Improving grade 6 students

The study of teaching experiences- 2018 THANH HOA EDUCATION AND TRAINING DEPARTMENT NONG CONG EDUCATION AND TRAINING DIVISION THE STUDY OF TEACHING EXPERIENCE SUBJECT: IMPROVING GRADE STUDENTS’ DIPTHONGS OF ENGLISH PILOT PROGRAM AT TRAN PHU SECONDARY SCHOOL The writer: Le Thi Phuong Cuong Position: Teacher- Tran Phu Secondary school Le Thi Phuong Cuong - Tran Phu Secondary school The study of teaching experiences- 2018 NONG CONG, 2018 INDEX CONTENTS Index PART I INTRODUCTION I REASONS FOR CHOOSING THE TOPIC II AIMS AND REQUIREMENT OF THE STUDY PAGE Page Page Page Aims Requirement III SCOPES AND OBJECTIVES OF THE STUDY PART II CONTENTS I THE THEORETICAL BASES OF THE TOPIC Bases Background information The theory of the dipthongs II THE PRACTICAL BASES OF THE TOPIC The real states of the problems Solutions Application The result after applying the study in teaching PART III CONCLUSION I Conclusion II Recommendations REFERENCE BOOKS Page Page Page Page Page Page Page Page Page Page 20 Page 20 Page 20 Page 21 Page 21 PART I INTRODUCTION I REASONS FOR CHOOSING THE TOPIC Education and training play an important role in the development process of the country In the current period, the country is on the path of reform, opening-up Le Thi Phuong Cuong - Tran Phu Secondary school The study of teaching experiences- 2018 policy relations with the countries of the world increased significantly Extensive communication with the countries in the world in English , the international language , has become more more and common and attention In teaching English I have noticed that practicing English pronunciation is the misery of our students, especially students in grade whether they have been studying for years at the elementary level, and in the end they still not get the standard English pronunciation Is learning to pronounce so difficult that can not be learned? or inappropriate teaching methods? Is textbook structure irrational? or Don’t they know how to learn? According to the old textbook program, the students did not learn about pronunciation so their spelling good or bad depends on the teachers.They leant Enlish pronounciation without rules and methods That is why after or 10 years learning English, they still find difficulties in speaking and communicating even they can speak fluently, Others can’t understand what they are expressing beacause of the mistakes Besides, the pilot program presents the vocabulary, the grammar items tobe leaned and practised through the skills and activities of the unit, it also focuses on pronunciation Two or three sounds,which frequently appear in the unit are targeted and practised in isolation and in context of “ A closer look 1” To help students participate in the English pilot program and overcome this obstacle, I choose content " Improving grade students’ combination vowel sounds of English pilot program at Tran Phu Secondary School" II AIMS AND REQUIREMENTS OF THE STUDY Aims In order to help students in grade of pilot program at Tran Phu Secondary School, Nong Cong District, Thanh Hoa Province understand the sound system in English, especially combination vowel sounds ( diphthongs) are enrolled at the second semester in the textbook Thereby, the students have aware of the importance of phonetics in learning English in general and in particular to communicate in English so they can understand what other people say and what they say that others can understand Requirements To success in the study, the requirement for the topic is that the teacher has to help students