skkn difficulties in teaching and learning pronunciation in language focus periods – english 11 and some solutions

NGUYỄN VĂN THÀNH

DIFFICULTIES IN TEACHING AND LEARNING PRONUNCIATION IN
LANGUAGE FOCUS PERIODS – ENGLISH 11 AND SOME SOLUTIONS
(KHÓ KHĂN TRONG DẠY VÀ HỌC NGỮ ÂM TRONG CÁC TIẾT DẠY
“LANGUAGE FOCUS” SÁCH GIÁO KHOA TIẾNG ANH 11 VÀ MỘT SỐ
GIẢI PHÁP)


TABLE OF CONTENTS
PART 1: INTRODUCTION ................................................................................. 1
1. RATIONALE OF THE STUDY ...................................................................... 1
2. AIMS OF THE STUDY ................................................................................... 1
3. METHODS OF THE STUDY ......................................................................... 2
4. SCOPE OF THE STUDY ................................................................................. 2
PART 2: DEVELOPMENT .................................................................................. 3
I. Definition of pronunciation............................................................................... 3
II. An overview of the situation of teaching and learning English at 3
Ha Huy Tap Upper Secondary School. .............................................................
2.1. Learners ............................................................................................... 3
2.2. Teachers ............................................................................................... 3
2.3. The textbook ........................................................................................ 4
III. SOME SUGGESTED TECHNIQUES FOR TEACHING 6
PRONUNCIATION IN “LANGUAGE FOCUS PERIODS –
ENGLISH 11” AT HA HUY TAP UPPER SECONDARY SCHOOL.
3.1. Amount of exposure ............................................................................ 6
3.2. Attitudes and motivation .................................................................... 7
3.3. The time for each lesson ..................................................................... 7
3.4. Techniques for practice stage............................................................. 7
IV.SOME SUGGESTED ACTIVITIES ARE USED IN 8
PRONUNCIATION PERIODS FOR GRADE 11 AT HA HUY TAP

UPPER HIGH SCHOOL.......................................................................................
PART 3: CONCLUSION....................................................................................... 27
1. Conclusions of the study ........................................................................ 27
2. Limitations of the study ......................................................................... 27
3. Suggestions for further study. ............................................................... 27
REFERENCES .......................................................................................................... 28
APPENDIX 1: PHIẾU ĐIỀU TRA NGHIÊN CỨU CHO HỌC SINH

30

APPENDIX 2: SURVEY QUESTIONAIRE FOR TEACHERS ............ 36
APPENDIX 3: CLASSROOM OBSERVATION SHEET......................... 41


PART 1: INTRODUCTION
1. RATIONALE OF THE STUDY
The importance of English has been admitted all over the world by the large
numbers of people using it as either the official language or the primary language.
English is considered as the third most common primary language in the world. In
Vietnam as well, English is becoming one of the vital keys to get success in their
life.
Nowadays, English has become one of the compulsory subjects at school
from primary to upper-high school. In order to use English effectively,
pronuciation should be paid attention more to reduce the limitation of
communication among vietnamese students because of their lack of confidence in
pronunciation.
Moreover, as being seen from the fact , pronuciation is paid less attention
compared with vocabulary, grammar and language skills in language teaching and
learning English at upper- secondary school. Therefore, students are often shy and
unconfident to speak english. They are usually afraid of pronouncing incorrectly

So, how difficult are students facing with when they learn
pronucition?What activities should be used to teach pronucition effectively? How
should teachers make students become interested in learning pronunciation? They
are burning questions for many teachers of English. The answers to these questions
will help teachers improve students’ pronunciation knowledge and help them to
make progress in communication. For the above reasons, I decide to investigate
“Difficulties in teaching and learning Pronunciation in Language Focus
periods – English 11 and some solutions”
2. AIMS OF THE STUDY
This study mainly focused on the difficulties in teaching and learning
pronunciation in Language Focus periods – English 11 and solutions to help
them overcome these difficulties. In order to achieve this aim, some objectives
are posed for exploration as follows:
- To find out the attitudes of teachers and learners towards in teaching and
learning pronunciation at Ha Huy Tap Upper Secondary School.
- To find out the difficulties and the causes of difficulties in teaching and
learning Pronunciation.
- To find out how pronunciation components are taught at Ha Huy Tap
Upper Secondary School.

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3. METHODS OF THE STUDY
In order to fulfill the tasks as mentioned above, a certain data about the
attitudes of teachers and students as well as the difficulties and causes of
difficulties in teaching and learning pronunciation at Ha Huy Tap Upper
Secondary School were collected and analyzed. To collect data for the research,
a survey questionnaire were delivered to 7 teachers and 100 grade 11 students at
Ha Huy Tap Upper Secondary School. Some observation and interviews with

some teachers and students were also conducted for supplementary information.
After that, the results obtained from questionnaires and observation were
discussed then some useful pronunciation teaching techniques were
recommended.
4. SCOPE OF THE STUDY
There are a number of difficulties in teaching and learning English at
upper – secondary school. However, as this study is concerned with teaching
and learning pronunciation in Language focus periods – English 11.

