(Skkn 2023) improving the effectiveness of teaching stress to students in grade 12 at nhu xuan secondary high school

THANH HOA EDUCATION AND TRAINING DEPARTMENT

NHU XUAN SECONDARY & HIGH SCHOOL

EXPERIENCE INITIATIVE

IMPROVING THE EFFECTIVENESS OF TEACHING
STRESS TO STUDENTS IN GRADE 12 AT NHU XUAN
SECONDARY & HIGH SCHOOL

Performed by: Vu Thi Oanh
Position: Teacher
Experience idea in the field: English

THANH HOA - 2023


TABLE OF CONTENTS
CONTENTS
PART I: ASKING THE PROBLEM
I. REASON FOR CHOOSE THEME
1. Theoretical basis.
2. Practical basis.
3. Actual situation of quality of English teaching and learning at
school.
II. THE PURPOSE OF THE THEME
III. OBJECT AND SCOPE OF THE STUDY
IV. IMPLEMENTATION PLAN
PART II. TOPIC CONTENT
I. THEORITICAL CONTENT
1. What is stress?

2. Why do we need to know stress?
3. So how should we learn stress?
II. STATUS OF PROBLEM
1. The first survey on accent marks (with accompanying results)
III. MEASURES TO IMPLEMENTED
1. Teach how to mark stress.
2. Do practice exercises.
IV. CONTROL RESULTS WITH COMPARISON
1.The second survey
V. DEVELOPING STUDENTS' INTERNAL POWER IN
LEARNING
VI. CONCLUSIONS AND RECOMMENDATIONS
1. Results of thematic implementation
2. Proposals and recommendations
PART III. REFERENCES

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PART I: ASKING THE PROBLEM
I. REASON FOR CHOOSING THE THEME.
1. Theoretical basis.
As we all know English is the number one language in the world. Millions
of people from different cultures have been working hard to learn English every
day. In Vietnam, English has occupied an extremely important position since the
country started the policy of opening up and integrating into the region and the
world. It is the key to help us access the elites, advances in culture, science,
technology and many other areas of humanity. This global need to learn English
shows that English is extremely important and in learning content, stress is a
very important part and a key for us to understand the sound of words. Native
speakers use English accents so naturally that they don't even know they're using
them. English learners, including Vietnamese, if they don't pronounce the stress
correctly, when communicating in English with native speakers often encounter
some of the following problems. Firstly, it is difficult to understand what people
are saying, especially foreigners, they speak very quickly, and on the contrary, it
is very difficult for them to understand what they want, moreover we as
Vietnamese use foreign languages. Second, if the pronunciation is not correct, it
leads to the listener not being able to recognize the word we are referring to,
even making the listener feel belittled, amused and the conversation can be

hindered.
Nowadays, English is being taught in a communicative and learnercentered way. To be able to communicate in English, students must be able to
use good listening and speaking skills. So what teachers and students must do to
achieve this goal, especially for ethnic minority students in mountainous areas
Thai as NHU XUAN SECONDARY & HIGH SCHOOL? This bothered me and
decided to find a way to guide my students on how to best study and choose the
right answer when faced with this question.
2. Practical basis.
From the practice of teaching English for the past 15 years, I realized that
the knowledge of English stress has not been focused, not deeply in the high
school curriculum, on the 50-question exam, only 2 sentences are the stress of
Words, although the number of questions is small, is extremely important to
students. When teaching in phonics, teachers need to emphasize the stress on
the syllables that are read aloud, more clearly when pronouncing. In particular,
a 1-syllable word will not have stress, you cannot read it up and compare it
with other syllables. In English, stress is indicated by a comma in front of the
1


stressed syllable ('). Example: The word beauty has the transliteration /ˈbjuːti/.
For students in mountainous areas, this is especially difficult for them, they do
not have the same learning conditions as those in the lowlands or cities. and
learning from teachers and students, they are only mentioned in the Language
focus section, students can only listen to the teacher read it a few times and
then read it again, but in the high school exam these 2 sentences are very
important for our students, it belongs to the sentence of knowing and
understanding.
Meanwhile, the current local English learning environment has not been able
to meet the needs of communication practice. Most of the students' families do
not have the right investment, have not given the right attention, and are also

