Improving the students’ english pronunciation through interesting phonic exercises ( grade 6 new english text book)

Contents
Page
Part A : Introduction
Part B : Solution

1

I. Theoretical basis

2

II. The result of the reality

3

III. Measures of teaching english pronunciation by getting students do
phonetic exercises
Unit 1: My new school
Unit 2 My home

4
5

Unit 3. My friends

6

Unit 4. My neighborhood

7

Unit 5.Natural wonders of the world

8

Unit 6. Our tet holiday

8

Unit 7. television
Unit 8. Sports and past time

9
10

Unit 9. Cities of the world

11

Unit 10. Our homes in the future

12

Unit 11. Our green world

13

Unit 12.Robots

14

IV. Results

16

Part C: conclusion
1.Experiences

17

2. Personal ideas

17

1


PART A. INTRODUCTION
In curent time, Our beloved country, Viet Nam is carrying out much renovation
in many fields. One of the most renovations which has been corncerned by people at
all age from the city to the country is the renewably educational and training program
from grade one to grade twelve. People believe that renovating the shooling program
will take much advantages in other that we may train young generations to have
ability to support the country later to the trend of modern thought basing on national
soul and integrating international community. To make sure that the second purpose
“integrating international community” can be successful, Viet Nam’s Ministry of
Education and Training has taken more care of teaching foreign languages for its
students and English is the most popular foreign language choosen in Vietnam’s
educational program which can be seen in the project of foreign language during the
period 2012 – 2020.
Facing the new requirements of the nation and date, I should think each of the

teachers ought to make more efforts to get practical results in teaching career. Being
a teacher of English I always wonder and find out how to teach my students to
communicate in English successfully. In English, listening and speaking skills play
an important role in creating speech and if learners want to listen and speak English
well, the first and foremost thing they need is the right prounciation of English
words. Why can I say so? We strongly notice that when one don’t pronounce words
well, he or she may make the listeners laugh at him/her, moreover, he/she can not
understand what the other is speaking because their sounds are not similar to his/hers.
Another reason, it will be very difficult for him/ her to correct the pronunciation later.
The question which makes me corncern about most is how to teach the
students to pronounce English words rightly and help them use English fluently and
confidently. Is teaching pronunciation enough only in teaching new words? I think
that it is not enough because in conversation we need more the words in textbook,
and native speakers often speak more quickly and link the words in some ways which
causes us much difficult in understanding and speaking as well as they do. However,
it is not necessary for us to speak everything as we hear, we still understand them
what they speak if we know how they link and we need to pronounce words exactly.
Therefore, the first key of this problem is how to pronounce English words exactly
because words are the smallest unit of a sentence.
During a few years teaching and studying, I have collected, studied and taught
students how to pronounce English in a variety of phonetic exercises. In this school
year, I take a special duty on teaching the new English textbook for grade 6 in the
project of foreign language during the period 2012 – 2020. This new English
textbook has created many interesting things. It gives some phonic exercises in each
unit. I am always fond of teaching this section and have supplied my students some
more ones afterwards. The result is so good that I encourage me to write the
creative experience called "Improving the students' English pronunciation
through interesting phonic exercises." - (grade 6 -new English textbook)
2

PART B.

SOLUTION

I. THEORITICAL BASIS
Speaking English as well as the native speakers is the strong hope of almost
people who are learning English. However, it is not easy to do it in a few days. “
How can we use English fluently and confidently? Do we do need a variety of words
or Do we need a further understdanding of English structure and grammar ? Many
people say that learners need all above: I believe in this idea; however, I think it is
not enough because pronuncing the words exactly plays an important role in orders
to define a successful conversation .
For young learners, the way they pronounce a word may last forever and it is
very difficult for them to correct it if they do it wrongly . Moreover, they are not
possible to correct their pronunciation by themselves.
In fact, knowing the English phonetics symbols as vowel sounds, dipthongs
and consonants is very useful because it helps learners not only specialize the
pronunciation of a word easier, but also create a total knowledge of pronouncing a
word by looking the letters, Apart from this, many dictionaries use the tanscription
(the English phonetics symbols) to show the pronunciation of a word and it’s easier
to remember a word if learners know both its meaning and its pronunciation .
Although new English textbook established by Viet Nam’s Ministry of
Education and Training is more interested in teaching pronunciation for students,
pronunciation is the biggest problem of English learners that’s why I always wonder
how to help my students improve their English pronunciation, ease their nervous
thing and use English fluently, accuracy and confidently.
Therefore, I have collected, chosen and created some more exercises for
students in grade 6 ( learning new English text books ) according to the
pronunciation section in textbook, I elicit students to do some more exercises