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PART 2: DEVELOPMENT
I. Definition of pronunciation
The notion of "pronunciation" has been defined in different ways by many
writers. Ur (1996: 47) defines that "The concept of "pronunciation" may be said to
include sounds of the language or phonology; stress and rhythm; intonation;
combination of sounds; linkage of sounds".
Dalton, (1994: 3) describes pronunciation in general term "as the production
of significant sound in two senses. First, sound is significant because it is used as
part of a code of a particular language. In this sense we can talk about
pronunciation as the production and reception of sounds of speech. Second, sound
is significant because it is used to achieve meaning in contexts of use. Here the
code combines with other factors to make communication possible. In this sense
we can talk about pronunciation with reference to acts of speaking".
In this paper, the author has no intention of pointing out which definition of
pronunciation is the most precise but she only wishes to find an appropriate
definition facilitating the understanding of pronunciation in language study.
Therefore, the definition of pronunciation proposed by Ur (1996) is adopted.
II. An overview of the situation of teaching and learning English at Ha Huy

Tap Upper Secondary School.
2.1. Learners
There are about 500 students of grade 11 in my school. Most of the students
have learnt English for at least 7 years, since they were at grade 6. Some of them
have learnt English since they were in primary school. Two thirds of them learn
English as a compulsory subject. Some learn English to get scholarship to study
abroad. The others study English more deeply to take the exam to university. In
general, the majority of the students like learning English and have a good general
knowledge of English. Many students are capable of speaking English fluently. As
a result, 10% gets mark 9 to 10, 30% gets mark 8 to 9, 55% gets mark 6 to 8, and
5% gets mark 5 to 6, 0% gets mark below 5. Some students get high mark in
IELTS and TOFEL exam and have scholarship to study abroad.
However, teaching and learning English at Ha Huy Tap Secondary School
have some difficulties. Most of the classes are rather big in comparison with an
ordinary class for a class of English, about 40 students. Furthermore, there is not
any lab room for studying a foreign language. In addition to that, students hardly
have opportunities to communicate with native speakers.
2.2. Teachers
There are 10 teachers of English in Ha Huy Tap Upper Secondary School..
Three of the teachers are from 25 to 43 years old, three have just finished an MA
3


course, one is following MA course, and the other teachers graduated from Hanoi
national university and Vinh univesity .Among these teachers, five of the teachers
are rewarded as the best teachers of Nghe An province. They have sucessfully
passed the exams for the talented teachers of Nghe An education and training
department. All the teachers are very enthusiastic with teaching and want to
improve the quality of English teaching and learning.
2.3. The textbook

We have been using the text book - English 11 for two years. There are many
changes in this new text book in comparison with the old text book. This text book
has four lessons focus on four skills such as Reading, Speaking, Listening and
Writing. Especially, Pronunciation is also introduced in this text book. However, it
is only one small part in the Language Focus lessons. About 10 to 15 minutes are
spent for Pronunciation in each unit. There are 16 units in the text book and they
focus on the pronuciation of consonants including single consonant and clusters
consonants. There are two main activities of practicing: Listen and repeat
individual words and Practice reading sentences. Following is the table of contents
of the pronunciation components and activities in each unit:

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Table 1: Pronunciation components and activities in each unit
Pronunciation components
Unit 1

The pronunciation
consonant

of

/ʤ/ - /tʃ/
Unit 2

The pronunciation
consonant
The pronunciation
consonant

of

The pronunciation
consonant

of

The pronunciation
consonant

of

The pronunciation
consonant

of

The pronunciation
consonant

of

The pronunciation
consonant

the - Listen and repeat individual
words
- Practice reading sentences

of

the - Listen and repeat phrases
- Practice reading question and
answer

/kl/ - /gl/ -/kr/ -/gr/ -/kw/
Unit 8

the - Listen and repeat individual
words
- Practice reading sentences

/tr/ - /dr/ - /tw/
Unit 7

the - Listen and repeat individual
words
- Practice reading sentences

/pl/ - /bl/ - /pr/ - /br/
Unit 6

the - Listen and repeat individual
words
- Practice reading sentences

/w/ - /j/
Unit 5

the - Listen and repeat individual
words
- Practice reading sentences

/l/ - /r/ - /h/
Unit 4

the - Listen and repeat individual
words
- Practice reading sentences

/m/ - /n/ - /ɳ/
Unit 3

Techniques and activities

of

the - Listen and repeat phrases
- Practice reading sentences

/fl/ -/fr/ -/θr/
Unit 9

The pronunciation
consonant

of

the - Listen and repeat phrases

- Practice reading sentences

/sp/ -/st/ -/sk/
Unit
10

The pronunciation
consonant

of

the - Practice reading sentences

of

the - Listen and practice reading
sentences

/sl/-/sm/-/sn/-/sw/
Unit
11

The pronunciation
consonant

5


/ʃr/-/spr/-/spl/

Unit
12

The pronunciation
consonant

- Mark the primary stress over
stress syllables and practice
reading sentences
of