despised and also because the need for benefits is not practical at the time the
students are studying. On the other hand, students' limitations are that they
don't know how to learn, how to record knowledge in the brain, but only
memorize, rote, learn mechanically, memorize but cannot remember the
knowledge of word stress. After a lot of tests and test questions for students, I
noticed that students still choose a lot wrong, especially the stress of 3, 4
syllable words, which reduces the student's score in the test.
3. Actual situation of quality of English teaching and learning at school.
1. Advantages.
Although English is not a basic science like Math - Physics - Chemistry, it is
very important for a country that wants to develop and integrate. Therefore,
teachers must instill in students passion and interest in this subject. Once they
understand the problem, they will be passionate and every time they go to class,
they will actively and actively learn. With the attention and support of the
school's Board of Directors, along with previous colleagues, they have created
all conditions for better English teaching and learning.
2. Difficulties.
100% of students are children of ethnic minorities, their education level is still
low, and the conditions for attending school are still difficult.
As a new school established for 6 years, the facilities and equipment for
teaching and learning have not yet met the requirements.
The team of teachers is still lacking, moreover, the teachers are working away
from home, so there is no additional training for the children. Although I know
that learning English in general is difficult, it is even more difficult to teach
children to remember the rules of pronunciation. Therefore, they quickly forget
and easily confuse one word with another, leading to many students getting
bored and forgetting.
2

II. THE PURPOSE OF THE THEME .
From the above theoretical and practical bases, I boldly carried out a topic
called
“improving the effectiveness of teaching stress to students in grade 12 at Nhu
Xuan secondary & high school”
The purpose of the topic is:
- Help students realize the importance of using correct word stress for
nouns, adjectives, verbs ..., thereby improving their knowledge when choosing
their answers.
- Help students solve the question about knowledge in the sound of words
and improve their communication.
III. OBJECT AND SCOPE OF THE STUDY.
This topic is done with 5th graders in 12th grade that I directly teach in the
school year 2022-2023.
IV. IMPLEMENTATION PLAN.
The time for students to work from the beginning to the end is 6 weeks.
Teach the rules of marking the stress of words 2, 3, 4, then give them practice
exercises in class.

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PART II. TOPIC CONTENT
I. THEORETICAL CONTENT.
1. What is stress?
Stress is considered as the melody of English. Like word stress, sentence
stress can make it a lot easier to understand what other people are saying,
especially fast speakers.
Word stress is the force of pronunciation that is stressed on a certain syllable in
a word. When we read this syllable, the pronunciation force will be stronger

than when pronouncing other syllables.
English is a multi-syllabic language. Most words have 2 or more syllables.
Among the syllables that make up those words, there is always one syllable that
is pronounced differently from the rest. The difference is shown in: length,
magnitude and height. Syllables are pronounced louder. When pronouncing, it is
necessary to use a higher voice and last longer than other sounds in the same
word. That syllable is the stress. Or say otherwise, the stress falls on that
syllable. Word stress is indicated by a sign (‘) in front of the syllable.
For example:
• The stress of happy falls on the first syllable. happy /ˈhỉpi/
• Stress falls on the 2nd syllable: arrange /əˈreɪndʒ/
• engineer /ˌendʒɪˈnɪr/ has two stresses: the main stress falls on the third
syllable /nir/ and the minor stress falls on the first syllable /en/
2. Why do we need to know stress?
- Word stress plays an important role in distinguishing one word from another
when we hear and speak English. Misplaced stress can lead to misunderstanding
because a word that is written the same but has different stress has different
meanings.
Stress is a sign that distinguishes one word from another. When communicating
with native speakers, if we do not know how to stress, it will easily cause
misunderstandings or they will not be able to understand anything.
- Native speakers when speaking they stress the accent very naturally. If we do
not sound familiar, this is a difficulty, a barrier for ourselves in communication.
Illustrative example: the word “desert”. “desert” has two ways of
stressing:
- Stress is on the first syllable: /ˈdezərt/. Desert is now a noun, meaning desert.
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- The stress falls on the second syllable: /dɪˈzɜrt/. Desert is now a verb, which

