Báo cáo thực tập tốt nghiệp tiếng anh (28)

ACKNOWLEDGMENT
My first graceful acknowledgment is made to Mrs Nguyen Thi Van Lam, MA my
supervisor who helped me devotedly with her profound knowledge and experience in teaching
as well as great enthusiasm, she has given me alot of advice, commonts and encouragement
for the accomplishment of my study.
My thesis could not be complete without contribution of my all teacher in English
Language Departement and a lagre amout of reference I have get from th library.
My deepest thanks are for my beloved family and my friends who always stand by my
side, help and encourage me during my preparation till th completrtion of the study.
I have tried to the best of my ability, however, as a result of the limitation of knowledgment,
experience as well as materials and mistakes are unvoidable. Thus, I would like receive any
regard and comment from you on my study.

Vinh, 17, May, 2010.
Luong Thi Hien

i


ABTRACT
When communication has become more and more important to people all over the world and
English is the international language, it is urgent and common that there are more people who
speak English fluently. However, not all people can use English as their second
language.Pronuciation was born from the necessaris of communication between two or more
language speaking people. It is no easy to be a good and skillfull pronuciation because
pronunciation is a major that needs a lot of skills and need much hard – working. This
research is an attempt to investiage the position of pronucing vowel in English.
This analysis will help students to improve their pronunciation skills as well as gives teachers
insights their students level and method of practicing.

ii

TABLE OF CONTENTS
ACKNOWLEDGMENTS
ABSTRACT
ii
TABLE OF CONTENTS
iii
PART I
INTRODUCTION
1. Justification of the Study
1
2. Aims and Objectives of the Study
1
3. Methods of the Study
1
4. Scope of the Study
1
5. Format of the Study
2
PART II
Development
3
CHAPTER 1 THEORETICAL BACKGROUND
1.1. What is Pronunciation the vowels of American English?
3
1.1.1: Defnition.
3
1.1.2: What is important of Pronunciation?
5

1.2.3: English Pronunciation for Students
5
1.2. The Way for You Improve Your Pronunciation.
5
1.3. What is Advantages?
5
chapter 2 Describle the symbol and position vowels.
6
2.1. introduction
6
2.2. How to describle and Name Pure Vowels.
6
2.3. Classification of the English Vowel.
6
2.4. Short and Long Vowel English.
7

iii

Page
i


2.4.1: Short Vowel.
7
2.4.2: Long Vowel.
9
2.5. Dipthong and Tripthong
11
2.5.1: Dipthongs

11
2.5.1.1: Definition
11
2.5.1.2: Describle about 5 Dipthong in American English
11
2.5.2. Triptnong
13
2.5.2.1: Definition
13
chapter
3:
some
note
on
problems
pronunciation on your OWN.
14
1.1.
Notes for Teacher
14
1.2.
Using English Pronunciation on your own
14
1.2.1: Exercise
14
1.2.2: Practice
14
1.2.3: Check Yourself
15
part iii: conclusion

16
1. Recapitulation
and
16
2. Suggestions

for

and

Further

16
references
17

iv

using

english

Implications

Stuties


PART I

INTRODUCTION

1.Justification of the Study
What do you distinguish what’s your friends want to speaking! It is language! Language in
general and English in specific. Nowaday, English has become very popular and widely used
all over the. If you want to understant about peole you must know language and the most
important is pronunciation, It make clearly words and helped to people easier comprehensive
when comunication with foreign language because almost peope have mistake about
coversation. When I study this thesis will help you improve your pronouncing.
As you know that pronunciation is a initial study to you understand and vocabulary
distinguish. So that I want to research thesis before to myself know about exactly, the second
will helps many learn foreign language easier because in order to comprehensive
pronouncings complete not easy. Although English pronunciation emphasizes pronunciation.
It can also help you increase your vocabulary: When you do not understand a word or idiom.
In order to English pronouncings exactly is very difficult so that this research useful to you
and I hope that it will aparts to you improve your pronouncings.
2. Aims and Objecives of the Study
The Study Aims at:
Studing how to improve and renovate the process of the process of the learning and teaching
English pronunciation.
Clarifying the usefulness of Language speaking and their applications in learning
pronunciation.
Recommending some symbol to be applied in teaching pronunciation at American English.
3.Methods of the Study
This study investigates English Pronounciation employing several methods as followed.
The first method applied in this investigation is the rewied of pulished.
The second is the analysis the use of pronouncing in English.Contrastive analysis and
comparative methos have been applied.
Additionally, both quantitative and qualitative methods were employed in the thesis:
First is find out data from source such as: books, further books.
Second is analyse and inflect the data and choose essential useful data which research need.