/str/-/skr/-/skw/
Unit
13

The pronunciation
consonant

- Practice reading sentences
of

/pt/-/bd/-/ps/-/bz/
Unit
14

The pronunciation
consonant
The pronunciation
consonant

of

The pronunciation
consonant
/ft/-/vd/-/fs/-vz/

the - Listen and repeat individual
words
- Practice reading sentences

of

/nt/-/nd/-/nθ/-/ns/-/nz/
Unit
16

the - Listen and repeat individual
words
- Practice reading sentences

/ts/-/dz/-/ tʃt/-/ʤd/
Unit
15

the - Listen and repeat individual
words

the - Listen and repeat individual
words
- Practice reading sentences

of

the - Listen and repeat individual
words
- Practice reading sentences

All the pronunciation components in English 11 are very important and
necessary for students to produce actual speech. However, during the teaching and
learning process, both teachers and students face up with many difficulties. How
can they overcome the difficulties? Some questions have been proposed to solve
these problems.
III.
SOME
SUGGESTED
TECHNIQUES
FOR
TEACHING
PRONUNCIATION IN “LANGUAGE FOCUS PERIODS – ENGLISH 11”
AT HA HUY TAP UPPER SECONDARY SCHOOL.
Based on the findings stated above, some suggestions for improving
pronunciation teaching and learning in “Language focus periods – English 11” at
Ha Huy Tap Upper Secondary School. There are many causes of difficulties in
teaching and learning pronunciation, however, amount of exposure, short time and
boring and monotonous practice activities in the textbook has the strongest
agreement. So some suggestions based on the factors affecting pronunciation
teaching and learning process are given as followed:
3.1. Amount of exposure
It is difficult to get an accurate picture of how much exposure to English a
6

person should have, then the learner is surrounded by English and this constant
exposure should affect pronunciation skills. In our teaching and learning
environment, students have little chance to communicate to native speakers. So
that teachers should create a native–like language environment in their own classes.
Both teachers and students have to communicate to each other in English. In
addition, teachers had better provide students with more listening exercises
especially listen to conversations and practice them.
3.2. Attitudes and motivation
The learner's attitude and motivation towards the language they are
learning or going to learn also affects the process of learning pronunciation. Their
positive attitudes and motivation will help students a lot in learning this language,
including learning its pronunciation. So that teachers should help students aware
of the importance of learning pronunciation. What is more, teachers need to
make the pronunciation lessons more comfortable and interesting by using
different techniques such as reading, listening, playing games.
3.3. The time for each lesson
The time for each pronunciation in English 11 is fixed; we can not lengthen
it. So that teachers should be wise to carefully consider which amount of
knowledge should be focused and which techniques should be used to save time.
Choosing suitable techniques to make the lessons both interesting and effective is
not easy. It depends on each teacher, his students and the number of students in
each class.
3.4. Techniques for practice stage
There are many techniques for students to practice pronunciation. Each
technique has its own advantages. It depends on which pronunciation component
students are practicing. However, some following techniques are liked most by the
students:
3.4.1. Listen and repeat conversation: This technique is very useful for students.

That brings English into the real context for the students to practice. From that
students will find it easier to use the knowledge in communicating. However, to
find out suitable conversations for each lesson is not easy for the teachers.
Teachers need to use many sources of reference. (See appendix)
3.4.2. Odd one out: This is the only kind of exercise that exists in the written test.
So it is very useful for students at high school. It can help them get accustomed to
doing multiple choice exercises to have better result in the exam. This technique
can be applied to every unit, especially for unit 2 to unit 4 because this kind of
exercise exists in the written test to university. (See appendix)
3.4.3. Do the listening exercises: Listening comprehension exercises in course
books are often designed to sound as realistic as possible, with the participants
7


talking at a normal speed and using natural language. These can play a key role in
helping students to notice the existence of a pronunciation feature. This
technique can apply for every unit. (See appendix)
3.4.4. Do the reading aloud activities: In reading activities, although the
medium is the written word, work on pronunciation can be successfully
integrated here too. Like listening, reading is a receptive activity (i.e. students
receive the language rather than produce it), and so it provides a suitable means of
bringing language features to students' attention. This technique can apply for
every unit. (See appendix)
3.4.5. Play games: This is the activity which students like most. Games provide a
relaxing environment for students to practice new pronunciation effectively.
Playing games not only helps students to practice the knowledge but also makes
the lessons more interesting. Students will no longer find stressed whenever they
learn pronunciation. This technique can be use in almost all the lessons. (See
appendix)
These are some of the techniques that the author would like to introduce

with the hope that they will make the pronunciation lessons more interesting and
effective. How to use these techniques effectively depends so much on the teachers.
Each teacher should decide which technique, how, when and where to use to get
their purpose. Teachers should use them flexibly. Teachers can create the new ones
basing on the learning and teaching context.
IV.SOME SUGGESTED ACTIVITIES ARE USED IN PRONUNCIATION
PERIODS FOR GRADE 11 AT HA HUY TAP UPPER HIGH SCHOOL
UNIT 1: The pronunciation of the consonant /ʤ/ - /tʃ/
Objectives:The aim of this period is to clarify the difference between two sounds
in order to help students to pronounce them correctly because these two sounds are
nearly pronounced the same. However, they are quite different
In order to make students easy to understand and remmember them. Here are some
suggested activites in the class to modify the sound in an interesting way.
Feedback: Students understand the sounds deeply. They can identify and
pronounce them correctly. After doing the listening exercises, 60% of the students
found that they felt more confident when they speak with others,especially
foreigners.
Activities for teaching
Activity 1: Ask students to practice to distinguish the difference between two
sounds
+Round your lips tightly
+The teeth come together
8


