Some experiences in guiding students in grade 8 (new) at Nhu Ba Sy secondary school to learn Pronunc...

Some experiences in guiding students in grade 8 (new) at Nhu Ba Sy secondary school to learn Pronunciation part effectively 1 1 INTRODUCTION 1 1 Reason for choosing the reseach Vietnam is in the process of integration and cooperation with the world community That requires a lot of factors to successful integration One of those factors is the foreign language and English is an international language and it helps our integration success in all aspects In other words, English is the key to success[.]

1 INTRODUCTION

1.1 Reason for choosing the reseach.

Vietnam is in the process of integration and cooperation with the world community That requires a lot of factors to successful integration One of those factors is the foreign language and English is an international language and it helps our integration success in all aspects In other words, English is the key to success The teaching and learning of English in secondary schools has its own advantages and challenges, requires teachers to constantly strive to improve the qualifications, expertise and pedagogical As an English teacher with over ten years of experience, I realize that there exist many problems in teaching and learning English, including Phonetics section of students Most students master knowledge of grammar well, but when doing homework about phonetics students are afraid and worried In my opinion, there are two basic reasons for this: first, theoretical part of learning about phoneics is very troublesome and confusing Second, students do not have a favorable environment for communication or in other words the environment to practice what they just learned is weak

It is also the root causes leading to poor listening and speaking skills of learners Fortunately, the program English textbooks 8 (new) has a dedicated section for the pronunciation To teach and learn this part effectively, I boldly choose the theme: "Some experiences in guiding students in grade 8 (new) at Nhu Ba Sy secondary school to learn Pronunciation part effectively " And I think that choosing my subject is necessary and appropriate at the time now when new textbooks are being taught in some schools in our district

1.2 Research purposes.

I chose this research topic to help teachers with the training tips section to teach pronunciation to achieve greater efficiency and help the learners more confidence in communication Since then communication will lead to success It

is the output of the language and the best result of learning a language

1.3 Research objects.

This topic I will research on how to guide students in grade 8 at Nhu Ba

Sy secondary school to pronounce module in the program 8 English textbooks effectively

1.4 Research methods.

I have chosen method Schroeder survey, collecting information to perform the subject

2 CONTENTS:

2.1 The theoretical basic:

Everyone knows the basis of the following reasoning:

Tell me -> I will forget

Show me -> I will remember

While teaching English, teachers should let students participate in activities as much as possible For example, for students to participate in learning through games that will help students understand and remember it

2.2 The realities of the research issue:

When I didn’t apply those methods in teaching students how to pronounce

in grade 8 term I (2015- 2016 school year) , I received unsatisfactory results, which is presented in the following statistical tables:

2015-2016 Term 1 School year

Classify

Grade 8 Total students:

122

Medium

students 1

student

0,9%

Fairly good

students 27

students

22,1%

Good

students 94

students

77%

2.3 Implementation and solutions:

To solve this matter, I divide them into two parts The first is some cluters and the second is some rules of stress

a Guiding students to learn some cluters:

In English text book 8, students will master some clusters in couples: /br/ and/pr/; /bl/ and / cl/; /sk/ ,/sp/ and /st/

In unit 1, students will learn /br/ and /pr/ Firstly, teacher can ask students to give examples of words that contains the clusters: /br/ and /pr/ Teacher may divive class into 2 or 4 groups to play a game In 5 minutes, which group can find more words will be the winner This help students feel eager to study

/br/ /pr/

Brige, brown, bring, bread, bracelet,

brocoli, brick, brush, branch, broom

Prince, princess, president, present, presentation, apricot,prawns, prize After that, teacher let students listen and repeat those words according to tapecrips in text book There are some ways to check again these words Teacher can ask students to play jumble words or write the words under each picture

1.prince 2 ……… 3………

4……… 5………

6……… 7………

8……… 9……… 10……….

11……… 12……… 13………

14……… 15………

16……… 17………

Teacher can do the same stage with the clusters/bl/ and/ cl/.

