Improving the students'''' English pronunciation through interesting phonic exercise 1 Contents Page Part A Introduction 1 Part B Solution I Theoretical basis 2 II The result of the reality 3 III Measure[.]
Trang 1Contents
Page
Part A : Introduction 1
Part B : Solution
I Theoretical basis 2
II The result of the reality 3
III Measures of teaching english pronunciation by getting students do phonetic exercises Unit 1: My new school 4
Unit 2 My home 5
Unit 3 My friends 6
Unit 4 My neighborhood 7
Unit 5.Natural wonders of the world 8
Unit 6 Our tet holiday 8
Unit 7 television 9
Unit 8 Sports and past time 10
Unit 9 Cities of the world 11
Unit 10 Our homes in the future 12
Unit 11 Our green world 13
Unit 12.Robots 14
IV Results 16
Part C: conclusion 1.Experiences 17
2 Personal ideas 17
Trang 2PART A INTRODUCTION
In curent time, Our beloved country, Viet Nam is carrying out much renovation in many fields One of the most renovations which has been corncerned
by people at all age from the city to the country is the renewably educational and training program from grade one to grade twelve People believe that renovating the shooling program will take much advantages in other that we may train young generations to have ability to support the country later to the trend of modern thought basing on national soul and integrating international community To make sure that the second purpose “integrating international community” can be successful, Viet Nam’s Ministry of Education and Training has taken more care of teaching foreign languages for its students and English is the most popular foreign language choosen
in Vietnam’s educational program which can be seen in the project of foreign language during the period 2012 – 2020
Facing the new requirements of the nation and date, I should think each of the teachers ought to make more efforts to get practical results in teaching career Being
a teacher of English I always wonder and find out how to teach my students to communicate in English successfully In English, listening and speaking skills play
an important role in creating speech and if learners want to listen and speak English well, the first and foremost thing they need is the right prounciation of English words Why can I say so? We strongly notice that when one don’t pronounce words well, he or she may make the listeners laugh at him/her, moreover, he/she can not understand what the other is speaking because their sounds are not similar to his/hers Another reason, it will be very difficult for him/ her to correct the pronunciation later
The question which makes me corncern about most is how to teach the students to pronounce English words rightly and help them use English fluently and confidently Is teaching pronunciation enough only in teaching new words? I think that it is not enough because in conversation we need more the words in textbook, and native speakers often speak more quickly and link the words in some ways which causes us much difficult in understanding and speaking as well as they do However,
it is not necessary for us to speak everything as we hear, we still understand them what they speak if we know how they link and we need to pronounce words exactly Therefore, the first key of this problem is how to pronounce English words exactly because words are the smallest unit of a sentence
During a few years teaching and studying, I have collected, studied and taught
students how to pronounce English in a variety of phonetic exercises In this school year, I take a special duty on teaching the new English textbook for grade 6 in the project of foreign language during the period 2012 – 2020 This new English
textbook has created many interesting things It gives some phonic exercises in each unit I am always fond of teaching this section and have supplied my students some more ones afterwards The result is so good that I encourage me to write the creative
experience called "Improving the students' English pronunciation through
interesting phonic exercises." - (grade 6 -new English textbook)
Trang 3PART B SOLUTION
I THEORITICAL BASIS
Speaking English as well as the native speakers is the strong hope of almost people who are learning English However, it is not easy to do it in a few days “ How can we use English fluently and confidently? Do we do need a variety of words or Do we need a further understdanding of English structure and grammar ? Many people say that learners need all above: I believe in this idea; however, I think
it is not enough because pronuncing the words exactly plays an important role in orders to define a successful conversation
For young learners, the way they pronounce a word may last forever and it is very difficult for them to correct it if they do it wrongly Moreover, they are not possible to correct their pronunciation by themselves
