Tongue Twisters (/i/ and /I /, /ʊ/ and / u:/ , / ɒ / and / ɔː / )
( Phần thu âm của Post-reading aloud Test 2 của học sinh được khảo sát năm trong mục “Post- test “ của thư mục TEST- xem đĩa CD đính kèm)
1. Silly sheep weep and sleep.
2. I slit a sheet, a sheet I slit, upon a slitted sheet I sit. 3. She sits in her slip and sips Schlitz.
4. Which wristwatch is a Swiss wristwatch?
5. A twister of twists once twisted a twist. and the twist that he twisted was a three-twisted twist.
now in twisting this twist, if a twist should untwist, would the twist that untwisted untwist the twists?
6. Six sick hicks nick six slick bricks with picks and sticks. 7. There was a fisherman named Fisher
who fished for some fish in a fissure. Till a fish with a grin,
pulled the fisherman in.
Now they're fishing the fissure for Fisher. 8. I eat eel while you peel eel
9. Whoever slit the sheets is a good sheet slitter.
10. If Stu chews shoes, should Stu choose the shoes he chews?
4.2 QUESTIONNAIRES :
THE QUESTIONNAIRE
Class: ______________________
This questionnaire is designed to find out how much the game “Sound Pictures” helps you in improving your pronunication and your attitude towards this way of learning. Please answer all the questions. Your answers will be kept confidential. Thank you.
Please read the following statements very carefully. Decide the answer corresponding to
the category scale below:
Questions 1 2 3 4 5
1. The game “Sound pictures” is helpful in learning pronunciation.
2. “Sound pictures” can help me to recognize the long and short vowels in key words easily.
3. I can use the words containing the sounds to make sentences for real purposes.
4. Sound pictures can help to review vocabulary and logical order.
5. Sound pictures can help me build up confidence when practising pronunciation
Category scale: 1 – Strongly Agree; 2 – Agree 3 – Not sure 4 – Disagree 5 – Strongly Disagree
6. I like my friends to correct my pronunciation mistakes before I have to read the words aloud in public.
7. Sound pictures make the pronunciation lessons more interesting
8. It’s appropriate to play “ Sound Pictures” in pairs
4.3 CLASSROOM OBSERVATION CHECKLIST :N
N
o Checklist Excellent Good Adequate Weak
1 Make the sound clear enough to be understood.
2 Have accurate pronunciation.
3 Be able to use own words to describe the
pictures.
4 Show confidence and keep eye contact when
playing the game.
5 Be able to use a variety of devices such as body
language, symbols to convey meaning
6 Show a good cooperation with others when
playing games
7 Be concentrated and able to ask good questions
to make things clearer.
8 Actively answer the questions raised by the
5. TÀI LIỆU THAM KHẢO (REFERENCES)
1. Collins Berverley & Mees Inger M. (2008), Practical phonetics and phonology, Routledge and New York
2. Crystal. David (2003), The Cambridge Encylopedia of the English Language, CUP 3. Nunan, David (1991), Language Teaching Methodology. London: Prentice Hall
International.
4. Dauer, Rebecca M. (1993), Accurate English, A complete course in pronunciation, Prentice Hall.
5. Davenport, M and Hannahs, S.J, Introducing phonetics and phonology, Great Britain: Arnold, 1998
6. Gelvanovsky, GV (2002). Effective pronunciation teaching: principles, factors, and teachability. Sysoyev (Ed.)
7. Hancock ,Mark (2003), Pronunciation Games, CUP
8. Hadfield , Jill (1990), Intermediate Communication games.
9. Murcia. Marriam.C.; Brinton. Donna M. & Goodwin Janet M. (2011), Teaching Pronunciation- A course book and reference guide ,CUP.
10. Nation. ISP & Newton, J. (2009). Teaching ESL/EFL Listening and Speaking. NewYork: Routledge.
11. Nguyen, Huynh Huu Hanh, (2006), The use of language games to lower the affective filters.
12. Nguyen, Huynh Huu Hanh (2010), The survey of the acceptability about high school Vietnamese students’ pronunciation.
14. Richards. J. (1992). Dictionary of Language Teaching & Applied Linguistics: Longman
15. Richards. J. (1999). New Ways in Using Communicative Games in Language Teaching , Pantagraph Printing , Bloomington, Illinois USA.
16. Seidlhofer: (2001) : A concept of international English and related isuues : from “ Real English” to “Realistic English “, Great Britain: Arnold.
