Some experiences helping students at Nong Cong 4 know when the letter E pronounced / e /, / i / and...

Some experiences helping students at Nong Cong 4 know when the letter E pronounced / e /, / i / and when letter O pronounced THANH HOA DEPARTMENT OF EDUCATION AND TRAINING NONG CONG 4 HIGH SCHOOL THE STUDY OF TEACHING EXPERIENCE SUBJECT “Some experiences helping students at Nong Cong 4 know when the letter E pronounced /e/, /i/ and when letter O pronounced /”/, /˜/” By Nguyễn Văn Luân Position Teacher Field English THANH HOA, 2016 SangKienKinhNghiem net The study of experience 2016 Nguyen Van Lu[.]

NONG CONG 4 HIGH SCHOOL

THE STUDY OF TEACHING EXPERIENCE

SUBJECT:

“Some experiences helping students at Nong Cong 4

know when the letter E pronounced /e/, /i/ and when letter O

pronounced /”/, /˜/”

By: Nguyễn Văn Luân

Position: Teacher

Field: English

THANH HOA, 2016

TABLE OF CONTENTS

6 Rules of stress

6.1 Two syllable words

6.2 Three syllable words

6.3 Complex words

6 6 7 7

3 Some experiences of teaching how to pronounce the sounds /e/, /i/ 8

3.1 Determine the levels of the stress

3.2 Determine the strong or weak form

3.3 Basing on stress rules

8 9 10

4 Sample pronunciation exercises

4.1 The letter E

4.2 The letter O

4.3 Key to the exercises

10 10 11 11

5 Contrasting and evaluating

5.1 Contrasting

5.2 Evaluating

11 11 12

PART I INTRODUCTIONS

I Reasons for choosing the topic

For most Vietnamese people is a foreign language language, nowadays, English

is used in many aspects of our life, especially in the integration period, learning and using English in communication is very crucial but how we can learn and use it effectively is a controversial matter, to my knowledge, the last goal of learning English does not mean we understand its nature, but we have to use it in communication, therefore, how the other people can understand what we speak when communicating in English, one of the most factors is correct pronunciation, in fact, a lot of learners are facing up with many problem relating to pronunciation in the process of learning and communicating English Through teaching English, some exercises of pronunciation in the books and tests I realize that my students at Nong Cong 4 do not often know when the letter E pronounced with /e/ or/ i /; when the letter

o pronounced in /”/,/o/ from the the reason mentioned above To help my students

solve the problem above, I choose the topic “Some experiences helping students at

Nong Cong 4 know when the letter E pronounced /e/, /i/ and when letter O pronounced /”/,/˜/”for my study.

II Aims for study

After this study finishes, my wonder about how my students are able to know when the letter E read in e,i and when the letter O read in /”/,/o/ will be solved This study helps my students be able to do the exercises relating to pronunciation e,i from letter

E, /”/,/o/ from letter O

III Objective:

In This study I have no other expectation than show my students how to read the vowels /e/,/i/, /”/,/o/ and they will know how to pronounce the sounds e,i, from letter E, the sounds /”/,/o/ from letter O, moreover my students are able to do some pronunciation exercises relating to these sounds

IV Scope of the study.

Pronunciation is a large and complicated area of knowledge, so in this study I only focus on the following aspects

- Show what vowel is

- Definition of stress of the word in English

- Give some experiences to identify when the sound i,e from the letter E and when the sounds /”/,/o/ from letter O

- Some pronunciation exercises relating to the sound above

V Methods of the study.

To reach the final goal of studying, in this topic, I apply some methods for my study

Observing method

Investigating and information collecting method

Comparing and contrasting method

Analyzing and evaluating method

PATR II CONTENT

I The theoretical background

1 Bases.

- Basing on the message No: 1753/SGD&ĐT-GDCN, No: 2113/SGD&ĐT-GDCN

a guide how to do the study of teaching experience and the scientific research

- Basing on pronunciation theory on the vowels in English

- Basing on the classification of stress of words in English

2 Definition of vowel in English.

Vowel is a speech sound in which the mouth is open and the tongue is not

touching the top of the mouth, the teeth (Advanced learners’ dictionary) Ex: a, e, o…

3 Definition of word stress.

Stress is an extra force used when pronouncing a particular word or syllable

(Advanced learners’ dictionary) Ex: attraction stress falls on the second syllable.