means abandonment, desertion.
3. So how should we learn stress ?
Learners need to know the stress that creates the intonation of the sentence,
so it will help you speak more naturally and fluently.
Mastering the rules of accents will make it easier for you to understand
native speakers
If you don't read the correct accent, it will make your listeners
misunderstand you, make it difficult to communicate, and make the dialogue
boring and unattractive. To understand the stress of a word, we must first
understand what a syllable is. Every word is made up of syllables. A syllable is a
unit of pronunciation, consisting of a vowel sound (/ʌ/, /æ/, /a:/, /ɔɪ/, /ʊə/...) and
consonants (p, k, t). , m, n….) surrounded by or without consonants. Words can
have one, two, three or more than three syllables.
Like knowledge about other subjects, stress also has its own rules. With fixed
rules, learners can memorize and practice many exercises and gradually get used
to them. However, there are exceptions, students need to pay attention to
teachers, listen to tapes a lot, buy additional reading materials or look up
dictionaries. And the way to bring the best results is regular practice that will
help new learners to conquer their maximum points.
It is very important for them to identify the correct number of syllables while
pronouncing and stressing words. Besides, it helps you to emphasize and convey
important information to the audience effectively.
II. STATUS OF PROBLEM.
In English, there are many words that are the same but have different
meanings. Therefore, stress will help you distinguish those words and avoid
confusion when communicating.
Through studying the opinions of teachers at the same school and students, as
well as the fact when teaching in class, I found that students are still very weak
in word stress.
And before implementing the topic, I surveyed 3 out of 5 classes I actually

taught at the school and the results were as follows.
1. The first survey on accent marks (with accompanying results)
I have prepared answer sheets for you, each student will receive 1 sheet and
a sheet of 5 questions about the stress of 2, 3, 4 syllables and let them do it
within 5 minutes.
This form contains the following questions.
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Choose the word whose stress pattern is different from that of the rest
1. a. generous
b. suspicious c. constancy
d. sympathy
2. a. acquaintance b. unselfish
c. attraction
d. humorous
3. a. loyalty
b. success
c. incapable
d. sincere
4. a. carefully
b. correctly
c. seriously
d. personally
5. a. excited
b. interested
c. confident
d. memorable
The obtained results are accompanied by the following percentages.
Class Number

Correct

Correct

(1)

(2)

Correct Correct
(3)

(4)

Correct

Wrong

(5)

(5)
7(17,5
%)

12A

40

10(25%)

8(20%)

6(15%) 6(15%)

3(7.5%)

12B

44

15(34,0
9%

8(18,1%)

5(11,4
%)

7(15,9
%)

5(11,4%) 4(9,1

19(51,4
%)

6(16,2%)

4(10,8
%)

5(13,5
%)

2(5,4%)

12E

37

%)
1(2,7
%)

Key:1b, 2d, 3a, 4b, 5a
From the results obtained above, it can be said that students at our school still do
very weakly in the stress part, the above results also show that many children are
circling results with luck, not necessarily knowing how to circle right sentence.
III. MEASURES TO IMPLEMENTED.
1. Teach how to mark stress.
* The stress falls on the first syllable.
Two-syllable nouns and adjectives in English, verbs containing a short vowel
sound on the second syllable and ending in a consonant, the stress falls on the
first syllable.
For example: 
center /ˈsentər/
object /ˈɑːbdʒɪkt/ 
clever /ˈklevər/
sporty /ˈspɔːrti/
enter/ ˈentər/

travel/ ˈtrævl/
open /ˈoʊpən/ …
- Verbs ending in "ow" have stress on the first syllable.
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For example:   borrow / ˈbɔːroʊ/, follow /ˈfɑːloʊ/…
** Stress falls on the second syllable.
- Two-syllable verbs and prepositions have the stress on the second syllable.
For example:
Verbs: relax /rɪˈlæks/, receive /rɪˈsiːv/…
- Prepositions: among /əˈmʌŋ/, aside /əˈsaɪd/ , between /bɪˈtwiːn/…
Nouns or adjectives containing:
• Long vowel diphthong on the second syllable
• Or ending in more than one consonant
=> The stress will fall on that syllable.
For example: belief /bɪˈliːf/
 