know how to pronounce dipthongs /eә /; /iә /; / әu/; /ai/; /aʊ /; /ɔi/ and exercises correctly Teacher provides them with the best way to assist them how to pronounce these dipthongs correctly through the illusions and examples Students have to attend regularly and obey their teacher's requirements III SCOPES AND OBJECTIVES OF THE STUDY Scopes As far as we know, teaching how to pronounce and how to phonetics exercises is a complicating and difficulf area specially dipthongs /eә /; /iә /; / әu/; /ai/; /aʊ /; /ɔi/ with students in grade There are a lot of things to mention but in this study I only focus on the following fields: - Giving definition and how to pronounce these dipthongs Le Thi Phuong Cuong - Tran Phu Secondary school The study of teaching experiences- 2018 - Collect exercises containing these dipthongs to help students practise listening and speaking at home - How to exercises relating to these dipthongs Objectives As I have said my study is aimed at improving my students' pronounciation of dipthongs and help tgem to solve some difficulties in doing phonetics exercises so my objectives if the study are: - Students in class 6B : 27 Studensts, and 6C: 25 students Total: 52 students School: Tran Phu secondary school - The combination vowel sounds system in the lessons of the second semester textbook of the pilot program, including sounds: Sounds /eә /; /iә / / әu/; /ai/ /aʊ /; /ɔi/ Belong to Units Unit Unit Unit 12 - Some exercises IV METHODS OF THE STUDY In this study I have used the following methods: - Investigating the reality - Read documents that related to research - Using opinion surveys - Getting to know phonetic English - Introducing phonetic symbols in the units - Organizing to practice pronunciation with these audio visual media - Doing exercises to check Students’ understanding - Summarizing, comparing, drawing lessons PART II CONTENTS I THEORETICAL BASES OF THE STUDY 1.Bases : - Basing an the international transcription - Basing on theory of vowels and consonants Background information: 2.1 Vowels What is vowels ? A vowel is a speech sound in which airstream from the lungs is not blocked in any way in the mouth or throat and which is usually pronounced with vibration of the vocal cords 2.2 Dipthongs 2.2.1 Whats are dipthongs? They are sounds consisting of a movement or gride from one vowel to another In terms of length, dipthongs are like long vowels Le Thi Phuong Cuong - Tran Phu Secondary school The study of teaching experiences- 2018 2.2.2 How are dipthongs classed? - Centering dipthongs : i -> ә / iә / e -> ә / e ә / u -> ә / u ә / - Fronting dipthongs : e -> i / ei / a -> i / / ɔ -> i /ɔi / - Retracting dipthongs : ә -> ʊ /ә ʊ / a -> ʊ / a ʊ / Theory of dipthongs 3.1 /eә/ 3.1.1 Description: /eә/ is centering dipthongs The tongue moves from /e/ to the central vowels /ә/ 3.1.2 How to make the sound 3.1.3.Spelling - "are" is often pronounced as / eə/ Ex : bare / b eə( r) / - "ai" + "r" is pronounced as /eə/ Ex : Air / eə(r)" / - "ea" + "+ "r" is pronounced as /eə/ Ex: bear / /beə(r) / - "ei" may be pronounced as /eə/ Ex : heir / /eə(r) / 3.2 /iә / 3.2.1 Description: /iә/ is centering dipthongs The tongue moves from /i/ to the central vowels /ә/ 3.2.2 How to make the sound? Le Thi Phuong Cuong - Tran Phu Secondary school The study of teaching experiences- 2018 3.2.3 Spelling - "ea" is pronounced as /ɪə/ Ex : tear / /tɪə(r) / - "ee" + " r" is pronouced as /ɪə/ Ex: beer/ /bɪə(r) / 3.3 / әu/ 3.3.1 Description: /ә / is retracting dipthongs The tongue moves from / ə / to the central vowels /u / 3.3.2 How to make the sound? 