Final is join the datta which are chosen throughly to finish the resaerch
4. Scope of the Study
Language speaking can be applied in a large dimansion of practcing English such as grammar,
structure, phrases, vocabulary, speaking, writing skill and so on. However, within the scope of

1


a study paper, it is out of question to cover all the aspects concerning the teaching and
learning English and to touch all kinds of speaking skill. This paper only focuses studying the
role of speaking skill and learning English pronunciation.
5. Format of the Study
This paper consists of three main parts:part I: Intrudoction; part II: Development: Chapter
1 Theoretical Background, Chapter 2 Development, and Chapter 3 Some Note on Problems
and Using Englsih Pronunciation on your own; Part III Conclusion.

2


PART II

Development

CHAPTER 1: THEORETICAL BACKGROUND
Background
Dr. Paulette Dale is a full frofessor of Speech Communication/Linguistics at
Miami-Dale College and an adjunct professor in the graduate program in
Linguistics at Florida International University.
Dr. Dale is an internationally know author and consultant in the area of
English Pronunciation and Speech Communication. Her pulished works

include numberous articles, a pronunciation program written for Berlitz
International, and five successful texts pulished by Pearson Education
( English Pronunciation for International Students, English Pronunciation
for Japanese Speakers, Speech Communication for International Students,
and Speech Communication Made – Simple: A Multicutural Prerspective).
Dr. Dale’s pronunciation program have been feaured in newpapers and on
radio and TV talk shows. She has conducted workshops in techniques of
teaching English pronunciation for professional and teachers world wide
and has made presentions at a variety of U.S and international

TESOl

conferences.
You probably want to know what the purpose of this thesis is, and what
you can expect to learn from it. An important purpose of the thesis is to
explain how Englsih is pronounced in the accent normally chosen as the
standard for people learning the English spoken in England. I study about “
English pronunciation” to the comparatively advanced leved context of a
general theory about speech sounds.Why is it necessary to learn this
theortical background? The same question arises in connection with
grammar: at lower levels of study one is concered simply with setting out
how to form grammatical setences but people who are going to work with
the language at an advantced level as teachers or researchers need
deeper understanding provided by the study of grammartical theory and
related areas of linguistics. The theorical material in the present thesis is
necessary for anyone who needs to understandt the principles regulating
the use of sounds in spoeken Englsih
1.1: What is pronunciation the Vowels of American English?
1.1.1. Definition

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As you progress through English pronunciation, you will frequently see the terms
articulartors, vowels, dipthongs, and tripthongs. We will know difine these terms
for you.
Articulartors: The articulartors are different parts of the mouth area that we use when
speaking, such as the lips, tongue, teeth, and jaws.Includes:
Nose
Upper and lower teeth
Upper and lower lips
Tongue: tip, blade, front, back, root
Alveolar ridge
Hard palate
Soft palate / velum
Pharynx
Larynx
Vowel: A vowel is a speech sound produced with vibrating vocal cords and a
continuous unrestricted flow of air coming from the mouth. The most well – know
vowels in English are:
A

E

I

O

U

The various vowel sounds are affected by the changing shape and position of your
articulartors. The different vowels are created by:
1. The position of your tongue in the mouth. For example, the tongue is high in the
mouth for the vowel [ i ] as in “ see ”, but is low the mouth for the vowel [ a ] as
in “ hot ”.
2. The shape of your lips. For example, the lips are very rounded for the vowel [ u ]
as in “ new ”. But are spread for [ i ] as in “see”.
3. The size of your jaw opening. For example, the jaw us open much wider your for
[ a ] as in “ hot ” than it is for the dipthongs [ei ] as in “ play ”.
Dipthong: A dipthong is a combination of vowel sounds. It begins as one vowel and
ends as another. Puring the production of a dipthong, your articulators glide from the
position of the first. Vowel to the positoin of the second. For example, when
pronouncing [ ei ] as in “ vein ” your articulators glide from the vowel [ e ] to the
vowel [ I ]. In English, the most common dipthongs are [ei] ,[ai], [ɔi], [aU], and [oU].
Tripthong: The most complex English sounds of the vowel type are the tripthongs.
They can be rather difficult to pronounce, and very

