Using some techniques to help the 10th grade students at ham rong hhigh school determine the position of primary stress better

1 INTRODUCTION 1.1 RATIONALE In recent years, Vietnam has made reforms in many areas including education One of the fundamental challenges of the current Ministry of Education and Training is to innovate teaching and learning methods to meet the requirements of industrialization and modernization English is a subject that has been being innovated at the forefront of high schools The Ministry of Education and Training has developed a plan to change (improve) the quality of foreign language teaching and learning across the country It can be seen that English in particular and foreign languages in general are the focus of interest and strong development In the context of international integration, teaching and learning English has received a lot of attention from the whole society In order to innovate and improve the quality of learning foreign languages, many synchronous solutions need to be made, first of all, teaching and learning methods must be renewed English is currently being taught in a communication-oriented and learnercentered approach To be able to communicate in English, students must use two skills of listening and speaking well So what must teachers and students to achieve this goal? This requires many factors, in which it is quite important to help students master word stress in English The correct pronunciation of English word stress will help communicate in English more smoothly, avoiding misunderstandings in communication When teaching E n g l i s h to the 10th students at Ham Rong High School the author found out that students are very confused by pronouncing a right word They often pronounce incorrectly and not read the stress corectly The author of this research decided to carry out a research work in : “ Using some techniques to help the 10th grade students at Ham Rong High School determine the position of primary stress better” Based on the results of this action research, some changes and improvements could be applied in the author’s lessons, and some appropriate strategies needed to be designed with the hope that students will work more effectively in the phonetic lessons Hopefully that the results of this study would be shared with any colleagues who had the same problem or anyone who is interested in this study 1.2 Aim of study The specific aims of the study are as follows: Clarifying the nature of determining the position of primary stress in accordance with some important points in teaching this part Investigating the present situation of teaching and learning phonetic of the 10th form students to find out advantages as well as problems facing both teachers and students in phonetic lessons 1.3 Scope and objectives of the study The study will focus on improving determining the position of primary stress for 10th students at Ham Rong High School and showing the ways in finding the position of primary stress This study was carried out in three English classes with 146 10th grade students at Ham Rong High School in Thanh Hoa province 1.4 METHODS OF THE STUDY The study is basically a qualitative research, which employs the following methods: - Firstly, make students aware of the importance of using correct English stress, thereby helping them have a sense of stress in training their communication skills - Second, help students speak English correctly, ensure subject knowledge standards, thereby helping students solve the questions about stress knowledge in exams or graduation exams and university - Third, this topic can help teachers of foreign languages have a few small suggestions in practicing speaking skills for students Other sources of data come from writing tasks from the textbooks The analysis of the data hopefully will bring about reliable findings useful for the teaching of phonetic to non – major students at Ham Rong High School, Thanh Hóa 1.5 SIGNIFICANCE OF THE STUDY Doing phonetic exerxises , one of the most dificult parts , has always a significant position in language teaching Nevertheless, how to teach and learn phonetic effectively often poses great problems to both teachers and students For the teachers of English at high school, this problem is considered a difficult part to teach Some of them even ignore teaching phonetic and focus only on grammar excercises for the exams However, nothing is difficult if we, the teachers make decision to make it easier Hopefully , with a range of suggestions of how to make activities effectively in phonetic lessons introduced in this research, it will be more motivating for the teachers to teach and make progress in teaching phonetic.Therefore, their students will be interested in phonetic lessons 2 CONTENTS 2.1 Theoretical Background * What is stress? According to Peter Roach in “English phonetics and phonology,” the stress of a word is pronounced more prominently than the other Stressed sounds have at least four distinct characteristics: - have a louder volume (loudness) than the rest of the sound, - has a longer length than the other sounds, - has a higher