Application of english spelling rules to improve english pronunciation and correct the phonetic mistakes

PART A INTRODUCTION I Rationale of the study It is irrefutable that English is one of the most important factors in the context of global integration It is the key to helping us approach cultural quintessence, educational development, scientific progress and a variety of different fields of humanity Therefore, English is considered as the second language of many countries in the world The demand for learning English internationally shows that English is extremely important and necessary for the socio-economic development at the national level as well aseach individual in society From that factual need, English has become one of the most important and critical subjects at schools in Viet Nam The ultimate goal of teaching and learning English is that students can communicate in English However, to achieve that ultimate goal, what the most important factor students need to improve is pronunciation.Pronunciation is considered as one of the basic elements to develop ability to use a language effectively If the pronunciation is correct, all other skills like listening, speaking will become easier Conversely, if the pronunciation is wrong or unclear, it will make the listener misunderstand or even not understand what the speaker wants to express Despite the importance of pronunciation, most students find it difficult to pronounce words and remember the pronunciations of words correctly, even pronounce the words incorrectly It is the fact that students always learn to pronounce words by predicting or imitating their teachers’pronunciation On the other hand, if students want to pronounce English words correctly, they have to refer to the international phonetic transcription of each word This means that students must use dictionary for allthe time to look words up However, they may forget the pronunciations of the words they are not used regularly Consequently, the students will be demotivated to study English From this fact, during the process of teaching English, I always try to accumulate good experiences as well as learn from colleagues and various resources to find new and effective methods to improve students' pronunciation In order to achieve the highest results after each initiative, I conducted tests on each student and the results were very good That's the reason why I wrote this initiative The theme of the initiative is: “Application of English Spelling rules to improve English pronunciation and correct the phonetic mistakes.” II Aims of the study The study is carried out to meet the following aims - To improve the students’ English pronunciation - To correct the students’ English phonetic mistakes - To motivate students to study English Especially, to make students confident in using English to communicate III The subject of the study In this initiative, I focus on the following subjects: - Students in grade 10a1 and 11 a1 of Tinh Gia high school - Steps to apply the English spelling rules to improve the students’ English pronunciation and correct the students’ English phonetic transcription mistakes IV The method of the study In the process of teaching English, I always wonder the following questions: 1.What are students’difficulties in pronouncing English? 