SOME OF MY EXPERIENCES FOR TEACHING THE SOUNDS s z AND ʃ ʒ IN LANGUAGE FORCUS OF UNITS 12,16 ENGLISH 10 AND HOW TO HELP

THANH HOA DEPARTMENT OF EDUCATION AND TRAINING
NONG CONG 4 HIGH SCHOOL

THE STUDY OF TEACHING EXPERIENCE
SUBJECT:

SOME OF MY EXPERIENCES FOR TEACHING THE
SOUNDS /S/-/Z /AND / ʃ / - / ʒ / IN LANGUAGE FORCUS OF
UNITS 12,16 ENGLISH 10 AND HOW TO HELP MY STIDENTS
DO PRONUNCIATION EXERCISES BETTER

By: Nguyễn Thị Oanh
Position: Teacher
Field: English

THANH HÓA, 2016


The study of teaching
experiences- 2016

TABLE OF CONTENTS

CONTENTS
PART I. INTRODUCTIONS
I. REASONS FOR CHOOSING THE TOPICS
II. AIMS AND REQUIREMENT OF THE STUDY
1. Aims.
2. Requirement.
III. SCOPES AND OBJECTIVES OF THE STUDY
1. Scopes.

2. Objectives.
IV. METHODS OF STUDYING
PART II. CONTENTS
I. THE THEORETICAL BASES OF THE TOPIC.
1. Bases.
2. Background information
3. The theory of the consonants /s/, /z/, /ʃ/ and /ʒ/
II. THE PRACTICAL BASES OF THE TOPIC.
1 The real states of the problems
2. Solutions.
3. Application.
4. Collecting the result of testing and evaluating.
PART III. CONCLUSION
I. Conclusion:
II. Some proposals to the leaders.
REFERENCE BOOKS

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PART I: INTRODUCTION
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I. REASONS FOR CHOOSING THE TOPIC:
As we know, language is a very important mean of communication. One of
the languages which is used widely all over the world is English because of its
interests and advantages. In Vietnam, English becomes more and more popular and
it is being taught and spoken everywhere.
In the past, we mainly focused on reading, writing and grammar when
learning English. Nowadays, speaking and listening skills are becoming important
skills. To speak English fluently and accurately, I think one of the important things
is pronouncing the sounds correctly so pronunciation of the sounds is forced to be
taught in language focus periods in new English textbook. But in fact, this section is

perfunctorily learnt by most of our students because they are not aware of the
important role of pronunciation. Besides that the pronunciation section is a new part
for us- the teachers of English so we have some difficulties when teaching this
section.
Of all the sounds I think the four sounds /s/ ,/z/, / ʃ / and/ ʒ / are the sounds
which are difficult to teach because they can make students confuse easily
Moreover the exercises on phonetics relating to these sounds appear in the tests
more and more and most of my students have difficulty in doing this kind of
exercises.
Because of the reasons above, in this writing I want to share my experiences
with you - all of my dear colleagues - the way to teach these sounds. I also desire to
improve my students’ pronunciation on these sounds and help them to do the
pronunciation exercises relating to these sound better“ Some experiences for
teaching the sounds /s/ - /z/ and / ʃ / - / ʒ / in language focus periods of units 12,
16 English 10 and how to help my students do pronunciation exercises better. ”
II. AIMS AND REQUIREMENTS OF THE STUDY:
1. Aims:
The first aim of the study is to help my students pronounce the sounds /s/ - /z/
and / ʃ / - / ʒ / accurately.
The second aim is that through this study I also try to offer some experiences
to help students do the pronunciation exercises relating to these sounds better.
The third aim is to improve my students’ listening and speaking skills about
the sounds through some exercises.
I hope my study is also an useful material for you - all of my dear colleagues
to solve the problems relating to this aspect.
2. Requirements:
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To succeed in the study, the requirement for the topic is that the teacher has to
help students know how to pronounce the sounds / s/ ,/z/, / ʃ / and/ ʒ / and do
exercises correctly.
Teacher provides them with the best ways to assist them how to pronounce
these sounds correctly through the illusions and examples.
Students have to attend regularly and obey their teacher’s requirements.
III. SCOPES AND OBJECTIVES OF THE STUDY
1.Scopes:
As far as we know, teaching how to pronounce and how to do the pronunciation
exercises is a complicating and difficult area especially the four sounds / s/ ,/z/, /
ʃ / and/ ʒ / there are a lot of things to mention so in this study I only focus on the
following fields:
- Give the definition and how to pronounce these four sounds.
- How to do the pronunciation exercises relating to these sounds.
- Collect the exercises containing these sounds to help the students practise
listening and speaking at home.
2. Objectives:
As I have said my study is aimed at improving my students’ pronunciation of
theses four sounds and help them to solve some difficulties in doing the
pronunciation exercises so my objectives of the study are:
+ My students
+ English textbook 10
+ Some reference books.
+ Some tests of the examinations
IV. METHODS OF THE STUDY:
In this study I have used the following methods
+ Observing and investigative method