In fact, knowing the English phonetics symbols as vowel sounds, dipthongs and consonants is very useful because it helps learners not only specialize the pronunciation of a word easier, but also create a total knowledge of pronouncing a word by looking the letters, Apart from this, many dictionaries use the tanscription (the English phonetics symbols) to show the pronunciation of a word and it’s easier
to remember a word if learners know both its meaning and its pronunciation
Although new English textbook established by Viet Nam’s Ministry of Education and Training is more interested in teaching pronunciation for students, pronunciation is the biggest problem of English learners that’s why I always wonder how to help my students improve their English pronunciation, ease their nervous thing and use English fluently, accuracy and confidently
Therefore, I have collected, chosen and created some more exercises for students in grade 6 ( learning new English text books ) according to the pronunciation section in textbook, I elicit students to do some more exercises introducing the English phonetics symbols; practiceing exericises to specialize a pair
of vowels, a vowel and a diphthong, two or three consonants, etc
II THE RESULT OF THE REALITY
In order to know how exactly my students pronounce the English word, I gave them the following exercises : class 6 A ( 34 students )
Exercise: Choose a word which has the underlined part pronounced different from the others
Trang 4Steps of checking students’ pronunciation
Step 1: Get student 5 minutes to choose and circle the answer
Step 2: Check and correct the student’s work
Step 3: Let Ss listen and repeat
Step 4: Call each read aloud a group (4 groups) and 34 students read aloud one by one
By checking in this way and directly teaching students, I realized the problem is that
of the students
Account for (%)
1 realize how a letter is pronounced differently in the
other syllable or word
2 Realize that different letters can be pronounced as the
same sound
3 can listen and repeat the pronunciation of a word but
can’t remember or immagine it looks like
4 know how to integrate a vowel with consonants to
pronounce a syllable
5. pronounce a word without the stress and in slow
speed of pronouncing
22/ 34 64,7
III MEASURES OF TEACHING ENGLISH PRONUNCIATION BY GETTING STUDENTS DO PHONETIC EXERCISES
Diphthong /∂Ʊ/ & vowel /ʌ/
Watch out!
- Introduce the transcription of dipthong /∂Ʊ/& vowel /ʌ/
- Pronounce and ask students to listen and repeat (twice or three times)
- Give examples
/ʌ/ son sun country
- Elicits the students do the phonic exercises in the textbook
- Use the exercises below for further practice
- After finishing an exercise, should let students practice reading the words aloud
E1: Put a () the word which is NOT pronounced as / ∂Ʊ / in each group below
1 judo
going
brother
open
homework
3 rode
close
4 hope
post
Trang 55 one
oh
overseas
6 also
mother
no
7 notebook
ok
love
8 borrow
only
wonderful
E2: Put a () the word which is NOT pronounced as /ʌ/ in each group below
1 club
study
student
2 sun
put
lunch
3 usually
subject
rubber
4 run
but
ruler
5 uniform
much
hungry
6 us
under
discuss
7 uncle
mum
music
8 country
cousin
about
KEY
E2:
1 student 2 put 3 usually 4 ruler
5 uniform 6 us 7 music 8 about
Consonants /S / , /Z / or /IZ/ in “s/ es ” ending
Watch out!
- Introduce the transcription of consonants /s/, /z/ and semi-syllables /iz/
- Explain that they normally come from the “S/ES” ending after plurals, verbs in the third singular person
- Pronounce and ask students to listen and repeat (twice or three times)
- Give examples
1 The ending “s/es ” is pronounced as /s/ when the verbs ends with the soumd as
/f/, /k/, /p/, /t/, //, /k/
2 The ending “s/es ” is pronounced as /iz/ when the verbs ends with the soumd as
/s/, /ks/, / ʃ/,/dʒ/, /ʒ/, /z/
3 The ending “s/es ” is pronounced as /z/ when the verbs ends with the soumd as the odd (except the sounds above)
Ex: pens lives
- Elicits the students do the phonic exercises in the textbook
- Use the exercises below for further practice
- After finishing an exercise, should let students practice reading the words aloud
Trang 6E1 Devide the following things into three groups of plural form which has s/ es
pronounced as /S/, /Z/ or /IZ/
E2 Choose a word which has different pronunciation of the underlined part
9 a lakes b flowers c trees d stores
10 a yards b fields c books d rivers
KEY E1
bikes
grapes
cups
carrots
beans peas tomatoes scissors eggs shoes clothes
matches boxes oranges fishes sandwiches glasses compasses
E2
1 b 2 a 3.d 4 c 5.a 6.d 7.c 8.a 9.a 10 c
Trang 7CONSONANTS /b/ /p/
Watch out!