+Middle of the tongue raises and touches the root of the mouth
+Make the sound
+Put your hand in front of your face
Sound /tʃ/: students will feel the air (unvoice consonant)
Sound /ʤ/: students won’t feel the air (voice consonant)

Activity 2: Practice to pronounce the sounds in turn
/tʃ/:

/ʤ/:

Children

Jam

Changeable

Joke

Cheese

January

Mutual

Dangerous

Church

Passenger

which

village

Activity 3:Game( Distinguish the sounds)

- Teacher says the words . Students will say the sounds
- Teacher says the sounds. Students say the words
Activity 4: Practice reading aloud the sentences
1. Just outside the village, there’s a bridge
2. Jane always enjoys George’s jokes
3. Two jeeps went over the edge of the bridge
4. Which picture do you think the child wants to change?
5. Mix the mushrooms, chilli and cheese
6. Do you like French salad and fish and chips?
Game: Teachers write the sentences in a piece of paper. Then , ask a students from
each group to choose one piece. After that, they practice in groups. Finally, one
representative from each group will read aloud the sentence.
The group which pronounced the sentences more correctly will get the ponits. The
game continues until the end.
UNIT 2: The pronunciation of the consonant /m/ - /n/ - /ɳ/
Objectives:They are nasal consonant sounds . Therefore, in some ways, students
are easily to make mistakes between them. In the lesson, it is necessary to identify
the difference between them for students to understand. Then some followed
activities will be added to make the lesson more interesting.
9


In order to make students easy to understand and remmember them. Here are some
suggested activites in the class to modify the sound in an interesting way.
Feedback: Students understand the sounds deeply. They can identify and
pronounce them correctly. After doing the listening exercises, 80% of the students
found that they felt more confident when they speak with others,especially
foreigners
Activity 1: Miming
+ Teachers will illustrate the difference of the sounds by miming the sounds

through the way to open and close the mouth to push the air into the nose.
The M consonant sound (IPA symbol: /m/) is made by lightly pressing your lips
together while making the sound with your vocal chords.
The N consonant sound (IPA symbol: /n/) is made by moving air through the nasal
passage. Your lips will be slightly parted. The tongue touches the roof your mouth
just behind your teeth. You should feel a vibration in your nose.
The Ng consonant /ŋ/ is the third nasal sound in English. It is also produced by
moving air through your nasal passage, but the tongue placement is different than
the N sound. Your tongue is raised and further back in your mouth.
Activity 2: Listing (Face to face game)
/m/

/n/

/ŋ/

May

Nose

Wrong

Make

Nine

Running

Summer

Money

Bringing

Home

Seven

Sing

small

snow

Morning

+ Students will be divided into groups
+Teachers will say the words and students repeat them
+ Teachers will say the sound and students will say as many words as possible in
turns. The group that can list more words will be the winners.
Activity 3: Sentence Drilling
1. Good morning, I want an apartment in central London.
2. We have an inexpensive apartment in Northern Avenue
3. I remember meeting him on a nice summer afternoon.
4. Mr. King is singing next door
5. He’s holding a string in his fingers
10


6. He loves spending his holidays in his small summer house.

+ Teachers will call each pair to read aloud each sentence. The one who can read
better will get the point for the group.
+ At the end of the game, the group which has more points is the winner.
Unit 3 : The pronuciation of /l/, /r/ and / h/
Objectives: Students are easily to make mistakes when they pronouced these
sounds. In the lesson, it is necessary to identify the difference between them for
students to understand. Then some followed activities will be added to make the
lesson more interesting.
In order to make students easy to understand and remmember them. Here are some
suggested activites in the class to modify the sound in an interesting way.
Feedback: Students understand the sounds deeply. They can identify and
pronounce them correctly. After doing the listening exercises, 60% of the students
found that they felt more confident when they speak with others,especially
foreigners
Avtivity 1 : Introducing the sounds
- /l/ is pronounced with a large flap of the tongue. The best way to make it clear
that you aren’t pronoucing /r/ is to bend your tongue as far back as you can in your
mouth, and flick it forward as you can say /l/.
- /r/ is pronounced by moving your tongue as little as possible when making the
sound. When you pronounce /r/, the tongue never touches the palate. The tongue is
placed further back in the mouth.
- /h/ is pronounced with the tongue low in your mouth. This is a voiceless sound.
Activity 2: Practicing with words
Teachers say the words and students tick the sounds /r/,/l/ or /h/
- Teacher’s worksheet
/l/