pitch than the rest of the sound, - the vowel of a stressed sound has a characteristic different from that of the other vowels in the same word Usually the above four factors often appear together in an accented sound However, sometimes just one or two factors contribute to the stress of a word The above factors are of different importance, in which pitch and pitch are the two most important factors, helping listeners easily recognize the stress of a word Stressed sounds are read about a half-way above other sounds and read almost like a stretched sound * Why need to master stress? Stress is an integral part of English Mastering stresses helps learners get closer to their ability to use English fluently, making the communication process more natural, avoiding misunderstandings and errors in communication In addition, for high school students, mastering the correct pronunciation of stress also helps them to correct questions about stress knowledge in tests, semester tests, graduation exams or entrance exams * How to learn stress? Like all language knowledge, stress has its own rules Learners can buy books about stress and follow the rules in them With fixed rules, learners only need to memorize and lots of exercises However, the rules have exceptions Learners need to pay more attention to these exceptions In addition, learners can learn stress in many different ways such as: learning in communication, learning while listening to the teacher lectures, learning when listening to programs played in English, or by looking up a dictionary And only regular practice and practice can help people learn successfully on the path of conquering the language In conclusion, Syllable stress is where every word in English will have one syllable ie part of the word stressed ie said more strongly than the unstressed syllable(s) This will be shown in a good dictionary eg Oxford, Cambridge, Collins for British English with the IPA notation system with a ‘ mark in front of the stressed syllable and a , mark in front of a secondary stressed syllable In English language textbooks and classes, instead of the ‘ or , marks a heavy dot or square will be placed above the vowel of the stressed syllable Unstressed syllables are shown in IPA (International Phonetic Alphabet) with an upside down-back-to-front ‘e’ This unstressed symbol is so important it has a name ‘schwa’ (originating from Yiddish language) as the majority of spoken syllables are UNstressed Getting syllable stress correct ie emphasising the stressed syllable by saying it louder or more strongly is very important as English is a ‘stress-timed’ language with correct syllable stress the building block of word stress, phrase stress and the intonation or musical-like ‘melody’ of spoken English Generally, the stressed words are the ones with the main meaning ie nouns, verbs, adjectives and adverbs Other smaller words such as definite articles ie the / some, indefinite articles ie the / some, prepositions eg ‘in’, ‘to’ etc are unstressed or kind of ‘skipped (over) Finally, teachers should give clear and brief instructions in this stage so that students can solve the phonetic exercises well 2.2 The reality of the study Basing on the new textbooks designed by the Ministry of Education and Training, English are taught with four skills and Language Focus which focuses on grammar and pronunciation The phonetic program at Ham Rong high school follow the syllabus of the Ministry of Education and Training with the aim of improving students’ abilities in pronounce On English 10 textbook, there are a range of types to practice determining the position of primary stress As regards the language, for non - major English students, students sometimes have to depend on the provided structures and phrases or vocabularies However, some of them start to be aware of and perform different styles as well as various levels of formality to match the phonetic exercises But most of their works still need to be examined for vocabulary and the position of primary stress accuracy In terms of methodology, students are expected to master the rule to determine the position of primary stress Students should be active in self – studying, peer and group cooperation They understand the process in teaching and learning writing and know how to pronounce 2.2.1 Background of the study Through polling by many colleagues and students, and through teaching practice, I found that students who learn English from middle school to the end of grade 11 of high school almost not learn in terms of weight English sound Most teachers not have the time or attention to guide students on this matter Teachers, when correcting mistakes for students, only pay attention to word usage, grammatical errors or incorrect pronunciation errors, not correct stress errors Most students have no concept of stress in English pronunciation Students can learn about stress by looking at the Glossary section at the end of a textbook However, many students not watch this part or watch but only pay attention to the meaning of the word without paying attention to the pronunciation or stress of the word Especially, there