2.Which methods help students improve their English pronunciation and correct the phonetic mistakes in the most effective way? In order to answer these questions, I investigated the actual situation of different students’ English pronunciation On the other hand, I researched a lot of various materials to find the best answers, then applied new methods that I have collected into the teaching process Consequently, thanks to the application of new methods in the process of teaching pronunciation for students, I have overcome the existing limitations - The English Spelling rules will be used to improve pronunciation and correct the English phonetic transcription mistakes for the students of the grade 10 a1 However, they will not be used to teach for the grade 11 a1 The content of the English Spelling rules includes 25 lessons, each lesson is limited 1h 30 minutes PART B CONTENT I Theorical background The definition of the English spelling rules The English Spelling rules are a method (written by Nguyen Ngoc Nam) that helps English learners pronounce English words or correct their phonetic mistakes according to the spelling rules By using the spelling rules for pronouncing English, learners can pronounce English words correctly without depending on teachers or dictionaries The significance of applying spelling rules in improving English pronunciation Applying English spelling rules to teach pronunciation for students plays an extremely important role in the process of improving their pronunciation The students can pronounce any English word correctly when applying the rules In addition, the students will be motivated to learn English, especially to develop speaking skills in a proactive and highly effective way II The state of the research problem The investigated data In order to effectively apply the new method, I carried out a phonetic test for the students of the grade 10a1 and 11a1 at Tinh Gia high school The test consists of 30 elementary English words for each grade , taken from English textbook 10 and 11 Each student is required to pronounce the words and write the phonetic transcription The test shows the following result: The number of students: 40 students for each grade good pretty good medium weak TOTAL (Grade 10a1) total % total % total % total 40 5% 12,5% 10 25% 23 good pretty good medium TOTAL (Grade 11a1) total % total % total 40 2.5% 12,5% 11 % 27,5 % % 57,5 % weak total 23 % 57,5 % The evaluation of the state 2.1 The limitation of the state The survey shows that the number of students who can pronounce English correctly is extremely limited Most of them have difficulties in pronouncing, which has greatly influence on developing their speaking skills The investigated data is explained as the following: + Good students are the students who pronounce all tested words exactly (account for 5%) + The prettygood students are the students who pronounce correctly about 22 to 25 tested words (account for 12,5%) + The medium students are students can pronounce about 15 to 21 tested words (account for 25%) + The weak students are students can pronounce about to 14 tested words (account for 57,5% 2.2 The cause of the state Phonics is always a very difficult field for all students They always have difficulty in learning pronunciation Especially, the students always either study pronunciation by imitating or self-judging the pronunciation of words or pronounce English words according to the Vietnamese letters, so improving the pronunciation for the students is not easy Moreover, the time and content of pronunciation partin each period in the textbook are extremely limited, the content and the quantity of phonetic knowledge are comparatively large otherwise III The solutions to deal with the problem To achieve the highest efficiency in applying English spelling rules, teachers need to follow the following steps in the process of teaching pronunciation and correct the phonetic mistakes for the students Components of an English word [1] The English alphabet is divided into two categories: Vowels and consonants Vowels: a, e, i, o, u Consonants: b, c, d, m, n, l, g, h, t, k,…ect Therefore, Each English word consists of two components: Vowels and consonants All English Spelling rules are based on the change of these components in each word Ex [2] vitamin /ˈvi.tə.min / pacific /pə.