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CONTENT A BACKGROUND The reasons of choosing the topic Research purposes Research subjects Research methods The new points of the topic B SOLUTION I Rationale II Reality of teaching and learning English in secondary school Reality The results of the status III Implementation solution PART I: Students survey PART II: Phonological teaching IV The effectiveness of the topic in the process of teaching C CONCLUSION AND PROPOSALS Conclusion The recommendations and proposals PAGE 2 2 4 4 6 16 17 17 17 A BACKGROUND The reasons of choosing the topic - English – an international communicative language has been becoming more and more important in today's modern world And when people have been aware of that importance, raising the quality of teaching and learning in school is the top priority issue The new process of replacing textbooks has been conducted nowadays for no such purpose The application of the new methods at first is effective but it also causes lots of problems The question is: How students can comprehend all the knowledge they have studied and used it fluently ? Always concern for those who have been working in Education To meet that requirement, each teacher must find an active teaching method, to suit each student and achieve the highest result at their schools - During the process of teaching and studying English, phonetics is an indispensable field and the correct pronunciation is mandatory for any foreign language learners because of pronouncing vocabularies exactly will be able to help learners understand them easily Conversely, speakers pronounce a word incorrectly, it will make listeners misunderstand or even cannot At any time, our English teachers often say that After having studied English for a number of years, students might be deaf-mutes Recognizing that importance, the new textbooks in all four levels of education compiled by the Ministry of Education is due to communication through the combination of four teaching skills Thinking that it is a more effective method than any others used today - However, after a number of years teaching in secondary school, I myself have noticed the fact that although students have been learning English for years, they are not effective, too What they said hardly did people hear and when others said, they could not hear This question has always reminded me for a long time and I also realized that if students mispronounce any words, it will lead to speaking wrongly Consequently, they cannot hear others For the mentioned reasons above, I think that changing in teaching and learning English is necessary so that after leaving school, learners can use English better, to meet the need of modern society today Research purposes - During the process of learning English, phonetics is indispensable for learners and pronouncing correctly is mandatory for any foreign language learners because if speakers pronounce exactly, listeners can understand them easily Conversely, when speakers pronounce incorrectly, it will make listeners misunderstand and even cannot This leads to bad effects and learners have difficulties in higher study Therefore, researching the topic will help me find out good methods and apply them in teaching listening and speaking skills better, students can understand the lessons more easily Research subjects - As time is limited, in this topic I proceed only the simple ways of teaching phonetics for all the students in grade - The school year: 2017 – 2018 Research methods - Through practical periods in the class - Using synthetic method - Read documents with the research-related issues - Using survey method and using pedagogical observation method The new points of the topic - Students have more time to practice phonetics in pairs, groups - Give practical examples and ask students to compare with the voice of native speakers to pronounce exactly - Ask students to find out mistakes of their partners in pronunciation, and help them to correct B SOLUTION I RATIONALE Dated on 22nd december 2017 in Ha Noi, the Prime Minister Nguyen Xuan Phuc approved the adjustment and supplement of the scheme on teaching and