introducing the English phonetics symbols; practiceing exericises to specialize a pair
of vowels, a vowel and a diphthong, two or three consonants, etc .
II. THE RESULT OF THE REALITY
In order to know how exactly my students pronounce the English word, I gave
them the following exercises : class 6 A ( 34 students )
Exercise: Choose a word which has the underlined part pronounced different from the others

1.
2.
3.
4.
5.

a. arrive
a. meet
a. food
a. that
a. likes

6.
7.
8.
9.
10.

a. visit
a. sandwich
a. days
a. study
a. listen

b. banana
b. meat
b. foot
b. they
b.
watches
b. season
b. chair
b. friends
b. music
b. history

c. village
c. believe
c. cook c.
then c.
classes c.
museum c.
school c.
photos c.
student c.
routine

d. machine
d. bread d.
good d.
throw d.
offices d.
sister d.

chicken d.
weeks d.
museum d.
quarter

Steps of checking students’ pronunciation
3


Step 1: Get student 5 minutes to choose and circle the answer .
Step 2: Check and correct the student’s work
Step 3: Let Ss listen and repeat .
Step 4: Call each read aloud a group (4 groups) and 34 students read aloud one by
one .
By checking in this way and directly teaching students, I realized the problem is that
.
N

The feature of students’ pronunciation

Number Account
of the
for
students (%)

1

realize how a letter is pronounced differently in the
other syllable or word.
Realize that different letters can be pronounced as the

same sound
can listen and repeat the pronunciation of a word but
can’t remember or immagine it looks like
know how to integrate a vowel with consonants to
pronounce a syllable .
pronounce a word without the stress and in slow
speed of pronouncing

2/ 34

5,9

3/ 34

8,8

33/ 34

97

2/ 34

5,9

22/ 34

64,7

2
3

4
5.

III. MEASURES OF TEACHING ENGLISH PRONUNCIATION BY
GETTING STUDENTS DO PHONETIC EXERCISES

Diphthong /∂Ʊ/ & vowel /ʌ/

Watch out!
- Introduce the transcription of dipthong /∂Ʊ/ & vowel /ʌ/
- Pronounce and ask students to listen and repeat (twice or three times)
- Give examples
/∂Ʊ / go know
boat
/ʌ/
son sun
country
- Elicits the students do the phonic exercises in the textbook .
- Use the exercises below for further practice
- After finishing an exercise, should let students practice reading the words aloud
E1: Put a () the word which is NOT pronounced as /∂Ʊ/in each group below

1
.

 judo
 going
 brother

2  month

.  open
 homework

3
.

 rode
 some
 close

4
.

 hope
 Monday
 post
4


5
.

 one
6  also
7  notebook 8  borrow
 oh
.  mother
.  ok
.  only


 no
 love
 wonderful
overseas
E2: Put a () the word which is NOT pronounced as /ʌ/ in each group below
1  club
2  sun
3  usually 4  run
.  study
.  put
.  subject .  but
 student
 lunch
 rubber
 ruler
5  uniform 6  us
7  uncle
8  country
.
KEY
E1.

.

 much
 hungry
1. brother
5. one

.

 under
 discuss
2. month
6. mother

 mum
 music

3. some
7. love

.