+ Testing and experimental method
+ Contrastive and comparative method
+ Statistic method
+ Analytic and systematic method

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PART II: CONTENTS
I. THEORETICAL BASES OF THE STUDY:
1. Bases:
- Basing on the message No: 1753/SGD&ĐT- GDCN, No 2113/SGD&ĐT- GDCN
a guide how to do the study of teaching experience and the scientific research.
- Basing on the international transcription.
- Basing on the theory of the vowels and consonants.
2. Background information:
2.1 Vowels:
What is a vowel?
A vowel is a speech of sound in which the airstream from the lungs is not blocked
in any way in the mouth or throat and which is usually pronounced which vibration
of the vocal cords.
2.2. Consonants:
2.2.1. What is a consonant?
A consonant is a sound in producing it the airstreams coming from the lungs is
stopped, impeded, constricted or otherwise interfered with in its passage to the
outside air.

2.2.2. How are consonants classed?
Consonants are classed as VOICED if they are produced with vibration of the
vocal cords and VOICELESS if they are produced without vibration
3. The theory of the consonants /s/, /z/, / ʃ / and / ʒ / :
3.1: /s/
3.1.1: Description:
/s/ is a voiceless apico -alveolar fricative. We can hear it at the beginning of
a word ( Ex: singer, son …), in the middle of a word ( Ex: mister, asleep .. .), at the
end of a word ( Ex: hiss, loose… ) or at the beginning and end of a word
( Ex: cease …)
3.1.2: How to make the sound /s/ :

- Put the tip of the tongue near the alveolar ridge, the sound is articulated between
the blade of the tongue and the teeth ridge.
- The soft palate is raised, the vocal cords are not made to vibrate.
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- The teeth are close together, the lips are spread.
3.1.3: Spelling:

/s/

frequently
s ( sad, sing, meets ….)
ss ( class, miss, hiss ...)
c ( place, face …)

sometimes
notes
sc
(
science, x can spell /ks/ ( mix, box,
scissors…..)
exercise ….)
s is not always pronounced
/s/ ( sugar, rise ……)

3.2: /z/
3.2.1: Description:
/z/ is a voiced apico-alveolar fricative. We can hear it at the beginning of a word
( Ex: zoo, zip …) in the middle of a word ( Ex: amazing, surprising …) or at the end
of a word ( Ex: buzz, prize …)
3.2.2: How to make the sound /z/ :

/z/ is formed exactly like /s/ but the vocal cords are made to vibrate so that
the voice is produced.
3.2.3: Spelling:
frequently
sometimes
note
z ( zero, zinc ….)
zz ( buzz …..)
x spells /gz/ ( exact, exist
s ( nose, music ….)
ss ( scissor ….)
…)

/z/
-se at the end of a word is
usually pronounced /z/
( rise, because ….)
3.2.4: Note: Pronunciation may be connected to grammar.
/s/
/z/
abuse (n)
abuse (v)
excuse (n)
excuse (v)
close (adj)
close (v)
use (n)
use (v)
house (n)
house (v)
grease (n)
grease (v)
3.3: / ʃ /
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3.3.1: Description:
/ ʃ / is a voiceless alveo-platal fricative. We can hear it at the beginning of a
word ( Ex: sugar, she, shop …) in the middle of a word ( Ex: answer, nation,

ashamed ….) at the end of a word ( Ex: fish, cash, wash …..) at the beginning and
end of a word ( Ex: shush …)
3.3.2: How to make the sound / ʃ /:

