The simples method of teaching consonants in english basic class 10 boards helps students pronounce...

The simples method of teaching consonants in english basic class 10 boards helps students pronounce correctly THANH HOA EDUCATION AND TRAINING DEPARTMENT THACH THANH I SENIOR HIGH SCHOOL EXPERIENTIAL INITIATIVE THE SIMPLES METHOD OF TEACHING CONSONANTS IN ENGLISH BASIC CLASS 10 BOARDS HELPS STUDENTS PRONOUNCE CORRECTLY Author Mai Thị Thùy Hương Occupation Teacher Experiential initiative on English THANH HOA YEAR 2017 SangKienKinhNghiem net 1 CATEGORY I Introduction page 02 1 1 Reasons page 02 1[.]

THANH HOA EDUCATION AND TRAINING DEPARTMENT

THACH THANH I SENIOR HIGH SCHOOL

EXPERIENTIAL INITIATIVE

THE SIMPLES METHOD OF TEACHING CONSONANTS IN ENGLISH BASIC CLASS 10 BOARDS HELPS STUDENTS

PRONOUNCE CORRECTLY

Author: Mai Thị Thùy Hương Occupation: Teacher

Experiential initiative on: English

THANH HOA YEAR 2017

I Introduction page 02

1.1 Reasons ……… page 02

1.2.Aims of researching ……… page 02

1.3 Research subjects ……… page 02

1.4 Methods of researching ……… page 03

1.5 Advantages of this method ……… page 03

II Content……… page 03

2.1 Measures for performance page 03

2.2 Current situation of teaching pronunciation page 03

2.3 Methods page 03

III Results and offers page 14

3.1 The study results page 14

3.2 Recommendations, suggestions page 14

3.3 References page 14

I INTRODUCTION:

1.1 Reasons:

For a long time, Teachers have not paid attention to the methods and theories

of teaching pronunciation, for the reason that the old textbook design did not require a specific portion Speech Therefore, teachers are having problems in teaching pronunciation in the part: “Language – focus”

A person is considered to be the standard pronunciation when he could correct pronunciation accent, intonation of individual words as well as the language units such as phrases, sentences and phrases So how to correct pronunciation when speaking English? To answer this question I strongly launched my own experience:

"The simplest method of teaching consonants in English textbook basic class 10 boards helps students pronounce correctly".

My writing aims to provide senior English teacher generalized knowledge about teaching English consonants and the teaching methods of this kind of consonants effectively within 15 minutes

The following methods are selected and carefully edited to suit each unit of study and in accordance with the actual situation of teaching in the classroom as well as in accordance with English proficiency of students in our province These methods are:

• Easy to apply with the appropriate class sizes in large numbers

• Create a motivation and high generalization

• Can get good feedback from students if it is used properly

The following methods can be applied widely for most of the lesson in the textbook 10th grade English Colleagues can use this method effectively to design parts Powerpoint on teaching phonics In addition, A phonics lesson is designed in the following way with no cost All you need is chalk, table and a good model

1.2.Aims of reseaching:

It is intended to provide high school English teacher with general knowledge

of English consonants effectively within fifteen minutes,an approprate estimated time for pronunciation in each unit of English text book 10

- Teachers’teaching will get better result

- The teacher focuses on teaching the basic language skills instead of teaching pronunciation skills

- Students are easy to learn consonant and improve speaking skill

Starting from the basis of theory and reality, together with experience in my teaching process, I boldly put out " simple method of teaching consonants in English textbook 10 "

1.3 Research subjects:

“If vowel is the soul of Enlish, consonant is the key to go into that soul.”

So it is extremely important to learn consonant well Besides improving speaking

skill means we can distinguish and pronounces it correctly Students master it and make full use of it when communicating with others

1.4 Methods of reseaching:

It is based on the problems that students usually makes So theory is taken from the experiences that teacher carried out

1.5 Advantages of this method

+ Provide knowledge to teachers and teachers of English

+ Many teachers think that phonetics is difficult to teach and hard to hard The tips

in the new solution will make the unit more attractive as well as increase student interest in learning

+ Teachers can effectively teach the pronunciation within 15 minutes

II CONTENT:

2.1 Measures for performance

A good learner of English pronunciation is necessary to achieve three following skills:

- Prediction skills: the ability to guess a word or phrase should be pronounced like

- Identify skills: the ability to recognize the sounds as they are broadcast

- Pronunciation skills: the ability to pronounce words correctly The teaching methods: this part of the article presents three methods of teaching are related to three pronunciation skills: prediction, perception, production Applying for teaching specific details:

2.2 Current situation of teaching pronunciation:

- Teachers often let their teaching style be affected by the exam questions

- Teachers mainly focus on teaching other language skills rather than teaching pronunciation skills

- Teachers need to rethink their concept of vocabulary teaching

2.3 Methods:

2.3.1.Teach how to pronouce: Unit 10 ( English 10 – page 110)

Pronunciation:

 Listen and repeat:

 Practise these sentences:

1 Pat buys Bill a big pad of paper

2 A black bee is picking some pollen

3 Put the blouses in the paper bag

4 Paul borrowed a book about puppies from the library

5 The beautiful carpet is my brother’s present.

6 Is this picture painted on the puples’ caps?

Explain how to prounce them:

The position of the mouth is exactly the same between /b/ and /p/ but the

only difference is that on consonant is unvoiced and the other is voiced You can put your hand on your throat you will feel the difference

Step 1: prediction - 2 mins

Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with /b/ and underline the letters pronounce with /p/ in the following words:

Step 2: perception - 5 mins

Activity 2:( 3 mins)

+ Teacher givesthe rule : column 1 will present the words with /b/, column 2will present the words with /p/

+ Students listen and say One if the words they hear is in the column 1, say Two if

the words they hear is in the column 2

+ Teacher reads these following words ( both /b/ and /p/):

Activity 3:( 2 mins)

+ Teacher gives the rules how to pronouce these sounds:

/b/ : voiced /p/: unvoiced + Rules: Put your hand at your throat and you will feel the difference With /p/ there is no vibration and with /b/, you will feel vibration in your hand

Step 3: production - 7 mins

Activity 4: ( 3 mins) Listen and repeat:

1 Pat buys Bill a big pad of paper

/p/ /b/ /b/ /b/ /p / /p/

2 A black bee is picking some pollen

/b/ /b/ /p/ /p/

………

Activity 5: - Communicative activity (4 mins)

- Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences

Example: 1 Pat buys Bill a big pad of paper

You say: I buy him a big pad of paper

2.3.2.Teach how to pronouce : Unit 11 ( English 10 – page 118)

 Listen and repeat:

 Practise these sentences:

1 It’s next to the restaurant on the third floor

2 They’re on the next counter on your left, dear

3 It’s exactly twenty minutes to ten

4 They stayed at home and played cards with the children

5 Sidney and I listen to the radio and studied

6 Donal and I had a bad cold, so we decided to say at home

Explain how to prounce them: The position of the mouth is exactly the same

between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced You can put your hand on your throat you will feel the difference

Step 1: Prediction - 2 mins

Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with /t/ and underline the letters pronounce with /d/ in the following words:

Bước 2: Perception - 5 mins

Activity 2: (3 mins)

+ Teacher givesthe rule : column 1 will present the words with /t/, column 2will present the words with /d/

+ Students listen and say One if the words they hear is in the column 1, say Two if

the words they hear is in the column 2

+ Teacher reads these following words ( both /t/ and /d/):

topic toxic different difficulty spend depend lived worked

Activity 3:( 2 mins)

+ Teacher gives the rules how to pronouce these sounds:

/t/ : unvoiced /d/: voiced + Rules: Put your hand at your throat and you will feel the difference With /t/ there

is no vibration and with /d/, you will feel vibration in your hand

Step 3: Production- 7 mins

Activity 4: ( 3 mins) Listen and repeat:

1 It’s next to the restaurant on the third floor

/t/ /t/ /t/

2 They’re on the next counter on your left, dear

/t/ /t/ /t/

3 It’s exactly twenty minutes to ten

/t/ /t/ /t/ /t/ /t/

Activity 5: - Communicative activity (4 mins)

- Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences

Example: 1 It’s next to the restaurant on the third floor

You say: They are next to the restaurant on the third floor

2.3.3 Teach how to pronouce : Unit 12 ( English 10 – page 130)

Pronunciation:

 Listen and repeat:

 Practice these sentences:

1 Sue loves classical music

2 I like to listen to jazz records

3 My aunt likes to watch the film “ The sound of Music”

4 But my cousin prefers going to concerts

5 He’s won the first prize for singing folk songs

6 I’d like a piece of bread and some peas, please

Explain how to prounce them: The position of the mouth is exactly the same

between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced You can put your hand on your throat you will feel the difference

Step 1: Prediction - 2 mins

Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with /s/ and underline the letters pronounce with /z/ in the following words:

Step 2: Perception - 5 mins

Activity 2:( 3 mins)

+ Teacher givesthe rule : column 1 will present the words with /s/, column 2 will present the words with /z/

+ Students listen and say One if the words they hear is in the column 1, say Two if

the words they hear is in the column 2

+ Teacher reads these following words ( both /s/ and /z/):

raise race knees niece sink zinc prize price

Activity 3:( 2 mins)

+ Teacher gives the rules how to pronouce these sounds:

/s/ : unvoiced /z/: voiced + Rules: Put your hand at your throat and you will feel the difference With /s/ there

is no vibration and with /z/, you will feel vibration in your hand

Step 3: Production- 7 mins

Activity 3: ( 3 mins) Listen and repeat:

1 Sue loves classical music

/s/ /z/ /s/ /z/

1 I like to listen to jazz records

/s/ /z/

Activity 4: - Communicative activity (4 mins)

- Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences

Example: 1 Sue loves classical music

You say: I don’t love classical music

My friend, Huan doesn’t love classical music

2.3.4 Teach how to pronouce : Unit 13 ( English 10 – page 139)

Pronunciation:

 Listen and repeat

 Practise these sentences:

1 He feels happy enough

2 I want a photograph for myself and my wife

3 Would you prefer a full photograph or a profile

4 Stephen is driving a van full of vines

5 We used to live in a village in the valley

6 They arrived in the village on a van

Explain how to prounce them: The position of the mouth is exactly the same

between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced You can put your hand on your throat you will feel the difference

Step 1: Prediction - 2 mins

Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with /f/ and underline the letters pronounce with /v/ in the following words:

fan enough van vine vote

Step 2: Perception - 5 mins

Activity 2:( 3 mins)

+ Teacher givesthe rule : column 1 will present the words with /f/, column 2will present the words with /v/

+ Students listen and say One if the words they hear is in the column 1, say Two if

the words they hear is in the column 2

+ Teacher reads these following words ( both /f/ and /v/):

fan van victim fiction view few live wife

fine vine enough vote full village myself solve

Activity 3:( 2 mins)

+ Teacher gives the rules how to pronouce these sounds:

/f/ : unvoiced /v/: voiced + Rules: Put your hand at your throat and you will feel the difference With /f/ there

is no vibration and with /v/, you will feel vibration in your hand

Step 3: Production- 7 mins

Activity 3: ( 3 mins) Listen and repeat:

1 He feels happy enough

/f/ /f/

2 I want a photograph for myself and my wife

/f/ /f/ /f /f/

3 Would you prefer a full photograph or a profile

/f/ /f/ /f /f/

Activity 4: - Communicative activity (4 mins)

- Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences

Example: 1 He feels happy enough

You say: I feel happy enough

Example: I want a photograph for myself and my wife

You say: He wants a photograph for himself and his wife

2.3.5 Dạy cách phát âm: Unit 14 ( English 10 – page 150)

Pronunciation:

 Practise these sentences:

a Our group hasn’t scored a goal

b Uruguay will lose another game again

c Magaret took the dog and the cat for a walk

d Can your school club compete in the next tournament

e He can’t kick the ball because he’s too weak

f He hasn’t got a ticket for the nextWold Cup in Germany

Explain how to prounce them: The position of the mouth is exactly the same

between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced You can put your hand on your throat you will feel the difference

Step 1: Prediction - 2 mins

Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with /g/ and underline the letters pronounce with /k/ in the following words:

Step 2: Perception - 5 mins

Activity 2:( 3 mins)

+ Teacher givesthe rule : column 1 will present the words with /g/, column 2will present the words with /k/

+ Students listen and say One if the words they hear is in the column 1, say Two if

the words they hear is in the column 2

+ Teacher reads these following words ( both /g/ and /k/):

Group club Goal kick Weak again Compete Margaret Game cup Together ticket School dog Because Uruguay

Activity 3:( 2 mins)

+ Teacher gives the rules how to pronouce these sounds:

/k/ : unvoiced /g/: voiced + Rules: Put your hand at your throat and you will feel the difference With /k/ there is no vibration and with /g/, you will feel vibration in your hand

Step 3: Production- 7 mins

Activity 4: ( 3 mins) Listen and repeat:

1 Our group hasn’t scored a goal

/g/ /k/ /g/

2 Uruguay will lose another game again

/g/ /g/ /g/

3 Magaret took the dog and the cat for a walk

/k/ /g/ /k/ /k/