The simplest method of teaching consonants in english textbook basic class 10 boards helps students pronounce correctly

THANH HOA EDUCATION AND TRAINING DEPARTMENT

THACH THANH I SENIOR HIGH SCHOOL

EXPERIENTIAL INITIATIVE

THE SIMPLES METHOD OF TEACHING
CONSONANTS IN ENGLISH BASIC CLASS 10
BOARDS HELPS STUDENTS PRONOUNCE
CORRECTLY

Author: Mai Thị Thùy Hương
Occupation: Teacher
Experiential initiative on: English

THANH HOA YEAR 2017


CATEGORY
I. Introduction ..........................................................................
1.1 Reasons ……………………………………………….. .....
1.2.Aims of researching ……………………………………….
1.3. Research subjects ………………………………………..
1.4. Methods of researching ………………………………......
1.5. Advantages of this method ……………………………….
II. Content……………………………………………….. ......
2.1. Measures for performance ..................................................
2.2. Current situation of teaching pronunciation ......................
2.3. Methods ..............................................................................
III. Results and offers...............................................................
3.1. The study results .................................................................

3.2. Recommendations, suggestions ..........................................
3.3. References ...........................................................................

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I. INTRODUCTION:
1.1. Reasons:
For a long time, Teachers have not paid attention to the methods and theories
of teaching pronunciation, for the reason that the old textbook design did not
require a specific portion Speech . Therefore, teachers are having problems in
teaching pronunciation in the part: “Language – focus”.
A person is considered to be the standard pronunciation when he could
correct pronunciation accent, intonation of individual words as well as the language
units such as phrases, sentences and phrases. So how to correct pronunciation when

speaking English? To answer this question I strongly launched my own experience:
"The simplest method of teaching consonants in English textbook basic class 10
boards helps students pronounce correctly".
My writing aims to provide senior English teacher generalized knowledge
about teaching English consonants and the teaching methods of this kind of
consonants effectively within 15 minutes.
The following methods are selected and carefully edited to suit each unit of
study and in accordance with the actual situation of teaching in the classroom as
well as in accordance with English proficiency of students in our province. These
methods are:
• Easy to apply with the appropriate class sizes in large numbers
• Create a motivation and high generalization
• Can get good feedback from students if it is used properly.
The following methods can be applied widely for most of the lesson in the
textbook 10th grade English. Colleagues can use this method effectively to design
parts Powerpoint on teaching phonics. In addition, A phonics lesson is designed in
the following way with no cost. All you need is chalk, table and a good model.
1.2.Aims of reseaching:
It is intended to provide high school English teacher with general knowledge
of English consonants effectively within fifteen minutes,an approprate estimated
time for pronunciation in each unit of English text book 10.
- Teachers’teaching will get better result.
- The teacher focuses on teaching the basic language skills instead of
teaching pronunciation skills.
- Students are easy to learn consonant and improve speaking skill.
Starting from the basis of theory and reality, together with experience in my
teaching process, I boldly put out " simple method of teaching consonants in
English textbook 10 ".
1.3. Research subjects:
“If vowel is the soul of Enlish, consonant is the key to go into that soul.”

So it is extremely important to learn consonant well. Besides improving speaking

3


skill means we can distinguish and pronounces it correctly. Students master it and
make full use of it when communicating with others.
1.4. Methods of reseaching:
It is based on the problems that students usually makes. So theory is taken
from the experiences that teacher carried out.
1.5. Advantages of this method
+ Provide knowledge to teachers and teachers of English.
+ Many teachers think that phonetics is difficult to teach and hard to hard. The tips
in the new solution will make the unit more attractive as well as increase student
interest in learning.
+ Teachers can effectively teach the pronunciation within 15 minutes.
II. CONTENT:
2.1. Measures for performance
A good learner of English pronunciation is necessary to achieve three
following skills:
- Prediction skills: the ability to guess a word or phrase should be
pronounced like.
- Identify skills: the ability to recognize the sounds as they are broadcast.
- Pronunciation skills: the ability to pronounce words correctly.
The teaching methods: this part of the article presents three methods of teaching are
related to three pronunciation skills: prediction, perception, production.
Applying for teaching specific details:
2.2. Current situation of teaching pronunciation:
- Teachers often let their teaching style be affected by the exam questions.
- Teachers mainly focus on teaching other language skills rather than