4


difficult to recognise. A tripthong is a glide from one vowel to another and then to a third, all
produced rapidly and without interruption. For example, a careful pronunciation of word “
hour ” begins with a vowel quality similar to [ a: ], in English, the most commom tripthongs:
[aʊ̯ə] , [aɪ̯ə], [eɪ̯ə], [ɔɪ̯ə], [əʊ̯ ə].
1.1.2: What is important of Pronunciation?
English Pronunciation is designed to help students develop pronuciation skills and
overcome pronunciation problems when speaking English.We understand how frustrating it is
to have some say “ I can not understand you because of your accent ”. We know that students
of English as a second language may be afraid of to use certain words like rise and berry , for
instance. English Pronunciation gives students the fundamental understanding of

pronuciation and the confidence they need so they langer have to avoid certain words and
phrase. Most important, studens do not have to be misunderstood by other people.
English Pronunciation can be use either as a classroom textbook or as a comprehensive
program for self – study. The most important, English pronunciation used indepently, by
studens who want to be better understood in English presented in class, easy to understand
terms, the material in this thesis.
1.1.3: English Pronuciation for Students.
I had been look for some material about English Pronunciation so that in the “Longman
Dictionary of American English” defined accent as “ a ways of speaking that someone has
because of where s/he was born or lives”. So the truth is, we all have accents! In fact, you
should be proud that you speak English with an accents. A “Foreign” accent tell people that
you speak at least two language. And the world would be very dull if we all sounded the
same.
Unfortunately, the disadvantage to having a “Foreign” accents is that it may hinder
effectved communication in your native language and cause you to be misunderstood of North
American English. This will enable you to communicate clearly what you want to say.
Frequent practice and reviews is importand.
1.2: The Ways for you improve your Pronunciation.
When I am research this thesis I would like all students in the world improve your accents
because it is very importand to you with communication so that I will gives some ways: you
must practise sessions at least three or four time a week, even if you can only manager 20 or
30 minutes each session. We know this is hard work, take breaks when you get tired.
Improvement takes time, but little by little, you succed.
1.3: What is Advantage?

5


If you live or work among Engish speaker, you will quikly finds ways to apply what you
learn in English pronuciation to situations outside of class. But even if you live in non –

English speaking, environment, you should try to get as much practise possible in applying
the material in the book.
CHAPTER 2 Describle the symbol and position vowel
2.1: Introduction
Phonemes: The smallest unit of sound that can be altered to change the meaning of a
word is called a phoneme.Phoneme do not have meaning by themself.
To Trancribe: to write a word using phonetic symbols, phoneme, sound.
2.2: How to describe and Name Pure Vowels:
Vowel phoneme: includes short vowels, long vowels, dipthongs, and tripthongs
Pure vowels:- A vowel that remains constan, does not glide.
-

12 pure vowels in English, 7 shorts and 5 long.

Distance between tongue and roof of mouth ( hard palate ): close, mid, or open.
The part of the tongue that is raised: fron, cetral, or back.

2.3: Classification of the English Vowels
a. According to which part of the tongue is the highest.
Front vowels: [i, I, e, æ]
Central vowels: [з]

6


Back vowels: [ u ]
b.Shape of the lips.
Rounded vowels [u, U, ] all the rest are unrounded vowels.
c.Openess of the mouth: open vowels, close vowels
[ u ] all the rest are either semi – open or semi – close.

d.The number of the sound.
Monophthongs: [з ; U]
Dipthongs:

[ei, au,]

Tripthongs:

[aʊ̯ ə] as in hour

2.4 :Short and Long Vowels English
2.4.1: Short Vowels
English has a lager number of vowel sounds, the firsts ones to be examined are short
vowels. The symbols for these short vowels are I, e, D, U, „.Short vowels are only relatively
short, as we shall see later, vowel can have quite different lengths in different contexts. Each
vowel is decribed in relation to the cardinal vowels.
[„ ] as in at, fat, and happy
pronouncing [„ ]: Lips: Spead
Jaw: Open wider than for [„ ]
Tongue: Low, near the floor of the mouth
Prosible pronuciation problems: The vowel [„ ] migh not exist in your language and may
be difficult for you to hear and produce. Also, irregular English spelling pattrms are likely to
cause confusion.
Eg: If you say [a ] instead of [„ ]: hat will sound like hot
When producing the vowel [„ ], remeber to spead your lips and open your mouth. But do not
open it too wide, or you will find yourself substituting [ a] instead!
[U ] as in put, pull, push
Pronouncing [U ]:lips: Relaxed and slingtly parted
Jaw: Slingtly lower than for [ u ]
Tongue: High, but lower than for [ u ]

You must be remeber NOT to protrude your lips and tense them as you would for [u]. [U ]
short vowel, quick sound: your lips should barely move while saying it.
But in this vowel a less frequent spelling pattern for [U ] is the letter o
e.g: wolf – woman
Hint: The letters oo followed by d or k are ussually pronounced [U ]:

7


hood

good

wood

book

look

cook

The letter [u ] followed by sh is ussually pronounced [U ]:
bush

push

cushion

[ Λ ] as in up ,but ,and come.
Pronouncing [ Λ ] :Lips : Relaxed and slightly parted.

Jaw : Relaxed and slightly lowered
Tongue : Relaxed and midleved in the mouth.
Possible pronunciation problems:
The vowels [ Λ ] may not exist in your language and may be difficult for you to heas and
pronounce .It is easy to be come confushed by inregular English spelling pattesns and to
substiture sounds that more familiar to you.
eg : If you say [ a] instead of [ Λ ] : color will sound like collar
If you say [ɔ ] instead of [ Λ ] : done will sound like dawn
Remember,[ Λ ] is a short ,quick sound .you should not feel any tension,and your lips should
barely move chering its production.
[ Λ ] Is a vowel that occur only in stressed syllables of words. It does not occur in unstressed
syllables. Therefore, the following words are pronounced with the unstressed vowel [ə ] rather
than with [ Λ ]
a

upon

the

soda

alone

alike

suppose

campus

Less frequent spelling patterns for [ Λ ] consist of the letters ou, oo, oe, and a.

cousin

trouble

flood

cloes

was

what

[e ] as in egg, pet, and head.
Pronouncing [ e] : Lips : slightly spead and unround
Jaw : open wider than for [ ei ]
Tongue : high,near the roof of the mouth .
Possible pronunciation problems occur because of confusing english spelling patterns and
the similary betweem [ e ] and other sounds.
eg: If you say [ ei ] instead of [ e ]: pen will sound like pain
When pronouncing [e] open your mouth wider than for [ ei ] but not as wide as for [„]
NOTE: Less frequent patterns for [ e ] consist of the letters a, ai, ie, ue, and eo:
any again friend leopard
The most common spelling patterns for [ e ] is the letters e before a consonant in a stressed:
let amendment attended plenty
The letter e before l is ussualy pronounced [ e ]:

8


well tellephone felt seldom

The letter ea before d are ussually pronounced [ e ]
thread ahead ready dead
2.4.2 Long Vowels
In part 2.4.1 the short vowel were introduced . In this past we look at other types of
English vowel sound .
The first to be introduced here are the five long vowels there are the vowel which tend to be
longer than short vowels in similas context.The symbols consist of are vowels symbol plus a
length –maslc made of two dost (:).Thus we have : i:, a:, u:, з:, ɔ:.
We will now look at these long vowels undivisually.
[ i:] as in me, tea, and bee
Pronouncing [ i:]:Lips: only slingtly spead and in “smile” position
Jaw: Almost completly raisoed
Tongue: High, near the rof of the mouth
Pronuciation problems occur because of confusing English spelling patterns and the
similar of [ I ] and [ i: ].
eg: If you say [ I ] instead of [ i: ]: sheep will sound like ship
You must remember to feel tension in your lips,tongue, and jaw ,[ i: ] is a long sound be sure
to prolong.
[ u: ] as in you, too, and rude
Pronouncing [ u: ]:Lips: Tense and in “Whistling” position
Jaw: Almosst completely raised
Tongue: High, near the roof of the mouth
Pronouncing ploblems occur because of confusing English spelling patterna and the similar
[ u: ] and [U ].
eg: when you substitute [ ] for [u: ]: pool become pull
suit become soot
- Less frequent spelling patterns for [ u: ] consist of the letters ui, ou, oe, ieu, and ough:
fruit

group shoe lieutenant through

-The letters oo followed by l, m, or n are usually pronouced it [ u: ]
school boom

moon

When the letter u follows t, d, n, or s, some Americans pronounce it [ju]:
Tuesday

duty

new

suit

[ a: ] as in arm, hot, and father
Pronouncing [ a: ]: Lips: completely apart in a “ jawning” position