learning foreign languages in the national education system in the period of 2017 - 2025 with the following principal contents: - Create a breakthrough in the quality of teaching and learning foreign languages for all levels of education and training levels, encouraging the introduction of foreign languages into schools from pre-school levels and social activities Promote foreign language teaching integrated in other subjects and teaching other subjects such as math and science subjects, specialized subjects in foreign languages - Promote the application of advanced technology in teaching and learning foreign languages with a suitable electronic learning system for all subjects so that learners can study foreign languages, approach native languages at any time, anywhere, with any vehicles, especially in developing listening and speaking skills - Create a good environment of learning foreign language in schools, families and society for teachers, lecturers, family members and students to study foreign languages - Ensure foreign language competencies and pedagogical capabilities of foreign language teachers and lecturers, teach specialized subjects of science and subjects in foreign languages for all levels of education and training levels - Strengthen testing and evaluating of teaching and learning foreign languages - Prioritize supporting to improve the quality of teaching and learning foreign languages for disadvantaged areas - Promote socialization, promote the role of foreign language centers in teaching and learning foreign languages outside the school - Renovating the management of the Scheme to ensure practicality, feasibility and effectiveness with general goals below: Renovating teaching and learning foreign languages in the national education system, continuing to implement new foreign language programs at all levels, training levels and capacity building for foreign language uses to meet the demands of study and work; strengthening the competitiveness of human resources in the integration period, contributing to the construction and development of the country; create a universal language foundation for general education by 2025 One hundred percent of graduates to meet the professional standards of teachers and the capacity of foreign language teachers at different educational levels and levels By 2025, striving to complete the construction of teaching and learning foreign language programs in regular education to basically meet the needs of the society II REALITY OF TEACHING AND LEARNING ENGLISH IN SECONDARY SCHOOL TODAY Reality - In general, English has become a major subject in school for such a long time, but its benefits have not been taken more notice On the one hand, it is due to limited infrastructure and teaching facilities in schools, and the other factor is due to the quality of teaching is not high, yet attracts the enthusiasts of students’ learning This is further evident in the hours taught listening and reading skills Moreover, students are just interested in the meanings of words without knowing the words that are pronounced and how they are used Especially pressing word stress, sentence of specific communication situations they were not paying attention Therefore, the quality of teaching dropped, this cannot meet the needs after graduating and working - The other factor is that, the role of the teachers cannot mention Most teachers love teaching and love their students, very enthusiastic and consider students to be their children; but some teachers neglect their work Due to low salary, they may think that: “The ones who work hard, and the ones who work less are the same Salary has not been deducted” Negative thoughts that invisible kill future generations of the country The others are only interested in business and the other side job to earn money for their families The view becomes misleading when some teachers were not interested in teaching listening and viewing this skill was not important Maybe they not know that they are carrying on their shoulders a great responsibility that their country puts trust in, entrust; a nobler profession regardless of how noble profession The