L E T C O U L D D R 12 A person whose job is to say how much something is worth The shape of a witch’s nose Origin of the domestic dog Your skirt is torn, but you still want to wear it So you take it to this person A metal projectile for firing from a rifle A modal verb shows ability in the past * Finding out - Teacher shows the sentences containing the sounds /u:/ and /ʊ/ on the board then ask students to find out It should be good wool / ʃʊd gʊd wʊl/ The woman took a good look at the wolf /wʊmən tʊk gʊd lʊk wʊlf/ Are you doing anything on Tuesday? / juː 'duːɪŋ ˈtuːzdeɪ/ You must chew your food /juː tʃuː fuːd/ 2.3.2) Practice activities for both / u:/ and / ʊ / a / u:/ or / ʊ /: Students are given a list of words containing long vowel u or short vowel u They have to decide which words belong to long vowel u group or short vowel u one / u:/ ……………………………………… ……………………………………… ……………………………………… ……………………………………… …………………………………… boot good soot 4.woman hook suit pussy cat 8.full b Find / u:/ or / ʊ / way /ʊ/ ……………………………………… ……………………………………… ……………………………………… ……………………………………… ……………………………………… tube 10.pool 11.do 12.food 13.should 14 Undertook 15.push 16.tooth 13 Start goon groom Bull put chew Took flew druid who spoon would glue Food gune pool Soot stood croup facebook Good c Write what you hear Teacher get students to draw the table with two column containing /u/ and / u:/ and then Teacher read a list of words containing long vowel u or short vowel u out and ask students write the words they hear in the right column After reading, the teacher takes some of students’ papers to check Both teacher and students correct the answer Students can the practice individually, in pairs or in groups d Odd One Out Prepare a list with sets of three to four words that have the same vowel sound, plus one somewhere in the middle that is different For example, food, good, boot and fool Divide your class into two teams and have them form two lines in front of the board Write the first set of four words on the board The students at the front of the line must read the set of words, race to the board once they have identified the word that sounds different and circle it The first student to circle the odd word scores a point for the team e Four in a Row Here’s a good one for young learners! Divide your class into groups of three to four students Print out this Four in a Row worksheet (or make your own!) and cut it up into separate cards In groups, students must work together to arrange the words into sets of four words that sound the same The first team to complete all of the sets wins Ex: Pool hood Pull good Look stood Chew could Pull stew cool rout 14 2.3.3) Here are some helpful tips I got after applying the initiative Teach one lesson every week Model each sound after explaining the way of pronunciation and ask students to it the same Check if students always remember the rules and if they can write long or short vowel u by oral test, five minute test or fifteen minute test after teaching Give them homework for example, practice reading sentences, write or more words containing / ʊ / sound and you have to check and correct homework for them Teach words listed as "common exceptions" only if they are fairly important words that your students are likely to need and try to use pictures, images and games to reduce difficulty and tension Encourage students by good marks if they well 2.4 Result after applying the research in teaching 2.4.1) For education activity - Students recognize two vowel sounds and they can explain the answer My students told me that they could recognize two vowel sounds after lessons Here is one of four groups’ correct answer for a practice activity within minutes photographed in our lesson with the students in the class They did it without looking at their notebook We were proud to see the following perfect answer - Students became more attentive and conscientious in lessons I was really happy when I saw my students look at the board and listened to my teaching more concentrated They asked me questions during the lessons to catch on the knowledge instead of sitting and listening quietly When they practiced, they discussed altogether in groups and good learners help the weak ones These positive changes show that my effort is helpful and useful 15 - Students became more enthusiastic I used to be so depressed and angry when looking at their uncompleted homework exercises After applying the research in teaching, I was satisfied with my students’ homework Most of them finished their homework quickly and accurately Of course, there were still some wrong answers, but that they did their whole homework regularly could be regarded a great achievement - Students like this way of teaching Clear sound model, rules and interesting practice activities attracted students much They were also eager to take their homework notebook back to see my feedback after I had checked their answer Here are some exercises extracted from the tests for gifted students Exercise 1: Choose the word which has the underlined part pronounced differently from that of the rest A thing B they A breathed B planned A danger B ginger A grew B knew Exercise  Find /ʊ/ 1, A.full 3, C.fan 5, F.woman 7, H.shampoo 9, J.balloon 11, L.football  Find /u:/ 1, A.chase 3, C.chosen 5, E.notebook 7, G.truth Exercise A hear B clear C there C placed C stranger C threw 2, 4, 6, 8, 10, D than D showed D longer D flew B.fun E.boat G.sugar I.butcher K.pudding 2, B.choose 4, D.move 6, F.boom 8, H.umbrell C bear D ear A heat B great C beat D.break A blood B pool C food D tool A.mouse B could C.would D put 2.4.2) For subject’s quality Be used during two school years at Luong Ngoai secondary school 2017-2018, 2018-2019 Subject’s quality has improved clearly and more effective Detail such as: * Before applying 16 Table Result English marks (general lesson), school year 2017-2018 and 2018-2019: Gra de Total 8 15 15 Good Amou % nt 0 0 Fair Amo % unt 0 13,3 Medium Amo % unt 46,6 53,4 Weak Amo % unt 46,6 26,6 Poor Amo % unt 6.8 6,7 Table Survey result emotional index of gifted students for English pronunciation: Like so Like Nomal Dislike much School year Total SL % SL % SL % SL % 2017-2018 15 0 20 33,3 46,7 2018-2019 15 0 33,3 46,7 20 * After applying Table Result English marks (general lesson), school year 2017-2018 and 2018-2019: Gra de Total 8 15 15 Good Amou % nt 20 26,65 Fair Amo % unt 33,35 40 Medium Amo % unt 33,35 33,35 Weak Amo % unt 13,3 0 Poor Amo % unt 0 0 Table Survey result emotional index of gifted students for English pronunciation: Like so Like Nomal Dislike much School year Total SL % SL % SL % SL % 2017-2018 15 13,3 53,35 33,35 0 2018-2019 15 20 60 20 0 Compare datas between two tables, I found that studying effection of students in school year 2018 - 2019 had increase clearly Emotional index had also become possitive It means that applying this method brought the better results and necessary Students could practice easier and pronounce more naturaly 2.4.3) For myself After using these methods through the year of teaching in Luong Ngoai secondary school, I had divided my class into three ability groups I had also designed special instructional materials for the weakest students I spent more time with them while the others were engaged in reading or writing activities I had flashcards and sentence strips, pictures and simple storybooks to read to them and allowed them to ask her questions in Vietnamese or Muong, if they wanted to In this way, I made them feel at home Most began to speak in groups and later in class directly, albeit in halting English The new strategy worked very well, and 17 the students developed confidence as well as competence I was happy and had a lot of motivations to develop my job 2.3.4) For my colleagues This method is also the good teachnique which is applied and supported by many my co-workers CONCLUSION AND PROPOSAL 3.1 Conclusion More 90% students in Luong Ngoai secondary school are ethnic minority students However we have also achieved the results we expect that students would like to learn pronunciation, interested in learning from innovation method This study helped me promote effective speaking in my classrooms by engaging my students in communicative activities to develop oral proficiency Through methods described above I developed students’ confidence in using English in various communication situations, both formal and informal The ability to pronunce English effortlessly in a variety of situations requires good pronunciation, a wide range of vocabulary, grammatical accuracy and also the knowledge of what to say to whom and when In short, proficiency in pronunciation includes knowledge not only of the language but also social and cultural norms, and the ability to respond appropriately in a variety of situations This study contains a range of activities for the teacher to use in the classrooms to encourage students to speak effectively and with confidence The activities are mainly designed around shared experiences, to be done in pairs and groups so that students learn to respond spontaneously in any communication situation In conclusion, I found my teaching effective My students made much progress in learning In terms of their behaviors, they studied seriously I have learnt that a successful lesson includes many factors: teacher, students, environment…,so to make classroom teaching more effective and useful for students, teachers have to try to make each lesson purposeful and interesting and students have careful preparation before class hours Teachers should also try to make the classroom environment relaxing in order that students not feel tense while learning One more important thing is that when you test your students, notice to their different abilities to give them suitable tasks In short, the research I made was effective I am so thankful to receive more contributive ideas to make it more improvable 3.2 Proposal Based on the findings, I suggested the following: + For the ethnic minority students in the same class to facilitate teachers can help students more in the learning process + Organization of English club time per month to help them to have a chance to talk the language they have learned , opportunities to communicate 18 + Do Lab to give students more opportunities to hear the exact pronunciation of native speakers , due to the time teachers in the use of teaching aids in the classroom + The textbook should include tape scripts at the end, students should also have tapes for practicing speaking outside the classroom and have a revision speaking unit after each three units + Topics for speaking are not interesting from students point of view, so topics from daily life experience are recommended these are like customs of marriage in their tribes, interviews with famous football players or journeys The study have been made to partially evaluate the students' learning, autonomy, independent of their creativity However initiative will definitely implement flawed I look forward to colleagues and teachers interested in comments to make my intiative increasingly more complete CONFIRMATION OF HEADS OF Luong Ngoai, May 24, 2019 UNIT I pledge that this is my experience initiative and not copy the content of other people The implementer Hà Thị Thảo DOCUMENTS Pronunciation Fundamentals (Tracey Derwing and Murray Munro, 2015) Phonology of English as an International Language, Jennifer Jenkins – 2016 Brown A (ed.) 1992 Approaches to Pronounciation Teaching London Macmillan Internet DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN, TỈNH VÀ CÁC CẤP CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN 19 Họ tên tác giả: Hà Thị Thảo Chức vụ đơn vị công tác: Trường THCS Lương Ngoại TT Cấp đánh giá xếp loại Tên đề tài, Sáng kiến Các phương pháp quản lý tốt tiết dạy tiếng anh lớp Experience helps students in grade of Luong Ngoai secondary school to learn vocabulary well Phòng GD&ĐT huyện Bá Thước Phòng GD&ĐT huyện Bá Thước Kết Năm học đánh đánh giá giá xếp xếp loại loại C 20062007 C 20172018 PHỤ LỤC (No) 20 ... techniques to teach the sound / ʊ / and / u: / for gifted students at Luong Ngoai Secondary School 1.2 The purpose of the research - To help students recognize and pronounce the sounds / ʊ / or / u: /... easier and because they feel less exposed if they speak their mother tongue - / ʊ / /u: / are the popular sounds in English However, most students in Luong Ngoai often mistake the sound / ʊ / for /u: /... techniques to teach the two sounds: The sound /u: / A LESSON ONE: The sound /u: / In this unit we will study the various letters which represent or include the sound / u: / for example, /u: / in blue, too,