ˈsi.fik/ camera /ˈkæ.mə.rə/ spaghetti /spə.ˈge.ti/ familiar /fə.ˈmi.li.ər/ cable /ˈkei.bəl/ bicycle /ˈbai.si.kəl / pacific /pə.ˈsi.fik/ camera /ˈkæ.mə.rə/ official /ə.ˈfi.ʃəl/ precious /ˈpre.ʃəs/ beneficial /ˌbe.nə.ˈfi.ʃəl/ As we can see from the given examples that the vowel letter [a] is pronouncedas /ə/,/æ/,/or/, /ei/ and the consonant letter [c] is pronounced as /k/, /s/ or /ʃ/ Therefore, English learners need to remember that:“Don’t read English in the Vietnamese letter that they see, always have to read English in the international phonetic transcription” Rules to identify the number of syllables of an English word [1] Rule 1: Count vowels to determine the number of syllables Ex [2] want suggest vitamin 12 123 communicate 1234 Rule 2: The word ends in the [e] vowel, [e] isn’t considered as one syllable of the word Ex [2] hate suppose 1 communicate How to pronounce the phonetic transcription of an English word? Study the following example: [1] The word ‘pacific” is transcribed as /pə.ˈsi.fik/ in phonetic symbols pacific /pə.ˈsi.fik/ The phonetic transcription of the word “pacific” shows that: + The stress falls on /si/ sound, so the /si/ sound is pronounced more strongly + The /fə/ and /fik/ sounds are the unstressed ones, so they are pronounced more weakly Distinguish between the stressed syllable and the unstressed one [1] The word [application] is transcribed as /ˌæ.pliˈkei.ʃən/ in phonetic symbols application /ˌæ.pliˈkei.ʃən/ -We can see from the international phonetic transcription, the /kei/ syllable is primarily stressed, the/li/ and /ʃən/ syllables are unstressed, the /æ/ syllable is secondarily stressed - The stress of a word may include the primary stress and the secondary stress The primary stress is distinguished by marking ['] on the stressed syllable The secondary stress is distinguished by marking [ˌ] on the stressed syllable Four questions need to be answered to pronounce any English word correctly [1] To pronounce any English word correctly, learners need to answer four following questions: Question 1: Which syllable is stressed? Question 2: What is the stressed vowel pronounced? Question 3: Does consonants stay the same or change? Question 4: What is the unstressed vowel pronounced? The content of the following sections will answer the four questions above 5.1 The identification of the stress (Question 1) The identification of the stress of words- the method of determining a stressed syllable is the topic that has been mentioned by a lot of my colleagues Therefore, I don’t focus on answering the question in this initiative, I only concentrate on resolving Questions 2,3, 5.2 The identification of the stressed vowels (Question 2) [1] When one of vowels [a, o, e, u, i] precedes consonants (except for [R]) and are stressed, it is pronounced as the following sounds: - The [a] letter is pronounced as sounds: / æ /, / ei /, / ɑː /, / ɔː / - The [e] letter is pronounced as sounds: / e /, / i: /, / i / - The [i] letter is pronounced as sounds: / i /, / / - The [o] letter is pronounced as sounds: / əʊ /, /ɒ /, / ʌ / - The [u] letter is pronounced as sounds: / u /, / ju /, / ʌ / 5.2.1 The identification of the vowel [a] [1] a When is [a] pronounced as /ei/? Rule 1: When a word ends in [ay], then [ay] is always pronounced as /ei/ Ex [2] play /plei/ pay /pei/ stay /stei/ friday /'frai.dei/ today /tə 'dei/ sunday /'sʌn.dei/ Rule 2: When [a] + consonant (except [r]) + [e], then [a] is always pronounced as /ei/ Ex: [2] face /feis/ cake /keik/ late /leit/ cave /keiv/ lake /leik/ hate /heit/ Note: Don’t miss the ending sounds: / s /, / k /, / t / …… Rule 3: When a word contains [ai]+ consonant], the accent falls on [ai] and [ai] is pronounced as /ei/ Ex [2] afraid /ə.'freid/ contain /kən.'tein/ container /kən.'tei.nə/ available / ə.'vei.lə bəl/ appraise / ə 'preiz/ remain /ri.'mein/ Rule 4: When [a] + consonant (except[r]) + [ ia, ie,io,iu], then [a] is pronounced as /ei/ Ex [2] Canadian /kəˈnei.di.ən/ vacation /və.ˈkei.ʃən/ patient /'pei.ʃənt/ stadium /'stei.di.əm/ vocation /vəʊ.'kei.ʃən/ location /ləʊ.'kei.ʃən/ b When is [a] pronounced as /æ/? [1] Rule 1: A one-syllable word contains [a], [a] is pronounced as /æ/ Ex [2] dance /dæns/ back /bæk / black /blæk/ plan /plæn / mask /mæsk / sad /sæd/ Rule 2: When [a] + more than 1consonant (except [r]) + [ ia, ie, io, iu],then [a] is pronounced as /æ/ Ex [2] action /ˈæk.ʃən/ abstraction /əb.ˈstræk.ʃən/ attraction /ə.'træk.ʃən/ contraction /kən 'træk.ʃən/ financial /fə.'næn.ʃəl/ substantial /səb.'stæn.ʃəl/ Rule 3:A multi-syllable word contains [a], [a] is stressed and doesn’t belong to the rules above (rules 1, 2, 3, – a), then [a] is pronounced as / æ / Ex [2] canada /ˈkæ.nə.də/ campfire /ˈkæmp.faiə/ camera /ˈkæ.mə.rə/ romantic /rə.ˈmæn.tik / ambulance /ˈæm.bjə.ləns/ calculator /ˈkæl.kjʊ.lei.tə/ Rule 4: A 2-syllable word ends in [le]: If there is consonant between [a] and [le], [a] is pronounced as /ei/ If there are consonants between [a] and [le], [a] is pronounced as /æ/ Ex [2] able /'ei.bəl / cable /'kei.bəl / table /'tei bəl / battle /ˈbæ.təl / candle /ˈkæn.dəl / apple /ˈæ.pəl / c When is [a] pronounced as /a:/ or /ɒ/? A word that contains [w + a + consonant ], then [a] is pronounced as /ɒ/ Ex [2] want /wɒnt / watch /wɒtʃ/ wash /wɒʃ / quality /ˈkwɒ.lə.ti / quantity /ˈkwɒn.lə.ti / quarrel /ˈkwɒ.rəl / d When is [a] pronounced as /ɔː/ Rule 1: A word that contains [w + a +l] or [ a+l], [a] is pronounced as /ɔː/ Ex: [2] wall /wɔ:l / walk /wɔːk / tall /tɔːl/ fall /fɔːl/ hall /hɔːl/ small /smɔːl/ [1] However, according to American English, words contain [a+l] can be pronounced as /ɑː/ Rule 2: A word contains [au], then [au] is pronounced as /ɔː/ Ex.[2] audience /ˈɔː.di.əns/ auction /ˈɔːk.ʃən/ August /ˈɔː.ɡəst/ cause /kɔːz/ caution /ˈkɔː.ʃən/ automatic /ˌɔː.tə.ˈmæ.tik/ 5.2.2 The identification of the vowel [e] a When is the [e] vowel pronounced as /i:/? Rule 1: When a word contains [ee], then [ee] is pronounced as /i:/ Ex.[2] agree /ə.ˈgri: / teenager /ˈti:.nei.dʒə / free /fri:/ refugee /ˌre.fju.ˈdʒi:/ referee /ˌre.fə.ˈri: / absentee /ˌæb.sənˈ.ti:/ [1] Rule 2: A word contains [e + consonant + e] ([e + consonant + e] which stands at the end of the word), [e] is pronounced as /i:/ Ex [2] compete /kəm.ˈpi:t / complete /kəm.ˈpli:t/ delete /di.ˈli:t/ extreme /ik.ˈstri:m/ scene /si:n / Vietnamese /ˌViet.nə.ˈmi:z/ Rule 3: When a word contains [e + consonant + ia, io, ie, iu], then [e] is pronounced as /i:/ Ex [2] medium /ˈmi:di.əm / region /ˈri:dʒən/ convenient /kən.ˈvi:.ni.ənt/ genius /ˈdʒi:ni.əs/ media /ˈmi:diə / immediate /i.ˈmi:di.