teaching pronunciation skills.
- Teachers need to rethink their concept of vocabulary teaching.
2.3. Methods:
2.3.1.Teach how to pronouce: Unit 10 ( English 10 – page 110)
Pronunciation:
• Listen and repeat:
/b/
/p/
bee
cab
pea
cap
ban
bright
pan
provide
bad
back
Paul
power
• Practise these sentences:
1. Pat buys Bill a big pad of paper.
2. A black bee is picking some pollen.
3. Put the blouses in the paper bag.
4. Paul borrowed a book about puppies from the library.
4


5. The beautiful carpet is my brother’s present.
6. Is this picture painted on the puples’ caps?

Explain how to prounce them:
The position of the mouth is exactly the same between /b/ and /p/ but the
only difference is that on consonant is unvoiced and the other is voiced. You can
put your hand on your throat you will feel the difference.
Step 1: prediction - 2 mins
Activity 1: Ask student to listen to the teacher, then circle the letters pronounce
with /b/ and underline the letters pronounce with /p/ in the following words:
provide
bus
please
piece
bad
suppose
pan
back
posters
ban
Step 2: perception - 5 mins
Activity 2:( 3 mins)
+ Teacher givesthe rule : column 1 will present the words with /b/, column 2will
present the words with /p/.
+ Students listen and say One if the words they hear is in the column 1, say Two if
the words they hear is in the column 2.
Column 1
column 2
/b/
/p/
+ Teacher reads these following words ( both /b/ and /p/):
bad pad
bee pea

push bus
cab
cap
back pack
pick big
pan band
prize bright
Activity 3:( 2 mins)
+ Teacher gives the rules how to pronouce these sounds:
/b/ : voiced
/p/: unvoiced
+ Rules: Put your hand at your throat and you will feel the difference. With /p/
there is no vibration and with /b/, you will feel vibration in your hand.
Step 3: production - 7 mins
Activity 4: ( 3 mins) Listen and repeat:
1. Pat buys Bill a big pad of paper.
/p/ /b/ /b/
/b/ /p / /p/
2. A black bee is picking some pollen
/b/
/b/
/p/
/p/
……………………..
Activity 5: - Communicative activity (4 mins)
- Work in pairs, one student reads a sentence in the text book and the other says
he/she does differently from the people in these sentences.
Example: 1. Pat buys Bill a big pad of paper
You say: I buy him a big pad of paper
2.3.2.Teach how to pronouce : Unit 11 ( English 10 – page 118)

5


Pronunciation:
• Listen and repeat:
/t/
/d/
topic
toxic
different
documentary
contain
contamination
invader
dependent
plant
different
spend
depend
work
hoped
lived
played
• Practise these sentences:
1. It’s next to the restaurant on the third floor.
2. They’re on the next counter on your left, dear.
3. It’s exactly twenty minutes to ten.
4. They stayed at home and played cards with the children.
5. Sidney and I listen to the radio and studied.
6. Donal and I had a bad cold, so we decided to say at home.

Explain how to prounce them: The position of the mouth is exactly the same
between /b/ and /p/ but the only difference is that on consonant is unvoiced and the
other is voiced. You can put your hand on your throat you will feel the difference.
Step 1: Prediction - 2 mins
Activity 1: Ask student to listen to the teacher, then circle the letters pronounce
with /t/ and underline the letters pronounce with /d/ in the following words:
dog
toxic
worked
different
plant
cat
topic
hoped
lived
depend
Bước 2: Perception - 5 mins
Activity 2: (3 mins)
+ Teacher givesthe rule : column 1 will present the words with /t/, column 2will
present the words with /d/.
+ Students listen and say One if the words they hear is in the column 1, say Two if
the words they hear is in the column 2.
Column 1
column 2
/t/
/d/
+ Teacher reads these following words ( both /t/ and /d/):
topic
toxic
different difficulty

spend
depend lived worked
Activity 3:( 2 mins)
+ Teacher gives the rules how to pronouce these sounds:
/t/ : unvoiced
/d/: voiced
+ Rules: Put your hand at your throat and you will feel the difference. With /t/ there
is no vibration and with /d/, you will feel vibration in your hand.
Step 3: Production- 7 mins
Activity 4: ( 3 mins) Listen and repeat:
1. It’s next to the restaurant on the third floor.
6


/t/
/t/
/t/
2. They’re on the next counter on your left, dear.
/t/
/t/
/t/
3. It’s exactly twenty minutes to ten.
/t/
/t/
/t/
/t/ /t/
Activity 5: - Communicative activity (4 mins)
- Work in pairs, one student reads a sentence in the text book and the other says
he/she does differently from the people in these sentences.
Example: 1. It’s next to the restaurant on the third floor.