future of the country will depend on the quality of education and training In my viewpoint, if we want better teaching quality, the mind of the teachers puts on top The teachers must have innovative teaching methods appropriate to each lesson, each student object In the teaching process, they should combine to teach all four skills: Listening - Speaking - Reading - Writing so as to have the most effective results - Teaching a foreign language lesson in secondary schools today is that, the task of teachers and students are: Students only prepare their lessons at home such as investigating some new words or writing a few words and go to the classes, the teachers present the lessons, students record and repeat passively He or she then comments and gives correct answers, students record them and copy down This organization is found only about 20% of the students understand the lessons and work hard The rest just copy all on the table and listen passively, machinery Some other students are seen as ignorant Thinking that good students are always good, and weak students are still weak forever The question I mention in the topic is: Why many students are afraid to learn a foreign language and why they are still bad even though having studied for a long time The results of the status For such thoughts in the school year 2017 - 2018, I have explored, studied materials and through the practical teaching hours in the class to find a way to teach students a pronunciation effective way to help them hear - say better and eliminate the feeling afraid of studying English Then, teachers can capture, control all activities of the students in each lesson Now, I would like to present the topic that: “The importance of teaching phonetics in grade 6, secondary school” I have applied in the teaching process in grade 6, school year 2017 - 2018 by my colleagues in charge prior to confer exchange, mutual learning, to enhance expertise and professional I look forward to the truthful help of all my colleagues III SOLUTION IMPLEMENTATION Realizing the urgent issues on and how to teach them to pronounce correct lexicon, I give some experimental solutions as shown below: PART I: STUDENTS SURVEY - Before teaching how to pronounce phonetics, I have set up the questionnaire to check how they understood their lessons in primary school As far as I know, students have learnt pronunciation the suffix [s / es / ed] in grade I give the assignments: Choose the word whose underlined part is pronounced differently from the three others in the same line A learns B meets C laughs D books A opened B cooked C played D lived A wanted B added C washed D invited A loves B classes C places D watches The correct answer: A B C A And the results were so disappointing: Number – 2,4 p Class of % students SL 2,5 – 4,9p 5,0 – 6,4p 6,5 – 7,9p 8,0 – 10 p SL SL SL SL % % % 6A 36 13 37,3 12 32,2 22, 8,3 6B 38 14 37 15 39,5 13 10,5 % With the results above, we can easily see that the students have forgotten pronunciation or they have not been taught how to pronounce the suffix [s/ es/ ed] exactly or they have learned but did not pay attention or they think it is not necessary in process of learning English at all That is why only more than 30% students get marks from five Expecially there are no marks from eight to ten The result is so disappointed PART II: PHONOLOGICAL TEACHING PROCESS To help the students how to pronounce exactly new words and speak English well, I have conducted the process of teaching phonics and survey results in all two classes – 6A and 6B First of all, I made three of the symbol table consonants and vowels as well as examples for each case in order that the students can understand this in an easy way Below are the tables illustrated with consonants, vowels and dipthongs: Table - Consonants p b pen board t∫ dʒ chicken just f v fly very s z sit zoo m n meat nine l r like rice Table - Vowel æ cat a: market З: word e many ʊ look u: flue Table - Diphthong ei ɔi cake boy eə hair hi t talk k kiss θ thick ∫ she פ sing w watch d g grow ð this ʒ pleasure h here j yet ɒ ə worker i fit i: seat dog Λ but ɔ: four əʊ hold ʊə tour iə near aʊ house THE PROCESS OF TEACHING