- The main body of the tongue is raised at the same time in the direction of the hard
palate. The tip of the tongue is curved back behind teeth ridge.
- Push air through the gap. The sound is articulated between
the blade of the tongue and the back part of the teeth ridge.
- The soft palate is raised, the vocal cords are not made to vibrate.
- The teeth are fairly close together, the lips are protruded.
3.3.3: Spelling:
beginning
middle
end
sh ( shoes, she …) sh ( fashion, ashamed sh ( finish, wash, fish
/ʃ/
s ( sugar, sure …) …)
…)
ss ( Russia)
ti ( nation, initial ….)
c ( ocean ….)
3.4: / ʒ /
3.4.1: Description:
/ ʒ / is a voiced alveo-palatal fricative. We can hear it in the middle of a word
( Ex: leisure, pleasure, vision …) at the end of a word ( beige, garage ….). We never
hear this consonant sound at the beginning of a word.
3.4.2: How to make the sound / ʒ /:

/ ʒ / sound is formed exactly like / ʃ / but with the addition of the voice.

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3.4.3: Spelling:
middle
/ʒ/
su ( treasure, usual …)
si ( Asia, television ….)

end
ge ( garage, beige ….)

II. PRACTICAL BASES OF THE STUDY:
1. Real states of the problems:
+ Basing on the investigation and tests when my method hasn’t been applied,
the result which I have collected has been shown in the table below.
Class

10C2
10C5

Total
students

Good
quantity

%

Quite good
quantity %

Medium
quantity

%

Low
quantity

%

Very low
quantity %

44
45

1
1

2,3
2,2

8
7

14
15

31,8
33,3

17
18

38,6
40

4
4

18,2
15,6

9,1
8,9

+ Through many years of teaching I see that
Most of the students pronounced these sounds in the words inaccurately
especially when they stand at the end of a word,. They also confused /s/ with / ʃ /,
/z/ with / ʒ / and they often confused sound /s/ in English with sound “s” in
Vietnamese. They didn’t also do the phonetics exercises relating to these sounds
effectively. Why?
The reasons are that these sounds are difficult sounds. They are similar to
each other.

The students didn’t give their whole mind to learn these sounds. The time and
the exercises for the students to practise are limited.
Besides that many of us – the teachers of English didn’t attach special
importance to teaching phonetics in general and these consonant sounds in
particular. We didn’t also have a suitable method to teach these sounds. Some of us
only read and asked their students to repeat when teaching these sounds so we
didn’t achieve the good result as we expected.

2. Solutions.
Because of the reasons above my solution to these is “ Some experiences
for teaching the sounds /s/ - /z/ and / ʃ / - / ʒ / in language focus periods of units
12, 16 English 10 and how to help my students do pronunciation exercises
better. ”
2.1 The steps of teaching these sounds:
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These four sounds are taught in pairs in the two units 12,16 in English 10
To teach these pairs of sounds I often follow the following steps:
- First, I write two sounds on the board and pronounce them clearly twice.
Ask students to listen and observe.
- Second, I show the mouth diagram of the sounds and explain how to make
these sounds
- Third, I pronounce these sounds again and ask students to repeat.
- Next, I compare the two sounds in some couples of words
Ex:

/s/
/z/
sink
zinc
cease
sees
loose
lose
course
cause
…
…
- Then I read the couples of words and ask students to repeat.
- And I ask some students to read the couples of words loudly
- Finally I give some sentences that contain these sounds, read and ask
students to repeat.
Ex: / ʃ / - /s/
+ She sells seashells on the seashore.
+ No one seems to be able to find out the cause of the explosion.
………..
2.2. Some experiences help students do phonetics exercises relating to the
sounds /s/, /z/, /ʃ/, and / ʒ / better.
There are some letters transcribed into different sounds that make the students
confuse easily. For examples the letter “s” is pronounced /s/ in “ sing” but it is
pronounced / z/ in “ music” or /ʃ/ in “ sugar”…… so in this study I also give out
some of my experiences when doing the pronunciation exercises – find out the word
that has the underlined part pronounced differently from the others- relating to the
sounds /s/, /z/,/ʃ/, and / ʒ /.
I often teach this part in revisions or in extra-lessons because the time in
class is not enough. In this part, I often give out some signals to help students do

this kind of exercises better.
2.2.1: If the underlined part is letter “s”