You say: They are next to the restaurant on the third floor.
2.3.3. Teach how to pronouce : Unit 12 ( English 10 – page 130)
Pronunciation:
• Listen and repeat:
/s/
/z/
Sue
said
zoo
please
sip
bus
zip
buzz
piece price
peas
prize
• Practice these sentences:
1. Sue loves classical music.
2. I like to listen to jazz records.
3. My aunt likes to watch the film “ The sound of Music”.
4. But my cousin prefers going to concerts.
5. He’s won the first prize for singing folk songs.
6. I’d like a piece of bread and some peas, please.
Explain how to prounce them: The position of the mouth is exactly the same
between /b/ and /p/ but the only difference is that on consonant is unvoiced and the
other is voiced. You can put your hand on your throat you will feel the difference.
Step 1: Prediction - 2 mins
Activity 1: Ask student to listen to the teacher, then circle the letters pronounce
with /s/ and underline the letters pronounce with /z/ in the following words:

prize
bus
please
piece
zip
suppose
Susan
season
posters
easiest
Step 2: Perception - 5 mins
Activity 2:( 3 mins)
+ Teacher givesthe rule : column 1 will present the words with /s/, column 2 will
present the words with /z/.
+ Students listen and say One if the words they hear is in the column 1, say Two if
the words they hear is in the column 2.
Column 1
column 2
/s/
/z/
7


+ Teacher reads these following words ( both /s/ and /z/):
Sue zoo
sip zip
buzz bus
piece peas
raise race
knees niece

sink zinc
prize price
Activity 3:( 2 mins)
+ Teacher gives the rules how to pronouce these sounds:
/s/ : unvoiced
/z/: voiced
+ Rules: Put your hand at your throat and you will feel the difference. With /s/ there
is no vibration and with /z/, you will feel vibration in your hand.
Step 3: Production- 7 mins
Activity 3: ( 3 mins) Listen and repeat:
1. Sue loves classical music.
/s/
/z/
/s/
/z/
1. I like to listen to jazz records.
/s/
/z/
Activity 4: - Communicative activity (4 mins)
- Work in pairs, one student reads a sentence in the text book and the other says
he/she does differently from the people in these sentences.
Example: 1. Sue loves classical music.
You say: I don’t love classical music.
My friend, Huan doesn’t love classical music.
2.3.4. Teach how to pronouce : Unit 13 ( English 10 – page 139)
Pronunciation:
• Listen and repeat
/f/
/v/
fan

fiction
van
vote
first
photograph
vine
Stephen
form
enoug
view
leave
• Practise these sentences:
1. He feels happy enough.
2. I want a photograph for myself and my wife.
3. Would you prefer a full photograph or a profile.
4. Stephen is driving a van full of vines.
5. We used to live in a village in the valley.
6. They arrived in the village on a van.
Explain how to prounce them: The position of the mouth is exactly the same
between /b/ and /p/ but the only difference is that on consonant is unvoiced and the
other is voiced. You can put your hand on your throat you will feel the difference.
Step 1: Prediction - 2 mins
Activity 1: Ask student to listen to the teacher, then circle the letters pronounce
with /f/ and underline the letters pronounce with /v/ in the following words:
8


fan
enough
van

vine
vote
first
fascinate
form
feel
leave
Step 2: Perception - 5 mins
Activity 2:( 3 mins)
+ Teacher givesthe rule : column 1 will present the words with /f/, column 2will
present the words with /v/.
+ Students listen and say One if the words they hear is in the column 1, say Two if
the words they hear is in the column 2.
Column 1
column 2
/f/
/v/
+ Teacher reads these following words ( both /f/ and /v/):
fan van
victim fiction
view few
live wife
fine vine
enough vote
full village
myself solve
Activity 3:( 2 mins)
+ Teacher gives the rules how to pronouce these sounds:
/f/ : unvoiced
/v/: voiced