CONSONANTS a Single consonants a.1 Consonant “c” - Consonant [c] may be pronounced: /k/, /∫/, /t∫/, /s/ - When [c] is followed by e, i or y; it is often pronounced /s/ Eg: centre, cinema - But when [c] follows with vowels: a, u, o; it is pronounced /k/ Eg: cake, course, cup - Besides above, the consonant [c] is also pronounced /∫/ Eg: delicious, ocean - In some cases, it is pronounced /t∫/ as in the word: cello a.2 Consonant “g” Consonant [g] can be pronounced: /g/, /dʒ/ - When follows with e, i, y; it is usually pronounced /dʒ/ Eg: engineer, village, age - When it goes with other letters (except e, i, y), it is pronounced: /g/ Eg: go, grow, get a.3 Consonant “d” Consonant [d] can be pronounced by /d/ and /dʒ/ - [d] is usually pronounced /d/ as in the words: dog, dry - Consonant [d] is also pronounced /dʒ/ as in the word: education - In some causes, [d] is not pronounced Eg: handsome a.4 Consonant “n” Consonant [n] can be pronounced: /n/, /פ/ - When [n] stands before letters /k/, /g/; it is pronounced: /פ/ Eg: ink, single - In the other cases, it is often pronounced /n/ Eg: need, nice, new a.5 Consonant “s” Consonant [s] can be pronounced: /s/, /z/, /∫/, /ʒ/ - Consonant [s] is often pronounced /s/ as in the words: see, sit - Sometimes, it is also pronounced: /z/ as in the words: is, season - Consonant [s] is also pronounced /∫/ as in the words: sure, sugar - The last, it is also pronounced /ʒ/ as in the word: vision a.6 Consonant “t” Consonant [t] can be pronounced: /t/, /t∫/, /∫/, /ʒ/ - [t] is usually pronounced /t/ as in the words: ten, student - [t] is also pronounced /∫/ as in the words: invention, option - In addition, it is pronounced /ʒ/ as in the word: equation - [t] stands before consonant [u] is pronounced: /t∫/ Eg: nature, picture, future a.7 Consonant “x” Consonant [x] can be pronounced: /ks/, /gz/, /k∫/, /z/ - Consonant [x] is often pronounced /ks/ as in the words: box, mix - [x] is also pronounced /gz/ as in the words: exact, exam - [x] is pronounced /k∫/ as in the word: luxury, anxious - The last, [x] is pronounced /z/ as in the word: xyster a.8 Consonant “z” Consonant [z] can be pronounced: /s/, /z /, /ʒ/ - It is pronounced /z/ as in the words: zoo, zero - And in other words, it is pronounced /ʒ/ as in the words: seizure, azure - In a few words, it is also pronounced /s/ as in the word: waltz After having already taught single consonants with effective results, I have surveyed all the students in two classes to check their understanding The exercise is: * Fill in each blank one consonant guided as in the table below: Consonant Pronunciation form /s/ …….… /z/ ……… /t∫/ ……… /k/ …….… /s/ ……… /t/ …….… c s t Key: Consonant /∫/ ……… /∫/ ……… /∫/ ……… Pronunciation form c /k/ cake /s/ centre /∫/ ocean s /s/ say /z/ reason /∫/ sugar t /t/ table /t∫/ picture /∫/ station And the results are quite good below: Number Class of students – 4,9 p 5,0 – 6,4 p 6,5 – 7,9 p 8,0 – 10 p SL % SL % SL % SL % 6A 36 5,5 16,6 13 36 15 41,9 6B 38 7,9 18,4 12 31,5 16 42,2 b Consonant diagraphs When two consonants stand together to represent a unique sound, it is called the consonant diagraph For example: sh, ch b.1 Consonant “sh” Consonant [sh] is usually pronounced /∫/ Eg: wash, she b.2 Consonant “ch” Consonant [ch] can be pronounced: /t∫/, /k/, /∫/ - It can be pronounced /t∫/ as in the words: chicken, chest - It is pronounced /k/ as in the words: school, christmas - Besides, the consonant [ch] is also pronounced /∫/ as in the word: champagne b.3 Consonant “th” Consonant [th] can be pronounced: /θ/, /ð/ * When it is pronounced: /θ/ - State noun form from the adjective, it is pronounced: /θ/ Eg: depth, width - The ordinal numbers (except the first, second, third) Eg: fourth, fifth - In other cases, it is also pronounced: /θ/ Eg: think, thick, month * When it is pronounced: /ð/ Eg: clothing, with b.4 Consonant “gh” and “ph” Consonants [gh] and [ph] often represent a single consonant with /f/ Eg: phone, physics, laugh * After teaching consonant diagraphs, I give the test to check how they understand the lesson The question is that: Choose the word whose underlined part is pronounced differently from the rest of the three