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- “s” is frequently pronounced /s/ Ex: send, insect … but it is pronounced /z/
when it follows “ u, e, ea” Ex: busy, easy, present, desire, reason, preserve ….
( Except: measure )
Ex: A. music
B. design
C. insect
D. season
The correct answer is “C” because in A, B, D “s” follows “u, e, ea” so it is
pronounced /z/.
- “ s” can spell /ʃ/ in a few words Ex: sugar, sure…
Ex: A. sugar
B. sister
C. sign
D. singer
(Source: The entrance test of Tra Vinh teacher training college - 2003)
“s” in B, C, D is pronounced /s/. In A, it is pronounced /ʃ/ so the correct answer is A
A. sure
B. this
C. ask
D. stop

( Source: The entrance test of Qui Nhon teacher training
university 1997-1998 )
The correct answer is A because “s” is pronounced /ʃ/ in “sure”. In the
others, it is pronounced /s/.
- When “s” is followed by “i + vowel”, it is frequently pronounced /ʒ/ Ex:
Asia, explosion, revision ….
Ex: A. television
B. illusion
C. expensive
D. Malaysia
In A, B, D “s” is followed by “i + vowel” and in C, “s” is followed by “i +
consonant” so the correct answer is C.
- “s” in “-nsion” is frequently pronounced /ʃ/ Ex: pension ['penʃn], expansion
[iks'pænʃn]
- “s” in “-su-” is pronounced / ʒ / in some words Ex: casual, pleasure,
measure, treasure …
- “s” is silent when it stands after a vowel sound and before a consonant
sound
Ex: island ['ailənd], aisle [ail], demesne [di'mein]
- “s” is also silent in the word “debris” ['debri:]
2.2.2:If the underlined part is the endings “s,es”:
is pronounced /s/ when it follows: /f/, /p/, /t/, /k/, /θ/
Ex: laughs, walks, cups, cats, tenths ….
is pronounced /iz/ when it follows: /z/, /s/, /dʒ/, / t∫/, /ʃ/, /ʒ/
“s,es
Ex: refuses, passes, judges, churches, garages, wishes …
is pronounced /z/ when it follows vowels or voiced consonants: /b/,
/d/, /g /, /r/, /m/, /n/, /η/, /l/, /r/, /δ/
Ex: boys, lies ways, pubs, words, pigs, loves ….
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Ex: A. bushes
B. headaches
C. researches
D. wishes
( Source: College entrance exam- 2011)
The correct answer is B because headache /'hedeik/ ends by /k/ so “es” is
pronounced /s/. The others, “es” is pronounced /iz/
A. pens
B. boots
C. dogs
D. lies
( Source: The entrance test of HCM national
university 1997-1998)
The correct answer is B because boots /bu:t/ end by /t/ so “s” is
pronounced /s/. The others, “s” is pronounced /z/.
2.2.3: If the underlined part is the endings “se”:
- “se” is pronounced /s/ when it follows /ɪ/, /ɜ:/ ,/aʊ/, /ə/, /n/ , /ei/ … Ex:
nurse, sense, promise, mouse, purpose …. The others, it is frequently pronounced
/z/ Ex: please, disease, excuse, nose, because ….
Ex: A. exercise
B. base
C. tense
D. promise
The correct answer is A because “se” follows /ai/ so it is pronounced /z/. The

rest, it is pronounced /s/.
2.2.4: If the underlined part is the letters “ss”:
- “ss” is frequently pronounced /s/ Ex: class, glass, hiss … ( Except: dessert
[di'zə:t]) but when “ss” is followed by “i”, it is frequently pronounced /ʃ/ Ex:
discussion, Russian … ( Except: messianic [mesi'ænik], assist [ə'sist]…)
Ex: A. massage
B. grass
C. discuss
D discussion
D is the correct answer because “ss” is followed by “i” so it is pronounced /ʃ/.
The others, it is pronounced /s/.
2.2.5. If the underlined part is letter “x”:
- “x” can spell /ks/ when it stands at the end of a word or it is followed by a
consonant.
Ex: box, mix, experience expand … ( Except: exhibit [ig'zibit], exhaust
[ig'z˜:st]