4 Classification of stress.

In English we worked on pronunciation, stress and intonation

Stress is divided into three types

- Primary stress is main stress

- Secondary stress is second stress

- Unstressed word/syllable means no stress on word/syllable

* The symbol of stress

- The symbol of the primary stress is (‘) put before the word/syllable

- The symbol of the secondary stress is (,) put before the word/syllable

Ex: Information [,inf”'mei‘n] in this word, the primary stress falls on the second syllable, the secondary stress falls on the first syllable

5 Transcription of the letter E and letter O

/e/ carrying the primary stress

* The letter E /i/ carrying the secondary stress

/”/ unstressed Ex: empty ['empti] carrying the primary stress

decide [,di'said] carrying the secondary stress

element ['elim”nt] unstressed

/˜/ carrying the primary stress

* The letter O

/”/ unstressed

Ex: continent ['k˜ntin”nt]carrying the primary stress

collection [k”'lek‘n ]unstressed

6 Rules of stress.

To know where stress is in the word, we often base on the following stress forms

6.1 Two syllable words.

Two syllable word is noun or adjective, its stress form is often

Ex: pilot, happy

Two syllable word is a verb, its stress form is often

Weak – Strong

Ex: decide, attract, produce

However, there are some exception for this

Ex: open, enter, prefer, borrow

6.2 Three syllable words.

Three syllable word is noun or adjective, its stress form is often

Strong – Weak – Weak Ex: national (two last syllables containing short vowel or

/”u/)

Weak – Strong – Weak Ex: disaster, potato(the last syllable containing short vowel

or /”u/, the middle one with long vowel, dipthong)

Three syllable word is verb, its stress form is often

Weak – Strong – Weak Ex: encounter, determine

Weak– Weak – Strong Ex: resurrect, entertain

6.3 Complex words.

The word ending in ial, eous, ious, graph, ion, ity, ic, ive, ance, ant, ary

Ex: adverbial, advantageous, injurious, protection, activity, historic, expensive, importance, servant, military

6.3.1.The word ending in ate, ude, ise, fy, the stress is on the third syllable from the last one

Ex: candidate, attitude, modernize, classify

6.3.2 The word ending in ain, ee, eer, ese, ette, oo, ique, the stress is on itself

Ex: entertain, attitude, interviewee, engineer, cigarette, kangaroo,unique

II The practical bases of the study.

1 The real states of the problem.

Before this study is applied, I carry out a survey by giving my students a ten minute test about pronunciation exercises relating to /”/

/˜/, /e/,/ i/

at two class 10C2 and 10C5 with 90 student, the result is

From the table, the result shows that the student getting mark from 1- 5 is high while the mark from 5- 9 is low This means my student do not know when e pronounced in /e/, /i/ and when o pronounced in /”/,/˜/

Facing with the problem above that my student cannot do the pronunciation exercises relating /e/, /i/

/”/,/˜/ from the letter E and letter O

Ex:1 a concentrate b commercial c continent d comfortable

Ex: 2 a reference b secondary c deforest d deputy

2 Solutions.

To overcome this difficulty, my solution is Some experiences helping students

at Nong Cong 4 know when the letter E pronounced /e/, /i/ and when letter O pronounced /”/,/˜/

3 Some experiences of teaching pronunciation

Helping the students distinguish /e/,/i/ from the letter e, and /”/,/˜/ from the letter o

3.1 Determine the levels of the stress.

In English stress is divided into three levels

Primary stress

Secondary stress

Unstressed

Mark

Class

therefore, when we see the letter E we have to know e pronounced in /e/ when it is primary stress, pronounced in /i/ when it is secondary stress and unstress when it is pronounced in /”/

Ex: recognize ['rek”gnaiz]

behave [bi'heiv]

Similar to the letter o

The letter o pronounced in /˜/ when it is primary stress

Ex: comfortable.

The letter o pronounced in /”/ when it is unstressed

Ex: correct.