9


Jaw: lower than for any other vowel
Tongue: flat, on the floor of the mouth
Irregular English spelling patterns are the main reason you may have pronunciation
problems with the vowel [D] . The letter o in English is frequently pronounced [ D ],, like the
[ D ] in Father
Eg: [ ou ] instead of [ a: ]: not will sound like note
Remember to open you mouth wider than fof any other vowel when you pronounced [a:]
The letter o followed by b, d, g, p, t, or ck is ussually pronounced [ a: ]:
robin rod log stop lot pocket pot

The letter a followed by r is ussually pronounced [ a: ]:
farm alarm cart start are
[ɔ :] as in all, caught, and boss
Pronouncing [ɔ:]: Lips : in a tense oval and slinghtly
Jaw: open more than for [ ou ]
Tongue: Low, near the froor of the mouth
The vowel [ɔ:] is another troulb remarker confusing English spelling patterns can cause you
to substitute familiar vowels.
Eg: [ a: ] instead of [ɔ: ]: caller will sound like collar
Less frequent spelling patterns for [ɔ: ] consist of the letters oa and ou:
broad cough though
The letter o followed ff, ng, ad ss is usually pronounced [ɔ: ]
offer off long strong loss tossing
The letter aw usually pronouncing [ɔ:]:
lawn draw awful
The letter a followed by ll, lk, and ld is usually pronouncing [ c: ]:
ball talk salt bald
[з: ] as in turn, first, and sever
Pronouncing [з:]:Lips: protruded ang slightly parted
Jaw: slinghtly lowered
Tongue: midleved in the mouth
[з: ] is the a sound that occurs only in stressed syllables of words.
The vowe [з: ] does not exist in most language. Just remember that [з:] always receives strong
emphasis and is tound only stressed syllabes.It is produced with slingtly protruted lips and
tense tongue muscles.
Less frequent spelling patterns for [з: ] consist of the letters ear, our,and or

10

heard journey work
2.5: Dipthongs and Tripthongs
2.5.1:Dipthongs
2.5.1.1:Definition
Dipthongs has a larger number, sounds which consist of a movement or glide front one
vowel to another. A vowel which remain constans and does not glide is called a Pure Vowel,
and one of the most common pronunciation mistake that result in e learner of English having
a “Foreign” accents is the production of pure vowel where a dipthongs should be pronounced.
Perhaps the most important think to remmeber about all the dipthongs is that the first
part is much longer and stronger than the second part.
[i]

•U

I

•

•

•

e

[a]

ə

•aI

•

ɔI

a

Dipthong
Centring
ending in ə
Iə eə Uə

Closing
ending in I

eI

aI

ending in U

ɔI

əU

aU

2.5.1.2: Describle about 5 Dipthong in American English.
8 Dipthongs in British English but only 5 Dipthongs in American English.
I will be study about this 5 dipthongs : ei, ou, au, aI, ɔI:
[ eI ] as in ate, game, and they . This dipthong is compound vowel sound made by blending

two vowels together very quickly. [ eI ] begins with [e ] and ends with [ I ]