ət/ Rule 4: A large number of words contain [ea], then [ea] is pronounced /i:/ Ex [2] seat heat decrease meat treat please lead heat increase b When is the vowel [e] pronounced /e/? Rule 1: When a 1-syllable word contains [e],then [e] is pronounced as /e/ Ex [2] well send next spend [1] men French Rule 2: A multi- syllable word contains [e], and [e] is primarily stressed or secondarily stressed, then [e] is pronounced as /e/ Ex [2] elephant /ˈe.li.fənt / memory /ˈmemə.ri/ delicate /ˈde.li.kət/ competitor /kəm.ˈpe.ti.tə/ century /ˈsen.tʃə.ri / delegation /ˌde.li.ˈgei.ʃən/ Rule 3: Some words that contain [ea], [ea] is pronounced as /e/ Ex: [2] ahead health leather pleasure weapon treasure 5.2.3 The identification of the vowel [o] [1] a When is the vowel [o] pronounced /əʊ/? Rule 1: A word contains [ o + consonant (except for [r]) + ia, ie, io, iu, e],then [o] is pronounced as /əʊ/ Ex [2] social /ˈsəʊ ʃəl / emotion /i.ˈməʊ.ʃən/ sodium /ˈsəʊ.di.əm/ negotiate /ni.ˈgəʊʃi.eit/ associate /ə.ˈsəʊ.ʃi.eit / promote /prə.ˈməʊt/ Rule 2: A two-syllable words contains [ o + consonant [ except for r] + us or al], then the stress is on [o], [o] is pronounced as /əʊ/ Ex.[2] focus /ˈfəʊ kəs / lotus /ˈləʊ.təs/ bonus /ˈbəʊ.nəs/ modal /ˈməʊ.dəl/ global /ˈgləʊ.bəl / local /ˈləʊ.kəl/ Rule 3: A word ends in [o], then [o] is pronounced as /əʊ/ Ex: [2] hero /ˈhiə.rəʊ/ potato /pə.ˈtei.təʊ/ piano /pi.ˈæ.nəʊ/ mango /ˈmæŋ.gəʊ/ judo /ˈdʒuː.dəʊ/ Toronto /tə.ˈrɒn.təʊ/ b When is the vowel [o] pronounced as /ɒ /? [1] A word contains [o] that doesn’t belong to the given cases above (part a), then [o] is pronounced as /ɒ/ Ex [2] 10 comedy /ˈkɒ.mə.di/ chocolate /ˈtʃɒ.kə.leit/ optional /ˈɒp.ʃə.nəl/ dominate /ˈdɒ.mi.neit/ contrary /ˈkɒn.trə.ri/ opposite /ˈɒ.pə.zit/ c When is the vowel [o] pronounced /ʌ/? [1] A word contains [ w + o], [ o + consonant or consonants] or a multisyllable word which the stress is on [o], then [o] is pronounced as /ʌ/ Ex [2] worry /ˈwʌ.ri/ wonder /ˈwʌn.də / won /wʌn/ company /ˈkʌm.pə.ni/ accompany /ə.ˈkʌm.pə.ni/ accomplish /ə.ˈkʌm.pliʃ/ 5.2.4 The identification of the vowel [i] [1] a When is the vowel [i] pronouncedas /ai/? Rule 1: A word contains [ i + consonant (except for r) + e], then [i] is pronounced as /ai/ Ex [2] line /lain/ life /laif / write /rait/ hide /haid/ knife /knaif/ nine /nain/ Rule 2: A two-syllable word contains [ i + vowel + consonant], then [i] is pronounced as /ai/ Ex [2] priority /prai.ˈɔː.rə.ti/ society / sə.ˈsai.ə.ti/ giant /ˈdʒai.ənt/ biography /bai.ˈɒ.ɡrə.fi/ violent /ˈvai.ə.lənt/ appliance / ə.ˈplai.əns/ Rule 3: A word contains [ind,ight or ibr], then [i] is pronounced as /ai/ Ex [2] 11 mind /maind/ kind / kaind/ behind /biˈhaind/ fight /fait/ night /nait/ light / lait/ library /ˈlai.brə.ri/ fibre /ˈfai.bə/ librarian /laiˈbreə.ri.ən/ b When is the vowel [i] pronounced as /i/? Rule 1: A one-syllable word contains [i], then [i] is pronounced as /i/ Ex [2] will /wil/ sit /sit/ think /θiŋk/ sick /sik/ fish /fiʃ/ kiss / kis/ [1] Rule 2: A multi-syllable word contains [i] and [i] is stressed, then [i] is pronounced as /i/ Ex [2] interesting /ˈin.trəs.tiŋ/ tradition /trəˈdiʃən/ considerate /kənˈsi.də.rət/ specific /spəˈsi.fik/ responsibiliy /riˌspɒn.siˈbi.lə.ti/ particular /pəˈti.kjə.lə/ 5.2.5 The identification of the vowel [u] [1] a When is the vowel [u] pronouncedas /ʌ/? Rule: A word contains [ u + or more than two consonants, then [u] is pronounced as /ʌ/ Ex [2] duck /dʌk/ trust /trʌst/ truck /trʌk/ / instruction /inˈstrʌk.ʃən/ cultivate /ˈkʌl.ti.veit/ culture /ˈkʌl.tʃə/ b When is the vowel [u] pronounced /u:/? 12 Rule: A word contains [ r, tr, or l + u + consonant], then [ u] is pronounced as /u:/ Ex.