are a number of teachers who are not aware of the importance of correctly pronouncing English stress in communication, so they have not focused on training to speak correctly Before doing the topic, I have done surveys on students' understanding of stress and the current situation of teaching stress 2.2.2 Survey Survey is a survey on the ability of students in grades 10B6, 10B7 and 10B11 to use English stress of Ham Rong High School I have given each student a 10-minute questionnaire about English stress and ask them to it within 10 minutes The words on the questionnaire were selected from unit of the 10th grade English program when students finished this lesson The questionnaire is as follows: Choose the word whose stress pattern is different from that of the rest 1/ A student B member C prefer D teacher 2/ A subject B hello C teacher D thousand 3/ A people B classmate C lesson D devote 4/ A background B tutor C degree D master 5/ A routine B arrive C morning D prefer 6/ A dinner B harrow C neighbor D correct 7/ A education B specialty C opposition D demonstration 8/ A special B mental C fourteen D within 9/ A technology B illustration C definition D electronic 10/ A computer B different C capable D calculate The results of the number of students correctly completingand the number of questions in each class are as follows (with percentages ): Class Total 10B6 50 10B7 52 10B11 44 Correct Correct Correct Correct Correct Mistake sentences sentences 5hs 6hs 10% 12% 4hs 6hs 8% 12 % 5hs 6hs 11% 14 % sentences 5hs 10 % 6hs 12 % 5hs 11 % sentences 10hs 20 % 12hs 23 % 11hs 25 % sentences 14hs 28% 12hs 23 % hs 18% sentences 10hs 20 % 12hs 23 % 10hs 20 % From the above results it can be seen that only about 30% of students achieve the average or above with knowledge of stress and about 20% of students not correct any questions about stress After the students had finished their answers, I continued to ask some students to pronounce words on the ballot at random As a result, most of the children did not pronounce the word stress correctly, even if they answered all questions on the questionnaire correctly Thus, it can be seen that students' knowledge of stress is relatively weak Even those who understand the theory are weak in practice 2.2.3 Survey I have conducted a survey on teaching status of English language stress knowledge of English teachers at Ham Rong High School After attending some lessons and through interviews, I noticed that teachers have mentioned stressing since teaching new words, but not often In the Language focus part of the units, the teacher only allowed the students to repeat words in the textbook, did not have time to extra exercises or explain anything about stress From the above situation, I have taken some measures to improve students' ability to use English stress in grades 10B6, 10B7 and control in grades 10B11 Students in these classes have similar qualifications The measures are divided into two groups: group one includes measures taken during distributed English lessons and group two includes measures taken during English extracurricular hours 2.2.4 Taken Measures * During English lessons: + Measure 1: When teaching new words I always focus on the stress of words by using the stress mark for new words and ask students to write the whole part in their notebooks When I let students read words, I also pay attention to correct them if they find that they are not reading the stress correctly by re-pronounce the wrong word and ask them to read it correctly + Measure 2: When using English, I always pay attention to correct accent and intonation to guide and create habits for students to listen correctly In order to this, I always have to practice my speaking skills properly in many ways such as: listening and practicing according to tape, using dictionary to look up words that I am not sure about, listening to broadcast programs in English on television or radio, + Measure 3: This is the measure used in Language focus periods of Unit 3, Unit and Unit Because the time for stress in each Language Focus period is only from 10 to 15 minutes, so there is only enough time for students to listen to tapes and repeat the pronunciation of words Teachers don't have time to explain to students some general rules regarding stress Therefore, students can only grasp the stress of words in the textbook So before every Language Focus lesson of Units 3, Unit and Unit 5, I ask the students to preview the “stress” at home, divide the class into groups of students, and ask the groups to find more words with similar stress patterns, write in the form of multiple-choice questions about stress in the sub-chart first Each group prepares questions In class, I proceed to teach stress as follows: - First, have students listen to the tape time to recognize word stress and then ask students to repeat the tape times - Check the word stress positions to see if the students have mastered them - Tell students to listen to the part "Practise reading aloud the sentences" and call some students to read it again - Finally, organize for groups to exchange sub-boards with each other