 cousin
 about

4. Monday
8. wonderful

E2:
1. student 2. put 3. usually
5. uniform 6. us 7. music

Consonants

4. ruler
8. about

/S /, /Z / or /IZ/ in “s/ es ” ending

Watch out!
- Introduce the transcription of consonants /s/, /z/ and semi-syllables /iz/
- Explain that they normally come from the “S/ES” ending after plurals, verbs in
the third singular person.
- Pronounce and ask students to listen and repeat (twice or three times)
- Give examples
1. The ending “s/es ” is pronounced as /s/ when the verbs ends with the soumd as /
f/, /k/, /p/, /t/, / /, /k/
Ex: maps
cats
laughs
books
baths
2. The ending “s/es ” is pronounced as /iz/ when the verbs ends with the soumd as
/s/, /ks/, /ʃ/,/dʒ/, /ʒ/, /z/
Ex: misses mixes washes matches messagesstages bruises
3. The ending “s/es ” is pronounced as /z/ when the verbs ends with the soumd as
the odd (except the sounds above)
Ex:
pens lives
- Elicits the students do the phonic exercises in the textbook .
- Use the exercises below for further practice
- After finishing an exercise, should let students practice reading the words aloud
5


E1. Devide the following things into three groups of plural form which has s/ es
pronounced as /S/, /Z/ or /IZ/

/S /

/Z /

/IZ/

E2. Choose a word which has different pronunciation of the underlined part

1. a. opens
2. a. trips
3. a. drinks
4. a.watches
5. a. sings
6. a. eats
7. a. watches
8. a. books
9. a. lakes
10 . a. yards

KEY.
E1.
/S /
bikes
grapes
cups
carrots

b. gets
b. as
b. walks

b. pubblishes
b. meets
b. talks
b. arranges
b. buses
b. flowers
b. fields

/Z /
beans peas
tomatoes
scissors eggs
shoes clothes

c.lives
c. does
c.wants
c.helps
c.laughs
c.meets
c.goes
c.oranges

/IZ/
matches boxes
oranges fishes
sandwiches glasses
compasses

d.does

d.listens
d.finds
d.passes
d.stops
d.plays
d.washes
d.washes
c. trees
c. books
E2.
1. b
6.d

2. a
7.c

d. stores
d. rivers

3.d 4. c 5.a
8.a 9.a 10. c

6


CONSONANTS
/b/ /p/
Watch out!
- Introduce the transcription of consonant /b/ & /p/
- Pronounce and ask students to listen and repeat (twice or three times)

- Give examples
/b/
bike book
buy
/p/
pen
put
pick
- Elicits the students do the phonic exercises in the textbook .
- Use the exercises below for further practice
- After finishing an exercise, should let students practice reading the words aloud
E. Write words for the things in the pictures . Then read aloud

KEY bear
stop
book

Vowels

buicuits
crab
paper

peach
pig
cap

apple
lamb
cup

/I/, /I:/, /∂/

Watch out!
- Introduce the transcription of vowel /I/, /I:/ &/∂/
- Pronounce and ask students to listen and repeat. (twice or three times)
- Give examples
/I/
sit
hungry
busy
orange eraser build
/I:/
he
tea
green
receive
people key
/∂/ sister
family
banaba autumn
doctor
dangerous
- Elicits the students do the phonic exercises in the textbook .
7


- Use the exercises below for further practice
- After finishing an exercise, should let students practice reading the words aloud
E1. Write words for the things in the picture in the correct part of the table

/I/

/∂ /

KEY

building
family
picture

/I/
businessman
village
pig
river

cabbage doctor
fish
family
delicious banana

/∂/
delicious
picture
river

E2. Read aloud the following sentences. The sentences contain /I/ and /I:/
1. Is he coming to the cinema?
2. We’ll miss the beginning of the film.
3. Is it an interesting film, Jim?

4. The beans and the meat were quite cheap.
5. He’s going to leave here for the Green Mountains.
6. Would you like to have meat, peas and cheese?

CONSONANTS
/t/ /st/
Watch out!
- Introduce the transcription of consonant /t/ & /st/
- Pronounce and ask students to listen and repeat.
- Give examples
/t/
ten
out
top
/st/
street best
tallest
- Elicits the students do the phonic exercises in the textbook .
- Use the exercises below for further practice
- After finishing an exercise, should let students practice reading the words aloud
E. Complete each sentence with a superlative adjective. Then read the sentences aloud

1.
2.
3.
4.

Mount Everest is the ………………… mountain in the world.
Nile river is the …………………river in the world.
Ba Be lake is not the …………………..lake in Viet Nam.