[2] rule /ru:l/ rude /ru:d/ rubic /ˈru:bik/ influent /ˈin.fluː.ənt/ conclusion /kənˈkluː.ʒən pollution /pəˈluː.ʃən/ intrusion /inˈstrʌk.ʃən/ truancy /ˈtruː.ən.si/ truthful /ˈtruːθ.fəl/ c.When is the vowel [u] pronounced as /ju:/? Rule: A word contains [u + consonant], then [u] is pronounced as /ju:/ Ex [2] cute /kju:t/ music /ˈmju:.zik/ huge / hjuːdʒ/ opportunity /ˌɒ.pəˈtjuːnə.ti/ community /kəˈmjuːnə.ti/ communicate /kəˈmjuː.ni.keit/ 5.3 The identification of consonants (question 3) There are three types of consonant: Type Consonants always change Type 2: Consonants may change Type 3: Consonants never change - The following is general identification of each type of consonant above Type 1: Consonants always change: + Consonant [C]is always pronounced as/ s /, / k /, or / ʃ / + Consonant [J]is always pronounced as / dʒ / + Consonant [Q] is always pronounced as / kw /, or / k / + Consonant [X]is always pronounced as / ks /, / gz /, or / kʒ / or / kʃ / + Consonant [CH]is always pronounced as / ʃ /, / k /, or / tʃ / + Consonant [SH] is always pronounced as / ʃ / + Consonant [PH]is always pronounced as / f / + Consonant [GH] is always pronounced as / f /,/g/or silent + Consonant [WH] is always pronounced as / w/ Type 2: Consonants may change: + Consonant [D] can be pronounced as / d / or / dʒ / + Consonant [ G] can be pronounced as / g / or / dʒ / + Consonant [S] can be pronounced as / s /, / ʃ /, / ʒ / or / z / 13 [1] + Consonant [C] can be pronounced as / t /, / tʃ/, or / ʃ / + Consonant[ N] can pronounce as / n / or / ŋ / + Consonant [TH] can be pronounced as / θ / or / ð / Rules of identifying consonants I only introduce typical cases that have a decisive influence on the pronunciation of learners 5.3.1 Rules of identifying [c] [1] Rule 1: [c] is pronounced as / s / when [c] precedes [i], [y] and [e].] Ex [2] city /'si.ti / bicycle /'bai.si.kəl / recycle /ri.'sai kəl / centre /ˈsen.tər/ century /ˈsen.tʃə.ri/ cinder /ˈsin.də/ Rule 2: [c] is pronounced as /ʃ/ when [c] precedes [ia, io, ie] Ex [2] official / ə.ˈfi.ʃəl/ precious /ˈpre.ʃəs/ proficient /prə.ˈfi.ʃənt / beneficial /ˌbe.ni.ˈfi.ʃ.əl/ spacious /ˈspei.ʃəs/ efficient /iˈfi.ʃənt/ Rule 3: [c] is pronounced as / k / when it does not belong to rule and rule Ex [2] cat /kæt/ cook /kʊk/ class /klæs/ capable /ˈkei.pə.bəl/ prediction /pri.ˈdik.ʃən / collection / kəˌlek.ʃən / 5.3.2.Rules of identifying [s] Rule 1: [s] is pronounced as /z/ when [s] is between two vowels Ex [2] enterprise /ˈen.tə.praiz/ musician /mjuːˈzi.ʃən/ 14 [1] hesitate /ˈhe.zi.teit/ position /pə.ˈzi.ʃən/ presentation /ˌpre.zən.'tei.ʃən/ design /di.ˈzain/ Rule 2: [s] is pronounced as /ʃ/ when [s] is between a consonant and [io,ia] (consonant + s + io, ia) Ex [2] mission /ˈmi.ʃən/ professional /prə.ˈfe.ʃə.nəl/ confession /kən.ˈfe.ʃən/ passion /ˈpæ.ʃən / intension /in.ˈten.ʃən/ permission /pə.ˈmi.ʃən/ Rule 3: [s] is pronounced as /ʒ/ when [s] is between vowel and [io,ia,u] ( vowel + s + io, ia, u ) Ex [2] vision /ˈvi.ʒən/ conclusion /kənˈkluː.ʒən/ television /ˌte.liˈvi.ʒən/ Malaysia /məˈlei.ʒə/ Asia /ˈeɪ.ʒə/ casual /ˈkæ.ʒu.əl/ Rule 4: [s] is pronounced as /s/ when it doesn’t belong to [rule 1+2+3] Ex [2] essential /i.ˈsen.ʃəl/ specific /spə.ˈsi.fik/ substantial /səb.ˈstæn.ʃəl/ secondary /ˈse.kən.də.ri / consolidate /kən.ˈsɒ.lə.deit/ demonstrate /ˈde.mən.streit/ 5.3.3.Rules of identifying [t] Rule 1: [t] is pronounced as /ʃ/ when it precedes [ ia,ie,io] (t + ia,ie,io) Ex [2] attention /ə.ˈten.ʃən/ additional /ə.ˈdi.ʃə.nəl/ reception /ri.ˈsep.ʃən/ protection /prə.ˈtek.ʃən/ 15 potential /pə.ˈten.ʃəl/ patient /ˈpei.