11


When Pronouncing [eI ]: Lips is spead and unround; Jaws rises with the tongue and closes
slingtly and Tongue glide from midleved to near the roof of the mouth. Pronunciation
problems occurs because of confusing English spelling patterns and the similasty of [eI] and
[e]
Less frequent spelling patterns for [ eI ] consits of the letters ea, ey, ei:
break

great

they

grey

vein

When a is in a syllable ending in silent e; the letter a is pronounced [ eI ]:
same

name

case

lane

bake

The letter ay, ai,and ey are usually pronounced [ eI ]:
play

away

bait

aim

they

The letter ei followed by g or n are usually pronounced [ eI ]:
weigh

neighbor

reign

vein

[ oU ] as in oh, no, and boat: this dipthong [oU ] begins with [ o ] and ends with [U]. When
pronouncing [ oU ] the Lips is tense and very rounded; Jaw rises with the tongue and close
slightly and Tongue glides from midlevel to near the roof of the mouth.
When o is in syllabe ending in silent e, the letter o is pronounced [ oU ]:
phone note

home rope

The letters oa is usually pronounced [oU ]:

coal

boat

roasting toaster

The letters o followed by ld as:
cold

old

soldier

told

When speaking English, many international studens frequently forget to prolong the dipthong
[ oU ] before consonants.
[ aU ] as in out, house, and cow: this dipthong begins with [ a ] vowel similar to [ a: ] but
[ a ] little more front. Sine this is an open vowel, a glide to [ U ] would necessitate a large
movement. Usually in English the glide toward [ U ] begins but is not completed, the end of
the dipthong begin somewhere between close – mind and open – mind in tongue height. There
is only slight lip – rounding.
A less frequent spelling pattenr for [ aU ] consist of the letters ough:
bough

drough

plough.

[ aI ] as in I, my, and pie: this dipthong begins with an open vowel which is between front and

back, Lips glide from an open to a slightly partrd position; Jaws rises with the tongue and
closes and Tongue glides from low to high near the roof of mouth. So that the dipthong [aI ]
should be quite easy for you to pronounced.
Remember that [ aI ] is frequently represented by the letters i or y:

12


ice

my

The letter i followed by gh, ld, or nd is usually pronounced [ aI ]:
sight

wild

find

When i is in a syllable ending in silent e, the is pronounced [ aI ]:
bite

fine

refinement

confine

[ɔI ] as in void, coin, and boy: this dipthong you should not have many with the dipthong [ɔI
]. English words with this dipthongs are spelled oy or oi. There are virtually no exception to

this rule.
When pronouncing you must remeber the Lips glide from a tense oval shape to a relaxed,
slightly parted position; Jaw rises with the tonghue and close; and Tongue glides from a low
position to a high position near the roof of the mouth.
2.5.2: Tripthongs
2.5.2.1: Definition
The most complex English sounds of the vowel type are Tripthongs. They can be rather
difficult to pronounce, and very difficult to recognise. A tripthong is a glide from one vowel to
another and then to a third, all pronounced rapidly and without interruption; formed by adding
/e/ to a closing dipthong.
It have only 1 phoneme, thus we get:
•

ɔI + ə = ɔI ə

aI + ə =aI ə

•

eI + ə = eIə

aU + ə = aUə

•

oU + ə = oUə

2.5.2.2: Difficult of Foreign Learner When Pronounced with Tripthongs.
You know that in present – day English the extent of the vowel movement is very small,
except in very careful pronunciation.Because of this, the middle of the three vowel qualities

of the tripthong ( that is, the I or U part ) can hardly be heard and the resulting sound is
difficult to distinguish from the some of the dipthongs and long vowels.
I will not go through a detailed description of the each tripthong because these is so much
variation in a mout of vowe lmovement according to how slow and careful the pronunciation,
so that i can not research enough material to explained clearly the tripthong but to help
identify these tripthongs, some example words are given below:
•

/ eIə/ player ; layer

/oUə/ lowering ; mover

•

/aIə/ fine ; lire

/aUə/ hour ; power

•

/ɔI ə/ loyal ; royal

13


CHAPTER

3

:

some

notes

on

problems

and

using

englsih

pronunciation on your OWN.
1.1. Some Notes on Problems.
I feel that had a completely free choice of model accent it would be
possible to find more suitable ones: many Scotish and Irish accents, for
example, have a much more strainghtforward relationship between
spelling and sounds than does Received pronunciation ( RP), and have
simpler vowel system, and would therefore be easier

for most foreign

learners would be reluctant to learn to speak in the classroom with such an
accnet, so this is not a practiccal possibility.
So that Pronunciation teaching is not popular all the time with teacher and
language - teaching theorists, and in recent years it has been fashionabel
to treat it as a rather outdated activity. It has been claimed, for example