Students can call out those words in groups or individually:

/bl/ /cl/

Blue, blossom, blackberry, blind,

bloom, blame, blast, block,

Class, clock, cloud, clown, clothes, clay, climb, close, club, claim, click,

blow,blouse clue, clean

To check again these words teacher can ask students to write again the

words based on the pictures

1 blue 2……… 3………

4……… 5………

6………

7……… 8 ……… 9 ………

10……… 11………

12………

If any words we can’t express by pictures, teacher can ask students to play jumbled words: examples: lmbea ( blame), lsatb( blast), locbk( block), luec( clue), ealcn( clean)…………

Another way to check is that teacher can ask students to make as many sentences as possible with the words they have learnt.( or play chain game)

EX: S1 Look at the clear blue sky

S2: Look at the clock It’s time for you to go to bed

S3: Close the door

S4: Do you want to see a clown

S5:………

In unit 3 students will learn 3 clusters: /sk/, / sp/, /st/.

Teacher can use exercise 1 in Exercise book 8( page 16) to elicit this phonetic

Teacher asks students to use the correct spelling for sounds /sk/, /sp/, /st/ under each picture:

1. ateboard 2 _ation 3 ool

4 _adium

5 _orts 6. aceship

6 fe ival 7 ilt house

8 _icky rice

9 di _lay

In page 40 English 8, students will learn clusters : / spr/ and / str/.

To help students remember the words which has these two clusters, teacher can ask students to play a game Students can work in pairs One student take a picture as below, another one has to call out its name in English All the words

have the cluster /spr/ or / str/.

1. straw 2. _

3. 4. _

5. _ 6.

7. _ 8. _

9. 10.

11. _ 12 _

The other students listen and comment whether their classmates are right or wrong If they are wrong, other students can correct.Teacher is a guide or a council

b Guiding students how to mark stress correctly and pronouce them exactly.

Most students are worried to learn the rules about stress and do exercises about this Teacher can help students to have some small tips so that they can be confident to learn this part

In unit 5 English text book 8, students will learn the rules of the stress of the

words ending in – ion and – ian To help students to master this part well,

teacher can let students work in groups so that they can find as many words which have ending –ion or –ian as possible

Ex: competition, preservation, commemoration, procession, confusion, magician, electrician, technician, companion, historian, congratulation, celebration, vegetarian, production, librarian, polictician, attention, participation…….

Teacher takes note that most of the words ending in –ion or – ian are usually nouns Furthermore, to mark the stress of these words: stress the syllable immediatetly before the suffix: - ion or – ian

After that, teacher may ask student to work in pairs to mark the stress of the words they have found:

compe’tition, preser’vation, commemo’ration, pro’cession, con’fusion, ma’gician, elec’trician, tech’nician, com’panion, his’torian, congratu’lation, celeb’ration, vege’tarian, pro’duction, lib’rarian, polic’tician, a’ttention, partici’pation…….

To check again the words teacher may ask students to complete the words below the pictures with – ian or – ion then mark stress syllable in each word

1 ma’gician _ 2.

3. 4.

5 6. _

7. _

8. _

In Unit 7, students will learn the stress of the words endings in - ic and - al

Teacher may do as above or another way is that: Teacher ask student to work in pairs to write down as many words that have ending in –ic , -al After that, teacher collect them and ask students to work in groups to write the word from the box in the correct column based on the stress pattern:The rule for the words ending in –ic or –al is that: The word ending in –ic or ical, stress the syllable immediately before the suffix

Ex: dra’matic, bo’tanic, ‘medical, ‘physical

If a word can take both suffixes, both words have the stress on the same syllable

Ex: eco’nomic, eco’nomical

After that, to check their understanding, teacher gives them exercises below: Classify the words into correct column according to their stress position

scientific, dramatic, medical, national, athletic, chemical, artistic, physical medical, classical, historic, logical, grammatical, political

0oo

o0o

o0oo

oo0o

The next lesson ( unit 9), students will learn the stress in words ending in –ese and –ee.