3.3.3 Spelling Identify the vowels which are pronounced /əʊ/ - "o " in stressed syllable with consonant or at the end of the word is pronouced as /əʊ/ Ex: go / /gəʊ / - "oa" with one or two consonants at the end of the word is pronouced as /əʊ/ Ex : road /rəʊd/ - "oul" at the end of the word or with a consonant is also pronounced as /əʊ/ Ex: soul /səʊl/ - "ow" is pronounced as /əʊ/ when it's at the end of the word Ex : Know / nəʊ/ x 3.4 /ai/ 3.4.1 Description: fronting dipthongs The tongue moves from / a/ to the front vowel/ i/ 3.4.2 How to make the sound? Le Thi Phuong Cuong - Tran Phu Secondary school The study of teaching experiences- 2018 3.4.3 Spelling - "i" the letter in one syllable word ending with a consonant is pronounced as /aɪ/ Ex: bike/ baik/ - "ui" + consonant + " e" is pronounced as /ai/ Ex: guide/ gaid/ - "y" in one sullable word is pronounced as /aɪ/ Ex: by/ bai/ 3.5 /aʊ /; 3.5.1 Description: /aʊ / retracting dipthong The tongue moves from /a/ to the back vowel /ʊ / 3.5.2 How to make the sound ? 3.5.3 Spelling - "ou" with a consonant is pronounced as / aʊ/ Ex: found /faʊnd/ - "ow" at the end of the word or with a consonant is pronounced as /aʊ/ Ex: tower /taʊə(r)/ 3.6 /ɔi/ 3.6.1.Description: /ɔi/ fronting dipthong The tongue moves from //ɔ/ to the front vowel / i/ 3.6.2 How to make the sound 3.6.3 Spelling - " oi" and " oy" is pronounced as /ɔɪ/ Ex: coin / kɔɪn/ II PRACTICAL BASES OF THE STUDY Real states of the problem Le Thi Phuong Cuong - Tran Phu Secondary school The study of teaching experiences- 2018 For students in grade at Tran Phu Secondary School, Nong Cong district, they have learned English pilot program for years but their pronunciation still has many difficulties The pronunciation of the children are forced, many students are not willing to speak for fear of making errors that always leads to false in reading, speaking and recognizing the sound of the words when making phonetic exercises Through the survey to identify exercises sound /əi/ and /aʊ/ ( English 6, page 60) Exercise: Listen and put the word in the correct column voice down around house boy toy noisy flower shout boil Key: / əi / /aʊ/ voice down boy around toy house noisy flower boil shout * The results Correct 9- Correct 7-8 Correct 5Correct Correct 1-3 Class Num 10 words words words words words Num % Num % Num % Num % Num % 6B,6C 52 10 19 20 38 15 29 9,6 4,4 The surveys of students’feelings when they have learned phonetics I obtained the following results: Very Difficult Easy Very easy Note difficult Class Num Num % Num % Num % Num % 6B,6C 52 25 48 16 31 11 21 0 The above results inspired me to something to help them improve this difficulty, or at least help them not to feel afraid, find it less difficult to learn pronounciation Solutions Through many years of teaching I see that: Most of the students pronounced these sounds in the words inaccurately They also confuses with monopthongs They didn’t also the phonetics exercises relating to these sounds effectively Why? The reasons are that these sounds are difficult sounds They are similar to each other The students didn’t give their whole mind to learn these sounds The time and the exercises for the students to practise are limited Besides that many of us – the teachers of English didn’t attach special importance to teaching phonetics in general and these consonant sounds in particular We didn’t also have a suitable method to teach these sounds Some of us Le Thi Phuong Cuong - Tran Phu Secondary school The study of teaching experiences- 