correct /kəˈrekt/
police /pəˈliːs/ …
- Two-syllable words where the first syllable is a prefix, the stress falls
on the second syllable.
For example:
 unwise /ˌʌnˈwaɪz/, dislike /dɪsˈlaɪk/,…
***Three syllables and more than three syllables
*The stress falls on the first syllable
For three-syllable nouns: The second syllable contains the sound /ə/ or
/i/, the stress will fall on the first syllable.
For: controversy /ˈkɑːntrəvɜːrsi/
 

holiday /ˈhɑːlədeɪ /
resident /ˈrezɪdənt/…
**The stress falls on the second syllable
If the last syllable contains /ə/ or /i/, and the first syllable contains /i/
or /ə/, the stress will fall on the second syllable.
For example:
 consider /kənˈsɪdər/
 inhabit /ɪnˈhæbɪt/
examine /ɪɡˈzæmɪn/
familiar /fəˈmɪliər/
considerate /kənˈsɪdərət/…
If the first-syllable nouns contain short sounds (/ə/ or /i/). Or the second syllable
contains a long vowel / diphthong, the stress falls on the second syllable.
For example:

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potato /pəˈteɪtoʊ/
banana /bəˈnænə/…
****Words containing the suffix
- Words ending in –ic, -tion, -sion , -ious, -ian, -ial have the stress on the
second syllable from the end.
For example: economic /ˌiːkəˈnɑːmɪk/
geologic /ˌdʒiːəˈlɑːdʒɪk/…
- Words that end in -cy, -ty, -phy , -gy, -ible, -ant, -ical, -ive, -ual, -ance/
ence, -ify, -al/ ar, –-uous, - ual, the stress falls on the third syllable from
the end.
For example: photography /fəˈtɑːɡrəfi /
practical /ˈpræktɪkl /…

- Words that end in: -ain, -eer, -ese, esque. The stress falls on the suffixes
themselves.
For example: mountaineer /ˌmaʊntnˈɪr/
picturesque /pɪktʃəˈresk/…
The affixes do not affect the sentence stress: –able, -age, -al, -en, -ful, –ing, -ish,
-less, -ment, -ous.
For example: amazing /əˈmeɪzɪŋ /
continuous /kənˈtɪnjuəs /…
*****Compound word
The stress falls on the first syllable with compound nouns.
Example: doorman /ˈdɔːrmən/, greenhouse /ˈɡriːnhaʊs/…
The stress falls on the second syllable in compound adjectives and compound
verbs
For example: self-confident, hard-working, easy-going, understand /ʌndərˈstænd
/, overflow /ˌoʊvərˈfloʊ/…
PRACTICE EXERCISE
Choose the word that has main stress placed differently from the others:
1. a. generous            b. suspicious            c. constancy              d. sympathy
2. a. acquaintance      b. unselfish              c. attraction              d. humorous
3. a. loyalty               b. success                c. incapable              d. sincere
4. a. carefully             b. correctly              c. seriously               d. personally
5. a. excited               b. interested             c. confident              d. memorable
6. a. organise             b. decorate                 c. divorce                  d. promise
7. a. refreshment       b. horrible                  c. exciting                 d. intention
8. a. knowledge         b. maximum              c. athletics                 d. marathon
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9. a. difficult             b. relevant                c. volunteer               d. interesting
10. a. confidence      b. supportive            c. solution                  d. obedient