3.2 Basing on weak – strong form.

When we want to read a word we should base on the weak – strong form

The strong syllable often carries stress

The weak syllable does not often take stress

therefore, we determine the sound /e/, /˜/ when it is in the strong form and the sound /i/, /”/ in weak form

The syllables in the word is often based on the following forms

Two syllable words

strong – weak

weak – strong

Three syllable word

Strong – Weak – Weak

Weak – Strong – Weak

Weak– Weak – Strong

Weak – Strong – Weak

Ex 1: letter

Ex 3: reference

To pronounce the letter E in the examples above we need to determine

-Ex 1: letter , the letter is a noun with two syllables so it belongs to strong – weak

form, the letter E in the first syllable belongs to strong form and letter e carries stress,

it pronounced /e/ in this case

- Ex 2: decide, the letter is a verb with two syllables so it belongs to weak –strong

form, the letter E in the first syllable belongs to Weak form and letter e is unstessed, it pronounced /i/ in this case

Ex 3: reference, the letter is a noun with three syllables so it belongs to strong – weak-

weak form, the letter E in the first syllable belongs to strong form and letter e carries stress, it pronounced /e/ in this case

3.3 Basing on stress rules.

Apart from the rules of two and three syllable word,

There are some suffixes in strong form so they often carry stress such as ain, oo, ee,

eer, ese, ette Ex: Vietnamese, engineer, referee ….

There are some suffixes in weak form so the stress in on the preceding syllable

ial, ion, ic, ity, eous, ive …

Ex: commercial, diversity, economic, expensive ….

4 Sample pronunciation exercises.

Choose a word whose underlined part is pronounced differently from the rest.

4.1 The letter E

3 a excrement b extraordinary c expiration d feminist

4 a geometry b exposure c recognize d hesitate

4.2 The letter O

1 a concentrate b concert c concession d concord

5 a confident b dominant c confirmation d continent

4.3 Key to the exercises:

4.1

1.d, 2 c, 3 b 4 d, 5 c

4.2

1 c, 2 a, 3.b, 4 d, 5.c

5 Contrasting and evaluating.

5.1 Contrasting

By this study comes to an end, I choose two classes a contrast class 10C2 and an experiment class 10C5 which have the same competence, for the contrast class 10C2 I

do not apply my study for teaching while the experiment class 10C5 is applied with

my study, after that I give them a ten minute pronunciation test with the same level of difficulty and I collect the following result

Good Quite Medium bad Very bad Class quantity

10C2 Contrast 39 3 7 8 21 20 51 8 21 0 0

10C5 Experiment 40 6 15 10 25 18 45 6 15 0 0

5.2 Evaluating.

From the result collected from the test, this shows that the contrast class 10C2, which

my study is not applied for teaching is worse than that of the experiment class 10C5 where I apply my study for teaching This means my solution is more effective in the process of teaching pronunciation for my student at Nong Cong 4 high school

PART III CONCLUSION

I Conclusion.

After finishing the study, I realize that this study makes a great contribution to the process of teaching and learning pronunciation in general, and the pronunciation of the sounds e, i from the letter E, the sounds /˜/,/”/ from the letter O in particular, the study not only helps my students but also my colleagues solve the wonder when the letter E is pronounced /e/, /i/; when the letter O is pronounced /˜/,/”/ This means that learners will feel more confident and get better result in the tests when doing the pronunciation exercises relating to the letter E, O, however, the rules which I have provided in the study is relative, not absolute so it still needs to be studied more in other research for the completion

II Some proposals to the leaders.

After studying the problem, I see that the successful lessons depend on a lot of reference documents as well as visual aids, so the schools need to buy and add more equipment for teaching such as projectors, videos and reference books That will make the process of teaching and learning pronunciation better and better

REFERENCE BOOKS

1 Le van Su(2000) Linguistics- Dong Nai press

2 Long Man, Exams Dictionary

3 Raymond Murphy, University grammar

4 A S Hornby, English advanced learner’s dictionary – Oxford university press (1995)

5 Long Man, Preparation course for the Toefl test – Poly techniques press

8 Peterson’s, Toefl grammar flash – Young press

9 Graham Lock, Functional English grammar

10.Geofrey Broughton, The penguin English grammar

CAM KẾT KHÔNG SAO CHÉP

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NGUYỄN VĂN LUÂN