and the exercises on those sub-boards + Measure 4: This is the most important measure of this topic based on the idiom "Practice makes perfect" Before each class I prepare multiple-choice questions about stress with the requirement “Choose the word whose stress is differently placed from the other words” The words chosen in these questions are the words that will be used in that class These two questions can be written in advance on the supplementary board, or written on an electronic lecture to show on the projector At the end of each class, I spend 30 seconds to minute for students to answer the two questions and pronounce the words in the two questions The student who correctly answers and pronounces the word stress will receive a report card This card is used to add points for students to tests of 15 minutes, period or semester tests in proportion: + votes = point for the 15-minute test + votes = point for the 45-minute test + votes = semester test score This measure is administered in lessons of 16 unit units and Test Yourself Thus, after each lesson, students will master the stress of words and after 86 lessons of 16 units and Test Yourself A, B, C, D, E, F, students have been practicing stressing with 688 words When I take this action, I find that students who want to answer correctly and read correctly will have to listen more attentively At the same time, the scorecard has the effect of stimulating students to pay attention to study and actively volunteer to answer questions In addition, it also helps students improve their scores in a legitimate way and helps teachers evaluate students more accurately The questions for this section are listed in the following table Unit Reading A dinner B harrow C neighbor D correct A buffalo B exactly C tobacco D continue Speaking A minute B about C Physics D English A evening B usually C afternoon D another Listening A.together B dinner C leftover D children A.excited B often C crowded D rarely Writing A quarter B before C partner D weather A peasant B finish C compare D adverb Language Focus A alarm B discuss C friendly D begin A morning B repair C happy D pupil Unit Reading A subject B hello C teacher A lesson B woman C repair Speaking A above B sister C widen A corner B answer C doctor D prepare Listening A headmaster B holiday C attractive A matter B happen C listen Writing Aexplain B problem C study A habit B become C learner D thousand D father D very D internet D below D worry D mother Language Focus A fifteen A student B fifty B member C center C prefer D biggest D teacher Unit Reading A receive A general Speaking A people A background Listening A student A passage Writing A November A receive Language Focus A.mother A secondary A education A gestures B private B condition C brother C another B classmate B tutor C lesson D devote C degree D master B career B unit C tiny C little D research D become B December B private C October C brother D January D children B mature B impossible C sister D tragic C laboratory D conditional B necessary B interest Test yourself A C parent C example D children D together D languages D movement Unit Reading education A special Speaking A luggage A subtract Listening A disable A sorry Writing A instead A primary Language Focus A province A better B specialty B mental C opposition C fourteen D demonstration D within B retard B parent C happen C message D lesson D passage B manager B happy C condition C commune D parental D subject B welcome B everything C construct C afternoon D arrive D exciting B prepare B standing C finger C attend D meeting D open Unit Reading A technology 2/ A computer Speaking B illustration B different C definition C capable D electronic D calculate A number A become Listening A office A beauty Writing A newspaper A magazine Language Focus A request A device B software B hardware C manage C letter D invent D music B language B machine C around C daily D other D modern B multiply B collection C magical C performer D allowance D invention B subtract B lighting C produce C magic D action D worry Unit Reading A excursion A number Speaking A mountain A beauty Listening A different A otherwise Writing A various A arrangement Language Focus A glorious A invent A qualification A discover B occasion B recent C protective C problem D multiple D ahead B event B painting C nation C wonder D country D relax B together B botanic C computer C excellent D occasion D suitable B inventive B delicious C convenient C occupy D permission D component B official B pressure C rapidly C remain D hospital D prefer B normally B intensive Test yourself B C common C computer D possible D independent Unit Reading A partner A national Speaking A animal A unknown Listening A comment A headache Writing A playwright A painting Language Focus B something B Liverpool C classmate D discuss C recommend D internet B comedy B wealthy C importance C moment D different D mountain B reading B present C healthy C nation D lucky D planet B active B visit C global C portrait D tonight D enough A canteen B surprise C lengthen D nothing A appropriate B documentaryC Entertainment D confirmation Unit