- “x” can spell /gz/ when it is followed by a vowel.
Ex: exist, exotic …..( Except: exercise ['eksəsaiz], …. )
- “x” is pronounced /kʃ/ in “anxious” ['æηk∫əs], “luxury” ['l—k‘”ri]
Ex: A. exist
B. extinct
C. explorer
D. expand
( Source: The college entrance test - 2009)
A is the correct answer because “x” is followed by a vowel.
2.2.6: If the underlined part is letter “c”:
- “c” is frequently pronounced /s/ when it stands before “ e, i, y” Ex: place,
city, excite, cycle ….. ( Except: cello, concerto… )
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- “c” is often pronounced /ʃ/ when it stands before “ea, ie,ia, iu,ious” Ex:
ocean, official, delicious, politician …( Except: cease [si:s]…)
- “c” is pronounced /tʃ/ in a few words Ex: cello ['tʃelou], concerto
[kən'tʃɜ:tou]”
- It is pronounced /k/ when it stands before a,o,u and l,r Ex: come, decade …
Ex: A. Confucian
B. cease
C. appreciate
D. special
B is the correct answer because the underlined part is pronounced /s/, the rest,
it is pronounced /ʃ/
A. cinder
B. ceiling
C. cello
D. celebrate
(Source: The entrance test of Phu Tho
teacher training college 2003)
The correct answer is C because “c” is pronounced /t ʃ/ in “cello”. In A, B,
D, it is pronounced /s/.
2.2.7: If the underlined part is letter “t”:
- “t” is pronounced /ʃ/ when it stands before “ i + vowel” Ex: education,
situation ambitious ….
- The rest, it is pronounced /t/ Ex: detective, teacher, politic …
Ex: A. initiate
B. contain

C. domestic
D. attentive
( The test for GCSE 2010)
The correct answer is A because “t” is followed by “I + vowel” so it is
pronounced /ʃ/. The others, it is pronounced /t/.
2.2.8: If the underlined part is letter “z”:
- “z” is frequently pronounced /z/ Ex: zero, zip, zoom, zinc , buzz… but
when it is followed by “u” it can spell / ʒ/ in a few words: Ex: azure [' æʒə, 'æzjuə],
seizure ['si:ʒə]...
2.2.9: If the underlined part is letter“ch”:
- “ch” is frequently pronounced /tʃ/ Ex: change, church, children …
- “ch” can spell /k/ in some words such as: architect, character, characteristic,
chracterise, school, chemist, chemistry, chemical, machinate, machinator,
machination…
- “ch” is pronounced /ʃ/ in a few words such as: machine, machinable,
machinably, machining, machinist, machineless, machinelike, machineman ….
3. Application:
3.1: Applying this study to teach the pronunciation section in language focus period
unit 12 English 10

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Unit 12: MUSIC (Pronunciation - Language focus)
I. Objectives:
1. Education Aims:

- Students can distinguish the sounds /s/ and /z/.
- Students know how to pronounce the sound /s/ and /z/ correctly.
- students can pronounce the words and sentences containing these sound
correctly.
2. Knowledge:
+ Language:
- Pronunciation: /s/ and/z/ .
3. Skills:
+ Reading: - Read words and sentences aloud.
II. Anticipated problems:
- Students may confuse sound /s/ in English with sound / s / in Vietnamese.
III. Teaching aids: - board, chalk, textbook.
IV. Procedures:
Teacher's activities
Students' activities
1. Warm-up: ( 4 mins)
+ Let students play a game
Write down a list of the words that contains the - Listen to the teacher.
sound /s/ or /z/
zoo

sad
zip

learns

see
music

- Call 2 sts to the front of the class.

- Ask them to stand at equal distance from the board. - Play the game
- Call out one of the new word in a loud voice.
- The two sts must run forward and slap the word on
the blackboard.
- The one who slaps the more correct word first is
the winner.
- Lead to the new lesson.
2. Pronunciation:( 10 mins)
- Aims: to introduce two sounds /s/ and /z / and help
sts to practise these sounds.

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- Write down two sounds.