The Amazon is the ………………… river in the world.
8


5. The Sahara is the ………………… desert in the world.
6. Swimming in the sea in Summer is …………………
KEY
1. highest 2. longest 3. largest 4. widest
5. hottest 6. best

consonant
/∫/ & /s/
Watch out!
- Introduce the transcription of consonants /∫/ & /s/
- Pronounce and ask students to listen and repeat (twice or three times)
- Give examples
she
sugar
brochure special
ocean
nation
/∫/
/s/
sea
practice
pass
city
pratise
- Elicits the students do the phonic exercises in the textbook .
- Use the exercises below for further practice

- After finishing an exercise, should let students practice reading the words aloud
E1: Write /s/ , /∫/ or /k/ for the bold letter in the words below.
1. can
_ /k/__ 2. centre
____ 3. call
_____ 4. socialize _____
ocean
_ /∫/_
special
_____
official _____
ancient _____
city
could
_____
slice
_____
coral
_____
_ /s/__
5. oceanic _____ 6. cricket
____ 7. science _____ 8. commercial ____
cycle
_____
especially ____
cartoon _____
medicine ____
cook
_____
centimeter ____

facial
_____
complete ____
E2. Write the sound /t/ , /∫/ or /t∫/ for the underline lettter in each word below.
Ex: tell /t/
picture /t∫/
nation /∫/
1.tomorrow
______
6. motion
______
11. essential ______
2.sentence
______
7. computer ______
12. century ______
3.suggestion ______
8. yesterday ______
13. future ______
4.culture
______
9. natural
______
14. today ______
5.national
______
10. optional ______
15. statue ______
KEY
E1.

1. can
_ /k/__
2. centre
/s/
3. call
/k/
4. socialize /∫/
/
∫
/
ocean
_ /∫/__
special
official /∫/
ancient /s/
coral /k/
city
_ /s/__
could
/k/
slice
/s/
/
∫
/
5. oceanic
6. cricket
/k/
7. science /s/
8. commercial /s/

medicine
/∫/
cycle
/s/
especially /∫/
cartoon /k/
/
∫
/
complete /k/
cook
/k/
centimeter /s/
facial

E2.
1. /t/
5. /∫/
9. /t∫/
13. /t∫/

2. /t/
6. /∫/7. /t/
10. /∫/

14. /t/

3. /t∫/

4, /t∫/

8. /∫/
11. /∫/12. /t∫/
15. /∫/
9


CONSONANT
/ /&
/ð/
Watch out!
- Introduce the transcription of consonants / / & /ð/
- Pronounce and ask students to listen and repeat (twice or three times)
- Give examples
/ /
think
thin
thank fifth
this
that
there
then
/ð/
- Elicits the students do the phonic exercises in the textbook .
- Use the exercises below for further practice
- After finishing an exercise, should let students practice reading the words aloud
E1 . Write / / or /ð/ to show “ th”in the following words is pronounced.
1. author
…………
2. thunder …………

…………
4. fifth…………
5. thrilling …………
7. thump
…………
8. teeth
…………
…………
10. thing
…………
11. another …………
…………
13. nothern …………
14. father …………

3. thirteen
6. bathe ………
9. them
12. there
15. depth

E2. Choose the word th in both pronounced diferently from the others in each group
1. a. theme
b. then
c. three
d. tenth
2. a. death
b. bath
c. thus
d. truth

3. a. month
b. northern
c. south
d. north

4. a. both
5. a. toothache
6. a. that
7. a. thrill
8. a. smooth
9. a. theft
10. a. feather
11. a. sixth

b. month
b. another
b. they
b. clothe
b. think
b. theory
b. asthma
b. three

c. cloth
c. feather
c. then
c. breath
c. thick
c. thing
c. brother

c. the

3./ /
8./ /
12. /ð/

4./ /
9. /ð/
13. /ð/

d. weather
d. clothing
d. throw
d. thatch
d. Thursday
d. themselves
d. mother
d. wealth

KEY
E1. 1./ /
6. /ð/
11. /ð/
15./ /
E2. 1. b
2.c
7.b 8.a

2./ /
7./ /

3.b
9.a

5./ /
10. / /
14. /ð/

4.d 5.a 6.d
10. b 11.c

10


DIPTHONGS /i∂/ & /e∂/
Watch out!
- Introduce the transcription of dipthongs /i∂/ & /e∂/
- Pronounce and ask students to listen and repeat. (twice or three times)
- Give examples
/I∂/
tear
idea
career
here
air
share
bear
where
/e∂/
- Elicits the students do the phonic exercises in the textbook .
- Use the exercises below for further practice