11. a. whenever        b. mischievous          c. hospital                  d. separate
12. a. introduce         b. delegate                c. marvelous              d. currency
13. a. develop           b. conduction           c. partnership           d. majority
14. a. counterpart     b. measurement        c. romantic               d attractive
15. a. government     b. technical               c. parallel                  d. understand
16. a. Pyramid           b. Egyptian               c. belongs                  d. century
17. a. construction   b. suggestion             c. accurate                d. hi-jacket
18. a. dedicate           b. impressive            c. reminder                d. descendant
19. a. remember        b. company               c. technical               d. interview
20. a. electric            b. computer               c. fascinate                d. fantastic
21. a. domestic          b. investment            c. substantial            d. undergo
22. a. confident         b. influence               c. computer               d. remember
23. a. optimist           b. powerful                c. terrorist                  d. contrary
24. a. government     b. destruction            c. contribute              d. depression
25. a. institute           b. consumption         c. specific                 d. encounter
26. a. tableland         b. apparent                c. atmosphere           d. applicant
27. a. vulnerable       b. satellite                  c. eleven                    d. element
28. a. arrival              b. technical                c. proposal                d. approval
29. a. empire             b. employer               c. conductor             d. transistor
30. a. celebrate         b. fascinating            c. survive                   d. elephant
KEY:
1b,       2d,       3a,      4b,       5a,    6c,     7b,       8c,     9c,    10a,
11a,     12a,     13c,     14c,     15d,    16c,     17d,    18a,     19a,    20c
21d,    22c,    23d,    24a,     25b,   26b,    27c,     28b,    29a,     30c
IV. CONTROL RESULTS WITH COMPARISON
1. The second survey
After teaching in detail about stress and doing practice exercises for 2
periods, I again conducted a second survey with 3 classes surveyed in the first
time by taking the same questions from the high school graduation exam last
year. 2019-2020 with different codes for you to try.

Choose the word that has main stress placed differently from the others:
1. a. memory           b. typical                    c. reward                    d. marketing
2. a. stimulate         b. generate                c. secure                    d. estimate
3. a. politic              b. historic                  c. electric                  d. specific
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4. a. reference         b. accident                c. coincide                d. formulate
5. a. deposit            b. dramatist              c. register                   d. community
KEY:  1c, 2c,     3a,     4c,     5a.

The obtained results are accompanied by the following percentages:
Class

Number Correct Correct
(1)
(2)

Correct
(3)

Correct
(4)

Correct Wrong
(5) (5)

12A

40

4(10%) 4(10%)

10(25%) 12(30%) 10(25
%)

0(%)

12B

44

6(13,6
%)

6(13,6
%)

15(34,1
%)

8(18,2

9(20,5
%)

0(%)

3(8,1

9(24,3
%)

12(32,4
%)

6(16,2

7(18,9
%)

0(%)

12E

37

%)

%)

%)

The results of the second survey show that the students' progress has
increased quite a lot after 6 weeks of studying and practicing doing exercises, it
is the efforts of teachers and students through each lecture that bring them the
best results. The results were higher than the first time. The percentage of
students who did it satisfactorily increased, the percentage of questions that were
completely wrong was no longer there. In order to help them remember and
deepen their knowledge when looking for accents in sounds, I draw some

general points as follows:
Words with the same spelling but different stress.
In English there are words that are spelled the same but are of different types.
The word answer, for example, is both a noun and a verb. For such words, no
matter what type of word, the stress is the same.
1. Some examples of unchanging stress.
The noun answer (answer) is stressed 1 (with stress on syllable 1).
The verb answer (to answer) is also stressed 1.
The adjective secure (security) is stressed 2 (with stress on syllable 2).
The verb secure is also stressed 2.
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Noun classic (classic work) stressed 1
The adjective classic (classic) also stress 1.
2. However, there are also some cases where the accent is changed.
Noun record (sound recording) stressed sound 1.
The verb record (record) is stressed 2.
The adjective compact (compact) is stressed 1.
Verb compact (to compress) stressed sound 2.
The noun content (content) is stressed 1.
The adjective content (satisfied) is stressed 2.
3. For the cases where the stress changes as above, we can draw some rules as
follows:
Pair "noun - verb": noun stressed 1, verb stressed 2.
Pair "adjective - verb": adjective stressed 1, verb stressed 2.
Pair of "noun - adjective": noun with stress 1, adjective with stress 2.
Noun (stressed sound 1) Verb (stressed sound 2)
address /ˈædres/ address /əˈdres/ address, call
attribute /ˈætrɪbjuːt/ attribute, attribute attribute /əˈtrɪbjuːt/attribute