Reading 1.A pessimistic 2.A.security Speaking 1.A.Chinese 2.A.atmosphere Listening 1.A.incredible 2.A.mushroom Writing 1.A.conflict 2.A.together Language Focus 1.A.across 2.A.opposite A electric A expert B.optimistic B technology C.unexpected C.disappear D.contribute D.invention B declare B.prediction C.Standard C.science D.Disease D fatal B.eradicated B.expectancy C.fatal C.curable D.eternal D.general B.harmony B.organize C.desire C.concern D.violent D.employment B.butcher B.business C.cancer C.among D.famous D.contract B famine B increase Test yourself C C climate C urgent D office D message Unit Reading A mystery A Atlantic B understand B paragraph C overcome C Antarctic D submarine D contribute Speaking A garlic B manner C bother D delete A under B offspring C offer D forget Listening A undersea B attitude C various D exhausted A offend B insult C baby D sparkling Writing A inhabit B natural C finally D evidence 2.A biodiversity B international C sophisticated D.independently Language Focus A complete B reveal C surface D restrict A indication B understanding C investigate D interaction Unit 10 Reading A vegetation A photo Speaking B eliminate B rapid C disappearance C pattern 10 D intonation D about A environment A impossibly Listening A medical A conserve Writing A illness A correction Language Focus A damage A power 1.A panda A numerous B understandingC population B especially C naturally D conservation D importantly B pollutant B disease C imprison C wildlife D protective D expand B slowly B motorway C spoken C addition D police D erosion B pollute B autumn C defense C allow D erode D order B elephant B remain Test yourself D C continent C decrease D decline D advanced Unit 11 Reading A national A locate Speaking A establish A contain Listening A rainforest A butterfly Writing A mountain A during Language Focus A season A recognize B abandon B smallest C orphanage C surprise D chemical D depend B visitor B increase C especial C explain D expensive D faster B wilderness B endanger C tropical D survival C expression D acceptance B ethnic B flora C fauna C defeat D attack D province B nearly B enemy C mainly C yesterday D delight D responding Unit 12 Reading A music A traditional Speaking A African A European Listening A popular A human Writing A important A beautiful Language Focus B peaceful C tempo D relax B combination C communicateD rejuvenate B energy B especially C instrument C emotional B powerful B solemn C description D talented C whether D contain B musical B example C wonderful C cinema 11 D musician D considerate D telephone D favorite A express A ballad B grammar B concert C record C enough D office D contest Unit 13 Reading A cinema A history Speaking A century A discover Listening A existence A character Writing A position A industry Language Focus A sequence A until A durability A integral B rapidly B passage C photograph C follow D however D today B camera B introduce C completely C beginner D musical D appearance B replacement C relation B decision C audience D telephone D terrible B interest B probably C detective C Titanic D description D fascinate B minute B story C enjoy C early D actor D motion B invention B beautiful Test yourself E C experienceD opposing C storage D aquatic Unit 14 Reading A champion B attract C billion D audience A runner B around C sporting D within Speaking A perfectionist B professional C participate D continental A tournament B qualify C championship D equipment Listening A internationalB preferentiallyC necessarily D informational A football B govern C defeat D witness Writing A final B event C trophy D winner A Tunisia B Germany C Hungary D Mexico Language Focus A Brazil B England C Sweden D Chile A Korea B Japan C Vietnam D Thailand Unit 16 Reading A capital B different C business D apartment A theater B district C locate D famous Speaking A southeastern B visitor C attractive D convenient A develop B museum C populate D informal 12 Listening A mingle B whether A population B comparison Writing A region B belong A metropolitanB popularity Language focus A borough B reserve A rename B problem C harbor D compare C informationD similarly C complete D prefer C pronunciation D international C beginner C combine D pollute D connect Test yourself F A collaboration B communication C international A encourage B preserve C technical D cooperation D proportion In addition to the measures taken during the formal teaching hours, I also conduct a number of activities during optional lessons at the school * In optional lessons at the school Usually, when doing the exercises to find the position of primary stress, some students often choose according to their feelings, read the words and choose the answers according to the reading they find "reasonable", "sound familiar" However, that method is only suitable for those who have a rich vocabulary, standard pronunciation To this well, in addition to learning the pronunciation as soon as they learn new words, they can rely on word stress Word stress is clearly readable sounds, often falling within the main vowels Non-stressed sounds will be weak or dashing sounds There are a lot of