Teacher can do the same stage as above to ask students to find out as many words as possible Teacher should divide class into two groups: group 1 find thwe word ending in – ese and group 2 finding the ending in –ee.Students may find these words:

Vietnamese, Taiwanese, Chinese, Portuguese, Nepalese, employee, adoptee, addressee, interviewee, refugee, guarantee, agree, degree, examinee, obese, disagree………

Teacher ask student to find out the rule of the stress: we put stress on themselves

or the stress in put on the last syllable

Then asks students to listen and repeat those words After that, teacher calls some students come to the board to mark the stress of those words All the class can check and corret themselves

Vietna’mese, Taiwa’nese, Chi’nese, Portu’guese, Nepa’lese, employ’ee, adop’tee, addre’ssee, intervie’wee, refu’gee, guaran’tee, a’gree, de’gree, exami’nee, ob’ese, disag’ree………

To check students’ understanding, teacher can give them some exercises For instance:

Complete the sentences below with the words you have learnt:

1 The temperature today is only one…………higher than yesterday

2 The people of Nepal are called the………

3 Russel is the last ………….to be tested in my class today

4 When people don’t get enough exercise, they will become…………

5 When you … , you say ‘No”

In unit 9, students will learn the stress of the words ending in –logy and – graphy.

Teacher asks students to play a chain game to find the words ending in –logy or – graphy

Ex: S1: technology

S2: photograhy

S3: ecology

S4: biology

………

The game continues until students can’t find any more words.Teacher summarizes and writes down those words in the board After that teacher can asks students to give the rules for marking the stress Students may say: For words ending in –logy and –graphy, place the stress in the third syllable from the end( or the stress is immediately placed before the suffixes)

Teacher asks some student to come to the board and mark stress of some words:

a’pology, ge’ography, soci’ology, psy’chology, bi’ograhpy, de’mography, tech’nology, pho’tography, e’cology……

In unit 10, students will learn the stress in words ending in –ity and –tive

Teacher asks studentns to finf out the words ending in –tive and –ity( students may work in pairs or groups)

competitive, infinitive, repetitive, positive, ability, possibitity, curiosity, nationality, opportunity, quality, creativity, sensitive, community, interactive, active………

Teacher can asks students to give the rules for these words: For words ending in ity or tive, place the stress on the syllabe before the suffix

To check students’ understanding, teacher can ask students to play a game: Teacher prepares some cards, on each card, teacher writes down one word Teacher can call each student to come to the teacher’s table to pick up one card

If he/she chooses any word, he/she has to mark its stress

Ex:

In unit 11, students will learn the stress in words starting with un and im

Teacher can ask students to play a game called “ Face to Face” It means that

Teacher have to prepare some cards which contain the words on And students can work in pairs For example, student A picks up the card “ friendly”, student

B has to look at it and say “ unfriendly”.They can do the same with:

1.“ fair>< unfair”

2 pure>< impure

3 foreseen>< unforeseen

4.mature>< immature

5 possible>< impossible

6 natural>< unnatural

7 polite>< impolite

8 healthy>< unhealthy

9 limited>< unlimited

10 wise>< unwise

After that teacher can give the rule for marking the stress of the words starting

with un or im: When adding the prefix un or im to a root word, the stress of the word does not normally change When adding the prefix un or im to one

syllable word, the stress falls on the root word

Then teacher asks students to work in pair or groups to put those words above in the right column

o0 o0o oo0 o0oo

unwise

………

………

………

unlucky

………

………

………

unforeseen

………

………

………

Unlimited

………

………

………

Teacher asks stuents to give comments, listen and repeat those words

In unit 12, students will learn stress in words ending in – ful and – less

Teacher gives some words and asks students to add –ful or –less to a noun or verb to form adjective.( students may work in pairs, in 5 minutes which pair finishes first will be the winner)

Ex: water-> waterless

hope-> hopeless/ hopeful

forget-> forgetful

thought-> thoughless/ thoughtful

meaning-> meaningless/ meaningful

help -> helpful/ helpless

use> useless/ useless

plenty-> plentiful

air-> airless

weight-> weightless

resource-> resourceful/resourceless

wonder-> wonderful

beauty-? beautiful

emotion-> emotionless

ambition-> ambitionless

The rules for stress of the words ending in ful or less is: The stress of the words when adding suffix ful or less remain unchange

Ex : for’get->for’getful