ʃənt/ [1] Rule 2: [t] is pronounced as /tʃ/ when it precedes [u] (t + u), and doesn’t belong to the stressed syllable Ex [2] century /ˈsen.tʃə.ri/ situation /si.tʃu.ˈei.ʃən/ congratulate /kən.ˈɡræ.tʃə.leit/ punctuality /ˌpʌnk.tʃuˈæ.lə.ti/ gratuate /ˈɡræ.tʃu.eit/ lecture /ˈlek.tʃə/ Rule 3: [t] is pronounced as /t/ when it doesn’t belong to [rule 1+2] Ex [2] torrential /tə.ˈren.ʃəl/ attain /ə.ˈtein/ container /kən.ˈtei.nə/ protection /prə.ˈtek.ʃən/ potential /pə.ˈten.ʃəl/ patient /ˈpei.ʃənt/ 5.4 The identification of unstressed vowels (What is the unstressed vowels pronounced?) (Question 4) [1] 5.4.1.The [A,O,U,E,I] vowels that are unstressed are pronounced as /ə/ a e i o u /ə/ /ə/ /ə/ /ə/ /ə/ Ex [2] vowels a e i o u statistic /stə.ˈtis.tik / religion /rə.ˈli.dʒən/ responsibility / ri,spɔn.sə.'bi.lə.ti/ professor /prə.ˈfe.sər/ fortunate /ˈfɔː.tʃə.nət/ examples pacific /pə.ˈsi.fik/ elephant /ˈe.lə.fənt/ community /kə ˈmjuː.nə.ti/ promotion /prə.ˈməʊ.ʃən/ congratulate /kən.ˈgræ.tʃə.leit/ attention /ə.ˈten.ʃən/ computer /kəm.ˈpju.tər/ digital /ˈdi.dʒə.təl/ pilot /pai.lət/ regulate /ˈre.gə.leit/ 5.4.2 The [E,I] vowels that are unstressed, can be also pronounced as /i/ [1] Ex [2] 16 vowels i e examples community /kə.ˈmju.ni.ti/ elephant /ˈe.li.fənt/ direct /di.ˈrek / family /ˈfæ.mi.li/ ministry /ˈmi.ni.stri/ develop /di.ˈve.ləp/ The Spelling rule of the suffix [ate] [1] Rule: - a word that contains [ate] is a verb, [ate] is pronounced as /eit/ - a word that contains [ate] is a noun or an adjective, [ate] is pronounced as /ət/ Ex [2] elevate (v) /ˈe.li.veit/ deliberate (adj) /di.ˈli.bə.rət/ certificate (n) /sə.ˈti.fi.kət/ eliminate (v) /i.ˈli.mə.neit/ decorate (v) /ˈde.kə.reit/ considerate(adj) /kən.ˈsi.də.rət/ The Spelling rule of the suffixes [io,ia,ie,] [1] 7.1 [io,ia,ie] are pronounced as /ə/ Rule: When [ s,g,c,t] are followed by [ ia, ie, io], they are pronounced as /ə/ Ex [2] decision /di.ˈsi.ʒən/ attention / ə.ˈten.ʃən/ region /ˈri:.dʒən/ official / ə.ˈfi.ʃəl/ proficient /prə.ˈfi.ʃənt/ reception /ri.ˈsep.ʃən/ 7.2 [io,ia,ie] are pronounced as /iə/ Rule: When the suffixes [ ia,ie,io] don’t stand behind [ s,g,c,t], they are pronounced as /iə/ Ex [2] canadian /kə.ˈnei.diən/ opinion / ə.ˈpi.niən/ million /ˈmi.liən/ convivial /kən.ˈvi.viəl/ The Spelling rule of the suffix [iu] Rule: [iu] is pronounced as /iə/ Ex [2] familiar /fə.ˈmi.liə/ recipient /ri.ˈsi.piənt/ [1] 17 calcium /ˈkæl.siəm/ genius /ˈdʒiː.niəs/ premium /ˈpri:.miəm/ celcius /ˈsel.siəs/ medium /ˈmi:.diəm/ compendium /kəmˈpen.di.əm/ The Spelling rule of secondary stress [1] Rule: Secondary stress falls on the vowel which is separated by syllable from primary stress [denoted by (,)] Primary stress (‘): Make it longer and higher pitched Secondary stress (,): pronounced stronger than unstressed syllables, but not as strongly as a syllable with primary stress The vowel in secondary stress is the stressed syllable Ex [2] application /ˌæ.pli.ˈkei.ʃən/ communication /kəˌmjuː.niˈkei.ʃən / demonstration /ˌde.mən.ˈstrei.ʃən/ education /ˌedʒ.uˈkei.ʃən/ presentation /ˌpre.zən.ˈtei.ʃən/ congratuation /kənˌɡræ.tʃ.əˈlei.ʃən/ 10 The rule of pronouncing consonant [1] Rule: An English word contains two similar consonants that stand side by side is only pronounced consonant That consonant belongs to the following sound Ex [2] application /ˌæ.plɪ.ˈkeɪ.ʃən/ communication /kəˌmjuː.nɪˈkeɪ.ʃən / official /ə.ˈfɪ.ʃəl/ pollution /pə.ˈlu.ʃən/ attention /ə.ˈten.