+ Rules: Put your hand at your throat and you will feel the difference. With /f/ there
is no vibration and with /v/, you will feel vibration in your hand.
Step 3: Production- 7 mins
Activity 3: ( 3 mins) Listen and repeat:
1. He feels happy enough.
/f/
/f/
2. I want a photograph for myself and my wife.
/f/ /f/
/f
/f/
3. Would you prefer a full photograph or a profile.
/f/
/f/
/f
/f/
Activity 4: - Communicative activity (4 mins)
- Work in pairs, one student reads a sentence in the text book and the other says
he/she does differently from the people in these sentences.
Example: 1. He feels happy enough.
You say: I feel happy enough.
Example: I want a photograph for myself and my wife.
You say: He wants a photograph for himself and his wife
2.3.5. Dạy cách phát âm: Unit 14 ( English 10 – page 150)
Pronunciation:
• Listen and repeat:
/g/
/k/
group
goal

club
school
game
dog
kick
because
together
Uruguay
cup
compete
again
Magaret
ticket
weak
9


• Practise these sentences:
a. Our group hasn’t scored a goal.
b. Uruguay will lose another game again.
c. Magaret took the dog and the cat for a walk.
d. Can your school club compete in the next tournament.
e. He can’t kick the ball because he’s too weak.
f. He hasn’t got a ticket for the nextWold Cup in Germany.
Explain how to prounce them: The position of the mouth is exactly the same
between /b/ and /p/ but the only difference is that on consonant is unvoiced and the
other is voiced. You can put your hand on your throat you will feel the difference.
Step 1: Prediction - 2 mins
Activity 1: Ask student to listen to the teacher, then circle the letters pronounce
with /g/ and underline the letters pronounce with /k/ in the following words:

game
goal
cup
Again
school
kick
weak
dog
Ticket
club
Step 2: Perception - 5 mins
Activity 2:( 3 mins)
+ Teacher givesthe rule : column 1 will present the words with /g/, column 2will
present the words with /k/.
+ Students listen and say One if the words they hear is in the column 1, say Two if
the words they hear is in the column 2.
Column 1
column 2
/g/
/k/
+ Teacher reads these following words ( both /g/ and /k/):
Group club
Goal kick
Weak again
Compete Margaret
Game cup
Together ticket
School dog
Because Uruguay
Activity 3:( 2 mins)

+ Teacher gives the rules how to pronouce these sounds:
/k/ : unvoiced
/g/: voiced
+ Rules: Put your hand at your throat and you will feel the difference. With /k/
there is no vibration and with /g/, you will feel vibration in your hand.
Step 3: Production- 7 mins
Activity 4: ( 3 mins) Listen and repeat:
1. Our group hasn’t scored a goal.
/g/
/k/
/g/
2. Uruguay will lose another game again.
/g/
/g/
/g/
3. Magaret took the dog and the cat for a walk.
/k/
/g/
/k/
/k/
10


Activity 5: - Communicative activity (4 mins)
- Work in pairs, one student reads a sentence in the text book and the other says
he/she does differently from the people in these sentences.
Example: 1. Our group hasn’t scored a goal.
You say: My group has scored a goal.
Example: Italy will lose another game again.
You say: Italy will lose another game again.

2.3.6. Teach how to pronouce : Unit 15 ( English 10 – page 164)
• Listen and repeat:
/θ /
/ð/
think
thin
they
then
thought
something
those
another
mouth
birthday
clothes
brother
• Practise these sentences:
1. I thought Mr. Smith was thirty- three.
2. But next Thursday will be his thirtieth birthday.
3. Something about him makes me think he is like my brother.
4. The roses that you gave him are beautiful.
5. Look at the clothes on that thin over there.
Explain how to prounce them: The position of the mouth is exactly the same
between /b/ and /p/ but the only difference is that on consonant is unvoiced and the
other is voiced. You can put your hand on your throat you will feel the difference.
Step 1: Prediction - 2 mins
Activity 1: Ask student to listen to the teacher, then circle the letters
pronounce with / θ / and underline the letters pronounce with /ð/ in the following
words:
think