different rules around stressing Therefore, learners are often overwhelmed and afraid when mentioning this problem However, if you take the time to learn and understand, you will apply some of these rules very quickly and master them surprisingly! Here are the 13 most common English stress pronunciation rules, students should refer to and apply immediately to pronounce according to native speakers standards RULE 1: Verbs have syllables -> stress falls into the second syllable Ex: be'gin, be'come, for'get, en'joy, dis'cover, re'lax, de'ny, re'veal, Exceptions: 'answer,' enter, 'happen,' offer, 'open… RULE 2: A noun with syllables -> stress falls on the 1st syllable Ex: ‘children,‘ hobby, ‘habit,‘ labor, ‘trouble,‘ standard… Exceptions: ad’vice, ma’chine, misake,… RULE 3: Adjective has syllables -> Stress falls on the 1st syllable Ex: ‘basic,‘ busy, ‘handsome,‘ lucky, ‘pretty,‘ silly… Exceptions: a’lone, a’mazed,… 13 RULE 4: Compound verbs -> stress falls on the 2nd syllable Ex: be’come, under’stand … RULE 5: Stress falls on the following rhymes: sist, cur, vert, test, tain, tract, vent, self Ex: e’vent, sub’tract, pro’est, in'sist, main’tain, my’self, him’self… RULE 6: With some of the following suffixes, the stress falls on some of the syllables where it is stored: -ee, -eer, -ese, -ique, -esque, -ain Ex: ag'ree, volun'teer, Vietna'mese, re 'tain, main'tain, u'nique, pictu'resque, engi'neer… Exceptions: com'mittee,' coffee, em'ployee… RULE 7: The words with the suffix are -ic, -ish, -ical, -sion, -tion, -ance, -ence, -idle, -ious, -iar, -ience, -id, -eous, -acy, -ian , -icy -> Ex: eco'nomic, 'foolish,' entrance, e'normous RULE 8: Almost some prefixes not accept stress Ex: dis’cover, re’ly, re’move, re’move, desroy, re’write, im’possible, ex’pert, to re’cord, Exceptions: ‘underpass,‘ underlay… RULE 9: Compound nouns -> Stress falls on the 1st syllable Ex: ‘birthday,‘ airport, ‘bookshop,‘ gateway, ‘guidebook,‘ filmmaker,… RULE 10: Compound adjectives -> Stress falls on the 1st syllable Ex: ‘airsick,‘ homesick, ‘carsick,‘ airtight, ‘praiseworthy,‘ trustworth, ‘waterproof,… Exceptions: duty-‘free, snow-‘white… RULE 11: Compound adjectives have the first component of the adjective or adverb, the second element ending in -ed -> the main stress falls into the 2nd element Ex:, bad-‘tempered,, short-‘sighted,, ill-‘treated,, well-‘done, well-‘known… RULE 12: When adding the following suffixes, the main stress of the word doesn't change-ment, -ship, -ness, -er / or, -hood, -ing, -en, -ful, -able, -ous, -less Ex : · Ag'ree - ag'reement · 'meaning -' meaningless re'ly - re'liable 'poison -' poisonous 'happy -' happiness · re'lation - re'lationship ex'cite - ex'citing RULE 13: Words with endings are: -graphy, -ate, -gy, -cy, -ity, -phy, -al -> the stress falls on the 3rd syllable from the inside up Ex: eco'nomical, de'moracy, tech 'nology, ge'ography, pho'tography, in'vestigate, im'mediate, To help students easily memorize and inculcate knowledge of English stress I organized games for students of classes with the theme "English and Stress" This event is held at the end of the month and is organized as follows: a Prepare: 14 - Divide the class into groups, assign each group to prepare a part of knowledge related to stress and accompanying exercises The knowledge content that needs to be prepared includes: + Stress in two-syllable words + Stress in three-syllable words + Stress in more than three-syllable words - Students need to prepare content for presentation on Power point for convenience - I prepare some simple, easy-to-remember rules about stress to give to students at the end of the session - In addition, I prepare some small gifts to reward students b Perform: The extracurricular session is divided into three parts: theory, exercises and games and done within 90 minutes Theoretical part: I call representatives of the groups to present the prepared knowledge, the other groups listen and ask questions for the group just presented After each group has finished their session, I correct the errors if any and summarize - Exercise part: Groups take turns to project their homework for other groups to The group with the fastest and most accurate answers will receive a reward - Game part: + Divide the class into teams with symbols A, B, C, and D + Prepare chairs with numbers 1,2, 3, These numbers correspond to the stressed syllable position of the word + Let teams draw the order number to play Four teams stood in line, each team in turn sent a member to participate in the game + Members of the first team play a word with or more syllables and members of the other teams quickly run to the seat with the number corresponding to the word stress position The person who reads the word and reads the word stress correctly and the person sitting in the correct seat will leave the row + The member of the team with the next number read another word and the members of the remaining teams continue to find the right seat to sit The game continues until the team with all members removed from the row earliest becomes the winner and receives the prize At the end of the game, teacher comments