2018 only read and asked their students to repeat when teaching these sounds so we didn’t achieve the good result as we expected My solution to these is " Improving grade students’ combination vowel sounds of English pilot program at Tran Phu Secondary School" 2.1.The steps of teaching these sounds These six dipthongs are taught in pairs in three unit 8,9 and 13 in English To teach these pairs of dipthongs I often follow the foolowing steps: - First, I divide board into parts,I write two dipthongs on the board and pronounce them clearly twice.Ask students to listen and observe - Second, I show the mouth diagram of the sounds and explain how to make these sounds - Third, I pronounce these sounds again and sak students to repeat - Next,I have students distinguish the sounds with the other dipthong or monopthong Students listen and compare the differences between two dipthongs Example : Distinguish sound / i:/ and / iә/ /i:/ / iә/ e /i:/ ear / iә/ pea /pi:/ pier/ piә/ tea /ti:/ tear / tiә/ bead /bi:d/ beard/ biәd/ Distinguish / eə/ and / iə/ sound /eə/ / iə/ air ear bear beer chair cheer hair here - Then, I read the couples of words and ask students to repeat - After that I ask students to look at the sounds in some words and read them loudly Example: Look at the /iә/ sound in some words ear /ɪər/ hear /hɪər/ really /ˈrɪəli/ cheerful /ˈtʃɪəfl/ career /kəˈrɪər/ - Finally, I give some sentences that contain these sounds, read and sak students to repeat Le Thi Phuong Cuong - Tran Phu Secondary school The study of teaching experiences- 2018 Example : Listen / iә/ sound in some sentences - We're here /wɪər hɪər/ - Have a beer, cheer! / hæv ə bɪər tʃɪər/ - Is there a bank near here? /ɪz ðeər ə bæŋk nɪər hɪər/ - The meaning isn't really clear /ðə ˈmiːnɪŋ ˈɪznt ˈrɪəli klɪər/ 2.2 Some experiences help students phonetics exercises relating to the dipthongs /eә /; /iә /; / әu/; /ai/; /aʊ /;/ɔi/ There are some letters transcribed in two different sounds that make students confuse easily For example "hear"/ hiә/ and hair / heә/ Some experiences help students phonetics exercises relating to the dipthongs /eә /; /iә /; / әu/; /ai/; /aʊ /; /ɔi/ So in this study I also give out some of my experiences when doing phonetics exercises – find out the word that has the underlined part pronounced differently from the others- relating to the sounds I often teach this part in revisions or in extra-lessons because the time in class is not enough In this part, I often give out some signals to help students this kind of exercises better Application Unit 8: SPORTS AND GAMES In this unit the students are gained diphthongs / iә/ and / eә/ a Diphthong / iә/ * How to make the sound? ɪə/ is a long vowel sound It starts with /ɪ/ and moves to /ə/ It’s pronounced /ɪə/ /ɪə/ * Practice: Distinguish sound / i:/ and / iә/ /i:/ / iә/ e /i:/ ear / iә/ pea /pi:/ pier/ piә/ tea /ti:/ tear / tiә/ Le Thi Phuong Cuong - Tran Phu Secondary school The study of teaching experiences- 2018 bead /bi:d/ beard/ biәd/ Look at the /iә/ sound in some words ear /ɪər/ hear /hɪər/ really /ˈrɪəli/ cheerful /ˈtʃɪəfl/ career /kəˈrɪər/ beer /bɪər/ clear /klɪər engineer /endʒɪˈnɪər/ superior /suːˈpɪəriər/ Listen / iә/ sound in some sentences We're here /wɪər hɪər/ Have a beer, cheer! / hæv ə bɪər tʃɪər/ Is there a bank near here? /ɪz ðeər ə bæŋk nɪər hɪər/ The meaning isn't really clear /ðə ˈmiːnɪŋ ˈɪznt ˈrɪəli klɪər/ I have these ears a hundred years /aɪ hæv ðiːz ɪərz ə ˈhʌndrəd jɪərz/ * Identify the vowels which are pronounced /ɪə/ "ea" is pronounced as /ɪə/ Tear /tɪə(r)/ nước mắt