- Listen to the teacher
- Listen to the teacher and
repeat.
a. Write two sounds on the board and pronounce
them clearly twice.
/ z / : a voiced sound
/ s / : a voiceless sound
- Show the mouth diagram of these sounds and
explain how to make these sounds
- Pronounce these sounds again and ask students to

repeat.
- Give out two sentences containg these sounds for
students to practise.
- Ask them to look at the textbook, listen and repeat.
- Then ask sts to work in pairs to read the words
again so that they can check for each other.
- Move around to help .
- Ask two sts to read again and give remarks.
b. Ask sts to look at sentences in page 130 in the
book.
- Ask them to work in pairs to read the sentences and
then find out the words containing sound /s / and
sound /z / .
- Ask them to work in 2 minutes.
- Move around to conduct the activity.
- Ask one st to report and other sts to give remarks.
- Check and give the correct answers.
- Ask some sts to read these sentences aloud.
- Listen and give remarks.
Nguyen Thi Oanh - Nong Cong 4 high school

- Look at the book , listen and
repeat.
/s/
/z/
sing
zinc
cease
sees
loose

lose
...........................
- Read these words in pairs and
check for their partners.

- Look at the book and work in
pairs.
- Answers:
/s/
/z/
Susan
music
classical
jazz
sound
records
...............................
- Read the sentences.

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3.2: Exercises for further practice:
I also collect some exercises relating to these four sounds and ask the students to
practices at home.
3.2.1: Listen and repeat
/s/
/z/

decrease
disease
Sentences:
gease(n)
gease (v)
lacy
lazy
1. What is Stella staring at?
Sue
zoo
2. The music caused pleasant memories to arise.
said
Z
3. His assistant sat close by his side.
/ʃ /
/s/
shed
said
Sentences:
shell
sell
1. I had no wish to make an issue of the matter.
short
sort
2. She sells seashells on the seashore.
ash
ass
3. Where did the collision take place?
/z/
zzz

Mrs
hisses
buzzes
zoo
these
smell
noise
buzzing
bees
something’s
spells
/ʃ /
sheets
shouldn’t
shirts
special
shrunk
shall
show
sure
marsh
finished
shop
hake
/ʒ/

explosion
television
collision
Asia

garage
usual
measure
treasure
3.2.2: Conversation: Practise in pairs
Ex: A: Shall we go to the seaside or stay at home?
B: Let’s go to the seaside.
stay at home.
1. Shall we take a suitcase or a basket?
2. Shall we go sailing or water-skiing?
3. Shall we sit in the sun or go swimming?
4. Shall we eat biscuits or ice-cream?
3.2.3: Practise reading aloud:
She speaks slowly, and smokes special expensive cigarettes. As she steps
upstairs, her long skirt sweeps over her silver slippers. She is small and smart and
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sweet-smelling. Her skin is like snow. “ You have stolen my heart.” I once said
stupidly, and she smiled. But when she smiled, she smiled the smile of a snake.
3.2.4: Find out the word that has the underlined part pronounced differently from
the others:

1. A. music
B. city
C. send
D. said

2. A. comb
B. price
C. piece
D. concept
3. A. poison
B. smog
C. disposal
D. process
4. A. plays
B. gets
C. swim
D. cleans
5. A. shakes
B. washes
C. steps
D. meets
3.3: Games with the consonant sounds /s/-/z/ and / ʃ/-/ʒ/ help improve listening skill
for students at high schools.
To motivate the spirit among the students when learning these four sounds I suggest
some useful games used when teaching these sounds.
3.3.1: Dictation list:
- Draw two columns on the board with the headings: /s/ and /z/.
- Teacher reads aloud a list of words that contains the sound /s/ or /z/ Ex: singer,
music, phones, parks, flowers, student present, stay …
- Students have to put the words they hear into the appropriate column. Give the
first one as an example to the class.
- Call 2 sts to go to the board and write down the answer. Who writes more right
words will become the winner.
/s/
/z/

singer
music
parks
phones
….
…
3.3.2: Slap the board:
Nguyen Thi Oanh - Nong Cong 4 high school

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The study of teaching
experiences- 2016
- Write down a list that contains the sound /ʃ/ or /ʒ/
illusion
station
television
measure
finish
machine
- Call 2 sts to the front of the class.
- Ask them to stand at equal distance from the blackboard.
- Call out one of the new words in a loud voice.
- The two sts must run forward and slap the word on the blackboard.
- The one who slaps the more correct words first is the winner.
4. Collecting the result of testing and evaluating:
After some of my experience in teaching these four sounds and doing
phonetics excercises had been applied, I had composed some questions to give a
test between class 10C2 and 10C5, analyse and study the statistics.