/r/

/h/

Lunch

Pretty

Hit

lovely

Europe

House

lemonade

Parent

Holiday

jelly

Really

Hospital

glass

Restaurant

Husband

salad

library

Helicopter

- Students’ worksheet
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Listen and tick the sound you hear
1. r □

l

□

h

□

2. r □

l

□

h

□

3. r □

l □

h

□

Activity 3: Practise reading aloud these sentences
1. Hello, Mr.Allen. You’re early for lunch. It’s only eleven o’clock.
2. I’d like a plate of salad, a glass of lemonade, a slice of melon and some jelly,
please.
3. Laura is a really pretty librarian in the public library.
4. Her parents own a restaurant in a country in Central Europe
5. Hello, Harry. Have you heard the news? There’s been a horrible accident. A
helicopter has hit Helen’s house.
6. Helen and her husband will have to spend their holiday in hospital.
Game: Line game (Who’s more fluent?)
Students are divided into groups of 6 students. In turn, Two groups will stand in
lines to play the game. The pairs of each group will read aloud the sentences. Then,
the one pronouncing correctly will come back their seat. In the end, the group that
finishes first will win the game.
Unit 4: The pronunciation of the consonant /w/ - /j/
Objectives:They are glide and voiced consonant sounds . Therefore, in some ways,
students are easily to make mistakes between them. In the lesson, it is necessary to
identify the difference between them for students to understand. Then some
followed activities will be added to make the lesson more interesting.
In order to make students easy to understand and remmember them. Here are some

suggested activites in the class to modify the sound in an interesting way.
Feedback: Students understand the sounds deeply. They can identify and
pronounce them correctly. After doing the listening exercises, 80% of the students
found that they felt more confident when they speak with others,especially
foreigners
Activity 1: Distinguish the different between two sounds /w/, /j/
- /w/ is voiced sound. It is pronouced by closing the mouth. And then, it is lightly
opened until the sound /w/ is pronouced.
- /j/ is also voiced sound. It is pronouced by raising the middle part of the tongue
against the centre of palate without touching it.
12


Activity 2: Same or Different
- Teachers will say a pair of words consisting of the sounds / w/ , /j/. Students will
have to say whether these words have the same or different beginning sounds.
- Students will be divided into groups of 4 students. They will have a worksheet to
write down S (same) or D (different). After practicing, teachers will collect the
worksheets and check the answers.
Teacher’s worksheet
1. Whale / use

2. Yes / years

3. Wine/ wet

4. Young/west

5. We/york

6. Wheel/use

Students’ worksheet
1.
2.
3.
4.
5.
6.
Activity 3: Drilling sentences
1. We went for a walk in the woods near the railway.
2. We wore warm clothes and walked quickly to keep warm.
3. At about twelve, we had veal sandwiches and sweet white wine, and we
watched TV.
4. Excuse me. Did you use to live in York?
5. Did you use to be a tutor at the University?
6. I read about Hugh in the newspaper yesterday.
Game: Who is better?
Ask each pair of students to read aloud the sentences. Then, The teacher will
decide who is better.The person who reads better will get a sticker.
Unit 5: The pronunciation of the consonant /pl/ - /bl/ - /pr/ - /br/
Objectives:They are consonant clusters which consists of two or more consonants .
They are pronounced together as a group of sounds. Some followed activities will
be added to make the lesson more interesting.
13


In order to make students easy to understand and remmember them. Here are some
suggested activites in the class to modify the sound in an interesting way.
Feedback: Students understand the sounds deeply. They can identify and

pronounce them correctly. After doing the listening exercises, 70% of the students
found that they felt more confident when they speak with others,especially
foreigners
Activity 1: Listen and write the sound in the gap
1.______own

2.________ue

3. ________ay

4. ________actice

5.______ide

6. ________ack

7. ________ouse

8. ________enty

9. ______easure

10.________other 11.________ead

12.________oad

Game: Bingo
- Teacher will read the sounds and students have to recognise to fill in the blank.
- When the teacher finishes reading the sounds, the student finishes first and says
“Bingo”

Activity 2:Find words that contain sounds / pl/,/bl/,/pr/,/br/
Game: Face to face
The teacher will divide the class into groups of 4-5. Each group will have time to
list the words containing the sounds. Then, each presentative of the groups will
stand face to face in order to list the words out in turn. In the end, the group that
lists more words will get the highest mark (20). Other groups will get the mark
from 5-10-15, relatively with their order.
Activity 3: Sentence Drilling
Students will practise the dialogue in pairs. Then, each pair will read aloud.
A: Brian, what is Bretty presenting on Sunday?
B: She’ll teach us how to play English pronuciation games
A: Are you going to prepare for it?
B: Yes, my brother is going to play the guitar and I’ll sing the blues.
A: What clothes are you going to wear,Pretty?
B: Black brown blouse and jeans
A: How about a small present for Bretty after her presentation?
B: Please bring something not very precious.
Unit 6: The pronunciation of the consonant /tr/-/dr/-/tw/
Objectives:They are consonant clusters which consists of two or more consonants .
They are pronounced together as a group of sounds. Some followed activities will
14


be added to make the lesson more interesting.
In order to make students easy to understand and remmember them. Here are some
suggested activites in the class to modify the sound in an interesting way.
Feedback: Students understand the sounds deeply. They can identify and
pronounce them correctly. After doing the listening exercises, 80% of the students
found that they felt more confident when they speak with others,especially
foreigners