- After finishing an exercise, should let students practice reading the words aloud
E1. Find a word which doesn’t have /Iə/
1. a. tear
b. year
c. idea
d. learn
2. a. near
b. earn
c. clear
d. ear
3. a. real
b. appear
c. earth
d. disappear
4. a. dearth
b. career
c. engineer
d. volunteer
5. a. hear
b. here
c. heard
d. dear
6. a. fear
b. search
c. experience
d. beer
7. a. atmosphere b. cheerful
c. blear
d. pearl
KEY

1.d 2.b
3. c 4.a 5.c
6.b 7.d
E2. How many /e∂ / are there in each sentence? Underline it.
1. _____ Where there is a will, where there is a way.
2. _____ Her parents often eat pears after dinner.
3. _____ Where did you get your hair cut?
4. _____ There is a magazine under the chair.
5. _____ The man repairing the chair is Lan’s father.
6. _____ We don’t care if she dares to say the truth.
7. _____ She like wearing her long hair.
8. _____ I haven’t seen my pair of shoes.
9. _____ Have you looked upstairs?
10._____ It’s over there.
KEY
E2. How many /e∂ / are there in each sentence? Underline it.
1.
2.
3.
4.
5.
6.
7.

__(4)__ Where there is a will, where there is a way.
__(2)__ Her parents often eat pears after dinner.
__(2)__ Where did you get your hair cut?
__(2)__ There is a magazine under the chair.
__(2)__ The man repairing the chair is Lan’s father.
__(2)__ We don’t care if she dares to say the truth.

__(2)__ She like wearing her long hair.
11


8. __(1)__ I haven’t seen my pair of shoes.
9. __(1)__ Have you looked upstairs?
10.__(1)__ It’s over there

DipthongS /ai/ & /∂u/
Watch out!
- Introduce the transcription of dipthongs /ai/ (/∂u/ was presented in Unit 1)
- Pronounce and ask students to listen and repeat. (twice or three times)
- Give examples

/ai/

bike

sky

quiet

- Elicits the students do the phonic exercises in the textbook .
- Use the exercises below for further practice
- After finishing an exercise, should let students practice reading the words aloud
E1.Put the folowing words into the correct categories /ai/ & / I: /
niece
pie
believe
die

society
studies
field
movie
scientist
science
hieght
series
E2.Put the folowing words into the correct categories /ai/ & / I /
ability
find
illness
increase
right kite
skin
might
midnight
child children
library
distance
him
mine
shire
ride similar
sick
little combine
KEY
E1.
niece /I:/
pie/ai/

believe/I:/ die/ai/
society/ai/ studies/I:/
field/I:/
movie/I:/ scientist/ai/ science/ai/ hieght/ai/ series/I:/
E2.
ability
kite/ai/
skin/I/
find/ai/
illness/I/
increase/I/ right/ai/
midnight/I/ child/ai/
children/I/ library/ai/
distance/I/ him/I/
might/ai/
shire/ai/ ride/ai/
similar/I/ sick/I/
little/I/
combine/
mine/ai/
ai/

MULTI-SOUNDS

/dr/ & /tr/

Watch out!
- Introduce the transcption of multi-sounds /dr/ & /tr/
- Pronounce and ask students to listen and repeat (twice or three times)
- Give examples

/dr/
drink
draw
drip
/tr/
train
tractor
tree
- Elicits the students do the phonic exercises in the textbook .
- Use the exercises below for further practice.
- After finishing an exercise, should let students practice reading the words aloud
12