The class 10C2 is the class which some of my experience in teaching these four
sounds and doing phonetics excercises had been applied and the class 10C5 is the
class which some of my experience in teaching these four sounds and doing
phonetics excercises had not been applied
After giving the same tests on the phonetics questions relating these four sounds to
class 10C2 and 10C5, I have collected the result below.
Number Options
of
Test
Contrast(10C5)
1
Experiment(10C2)
Contrast(10C5)
2
Experiment(10C2)
Contrast(10C5)
Total
Experiment(10C2)

Xi
N
45
44
45
44
90
88

2
0

0
0
0
0
0

3
4
0
0
0
4
0

4
5
0
2
0
7
0

5
6
5
8
6
14
11

6
17
8
13
8
30
16

7
8
14
15
11
23
25

8
3
11
6
11
9
22

9
2
4
1
5
3

9

10
0
2
0
3
0
5

Chart 3.2. The mark frequency of two experiment tests.
The analysing result of two tests.
From the result above, we have a chart describing the mark frequency of two
experiment tests from the experiment and contrast class.

Nguyen Thi Oanh - Nong Cong 4 high school

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The study of teaching
experiences- 2016

* Evaluation.
The chart shows that at the contrast class, the mark from 2 to 6 increases and
is higher that from the experiment one while the mark from 6 to 8 decreases and is
lower than that at experiment one even without over 8 mark. At the experiment
class, the mark from 4 to 6 rises up and is more than that at contrast one, even there
is no mark under 4, the mark from 6 to 10 at the experiment class is more than that
at contrast one. This means the mark result after the tests from the experiment class

is better than that at the contrast one. From the result above we can say that the
class my experiences applied to is better than the contrast one, so
the topic I study is really important and significant in the improvement of teaching
pronunciation lessons in general.

PART III: CONCLUSION
I.

CONCLUSION

Nguyen Thi Oanh - Nong Cong 4 high school

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The study of teaching
experiences- 2016
After applying this study to teach the consonant sounds /s/-/z/ and / ʃ/ - /ʒ/ in
language focus periods unit 12,16 English 10 in three academic years 2013-2014,
2014-2015, 2015-2016, I can affirm that:
For the interest and the frequency of learning.
When applying this study in teaching, it can improve motivation and warmth
on the class especially when the students play games.
For discovering skill and knowledge acquirement
From the result of the test has shown that the discovering skill and
knowledge acquirement of the students at the experiment class is better than that at
the contrastive class about the speaking and listening skills and how to do the
phonetics exercises on these sounds during learning and in the tests.
For their learning competence themselves.
After some of my experience has been taught to the students, most of them are

active in the process of learning and acquiring the knowledge, they feel more
confident to do the exercise relating to these sounds.
II.
SOME OF THE PROPOSALS TO THE LEADERS:
After studying the topic, I realise that the successful lessons depend on a lot
of visual aids and reference documents, so the schools need to buy and add more
equipment for teaching such as projectors, videos and reference books. That will
make the process of teaching and learning better and better.
Although this study has obtained some reasonable results as I have said
above, this material may still have some restrictions and some mistakes are
unavoidable. Therefore, I would like to receive your attention, comment as well as
advice to make this one more effective.
REFERENCE BOOKS
1. Lê Văn Sự - English linguistics.
2. Mark han Cook – English pronunciation in use.
3. Ann Baker – Ship or Sheep?
4. ELTTP - English language teaching methodology.
5. Đặng Đình Trung - Giới thiệu đề thi tuyển sinh vào đại học-cao đẳng toàn quốc.

Nguyen Thi Oanh - Nong Cong 4 high school

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The study of teaching
experiences- 2016
XÁC NHẬN CỦA THỦ TRƯỞNG ĐƠN VỊ
Thanh Hóa, ngày 20 tháng 5 năm 2016
CAM KẾT KHÔNG SAO CHÉP.
(Tác giả ký và ghi rõ họ tên)

Nguyễn Thị Oanh

Nguyen Thi Oanh - Nong Cong 4 high school

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