Activity 1: Listen and write the sound in the gap
1.______affic

2._______in

3. ________ink

4. ________ive

5.______inkle

6. ________oops

7. ________ess

8. ________elve

9. ______opical

10.________eadful 11.________enty

12.________ousers

Game: Bingo
- Teacher will read the sounds and students have to recognise to fill in the blank.
- When the teacher finishes reading the sounds, the student finishes first and says
“Bingo”
Activity 2:Find words that contain sounds / dr/,/tr/,/tw/
Game: Face to face
The teacher will divide the class into groups of 4-5. Each group will have time to

list the words containing the sounds. Then, each presentative of the groups will
stand face to face in order to list the words out in turn. In the end, the group that
lists more words will get the highest mark (20). Other groups will get the mark
from 5-10-15, relatively with their order.
Activity 3: Sentence Drilling
Game: Line game (Who is more fluent?)
- Students will practise reading the sentences individuals.
- Then teacher will ask students to stand in 2 lines. They will read aloud the
sentences in turn. The person who reads more fluently will come back to his.her
seat. Others have to do back to the end of the line until they read correctly.
- The group which finishes first wins the game.
Unit 7: The pronunciation of the consonant /kl/-/gl/-/kr/-/gr/-/kw/
Objectives:They are consonant clusters which consists of two or more consonants .
They are pronounced together as a group of sounds. Some followed activities will
be added to make the lesson more interesting.
In order to make students easy to understand and remmember them. Here are some
suggested activites in the class to modify the sound in an interesting way.
15


Feedback: Students understand the sounds deeply. They can identify and
pronounce them correctly. After doing the listening exercises, 80% of the students
found that they felt more confident when they speak with others,especially
foreigners
Activity 1: Listen and write the sound in the gap
1.______ean

2.________ean

3.

________eature

4. ________ueen

5.______een

6.
________uarter

7. ________ass

8. ________aim

9. ______ound

10.________ass

11.________uality 12.________uggle

Game: Bingo
- Teacher will read the sounds and students have to recognise to fill in the blank.
- When the teacher finishes reading the sounds, the student finishes first and says
“Bingo”
Activity 2:Find words that contain sounds /kl/,/gl/,/kr/,/gr/,/kw/
Game: Face to face
The teacher will divide the class into groups of 4-5. Each group will have time to
list the words containing the sounds. Then, each presentative of the groups will
stand face to face in order to list the words out in turn. In the end, the group that
lists more words will get the highest mark (20). Other groups will get the mark
from 5-10-15, relatively with their order.

Activity 3: Sentence Drilling
Students will practise the dialogue in pairs. Then, each pair will read aloud.
A: Didn’t you go to the cricket club?
B: Yes, I did go to the cricket club.
A: Was it crowded?
B:Quite crowded.
A: Was Greg there?
B: Greg was there, yes. And Robert Queen was there, too.
A: Does Robert Queen like cricket?
B: No, he doesn’t. He quarrelled with Greg. He went to the pub and drank some
glasses of beer.
A: oh dear!
B: Mm.Shall I take your clothes to the cleaner’s?
16


Unit 8: The pronunciation of the consonant /fl/ - /fr/ - /θr/
Objectives:They are consonant clusters which consists of two or more consonants .
They are pronounced together as a group of sounds. Some followed activities will
be added to make the lesson more interesting.
In order to make students easy to understand and remmember them. Here are some
suggested activites in the class to modify the sound in an interesting way.
Feedback: Students understand the sounds deeply. They can identify and
pronounce them correctly. After doing the listening exercises, 70% of the students
found that they felt more confident when they speak with others,especially
foreigners
Activity 1: Listen and write the sound in the gap
1. ______uit

2.________y

3. ________y

4. ________ive

5.______ough

6. ________ower

7. ________ozen

8. ________ow

9. ______ow

10.________u

11.________eaten 12.________oat

Game: Bingo
- Teacher will read the sounds and students have to recognise to fill in the blank.
- When the teacher finishes reading the sounds, the student finishes first and says
“Bingo”
Activity 2:Find words that contain sounds /fl/ - /fr/ - /θr/
Game: Face to face
The teacher will divide the class into groups of 4-5. Each group will have time to
list the words containing the sounds. Then, each presentative of the groups will
stand face to face in order to list the words out in turn. In the end, the group that
lists more words will get the highest mark (20). Other groups will get the mark
from 5-10-15, relatively with their order.