others in the same line A throw B this C thick D think A child B school C chocolate D chest A sit B she C show D sugar Key: B B A And the results in two classes are very good Number Class of students – 4,9 p 5,0 – 6,4 p 6,5 – 7,9 p 8,0 – 10 p SL % SL % SL % SL % 6A 36 5,5 19,4 10 28 17 47,1 6B 38 5,2 15,8 12 31,5 18 47,5 c Silent consonants In some cases, the consonants are not pronounced, so they are called the silent consonants c.1 When two consonant letters stand together, one is pronounced, the other is not, it is called silent onsonant Eg: occasion, rubber c.2 Some common silent consonants - Consonant [b] often stands after [m] and before [t] Eg: lamb / læm /, debt /det/ - Consonant [c] is often silent before [k] and sometimes after [s] Eg: black /blæk/, scene /si:n/ 10 - Consonant [d] is often silent in the words: Eg: handsome /hænsəm/, wednesday /wenzdei/ - Consonant [g] is silent before [n] and it is silent before [n], [m] when [n], [m] stand last Eg: gnaw /nɔ:/, sign /sain/, Paradigm /paerədaim/ - Consonant [gh] is silent after [i] Eg: weigh /wei/, night /nait/ - Consonant [k] is silent before [n] Eg: knee /ni:/, knife /naif/, knit /nit/ VOWELS - There are vowels in the alphabet of 26 letters in English They are: a e i o u /ei/ /i:/ /ai/ /əʊ/ /ju:/ - In pronunciation, these vowels are pronounced without stopping by the tongue, teeth or lips 2.1 Single vowel a Vowel “a” [a] can be pronounced with a lot of different syllables: /æ/ /ei/ /e/ /ɔ:/ / ɒ/ /i/ /ə/ /a:/ - [a] is pronounced /æ/ as in the words: fat, cat - [a] is pronounced /ei/ as in the words: hate, play - [a] is pronounced /e/ as in the words: any, area - [a] is pronounced /ɔ:/ as in the words: call, fall - [a] is pronounced /ə/ as in the words: ago, apartment - [a] is pronounced /i/ as in the words: message, village - [a] is pronounced /ɒ/ as in the words: watch, want and it is also pronounced / a:/ as in the words: farmer, cart, afternoon b Vowel “e” Pronunciation says that vowel [e] can be pronounced: /i:/, /e/, /i/, /ə/ - [e] is pronounced /i:/ as in the word: he - [e] is pronounced /i/ as in the words: valley, English - [e] is pronounced /e/ as in the word: pen and /ə/ as in the word: open c Vowel “i” Vowel [i] can be pronounced: /i/, /ai/, /ə/ - [i] is often pronounced /i/ as in the words: big, fix, - [i] is pronounced /ai/ as in the words: drive, bike and it is pronounced /ə/ as in the word: possible d Vowel “o” Vowel [o] can be pronounced: / ɒ/ /ɔ:/ /əʊ/ /Λ/ / ʊ/ /З:/ /w/ /ə/ - [o] is pronounced /ɒ/ as in the words: shop, clock 11 - [o] is pronounced /ɔ:/ as in the words: short, morning - [o] is pronounced /əʊ/ as in the words: home, go - [o] is pronounced /Λ/ as in the words: nothing, son - [o] is pronounced /ʊ/ as in the word: woman - [o] is pronounced /З:/ as in the words: world, work - [o] is pronounced /ə/ as in the words: today, compare - [o] is also pronounced /w/ as in the word: one e Vowel “u” As we know, vowel [u] can be pronounced in different ways: /Λ/ /i/ /ʊ/ /ju:/ /ə/ /З:/ /jʊ/ - [u] is pronounced /Λ/ as in the words: cut, but - [u] is pronounced /i/ as in the words: busy, business - [u] is pronounced /ʊ/ as in the words: sugar, put - [u] is pronounced /ə/ as in the word: suggest - [u] is pronounced /jʊ/ as in the word: cure - [u] is pronounced /З:/ as in the words: burn, furniture - [u] is pronounced /ju:/ as in the unit, university 2.2 Common vowels a Group “ai”, “ay” - “ai” is pronounced /ei/ as in the words: paint, wait and it is pronounced /eə/ as in the words: repair, hair - “ay” is often pronounced ay /ei/ as in the words: play, day b Group “au” - [au] is often pronounced /ɔ:/ as in the word: august, because or /a:/ as in the word: aunt c Group “ea” - [ea] is pronounced /i:/ as in the words: meat, seat , it is pronounced /e/ as in the words: bread, health , it is pronounced /ei/ as in the words: break, great - It is sometimes pronounced /a:/ as in the word: heart , and /З:/ as in the word earn d Group “ee” - [ee] is pronounced /i:/ and when reading we must lengthen it Eg: meet, seed e Group “ie” - Group [ie] is usually pronounced /i:/ as in the words: chief, believe; /ai/ as in the word: lie; /ə/ as in the words: ancient, Efficient Besides those, it is pronounced /ju:/ as in the word: viewer f Group “oo” - Group [oo] is pronounced /ʊ/ as in the words: foot, cook; /u:/ as in the words: school, moon; /ɔ:/ as in the word: door, and /Λ/ as in the word: flood - In addition to the group of letters I have mentioned above, there are some others that I cannot present all of them because I don’t have enough time in the 12 classes, and in each period, but in the teaching precess, I notice them whenever I met so that students can revise and remember better * After teaching vowels, I have examined in two classes to check how they understand the lesson The question is that: Put the words with pronunciation groups as shown below: /i/ /ei/ /u:/ /iə/ The given words are: ill, ear, flu, live, souvenir, hate, cake, near And the correct answer is shown in the table: pronunciation groups /i/ /ei/ /u:/ /iə/ ill hate flu ear live cake souvenir near With the exercise given above, the results of two classes are good, too: Number Class of students – 4,9 p 5,0 – 6,4 p 6,5 – 7,9 p 8,0 – 10 p SL % SL % SL % SL % 6A 36 5,5 22,2 10 27 16 45,3 6B 38 7,9 13 34,6 10 26 12 31,5 The rules of pronouncing suffix: “s/ es” - Plural nouns and the singular third verbs are pronounced according to the following rules below: a When it is pronounced /z/ - Nouns and verbs with the final letter is a vowel or voiced consonant, adding suffix [s] is pronounced /z/ Eg: says /sez/, stars /sta:z/ b When it is pronounced /s/ - Nouns and verbs with the final letters are voiceless consonants: f, k, p, t when adding suffix [s] is pronounced /s/ Eg: lakes /leiks/, sits /sits/ c When it is pronounced /iz/ - Nouns and verbs with the final letters: ch, sh, ce, ge, s, x, z, when adding suffix [s/ es] is always pronounced /iz/ Eg: classes /kla:siz/, oranges /ɒrindʒiz/, boxes /bɒksiz/ The rules of pronouncing suffix “ed” with regular verbs: a When it is pronounced /t/ - Regular verbs with the final letters are the voiceless consonants: f, k, p, t∫, s, ∫; when we add the suffix [ed], it is pronounced /t/ 13 Eg: laughed /la:ft/, cooked /kʊkt/ b When it is pronounced /d/ - Regular verbs with the final letters are vowels and voiced consonants, when adding suffix [ed], it is pronounced /d/ Eg: minimized /’minəmaizd/, realized /ri:ə’laizd/ c When it is pronounced /id/ - Regular verbs ended with the letters d, t when adding the suffix [ed], it is always pronounced /id/ Eg: added /ædid/, fitted /fitid/ After teaching pronunciation the suffix [s/es] and [ed], I have given a test for ten minutes to check their understanding The question is: Put the given words with two pronounced groups I and II below Group I: sees, books, couches, likes, opens, glasses, plays, boxes, meets Group II: wanted, added, played, appeared, cooked, washed Key: Group I Group II /z/ /s/ / iz/ /d/ /t/ /id/ opens books couches played cooked wanted plays likes glasses appeared washed added sees meets boxes With the test above, I have achieved good result shown in the table Moreover, most of the students can pronounce suffix [s/es] and [ed] very well They always fell self-confident anywhere Number Class of students – 4,9 p 5,0 – 6,4 p 6,5 – 7,9 p 8,0 – 10 p SL % SL % SL % SL % 6A 36 8,3 13 35,7 10 28 10 28 6B 38 10,5 14 37 12 31,5 21 Stress syllable Since the students are in grade 6, I teach only simple stress syllables In English, the sign /’/ is called stress due to pronunciation a Stress in the nouns and adjectives with two syllables - Most nouns and adjectives with two syllables have the first stress syllables Eg: teacher (n) /’ti:t∫ə/, happy (a) /’hæpi/, chicken (n) /’t∫ikin/ b Stress in the verbs with two syllables - Most verbs with two syllables stresed by the second one Eg: decide (v) /di’said/, invent (v) /in’vent/ 14 Note: There are some special verbs stressed by the first one: listen (v) /’listən/, happen /’hæpən/ c Stress in the numbers - The numbers: thirty, forty, fifty, sixty, seventy, eighty, ninety have the first stress syllables Eg: fifty (n) /’fifti/, sixty (n) /’siksti/ - The numbers: thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen have the second stress syllables Eg: fifteen (n) /fif’ti:n/, sixteen (n) /siks’ti:n/ d Stress in the double nouns - Double nouns have the first stress Eg: classroom (n) /’kla:sru:m /, bedroom (n) /’bedru:m/ e Stress before “tion, sion, ity, ic, ical, graphy, logy, tive” one syllable Eg: vacation (n) /və’kei∫ən/, ability (n) /ə’biləti/ After the process of teaching basic rules, I gave a five-minute test to check their knowledge In this part, I have tested each class five ones The question is: From the table below, find out two nouns with the first stress syllable, two verbs with the sencond, two numbers with the first and two nouns have stress syllabe before tion/ sion Class 6A Class 6B Nga Hung farmer (n) worker (n) mother (n) duty (n) invent (v) agree (v) order (v) pollute (v) ninety (n) fifty (n) fifteen (n) ninety (n) station (n) decision (n) question (n) invention (n) sixty (n) happen (v) invitation (n) television (n) unload (v) eighteen (n) As the results in the table above, we can easily see that two students have only three mistakes for both Nga has one and Hung has two This accounts for about 18% mistakes In fact, it helps students feel more self-confident in studying English After each period, I often give tests to check stress pattern as above and the results are also good In my point of view, students are not bad at phonetics The reason is that students in the rural areas are not taught phonetics well, teachers may have taught students in traditional ways Teachers have not paid attention to teaching communication, they have only taught grammar and then asked their students to grammar exercises If students well, it means they have understood the lessons and if not they have not understood the 15 lessons With these methods, students will not be able to speak English or communicate with others after leaving schools, universities IV The effectiveness of the topic in the process of teaching phonetics - During a year of testing in two classes in grade 6, the school year 2017 – 2018 with positive results Most of the students can listen simple sentences and grammar units Moreover, they speak better Especially they have pronounced exactly and are not afraid of speaking in public The tests for phonetics have got more good marks Approximately 65% of students listen and speak well There is about 10% being bad pronunciation Most students can communicate with simple sentences in textbook and in real life They find it easy to speak to their classmates - After each stage teaching phonetics, I can see active results However, this is only the initial success in teaching phonetics Besides, I am sure that there are shortcomings in the process of teaching English Thinking that teaching students how to pronounce exactly will help them listen and speak better and help them feel more self-confident in public, love learning English more, and of course it will avoid the psychological fears as they used to be in the past 16 C CONCLUSION AND PROPOSALS Conclusion - This is my experiences on how to teach phonetics in grade – The school year 2017 - 2018 In my opinion, teaching phonetics is the most important for all of the students in every grade and grade is so necessary This has also been mentioned a lot in training new textbooks up to now With the enthusiasm, passion and self-study in the process of renewing methods, I have tried some simple methods to apply in each period and every student to find out the best methods for me Through those, I have been helping students to solve difficulties they have met in the process of learning English - The process of teaching phonetics is very difficult and needs to teach for a long time, step by step, but if teachers know how to guide well, makes the atmosphere in the class more exciting will help students feel ease and understand lessons better In some cases, teachers ought to think that teaching is a game If everyone is happy, they will carry out the work better - This topic has been researched for both bad and good students Through the surveys, I can easily see that students have mastered the knowledge and understood the lessons better and better Of course, there are still flaws and problems students not fully understand Therefore, the teachers