and rewards students After learning stress pronunciation rules and playing games, I find that the students are very conscious of preparing the assigned content and that most of the content is correct, the teacher does not need much correction In the homework, they solve relatively well, proving that they have grasped the theory In the game, the children participated very enthusiastically and always found the right seat quickly 2.3 The results In order to evaluate the results of the process of implementing the topic and have a comparison, I have tested the ability to find accents and correct pronunciation at the end of term review time in three classes: 10B6, 10B7, 10B11 Students work on a 5question multiple choice questionnaire in minutes Then, I checked the cards and got 15 some students to read out the words on them The students being called could either be students who did all five correctly or students who did not get one correct The results are listed in the following table: Class Total Correct Correct Correct Correct Correct Mistake sentences sentences sentences sentences sentences 10B6 50 10B7 52 10B11 44 30 hs 60 % 32 hs 62 % 26 hs 59 % 10 hs 20 % 10 hs 19 % hs 18 % hs 12 % hs 8% hs 11 % hs 8% hs 6% hs 9% hs 0% hs 4% hs 2% sentences hs 0% hs 2% hs 0% The result shows that the number of students correctly doing all five or four sentences in all classes is relatively high Only student made mistakes in sentences When called to read, the students in grade 10B6, 10B7, 10B11 mostly read correctly the sentences they got right, proving that they not only grasp the theory but also have good practice ability 16 CONCLUSION 3.1 Conclusion This study is carried out as a contribution to the knowledge of all teachers and students of English in their teaching and learning - The content: the topic has focused on research and implementation in association with one of the current innovation requirements, which is the renewal of content, subject teaching methods and testing and evaluation methods These innovations are consistent with industry innovation and meet the demands of practical learning and studying to take the exam - In terms of meaning: the successful implementation of the topic has created a new direction in the teaching of foreign languages in general and in teaching stress in particular Those are the principles in teaching and learning foreign languages: learning must be linked to practice, learning must be practiced regularly and learning must be associated with play to be effective - Efficiency: The process of implementing the topic shows that the topic has obtained quite high and sustainable results Teachers can it quite easily, without much effort and time This topic can be applied to perform with many different types of students and at different schools The author of this research does hope that this study would be of some value to both teachers and students in their language teaching and learning process 3.2 Limitations of the study The study still has some limitations First of all, this study is very small – scale, which focuses on only the tenth grade students Secondly, the study basically bases on one source of data, which is a table comparing the results of classes What is more, the area of the study is only restricted to classroom in the textbook published by MOET; thus, any application outside classroom context requires careful thoughts and consideration 3.3 Suggestions for further research There were still some problems that this study could not solve absolutely for during the try – out stage: The student’s poor vocabularies and the insufficiency of grammar knowledge This needs time to realize the improvement However, the teacher should pay much attention to this goal when teaching a productive skill like phonetic Hopefully that the above problems could be solved in other studies after this research in the near future CONFIRMATION OF PRINCIPAL Thanh Hoa, May 8th, 2021 I am sure this initiative experience is mine 17 REFERENCE “English Phonetics and Phonology” – Peter Roach – Cambrigde University Press “ A Course in Language Teaching” – Penny Ur - Cambrigde University Press Sách giáo khoa Tiếng Anh lớp 10 – NXB Giáo dục Sách giáo viên Tiếng Anh lớp 10 – NXB Giáo dục Sách tập Tiếng Anh lớp 10 – NXB Giáo dục Anh ngữ thực hành phát âm nói Tiếng Anh chuẩn - Nguyễn Hữu Quyền – NXB Mũi Cà Mau Pronounce it perfectly in English - Luyện kỹ phát âm Tiếng AnhAnh Dũng- Thu Thảo ( Dịch giải ) – NXB Giao thông vận tải Sách tập Tiếng Anh lớp 10 nâng cao – Mai Lan Hương 18 ... tape time to recognize word stress and then ask students to repeat the tape times - Check the word stress positions to see if the students have mastered them - Tell students to listen to the part... or watch but only pay attention to the meaning of the word without paying attention to the pronunciation or stress of the word Especially, there are a number of teachers who are not aware of the. .. examined for vocabulary and the position of primary stress accuracy In terms of methodology, students are expected to master the rule to determine the position of primary stress Students should be active