Clear /klɪə(r)/ rõ ràng Real /rɪəl/ thực tế Beard /bɪəd/ đương đầu, chống cự "ee" + " r" is pronouced as /ɪə/ Beer /bɪə(r)/ Bia Cheer /tʃɪə(r)/ vui vẻ Deer /dɪə(r)/ nai, hoẵng Career /kəˈrɪə(r)/ nghề nghiệp * Exercise: Listen and under line the words which pronounce /ɪə/ Le Thi Phuong Cuong - Tran Phu Secondary school 10 The study of teaching experiences- 2018 Tear Meterial erea clear poor care wear air here idea appear near parent yeah b Diphthong / eә/ * How to make the sound /eə/ is a long vowel sound It starts with /e/ and moves to /ə/ It’s pronounced /eə/ /eə/ * Practice Distinguish / eə/ and / iə/ sound /eə/ / iə/ air ear bear beer pair Pier chair cheer hair here Look at the /eə/ sound in some words share /tʃeər/ wear /weər/ air airport / ˈeəpɔːt/ barely /ˈbeəli/ upstairs /ʌpˈsteəz/ hair /heər/ share /tʃeər/ fairy tale /ˈfeəri teɪl/ /eər/ care /keər/ Listen /eə/ sound in some sentences Look at that airplane /lʊk ət ðæt ˈeəpleɪn/ Up there, in the air, of course /ʌp ðeər ɪn ði eər əv kɔːrs/ Le Thi Phuong Cuong - Tran Phu Secondary school 11 The study of teaching experiences- 2018 The fair hair man ran in the sand /ðə feər heər mæn ræn ɪn ðə sænd/ Where are the spare pairs Stan and Dan wear? /weər ər ðə speər peərz stæn ən dæn weər/ They're cramming for their exam over there /ðeər 'kræmɪŋ fər ðeər ɪɡˈzæm ˈəʊvər ðeər/ *Identify the vowels which are pronounced /eə/ "ear " is often pronounced as / eə/ Bare /beə(r)/ trần, trần truồng Care /keə(r)/ chăm sóc Dare /deə(r)/ Dám Fare /feə(r)/ tiền vé Rare /reə(r)/ có, có * Exceptions: Are /ɑː(r)/ (dạng số nhiều to be) Harem /ˈhɑːriːm/ hậu cung "ai" + "r" is pronounced as /eə/ Air /eə(r)/ khơng khí Fair /feə(r)/ cơng Hair /heə(r)/ tóc Pair /peə(r)/ cặp, đơi Chair /tʃeə(r)/ ghế "ea" + "+ "r" is pronounced as /eə/ Bear /beə(r)/ gấu Pear /peə(r)/ trái lê Le Thi Phuong Cuong - Tran Phu Secondary school 12 The study of teaching experiences- 2018 Wear /weə(r)/ mặc, đội, đeo Swear /sweə(r)/ thề "ei" may be pronounced as /eə/ Heir /eə(r)/ người thừa kế Their /ðeə(r)/ họ (từ sở hữu) * Exercise: Listen and underline the words have the / eə/ sound Ear beer pier pear Hair Tear chairs square Listen the dialogue and find out the words have / eə/ sound A: Let go there B: No, I don't want to go there A: Why not? B: I'm afraid of the bears on the stairs A: They're practice bears made of air UNIT 9: CITIES OF THE WORLD In this unit the students are gained diphthongs / ai/ and /әʊ/ a Diphthong / әʊ/ * How to make the sound - /əʊ/ is a long vowel sound It begins with /ə/ and move to /ʊ/ It's pronounced /əʊ/ /əʊ/ * Practice Distinguish / ɔ:/ and /әʊ/ sound / ɔ:/ caught / k ɔ:t / nought / nɔ:t / bought / bɔ: t/ jaw / dʒ ɔ:/ ball / bɔ:l / Look at the sounds Go /ɡəʊ/ Road /rəʊd/ Old /əʊld/ Boat /bəʊt/ /әʊ/ coat /kәʊt/ note /nәʊt/ boat /bәʊt/ Joe /dʒәʊ/ bowl /bәʊl/ Joking /dʒəʊkɪŋ/ Shoulder /ˈʃəʊldər/ October /ɒkˈtəʊbər/ Potato /pəˈteɪtəʊ/ Le Thi Phuong Cuong - Tran Phu Secondary school 13 The study of teaching experiences- 2018 Phone /fəʊn/ Tomorrow /təˈmɔːroʊ/ Look at the / әʊ/ sound in some sentences I don’t know /aɪ dəʊnt nəʊ/ My toes are cold /maɪ təʊz ər kəʊld/ Is the window open? /ɪz ðə ˈwɪndəʊ ˈəʊpən/ She phoned me in October /ʃi fəʊnd mi ɪn ɒkˈtəʊbər/ They showed us their home /ðeɪ ʃəʊd əs ðer həʊm/ *Identify the vowels which are pronounced /əʊ/ "o " in stressed syllable with consonant or at the end of the word is pronouced as /əʊ/ e Go /gəʊ/ No /nəʊ/ không Ago /əˈgəʊ/ trước tomato /təˈmɑːtəʊ/ cà chua Toe /təʊ/ ngón chân "oa" with one or two consonants at the end of the word is pronouced