conduct /ˈkɑːndʌkt/ conduct /kənˈdʌkt/ conduct
conflict /ˈkɑːnflɪkt/ inconsistency, conflict conflict /kənˈflɪkt/ conflict
contest /ˈkɑːntest/ contest contest /kənˈtest/ rebuttal
contract /ˈkɑːntrækt/ contract contract /kənˈtrækt/ sick, infected
contrast /ˈkɑːntræst/ contrast contrast /kənˈtræst/ contrast
converse /ˈkɑːnvɜːrs/ the opposite converse /kənˈvɜːrs/ chat
decrease /ˈdiːkriːs/ decrease decrease /dɪˈkriːs/ decrease
detail /ˈdiːteɪl/ in detail /dɪˈteɪl/ in detail
discount /ˈdɪskaʊnt/ discount discount /dɪsˈkaʊnt/ disregard (opinion)
export /ˈekspɔːrt/ export export /ɪkˈspɔːrt/ export
extract /ˈekstrækt/ extract extract /ɪkˈstrækt/ spit out, draw out, extract
import /ˈɪmpɔːrt/ import import /ɪmˈpɔːrt/ import
increase /ˈɪŋkriːs/ increase increase /ɪnˈkriːs/ increase
object /ˈɑːbdʒɪkt/ object, object object /əbˈdʒekt/ object
permit /ˈpɜːrmɪt/ permit permit /pərˈmɪt/ permit
present /ˈpreznt/ present / present present /prɪˈzent/ present, give
produce /ˈprəʊduːs/ agricultural produce /prəˈduːs/ produce
progress /ˈprɑːɡres/ progress progress /prəˈɡres/ progress
project /ˈprɑːdʒekt/ project project /prəˈdʒekt/ expected, forecast
record /ˈrekərd/ sound recording record /rɪˈkɔːrd/ record
record /ˈrekərd/ sound recording record /rɪˈkɔːrd/ record
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subject /ˈsʌbdʒɪkt/ subject, subject subject /səbˈdʒekt/ subject (who) to (what)
survey /ˈsɜːrveɪ/ survey survey /sərˈveɪ/ take a survey
suspect /ˈsʌspekt/ suspect suspect /səˈspekt/ suspect
transfer /ˈtrænsfɜːr/ transfer transfer /trnsˈfɜːr/ transfer
update /ˈʌpdeɪt/ update update /ˌʌpˈdeɪt/ update
upgrade /ˈʌpɡreɪd/ upgrade upgrade /ˌʌpˈɡreɪd/ upgrade

4. Some common "adjective-verb" pairs.
Adjectives (stressed sound 1) Verbs (stressed sound 2)
abstract /ˈæbstrækt/ abstract abstract /æbˈstrækt/ to separate, to extract
compact /ˈkɑːmpækt/ compact compact /kəmˈpækt/ compact
frequent /ˈfriːkwənt/ frequently frequent /friˈkwent/ frequent
perfect /ˈpɜːrfɪkt/ perfect perfect /pərˈfekt/ perfect
present /ˈpreznt/ present present /prɪˈzent/ present
5. Some common "noun - adjective" pairs:
Nouns (stressed sound 1) Adjectives (stressed sound 2)
complex /ˈkɑːmpleks/ complex /kəmˈpleks/ complex
content /ˈkɑːntent/ content content /kənˈtent/ satisfied, satisfied
minute /ˈmɪnɪt/ minute minute /maɪˈnuːt/ very small
V. DEVELOPING STUDENTS' INTERNAL POWER IN LEARNING.
If in a word with many syllables, there will be stronger and longer
pronounced syllables, then in a sentence there will also be words in the sentence
that are pronounced stronger, longer, and some words that are pronounced
lighter and shorter. That is the sentence stress, also known as the rhythm. Often
when it comes to stress, we tend to think of the stress of a word and forget about
the sentence stress. However, the fact that the stress of a sentence also plays a
very important role because putting the wrong stress can completely change the
meaning contained in that speech, and moreover knowing how to put the stress
also helps you to speak English well and natural like a native speaker.
To have a good result, it is necessary to talk about the teaching and learning
process. No matter how enthusiastic a teacher is in creative research in teaching,
he also expects his students to work hard to absorb and acquire knowledge and
know how to apply it in practice to solve problems correctly and effectively.
People often say that good teachers meet good students. Therefore, in addition to
listening to the teacher, the teacher who teaches about the children's experiences
every day needs to review regularly, take full notes and do a lot of exercises.
Because in the exercises from basic to advanced, there are many different