They
thin
mouth
that
thought
Then
thick
those
this
Step 2: Perception - 5 mins
Activity 2:( 5 phút)
+ Teacher givesthe rule : column 1 will present the words with / θ /, column 2will
present the words with /ð/.
+ Students listen and say One if the words they hear is in the column 1, say Two if
the words they hear is in the column 2.
Column 1
column 2
/θ /
/ð/
+ Teacher reads these following words ( both / θ / and /ð/ ):
the then
that these
brother something thirty
though
they those
birthday another think
clothesee three something
Activity 3:( 2minst)
+ Teacher gives the rules how to pronouce these sounds:
11

/ θ / : unvoiced
/ð/ : voiced
+ Rules: Put your hand at your throat and you will feel the difference. With / θ /
there is no vibration and with /ð/ , you will feel vibration in your hand.
Step 3: Production- 7 mins
Activity 4: ( 3 mins) Listen and repeat:
1. I thought Mr. Smith was thirty-three .
/θ /
/θ /
/θ /
2. But next Thursday will be his Thursday birthday.
/θ /
/θ /
/θ /
3. Something about him makes me think he is like my brother.
/θ /
/θ /
/ð/
4. The rose that you gave him are beautiful.
/ð/
/ð/
Activity 5: - Communicative activity (4 mins)
- Work in pairs, one student reads a sentence in the text book and the other says
he/she does differently from the people in these sentences.
Example: 1. I thought Mr. Smith was thirty-three.
You say: I thought Mr. Smith’s wife was three .
Example: But next Thursday will be his Thursday birthday.
You say: But next Thursday will be my Thursday birthday.

2.3.7. Teach how to pronouce : Unit 16 ( English 10 – page 175)
• Listen and repeat: /ʒ/ /ʃ/
television Asia
shop
washing
pleasure
illusion
machine
English
measure
massage
Swedish
special
• Practise these sentences:
1. It’s his pleasure to visit Asia.
2. You shouldn’t have any illusion about television.
3. A massage can be a good measure to help you relax.
4. Does this shop sell washing machines.
5. Is he English or Swedish?
6. I there anything special on T.V tonight?
Explain how to prounce them: The position of the mouth is exactly the same
between /b/ and /p/ but the only difference is that on consonant is unvoiced and the
other is voiced. You can put your hand on your throat you will feel the difference.
Step 1: Prediction - 2 mins
Activity 1: Ask student to listen to the teacher, then circle the letters pronounce
with /ʒ/ and underline the letters pronounce with /ʃ/ in the following words:
television
Shop
Massage
English

Washing
measure
machine
special
pleasure
Asia
12


Step 2: Perception - 5 mins
Activity 2:( 5 mins)
+ Teacher givesthe rule : column 1 will present the words with /ʒ/, column 2will
present the words with /ʃ/.
+ Students listen and say One if the words they hear is in the column 1, say Two if
the words they hear is in the column 2.
Column 1
column 2
/ʒ/
/ʃ/
+ Teacher reads these following words ( both/ʒ/ and /ʃ/):
Massage machine
Pleasure special
Shop illusion
Measure washing
English Asia
Television version
Activity 3:( 2 mins)
+ Teacher gives the rules how to pronouce these sounds:
/ʃ/ : unvoiced
/ʒ/ : voiced

+ Rules: Put your hand at your throat and you will feel the difference. With /ʃ/
there is no vibration and with /ʒ/ , you will feel vibration in your hand.
Step 3: Production - 7 mins
Activity : ( 3 phút) Listen and repeat:
1. It is pleasure to visit Asia.
/ʒ/
/ʒ/
2. You should’n have any illusion about television.
/ʃ/
/ʃ/
/ʒ/
3.Is he English or Swedish?
/ʃ/
/ʃ/
4. Is there anything special on TV tonight?
/ ʃ/
Activity 5: - Communicative activity (4 mins)
- Work in pairs, one student reads a sentence in the text book and the other says
he/she does differently from the people in these sentences.
Example: 1. It is pleasure to visit Asia.
You say: It is pleasure to visit countries in Asia.
Example: 2. Is he English or Swedish?
You say: Are you English or Swedish?
2.4. The results of these current situation :
If students get mistakes in learning the phonetic in general and in particular
consonants, it will lead to system errors in the future. Once formed trail deeps into
the subconscious correction and it is difficult to repair. Moreover students also do
not
like
to