as /əʊ/ Road /rəʊd/ đường Coal /kəʊl/ than đá Goat /gəʊt/ dê Soap /səʊp/ xà phòng Coast /kəʊst/ bờ biển "oul" at the end of the word or with a consonant is also pronounced as /əʊ/ Soul /səʊl/ tâm hồn Dough /dəʊ/ bột nhão shoulder /ˈʃəʊldə(r)/ vai Le Thi Phuong Cuong - Tran Phu Secondary school 14 The study of teaching experiences- 2018 Poultry /ˈpəʊltri/ gia cầm "ow" is pronounced as /əʊ/ when it's at the end of the word Know /nəʊ/ biết Slow /sləʊ/ chậm window /ˈwɪndəʊ/ cửa sổ Bowl /bəʊl/ bát tomorrow /təˈmɒrəʊ/ ngày mai * Exercises: Listen the dialogue and find out the /əʊ/ sound A: Hugo B: Oh, no What's the matter Amit? A: Come, look at the window B: No, my eyes are closed and I'm going back to sleep A: Oh, no Hugo Don't go to sleep Come look at the snow B: Snow? But it's only october I know there's no snow A: Come over there the window Listen and fill in the missing words - Our children are up and have children of their .( grown/ own) - Old people prefer to stay in their homes.?( own) - How long did you buy it? ( ago) - We are the people there ( only) - me please I'll you the way.?( follow/ show) b Diphthong / ai/ * How to make sound aɪ/ is a long vowel sound It starts with /ɑː/ and moves to /ɪ/ It’s pronounced /aɪ/ /aɪ/ *Practice: Look at the sounds die /daɪ/ fighting /ˈfaɪtɪŋ/ like /laɪk/ surprise /sərˈpraɪz/ why /waɪ/ childhood /ˈtʃaɪldhʊd/ high /haɪ/ tour guide /tʊər ɡaɪd/ Distinguish two sounds / a:/ and /ai/ /a:/ /ai/ Le Thi Phuong Cuong - Tran Phu Secondary school 15 The study of teaching experiences- 2018 bar /ba:/ buy /bai/ star /sta:/ sty /stai/ darn /da:n/ dine /dain/ lark / la:k/ like /laik/ cart /ka:t/ kite/kait/ Look at the sound /ai/ in some sentences Drive on the right /draɪv ɒn ðə raɪt/ Why don't you try? /waɪ dəʊnt juː traɪ/ Do you like dry wine? /du ju laɪk draɪ waɪn/ I'm twice your size, Lisa /aɪm twaɪs jʊr saɪz 'lɪzə/ That guy might buy my cycle / ðæt ɡaɪ maɪt baɪ maɪ 'saɪkl/ * Identify the vowels which are pronounced /aɪ/ "i" the letter in one syllable word ending with a consonant is pronounced as /aɪ/ Bike /baɪk/ xe đạp Site /saɪt/ nơi chỗ, vị trí Kite /kaɪt/ diều Like /laɪk/ ưa thích, giống Mine /maɪn/ (từ sở hữu) "ei" is pronounced as/aɪ/ in some case Height /haɪt/ chiều cao Sleight /slaɪt/ khôn khéo Seismic /ˈsaɪzmɪk/ (thuộc) động đất "ie" at the end of the word is pronouced as /aɪ/ Die /daɪ/ chết Lie /laɪ/ nằm, nói dối Pie /paɪ/ bánh nhân Le Thi Phuong Cuong - Tran Phu Secondary school 16 The study of teaching experiences- 2018 Tie /taɪ/ thắt, buộc "ui" + consonant + " e" is pronounced as /ai/ Guide /gaɪd/ hướng dẫn Quite /kwaɪt/ Khá, tương đối Require /rɪˈkwaɪə(r)/ đòi hỏi, yêu cầu "y" in one sullable word is pronounced as /aɪ/ By /baɪ/ Mua My /maɪ/ chàng trai Sky /skai/ Baau * Exercise: Listen and fill in the blank Is this the way to the .? ( station) It's a ( night/ fight) It;s the best drink with fish ( white/ wine) It was a day ( dry) We've had a great , thanks ( time) Unit 12: ROBOTS In this unit students are gained two diphthongs /ɔi/ and /aʊ/ a Diphthong / ɔi/ * How to make the sound /ɔɪ/ is a long vowel sound It starts with /ɒ/ and moves to /ɪ/ It's pronounced /ɔɪ/ /ɔɪ/ * Practice: Distinguish /ɔ:/ and / ɔi/ sound /ɔ:/ all /ɔ:l/ ball /bɔ:l/ corn /kɔ:n/ tore /tɔ:/ jaw /dʒɔ:/ / ɔi/ oil / ɔil/ boil / bɔil/ coin / kɔin/ toy / tɔi/ joy /dʒɔi/ Look at the / ɔi/ sound in some words Toy /tɔɪ/ Boy /bɔɪ/ Noisy /'nɔɪzi/ Enjoy /ɪn'dʒɔɪ/ Le Thi Phuong Cuong - Tran Phu Secondary school 17 The study of teaching experiences- 2018 Coin /kɔɪn/p Destroy /dɪˈstrɔɪ/ Voice /vɔɪs/ Employee /ɪm'plɔɪiː/ Choice /tʃɔɪs/ Appointment /ə'pɔɪntmənt/ Look at the / ɔi/ sound in some sentences Boy's toys are noisy /bɔɪz tɔɪz ər 'nɔɪzi/ Troy’s ploy was foiled /tʃɔɪz plɔɪ wəz fɔɪld/ Those are coins, not toys /ðəʊz ər kɔɪz nɒt tɔɪz/ The boy pointed to the poison /ðə bɔɪ pɔɪntd tə ðə 'pɔɪzn/ The spoiled boys destroy Floyd’s joy /ðə spɔɪld bɔɪz dɪˈstrɔɪ flɔɪdz dʒɔɪ/ * Identify the vowels which are pronounced /ɔɪ/ - " oi" and " oy" is pronounced as /ɔɪ/ Coin /kɔɪn/ đồng tiền Toil /tɔɪl/ cơng việc khó nhọc Voice /vɔɪs/ giọng nói Enjoy /ɪnˈdʒɔɪ/ thích thú, hưởng thụ Toy /tɔɪ/ đồ chơi Joy /dʒɔɪ/ vui mừng, hân hoan Destroy /dɪˈstrɔɪ/ phá hủy Boy /b ɔɪ// trai * Exercise: Listen the dialogue and find out the / ɔɪ/ sound 1.A: Boy, stop making so much noise Keep your voice down B: Why are you so annoyed? They're supposed to make noise They are just a little boys and they are enjoying themselves A: But they are very annoying 2.A: What a terrible noise That's the noisest motorbike I've heard B: It's out of oil A: Out of oil? Madam, a motorbike isn't a toy You could spoilt the engine or even destroy it B: How annoying While you're changing the oil , I'm going to visit my boyfriend b Diphthong /aʊ/ Le Thi Phuong Cuong - Tran Phu Secondary school 18 The study of teaching experiences- 2018 * How to make the sound /aʊ/ is a long vowel sound It starts with /ɑː/ and moves to /ʊ/ It's pronounced /aʊ/ /aʊ/ * Practice Look at the sound /aʊ/ in some words How /haʊ/ About /əˈbaʊt/ Now /naʊ/ Aloud /əˈlaʊd/ Loud /laʊd/ Counting /ˈkaʊtɪŋ/ Mouse /maʊs/ mountain /ˈmaʊtn/ Sound /saʊnd/ Council /ˈkaʊnsl/ Look at the sound /aʊ/ in some sentences Our townhouse has a brown mouse /ˈaʊər ˈtaʊnhaʊs hæz ə braʊn maʊs/ Are we allowed to speak aloud? /ɑːr wi əˈlaʊd tə spiːk əˈlaʊd/ We found our gowns downtown /wi faʊnd ˈaʊər gaʊnz 'daʊntaʊn/ Shower the flower for an hour /ˈʃaʊər ðə ˈflaʊər fɔːr ən ˈaʊər/ * Identify the vowels which are pronounced /aʊ/ "ou" with a consonant is pronounced as / aʊ/ Found /faʊnd/ tìm thấy (quá khứ find) Cloud /klaʊd/ đám mây Doubt /daʊt/ nghi ngờ, ngờ vực Loud /laʊd/ (âm thanh) ầm ĩ, to "ow" at the end of the word or with a consonant is pronounced as /aʊ/ Tower /taʊə(r)/ Tháp Power /paʊə(r)/ sức mạnh, quyền lực Powder /ˈpaʊdə(r)/ bột, thuốc bột Crown /kraʊn/ vương miện Plow /plaʊ/ cầy Le Thi Phuong Cuong - Tran Phu Secondary school 19 The study of teaching experiences- 2018 * Exercises: Listen and underline whe sound /aʊ/ words Shout gone House mountain Soup brown About flowers boat town couch coach now old now snow Listen and fill in the missing words It's an old on the coast The are built with stone You can get there by train, coach or boat In the winter , there's a lot of snow and sometimes the road over the is closed Keys: house/ houses/ brown/ mountains The result after applying the study in teaching: I got positive results than before applying the new methods After one semester to organize, the results initially obtained as follows: Results of tests through the phonetics that students have already studied Applying for 52 students in class 6B and 6C, the second semester, shool year: 20162017 Class Total Excellent Good Fair Poor Fail (8 -10) (6,5 -7,5) (5- 6) (3,5- 4,5) (0-3) num % num % num % num % num % 6B 52 27 52 15 29 10 19 0 0 6C After the second semester, I issued polls about students’opinion of learning pronunciation and got the results Very Difficult Easy Very easy Note difficult Class Total Num % Num % Num % Num % 6B 52 25 48 16 31 11 21 Before 6C 6B 52 15 29 10 19 27 52 0 After 6C This experience initiative has