Activity 3: Sentence Drilling
Students will practise the dialogue in pairs. Then, each pair will read aloud.
A: Don’t throw these little flags onto the floor, Fred.
B: Oh, I’m sorry, Florrie. I’ll pick thm up.
A: That’s all right, Fred. And are you hungry? Dinner’s ready.
B: Oh,good!What shall we have for dinner today, Florrie?
A: We’ll have three dishes: French fries, fried fish and cauliflower.
B: Good! I like all three of them. What about dessert?
A: I’ve made a fruit cake. But first, have some fruit juice. It’s good for your throat
17


and keeps away the flu.
B: Thanks, Florrie.
Unit 9: The pronunciation of the consonant /st/-/sp/-/sk/
Objectives:They are consonant clusters which consists of two or more consonants .
They are pronounced together as a group of sounds. Some followed activities will
be added to make the lesson more interesting.
In order to make students easy to understand and remmember them. Here are some
suggested activites in the class to modify the sound in an interesting way.
Feedback: Students understand the sounds deeply. They can identify and
pronounce them correctly. After doing the listening exercises, 80% of the students
found that they felt more confident when they speak with others,especially
foreigners
Activity 1: Listen and write the sound in the gap
1. ______eak

2.________ill

3. ________op

4. ________and

5.be____

6. a_____

7. di_____

8. cri______

9. ______eedy

10._____ool

11._____eech

12.du_____

Game: Bingo
- Teacher will read the sounds and students have to recognise to fill in the blank.
- When the teacher finishes reading the sounds, the student finishes first and says
“Bingo”
Activity 2:Find words that contain sounds /fl/ - /fr/ - /θr/
Game: Face to face
The teacher will divide the class into groups of 4-5. Each group will have time to
list the words containing the sounds. Then, each presentative of the groups will
stand face to face in order to list the words out in turn. In the end, the group that
lists more words will get the highest mark (20). Other groups will get the mark
from 5-10-15, relatively with their order.

Activity 3: Sentence Drilling
Students will practise the dialogue in pairs. Then, each pair will read aloud.
A: Ladies and gentlement......
B: Speak up, Stanley!
A: I stand before you....
B: Speak up, Stanley!
A: On this School Speech Day....
18


A:Do speak up!
B: ON THIS SCHOOL SPEECH DAY....
A: Stop shouting, Stanley!
B: And I speak for both my wife and myself, when I say.....
............................................
Unit 10: The pronunciation of the consonant /sl/-/sm/-/sn/-/sw/
Objectives:They are consonant clusters which consists of two or more consonants .
They are pronounced together as a group of sounds. Some followed activities will
be added to make the lesson more interesting.
In order to make students easy to understand and remmember them. Here are some
suggested activites in the class to modify the sound in an interesting way.
Feedback: Students understand the sounds deeply. They can identify and
pronounce them correctly. After doing the listening exercises, 80% of the students
found that they felt more confident when they speak with others,especially
foreigners
Activity 1: Listen and write the sound in the gap
1.______ave

2._______art

3. ________allow

4. ________ack

5._____ing

6. ______ell

7. _______eep

8. ________eeze

9. ______im

10.________im

11.________ooker 12.________oke

Game: Bingo
- Teacher will read the sounds and students have to recognise to fill in the blank.
- When the teacher finishes reading the sounds, the student finishes first and says
“Bingo”
Activity 2:Find words that contain sounds /sl/-/sm/-/sn/-sw/
Game: Face to face
The teacher will divide the class into groups of 4-5. Each group will have time to
list the words containing the sounds. Then, each presentative of the groups will
stand face to face in order to list the words out in turn. In the end, the group that
lists more words will get the highest mark (20). Other groups will get the mark
from 5-10-15, relatively with their order.
Activity 3: Sentence Drilling

- Students will practise the dialogue in pairs. Then, they will read aloud in turn.
A: Is Snowy at home? Snowy Smith?
B: He is sleeping. Go away.
19


A: Sleeping? Where?
B: In there. Why do you smile?
A: Perhaps Snowy is in there. But he is not asleep.
B: I swear he is sleeping.
A: When Snowy sleeps, he snores but he looks sweet.
Unit 11: The pronunciation of the consonant /ʃr/-/spr/-/spl/
Objectives:They are consonant clusters which consists of two or more consonants .
They are pronounced together as a group of sounds. Some followed activities will
be added to make the lesson more interesting.
In order to make students easy to understand and remmember them. Here are some
suggested activites in the class to modify the sound in an interesting way.
Feedback: Students understand the sounds deeply. They can identify and
pronounce them correctly. After doing the listening exercises, 80% of the students
found that they felt more confident when they speak with others,especially
foreigners
Activity 1: Listen and write the sound in the gap
1.______ead

2._______ed

3. ________een

4. ________it

5.______ay

6. ________ash

7. ________ill

8. ________utter

9. ______ightly

10.________imp

11.________ine

12.________ay

Game: Bingo
- Teacher will read the sounds and students have to recognise to fill in the blank.
- When the teacher finishes reading the sounds, the student finishes first and says
“Bingo”
Activity 2:Find words that contain sounds /ʃr/-/spr/-/spl/
Game: Face to face
The teacher will divide the class into groups of 4-5. Each group will have time to
list the words containing the sounds. Then, each presentative of the groups will
stand face to face in order to list the words out in turn. In the end, the group that
lists more words will get the highest mark (20). Other groups will get the mark
from 5-10-15, relatively with their order.
Activity 3: Sentence Drilling
Game: Line game (Who is more fluent?)
- Students will practise reading the sentences individuals.