study
this
subject
more.
I did the research and demonstration with class 10C4 and 10C2 as real examples.
At the beginning of the learning pronunciation, most of the children are little
13


interested in school phonetics because they are afraid to read, regardless of the
sound in the lesson program Therefore they forget to recognize the sound which
has been learned, as a result of test scores does not achieve the desired part. Also
offers English consonants up with simple tips on making the unit even more
attractive phonics, teachers do not think this is the phonetic stiff and difficult to
teach, teachers can show the part pronunciation within 15 minutes.

14


III. RESULTS AND OFFERS
3.1. The study results:
When I do this thematic teaching experiments conducted in several layers 10C1,
10C4 after time I found that when this method is applied learning phonetics of
students has improved markedly when practicing at the class as well as when
communicating.
Results before and after applying the consonants with photos or video on 10C1
and 10C4 2 classes as follows:
Class 10C1 (using the above method): 46
Good
Pretty

Average
Weak
Poor
( score ≥ 8 )
(8 >score ≥7)
(7 > score ≥ 5) (5 >score≥3,5) (3,5 > score )
numb percen numb percen nunbe percen numb percen numb percen
er
t
er
t
r
t
er
t%
er
t
%
%
%
%
11
23
19
41
15
32
1
4
0

0
Class 10C5 (unusing the above method): 44
Good
Pretty
Average
( score ≥ 8 )
(8 >score ≥ 7) (7 > score ≥ 5)
numb perce numb perce numb perce
er
nt
er
nt
er
nt
%
%
%
4
9
14
31
20
45

Weak
(5 >score≥3,5)
numb perce
er
nt
%

6
15

Poor
(3,5 > score )
numb perce
er
nt
%
0
0

- For teachers: The application of the method helps me more complete method of
teaching
phonics
in
grade
10
English
program
.
- For students:
+ Stimulation, inspire you to learn phonics
+ Formation for basic skills helps students improve speaking skill..
+ Helping students with the methodological approach of modern English, easy
to understand and more effectively helpful for students in the exam later
3.2. Recommendations, suggestions:
These are my personal experiences that I have got after a year of teaching
"The simplest methods of teaching consonants in English textbook basic class 10
boards

helps
students
pronoun
correctly".
Since it is the first year of implementation, limitations and omissions can not be
avoided. I boldly present here to receive the valuable contributions of teachers,
friends and colleagues.

15


XÁC NHẬN CỦA
THỦ TRƯỞNG ĐƠN VỊ

Thanh Hóa, ngày 22 tháng 05 năm 2017
Tôi xin cam đoan đây là SKKN của mình viết,
không sao chép nội dung của người khác.
(Ký và ghi rõ họ tên)

Mai Thị Thùy Hương

16


References:
1. English phonetics and phonology - Written by Peter Roach - Nhà xuất bản Trẻ
TP.HCM - 1998
2. English phonetics and phonology - Ngô Văn Tân Nhà xuất bản Đà Nẵng - 1998
3. English phonics & Phonology - a practice Course - Written by Peter Roach Cambridge University Press - 2009
4. How to teach pronunciation - Written by Geral Kelly - Pearson Education - 2001

5. You Tube.

17


DANH MỤC
CÁC ĐỀ TÀI SÁNG KIẾN KINH NGHIỆM ĐÃ ĐƯỢC HỘI ĐỒNG ĐÁNH
GIÁ XẾP LOẠI CẤP PHÒNG GD&ĐT, CẤP SỞ GD&ĐT VÀ CÁC CẤP
CAO HƠN XẾP LOẠI TỪ C TRỞ LÊN
Họ và tên tác giả: Mai Thị Thùy Hương
Chức vụ và đơn vị công tác: THPT Thạch Thành I

TT
1.

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Tỉnh...)
hoặc C)
Sở GD ĐT C

2010-2011

ngyên âm đơn trong sách giáo
khoa tiếng Anh lớp 10 cơ bản
thông qua sử dụng hình ảnh
và video

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