ʃən/ opposite /ˈɒ.pə.zɪt/ IV THE EFFECTIVE OF THE INITIATIVE After applying English spelling rules to teach phonetics to grade 10A1 (including 25 lessons, limited 1h 30 minutes for each lesson) , I carried out the test The test consists of 50 English words that I have never given students during my lessons Consequently, the number of good and pretty good students have increasingly risen up The weak and medium students have decreased strongly Conversely, in comparison with grade 10a1, the students of grade 11 a1 have not made significant progress The following data will show this effectiveness The number of students: 40 students 18 good TOTAL (Grade 10 a1) total % 40 25 62.5% good pretty good total % 10 25% pretty good medium total % 12,5 % weak total % medium weak TOTAL (Grade 11a1) total % total % total 40 2.5% 17,5% 15 % 37,5 % 0% total 17 % 42,5 % However, this result is only an illustrated example In fact, the students of the grade 10 a1 can pronounce exactly nearly 90% of words that they meet, regardless of new or old words without depending on their teacher or dictionary They completely master their studying Particularly, they can correct the phonetic mistakes easily and effectively This is the basic for students as well as English learners to develop the other skills, especially their English speaking skill PART C CONCLUSION AND REQUESTS I.CONCLUSION The results that I have achieved after applying this initiative in order to teach pronunciation and correct the phonetic mistakes to students are extremely marvellous Therefore, I realize that this is a completely new and scientific method It has relatively high applicability If this method is widely used to teach phonics to students in schools, I assure that the quality of students’ English learning will be improved clearl because they will learn English in the way they learn to read and write their mother tongue language This means that the first thing to study a language is that students must study how to read first If they know how to read the right words, it will be effective to learn the next parts II REQUESTS To apply this initiative effectively, I would like to suggest some following offers Firstly, the Thanh Hoa Department of Education and Training gives me a chance to introduce as well as apply this new method widely and officially in schools so as to teach pronunciation and correct the phonetic mistakes for students, help students be confident, master their own learning process 19 Secondly, this is a new method, so it is inevitable that there will have conflicting opinions when it is applied practically Therefore, I hope to be helped and contributed ideas by my colleagues to increasingly perfect my initiative Thirdly, the school administrators create conditions for me to have the best conditions to continue developing the topic further and elevate the effectiveness of applications in practical teaching Tinh Gia, May 20th, 2019 I strongly assure that the whole content of this topic is researched by me and isn’t copied from anyone's content The writer of the initiative LEADER’S CONFIRMATION NGUYỄN THỊ HỒNG 20 ... 10a1 and 11 a1 of Tinh Gia high school - Steps to apply the English spelling rules to improve the students’ English pronunciation and correct the students’ English phonetic transcription mistakes. .. pronunciation and correct the English phonetic transcription mistakes for the students of the grade 10 a1 However, they will not be used to teach for the grade 11 a1 The content of the English Spelling rules. .. applying English spelling rules, teachers need to follow the following steps in the process of teaching pronunciation and correct the phonetic mistakes for the students Components of an English