that it attempts to make learners try to sound like native speakers of RP,
that is discourages them through difficult and repetitive exercise and that
is fails to give importand to Communication. A person may speak with
sounds very different those of his hears and yet be clearly intelligible all of
them.
1.2. Using English Pronunciation on your own
1.2.1: Exercise
Exercise 1: Draw a vowel quadrilateral and indicate on it the correct
places for the following English vowel.
b. Λ

a. „

c. I

d. e

Exercise 2: Write th symbols for the vowels in the following words:
a. bread

b. rough

c. foot

d. hymn

e. pull

f. cough

g.mat

h.friend

1.2.2: Practice
Read aloud the paragaph about t Olympics. All the boldfaced words
contain the vowel [ I]:
The Winter Olympics
Since 1924, the Winter Olympics have been an international
event. now these activities are seen by millions on television. Men and
women

from distant

cities and countries participate

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in

this


competition. They all wish to be winners. They ski downhill amidst
pretty scenery. Figure skaters spin to victory. Skill will make the
diffenrence. Some will finish with a silver medal, some with a gold. But
all will win our hearts and infinite respect.
1.2.3: Check Yourself
ex: you need a new ( wheel / will)
1. They cleaned the ( ship / sheep)

2. Will he ( leave / live)
3. The boy was ( beaten / bitten)
4. His clothes are ( neat / knit)
5. She has plump ( cheeks / chicks)

If you are using these material for self – study, you will probably watn to
own the entire set of classroom CDs or cassettes, so you can get the most
from the comprhensive program. To get the greatest benefit, follow these
simple suggestion:
•

Exercises: Go to the appropritate exercise in the audio
program. Read the direction . Listen. Repeat words or phrase
during the pause. Stop and go back whenever you like. If you
have difficult at nay time, stop and reread the direction for
pronoucing the sound. Look in mirror as you say the sound to
be sure that your articulators ( tongue, Lips and so no) are in
the correct position.

•

Practice: When you are satisfied with your pronunciation of
the taget sound in the exercises, you are ready to apply what
you have learneed to content and situation similat to those
you might encouter in real life. Practice provides cotrolled
practice with this. Be aware of situation in your daily life that
provide paralled practice. Have fun recognizing and producing
the sound in other poems, readings, and coversation, and try
to find other ways to incoporate what yoy have leared in your
daily encouters with Englsih.

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•

Check yourself: Do not discouraged if you make some
mistakes in this section. The pupose of the Check Yourself
section is ti help you measure your progress and to identify
areas that still need word. This intructions for Check Yourself
exercise are different.

You may wonder how long it will take before you see improvement. We
believe that improvement depends on practice – and Englsih Pronunciation
provides all the tools to practice often. I hope you find it makes in a matter
of weeks!

PART III: CONCLUSION
1. Recapitulation and Implications
Teaching – learning process of a language is only said to be effective when four skills:
listening, writng, speaking, and reading are equally focused. And the most important is
pronunciation in a language as discussed aboved is undeniable.
The research shows that the position pronuncing to learning pronunciation is a new effective
way. It helps learner to learn and practice method pronuncing items in a natural and habit.
To teaching for students alway pronuncing exactly is not very easy due to the problems
mentiond in the chapter 2. However, in this thesis, many methods and some paticular rules to
help teacher find out a good way for themselves. It is obvisously not suitable for all student’s
level. Teacher can chose any of them but remmeber that the best rules and popular forr their
students.
2. Suggestions for Futher Studies

•

Pronunciation must be considered as importand as grammar and vocabulary, and these
three elements of a language should be taught in combination.

•

Teacher should try their best to make their lesson interesting and get students more
involed in teaching and learning process. Teacher should also give students as many
apportunities as possible to practice their pronuncing for the purpose of effectiveness
in communication.

•

During the writing of the thesis, mistakes are unvoidable though I have tried my best.
Thefore, I would highly appreciate all remarks, comment and suggestion on the thesis

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from teacher, students and readers. Finally, I would like to express my thanhks to all
who have hepled me a lot of in this study.

REFERENTCE
1. Ad Wilkins.(1987) Linguistic Language Teaching London.
2. Brow, HD(1994). Priciples of Language Learning and leaching Perntice
Hall.
3. Fries , cc. Teaching and learning English as a Foreign Language.
4. Michale Mc carthy.(1997) Pronunciation: An introduction to English
Language teaching Longman.

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