E. Write the words begin as /dr/ or /tr/ for the pictures below

KEY

drink
train

drop
tractor

drip
tree

drive
trip

vowels
/ a: / & /æ/
Watch out!
- Introduce the transcription of vowels / a: / & /æ/
- Pronounce and ask students to listen and repeat (twice or three times)
- Give examples
/ a: /
father
farmer
aunt
heart
are
/æ/
bag
man
fat
apple

aren’t

/ei/
break
play
they
weigh
- Elicits the students do the phonic exercises in the textbook .
- Use the exercises below for further practice
- After finishing an exercise, should let students practice reading the words aloud
E1. Put the following words in to the right columns / a: / or /æ/
rapid

farm
bathroom
lamp
Japan
Japanese
began
car
start
party
are
past
have
hard
magazine
fast
arm
art
after
ask
father
bank
back
guitar

apartment
far
half
farmer
exam
target

13


E2. Write words for the things in the picture in the correct part of the table
/ei/

/æ/

E3. circle the letter a, b, c, or d for the word which is NOT pronounced as /ei/ in each group

1. a. rate
2. a. man
3. a. save
4. a. age
5. a. educate
6. a. able
7. a. pan
8. a. break
9. a. they
10.a. weigh

b. late
b. same
b. and
b. lake
b. land
b. strange
b. paper
b. bakery

b. play
b. sang

c. date
c. name
c. take
c. add
c. face
c. change
c. plane
c. hang
c. say
c. eight

d. stand
d. place
d. cake
d. make
d. celebrate
d. ran
d. rain
d. stadium
d. bank
d. neighbor

KEY E1.
start
party
art
ask

far
E2

/ a: /
arm
father
farm
bathroom half
hard
are
after
car
past
fast
apartment
farmer target
guitar
/ei/
plane cake
radio

baby eight

rapid
bank
back
exam
/æ/
map
apple

/æ/
Japan
Japanese
bathroom
magazine
lamp
past
fast
half
have began

tap
cap rat
hands
cat

E3.
1. d
6.d

2.a
7.a

3.b
8.c

4.c
9.d

5.b
10. b

Diphthong /Ɔi/ & /aƱ/
Watch out!
- Introduce the transcription of dipthongs /Ɔi/ & /aƱ/
- Pronounce and ask students to listen and repeat (twice or three times)
- Give examples
14


/a Ʊ /
/Ɔi/

now

house

flower

boy

toy

enjoy

oil

- Elicits the students do the phonic exercises in the textbook .
- Use the exercises below for further practice

- After finishing an exercise, should let students practice reading the words aloud
E1. Find 10 words pronounced /Ɔi/ in the puzzle(every letter is used once) and
write them in the correct part of the table. The words are writen horizontally
() or vertically ( )
n s o y a t e t
Horizontally ()
o a d u c o i n
………………………………………………………..
i

b

e

b

o

y

f

h

s

l

f

i

k

s

y

v

e

n

j

o

y

t

o

o

x

i

r

l

j

o

n

i

p

o

i

n

t

r

n

c

a

j

o

i

n

e

a

e

………………………………………………………..
………………………………………………………..

Vertically ( )
………………………………………………………..
………………………………………………………..
………………………………………………………..

E2. Write words for the things in the picture in the correct part of the table
/aƱ/ /∂Ʊ/

KEYE1.
Horizontally ()
Vertically ()
E2.

soya, coin, boy, enjoy,
noise, join, boil, toystore, annoy, voice

15


/aƱ/

/∂Ʊ/

cow house shower couch
plough tower flowers loud
mountain

nose snow toe coat rose
boat post office october

IV. RESULTS
After the lessons above, I had my students taking the following exercises to
check how effectiently the research got.
E1. Read the word in normal spelling that is pronounced as:

1. / fi∫/
4. /di'pend/
7. /'prɔmis/
10. /ri'dju:s/
13. /'ru:lə/
16. /'bju:tiful/
19. /si:t/
22. /'ti:pɔt/

25. /əd'vaiz/
28. /'mʌđə/

2. / haus /
5. /taip/
8. / lɑ:dʒ/
11. /dʒɑ:/
14. /klaim/
17. /'kemist/
20. / sit /
23. /'mesidʒ/
26. /'krisməs/
29. /'nju:zpeipə/

3. /mʌnθ/
6. / 'pi:pl/
9. /'edju:keit/
12. /jes/
15. /θɔ:t/
18. /'si:zn/
21. /'ti:t∫ə/
24. /'enədʒi/
27. /'fɑ:đə/
30. /,mægə'zi:n/

E2. Write the word in normal spelling that is pronounced as:

1.