genres, many sentences need to be applied to the qualities and ways of analysis
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and deduction of each student. Another very important thing is that when they
learn to absorb the teacher's experience, then they must master other basic
knowledge. By analyzing the situation through some basic generalization points
as the teacher presented above, the students will be more confident, know the
direction and save time to solve the correct exercises, improve learning
efficiency and will definitely get many wins in the upcoming competitions.

VI. CONCLUSIONS AND RECOMMENDATIONS.
1. Results of thematic implementation.
Through the above topic, we can see that: Stress is an important factor in
foreign language teaching activities. Because pronunciation plays a very
important role in communication, therefore, foreign language teachers should be
aware of the role of pronunciation teaching in the teaching process. In order to
help students speak correctly and pronounce a word correctly, teachers need to
have teaching tricks to make students easy to remember, compare, recognize and
apply well in practice. Without knowledge of the phonetics of the language, the
speaker will not be able to convey the message to the listener and decipher the
message from the interlocutor. In teaching practice, I myself have drawn some
of the experiences mentioned above.
The topic is very wide and diverse, so I find out the basic features,
situations that often appear to create some technological steps. The experience is
distilled and drawn in teaching and learning English under the roof of NHU
XUAN SECONDARY & HIGH SCHOOL. For high-level specialized schools,
the requirements require students to be more intense. On the contrary, I think
that in this school, it is necessary to research the subject because they are
students from ethnic areas, suitable for the teaching transmission of teachers,

only then will the children progress and be more and more developed. The
actual results show that after a period of study and practice, the students have
changed significantly and I believe that they will succeed in their high school
graduation exam.
2. Proposals and recommendations.
- Schools should have classrooms for students to study effectively.
- The Department of Education and Training should strengthen thematic
training sessions on teaching innovation so that teachers can learn better and
more effective teaching methods.
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- Every year, the school and the Department of Education and Training
should choose good skills and quality scientific topics for specific
implementation, both bringing useful value and promoting the experiences that
teachers themselves are hard-working authors with. are allowed for colleagues to
study and introduce to students.
- In the process of teaching, learning and exchanging experiences between
school colleagues and colleagues between schools in the district is very
necessary and practical, especially in the characteristics of each subject such as
English. Therefore, I want the education industry to create conditions for
teachers to consult, learn from experiences or apply initiatives to teaching at the
unit, contributing to improving the quality of teaching and learning, as well as
create conditions for myself to complete the set of experience in teaching
English stress better and better.
Above is my experience initiative, although I have tried, I can not avoid
the shortcomings and I am looking forward to be supported the contributions
and suggestions from my colleagues to improve my project.

LEADER’S CONFIRMATIONS

( XÁC NHẬN CỦA THỦ TRƯỞNG
ĐƠN VỊ )

Thanh Hoa, May, 20 th 2023
I strongly ensure this is my own work
without copying from any other’s
Writer

Vũ Thị Oanh

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PART III. REFERENCES
1. The Book - Perfecting English Pronunciation and Marking Skills (Khang
Viet) Author: Linh Dan Publisher: Dan Tri Publishing House Publisher: Khang
Viet.
2. Book- Practice English pronunciation and intonation? (Reprinted). Edited by
Tran Manh Tuong
3. The book-The langmaster- How to mark accents and pronounce English
correctly. Author Tran Manh Tuong, Number of pages: 268. The Langmaster 4. Book Series- Perfect English pronunciation training course by Paul Gruber;
5. The book - Hacking your Enghlish speaking - Practice speaking English
breakthrough. Author Hoang Ngoc Quynh
6. Book series- Combo effortless Enghlish-Learn English like a native with AJ
HOGE.author A.J. Hoge
7. Book-Accelerated English Self-Taught-American Accent Training.Author.
Jenny Nguyen, published in December 2018
8. Book-English- Breaking Transfomation. Communication reflexes:

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