been put into practice in my second semester of the school year 2016-2017 for students in grade of pilot program The colleagues visited and expressed their sympathy with this approach and have introduced for grades PART III CONCLUSIONS I Conclusions Through teaching practice, I personally discovered the problems that students have been having difficulty in learning a forein language, especially the phonetics even though some teachers find it embarrassed during teaching After applying these Le Thi Phuong Cuong - Tran Phu Secondary school 20 The study of teaching experiences- 2018 methods into teaching phonetics, the results are much higher than when I didn’t improve teaching methods, it has motivated me to constantly strive to achieve results further in teaching.With the adoption of initiatives to teach,the first step has been achieved certain successes A number of students pronunced incorecctly during class hours have dropped a lot, and especially the children no longer feel afraid, bored with phonetic learning, communicating their English was upwards confident than before Therefore, the English classes are now more exciting I have had my small contribution to the achievements of my school, put my school gets the targets that we had set I will try to maintain the aforementioned methods and constantly learn and exchange with colleagues to take time to teach more effectively In this project I tried to exploit and explore methods of teaching a part of pronunciation in secondary school and go on analyzing the causes, factors affecting the method to find out specific measures, so that given the specific methods to students However, the restriction is inevitable II Recommendations The education and training office should establish forums for teachers to share their experience initiative in order to improve the quality of teaching English at schools Nong Cong eduaction and training division should organize English Speaking clubs by school groups so as to create a useful language playground for students Above is a subjective opinion of my own on improving pronunciation in English for Tran Phu Secondary school’s students With my limited knowledge, I am surely have a flaw in my experience initiative I sincerely hope the leaders, the experts of division and colleagues comment on my observation to achieve better efficiency in teaching THE CONFIRMATION OF THE PRINCIPAL Thanh Hoa, April 9th, 2018 I assure this is my experience initiative, not coppying the contents of other people The writer Le Thi Phuong Cuong LIST OF REFERENCES 1 Lê Văn Sự - English linguistics Mark han Cook - English pronunciation in use Đỗ Lệ Hằng - Sounds English The Student’s Book English 6( pilot program ) and the CD Website: http://www.tienganh123.com/phat-am-tieng-anh-co-ban Le Thi Phuong Cuong - Tran Phu Secondary school 21 The study of teaching experiences- 2018 Website: http://langsmater Basic pronounciation Le Thi Phuong Cuong - Tran Phu Secondary school 22 ... 6B 52 25 48 16 31 11 21 Before 6C 6B 52 15 29 10 19 27 52 0 After 6C This experience initiative has been put into practice in my second semester of the school year 20 16- 2017 for students in grade. .. that students have already studied Applying for 52 students in class 6B and 6C, the second semester, shool year: 20 162 017 Class Total Excellent Good Fair Poor Fail (8 -10) (6, 5 -7,5) (5- 6) (3,5-... doing phonetics exercises so my objectives if the study are: - Students in class 6B : 27 Studensts, and 6C: 25 students Total: 52 students School: Tran Phu secondary school - The combination vowel