/ mi:t /.......................

2. / hɔ:s/.......................
/ θru:/.......................
/aʊ(r).......................
/sait/.......................
/ flu:/.......................
/ si:n/.......................
/ reiz/.......................
/ seil /.......................
10./ əlaʊd/.......................

3.
4.
5.
6.
7.
8.
9.

11./ bəʊt/......................
12./ faind/......................
13. / θi ŋk /......................
14./ ni:d /......................
15./ pein /......................
16./ pr æktis/......................
17. / dʒiɒgrəfi/ ......................
18./ saiəns/......................
19./ fju: /......................
20./ riæləti/......................

Most of the students could read the transcription of the words above well.

They can also write the word up using the phonic symbols. Above all, Each student
is interested in doing these and feel self – confident in learning English because they
believe that there are so many things for them to learn in English class and they may
learn English successfully. This helps the students build a main instruction in
commucativing in English later.
Here are detail results:

N

The feature of students’ pronunciation

Number Account
of the
for
students (%)

1

Realize how a letter is pronounced differently in
the other syllable or word .
Realize that different letters can be pronounced

30/ 34

88,2

30/ 34

88,2

2

16


3
4
5.

as the same sound
Can listen and repeat the pronunciation of a word 5/ 34
but can’t remember or immagine it looks like
Know how to integrate a vowel with consonants 25/ 34
to pronounce a syllable .
Pronounce a word without the stress and in slow 6/ 34
speed of pronouncing

PART C

14,7
73,5
17,6

CONCLUSION

1. EXPERIENCES
During the progress of teaching 6 form students how to pronounce English
words using exercises in textbook and carrying out the solutions displayed above, I
realised that getting students practice these exercises was very helpful and interesting
. This help students not only improve a wide range of vocabularies but also build up

significant rules and knowledge of the way to pronounce English words .
I’m sure that it is not very difficult to do it . We should use textbook as
standard condition, we also choose popular words to cheer the children up. We
should use a various kinds of exericises, use picture as cues to attract student’s
attention and encourage their curiousness. Teaching a pair or a group of English
phonic symbols helps students earsily compare the length of sounds which they
easily make mistake in pronouncing them .
Finally, it will be better if the have a variety of words which they believe they
pronounce exactly. Besides, students can learn how to pronounce a new word which
they come across. This can help student use English fluently and confidently so they
prefer learning English. We also help student build a strong instruction to
communicate in English
ii. personal Ideas
For the teachers: We should study ourselves to improve and widen our
knowledge and methodology, try to develop our foreign language ability. Take
the advantages of new sub-teaching equipments such as head projector,
cassette, internet, etc... in teaching English. Whatever we do should be used
for helping students communicate in English successfully.
For the schools: Schools should care much more about supplying
devices for teaching foreign languages such as casseter, special room, …
Finally, I look forward to reply any ideas from readers which define me
what I should do in order to improve my methodology in teaching English
pronunciation.
Thank you very much!
The Head Master of The school
Confirm

Tho Xuan, may 25th, 2018
I guarantee this work is written by
myself do not copy other people's

17


contents
Written by:

Nguyễn Minh Đức

Đỗ Văn Ngọc

Reference books
1. Grade 6 -new English textbook
2. How to teach pronunciation - Written by Gerald Kelly
3. Ship or sheep - Written by Ann Baker
4. Be Understood! - Written by Christina Maurer Smolder
5. English pronunciation in Use- Written by Johnathan Mark
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 C trở lên Họ và tên tác giả :
Đỗ Văn Ngọc
Chức vụ và đơn vị công tác : Giáo viên trường THCS Lê Thánh Tông, huyện Thọ Xuân, tỉnh Thanh
Hóa

STT

Tên đề tài SKKN

1

- Câu lạc bộ nói Tiếng

Anh trong trường

Cấp đánh
xếp
( Phòng ,
Tỉnh

giá Kết quả đánh Năm học đánh
loại giá xếp loại ) giá xếp loại
Sở, Loại A,B,C

Sở

B

2005-2006

Sở

C

2012-2013

THCS
2

- Sử dụng phù hợp
các thủ thuật trong
các tiết
dạy Tiếng

Anh 8

18