- Then teacher will ask students to stand in 2 lines. They will read aloud the
20


sentences in turn. The person who reads more fluently will come back to his.her
seat. Others have to do back to the end of the line until they read correctly.
- The group which finishes first wins the game.
Unit 12: The pronunciation of the consonant /str/-/skr/-/skw/
Objectives:They are consonant clusters which consists of two or more consonants .
They are pronounced together as a group of sounds. Some followed activities will
be added to make the lesson more interesting.
In order to make students easy to understand and remmember them. Here are some
suggested activites in the class to modify the sound in an interesting way.
Feedback: Students understand the sounds deeply. They can identify and
pronounce them correctly. After doing the listening exercises, 70% of the students
found that they felt more confident when they speak with others,especially
foreigners
Activity 1: Listen and write the sound in the gap
1.______are

2._______eam

3. ________eet

4. ________ong

5.______ew

6. ________eal

7. _______ength

8. ________eak

9. ______een

10.________atch

11.________ange

12.________eeze

Game: Bingo
- Teacher will read the sounds and students have to recognise to fill in the blank.
- When the teacher finishes reading the sounds, the student finishes first and says
“Bingo”
Activity 2:Find words that contain sounds /str/-/skr/-/skw/
Game: Face to face
The teacher will divide the class into groups of 4-5. Each group will have time to
list the words containing the sounds. Then, each presentative of the groups will
stand face to face in order to list the words out in turn. In the end, the group that
lists more words will get the highest mark (20). Other groups will get the mark
from 5-10-15, relatively with their order.
Activity 3: Sentence Drilling
Game: Line game (Who is more fluent?)
- Students will practise reading the sentences individuals.
- Then teacher will ask students to stand in 2 lines. They will read aloud the
sentences in turn. The person who reads more fluently will come back to his.her
seat. Others have to do back to the end of the line until they read correctly.
- The group which finishes first wins the game.

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Unit 13: The pronunciation of the consonant /pt/-/bd/-/ps/-/bz/
Objectives:They are consonant clusters which consists of two or more consonants .
They are pronounced together as a group of sounds. Some followed activities will
be added to make the lesson more interesting.
In order to make students easy to understand and remmember them. Here are some
suggested activites in the class to modify the sound in an interesting way.
Feedback: Students understand the sounds deeply. They can identify and
pronounce them correctly. After doing the listening exercises, 80% of the students
found that they felt more confident when they speak with others,especially
foreigners
Activity 1: Odd one out
- Teachers will read aloud 3 words ending by “ed” or “s”.
- Students have to distinguish which word contain the different ending sound.
1. Stopped / trapped / robbed
2. Stops / shops/ robs
3. Stabbed / stepped / grabbed
4. Rubs / clubs / maps
5. Bribed / jumped / stepped
6. Bribes / maps / shops
Activity 2: Sentence Drilling
Game: Line game (Who is more fluent?)
- Students will practise reading the sentences individuals.
- Then teacher will ask students to stand in 2 lines. They will read aloud the
sentences in turn. The person who reads more fluently will come back to his.her
seat. Others have to do back to the end of the line until they read correctly.
- The group which finishes first wins the game.
Unit 14: The pronunciation of the consonant /ts/-/dz/-/ tʃt/-/ʤd/

Objectives:They are consonant clusters which consists of two or more consonants .
They are pronounced together as a group of sounds. Some followed activities will
be added to make the lesson more interesting.
In order to make students easy to understand and remmember them. Here are some
suggested activites in the class to modify the sound in an interesting way.
Feedback: Students understand the sounds deeply. They can identify and
pronounce them correctly. After doing the listening exercises, 80% of the students
found that they felt more confident when they speak with others,especially
22


foreigners
Activity 1: Odd one out
- Teachers will read aloud 3 words ending by “ed” or “s”.
- Students have to distinguish which word contain the different ending sound.
1. Sits /eats /kids
2. Friends / reads / meets
3. Eats / reads / sits
4. Marched / managed / reached
5. Raged / bridged / marched
6. Reached / marched /raged
Activity 2: Sentence Drilling
Game: Line game (Who is more fluent?)
- Students will practise reading the sentences individuals.
- Then teacher will ask students to stand in 2 lines. They will read aloud the
sentences in turn. The person who reads more fluently will come back to his.her
seat. Others have to do back to the end of the line until they read correctly.
- The group which finishes first wins the game.
Unit 15: The pronunciation of the consonant /nt/-/nd/-/nθ/-/ns/-/nz/
Objectives:They are consonant clusters which consists of two or more consonants .

They are pronounced together as a group of sounds. Some followed activities will
be added to make the lesson more interesting.
In order to make students easy to understand and remmember them. Here are some
suggested activites in the class to modify the sound in an interesting way.
Feedback: Students understand the sounds deeply. They can identify and
pronounce them correctly. After doing the listening exercises, 70% of the students
found that they felt more confident when they speak with others,especially
foreigners
Activity 1: Listen and tick the sound you hear
/nt/

/nd/

/nθ/

/ns/

/nz/

1.
2.
3.
4.
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