should have good knowledge, morality, enthusiasm in their jobs Teachers should regard students as their children - With the results I have achieved above, I hope to apply theory in practical lessons But knowledge is endless, I not allow myself to be sastified I promise I will try my utmost to teach and help students, and I hope after leaving school, they will become good and helpful citizens for our society I look forward to helping faithfully from the colleagues The recommendations and proposals Through the results above, I would like to propose to the Department of Education and Training some aspirations below - Good experiences of our colleagues that the Department of Education and Training selected from other schools should be applied in all the schools in our province so that all the teachers should have and apply them in the process of teaching English in all the secondary schools of Thanh Hoa province, and even for all secondary schools in Viet Nam - In the process of teaching and learning English, it needs a number of visual aids and teaching aids, projectors So we respect the Department of Education and Training, schools pay more attention to and provide references, books, pictures, posters to enhance teaching and learning English better and better - The purpose of language is to communicate, so I truly request that the Department of Education and Training should give Listening and Speaking skills in the examinations to help them learn better, can communicate with others, meet the needs of the integration today - Despite having taught English for a long time, and I have had a lot of experience in teaching However in the process of carrying out the topic, I may 17 have some shortcomings or mistakes but not to be seen by myself I hope to be helped from all the colleagues and together develop a modern education system in the future Thank you very much ! XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ Yên Định, ngày 05 tháng năm 2019 Tôi xin cam đoan SKKN viết, khơng chép nội dung người khác Người thực Đỗ Ngọc Loan 18 REFERENCE BOOKS Hướng dẫn học làm dạng tập ngữ âm Tiếng Anh (Nhà xuất Đại Học Quốc Gia Hà Nội) Hướng dẫn thực chuẩn kiến thức, kỹ môn Tiếng Anh THCS (Nhà xuất giáo dục Việt Nam) Những vấn đề chung đổi phương pháp giáo dục trung học sở (Nhà xuất Giáo Dục) English grammar in use – Raymond Murphy (Nhà xuất trẻ) Văn phạm Tiếng Anh thực hành – Trần Văn Điền (Nhà xuất thành phố Hồ Chí Minh) English language teaching methodology for teachers in lower secondary schools (Nhà xuất Thanh Hoá) Longman English Grammar – L.G Alexander The end 19 DANH MỤC SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG SÁNG KIẾN KINH NGHIỆM NGÀNH GIÁO DỤC VÀ ĐÀO TẠO HUYỆN YÊN ĐỊNH XẾP LOẠI Họ tên: Đỗ Ngọc Loan Chức vụ: Giáo viên Đơn vị công tác: Trường THCS Định Tân TT Tên đề tài SKKN Phương pháp dạy tiết Tiếng Anh hiệu Một số thủ thuật gây hứng thú dạy Tiếng Anh Phương pháp luyện phát âm môn Tiếng Anh trường THCS Phương pháp tích hợp dạy kỹ Nghe – Nói Tiếng Anh trường THCS The methods of teaching phonetics in grade secondary school The methods of teaching listening skill in grade – secondary school Cấp đánh giá xếp loại Kết đánh giá xếp loại Năm học đánh giá xếp loại Phòng GD & ĐT Loại B 2009-2010 Yên Định cấp huyện Phòng GD & ĐT Loại A Yên Định cấp huyện 2010-2011 Phòng GD & ĐT Loại B Yên Định cấp huyện 2011-2012 Phòng GD & ĐT Loại B Yên Định cấp huyện 2012-2013 Phòng GD & ĐT Loại A Yên Định cấp huyện 2015-2016 Phòng GD & ĐT Loại B Yên Định cấp huyện 2016-2017 20 ... communicate with others after leaving schools, universities IV The effectiveness of the topic in the process of teaching phonetics - During a year of testing in two classes in grade 6, the school year... the topic that: ? ?The importance of teaching phonetics in grade 6, secondary school? ?? I have applied in the teaching process in grade 6, school year 2017 - 2018 by my colleagues in charge prior... be applied in all the schools in our province so that all the teachers should have and apply them in the process of teaching English in all the secondary schools of Thanh Hoa province, and even
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