- Introduce the transcription of consonant /b/ & /p/
- Pronounce and ask students to listen and repeat (twice or three times)
- Give examples
/b/ bike book buy
/p/ pen put pick
- Elicits the students do the phonic exercises in the textbook
- Use the exercises below for further practice
- After finishing an exercise, should let students practice reading the words aloud
E Write words for the things in the pictures Then read aloud
Vowels /I/, /I:/, /∂/
Watch out!
- Introduce the transcription of vowel /I/, /I:/ &/∂/
- Pronounce and ask students to listen and repeat (twice or three times)
- Give examples
- Elicits the students do the phonic exercises in the textbook
- Use the exercises below for further practice
- After finishing an exercise, should let students practice reading the words aloud
Trang 8E1 Write words for the things in the picture in the correct part of the table
KEY
building businessman cabbage
family village fish
picture pig river delicious
doctor delicious family picture banana river
E2 Read aloud the following sentences The sentences contain /I/ and /I:/
1 Is he coming to the cinema?
2 We’ll miss the beginning of the film
3 Is it an interesting film, Jim?
4 The beans and the meat were quite cheap
5 He’s going to leave here for the Green Mountains
6 Would you like to have meat, peas and cheese?
Watch out!
- Introduce the transcription of consonant /t/ & /st/
- Pronounce and ask students to listen and repeat
- Give examples
/t/ ten out top
/st/ street best tallest
- Elicits the students do the phonic exercises in the textbook
- Use the exercises below for further practice
- After finishing an exercise, should let students practice reading the words aloud
E Complete each sentence with a superlative adjective Then read the sentences aloud
1 Mount Everest is the ……… mountain in the world
2 Nile river is the ………river in the world
3 Ba Be lake is not the ……… lake in Viet Nam
4 The Amazon is the ……… river in the world
5 The Sahara is the ……… desert in the world
6 Swimming in the sea in Summer is ………
Trang 91 highest 2 longest 3 largest 4 widest 5 hottest 6 best
Watch out!
- Introduce the transcription of consonants /∫/ & /s/
- Pronounce and ask students to listen and repeat (twice or three times)
- Give examples
/s/ sea practice pass city pratise
- Elicits the students do the phonic exercises in the textbook
- Use the exercises below for further practice
- After finishing an exercise, should let students practice reading the words aloud
E1: Write /s/ , /∫/ or /k/ for the bold letter in the words below.
1 can _ /k/
ocean _ /∫/_
city _ /s/
2 centre
special _
could _
3 call _
official _
slice _
4 socialize _ ancient _ coral _
5 oceanic _
cycle _
cook _
6 cricket
especially
centimeter
7 science _
cartoon _
facial _
8 commercial medicine complete E2 Write the sound /t/ , / ∫ / or / t∫ / for the underline lettter in each word
below.
Ex: tell /t/ picture / t∫ / nation / ∫ /
1 can _ /k/
ocean _ / ∫ /
city _ /s/
2 centre /s/
special / ∫ / could /k/
3 call /k/
official / ∫ / slice /s/
4 socialize / ∫ / ancient /s/ coral /k/
5 oceanic / ∫ /
cycle /s/
cook /k/
6 cricket /k/
especially / ∫ / centimeter /s/
7 science /s/
cartoon /k/
facial / ∫ /
8 commercial /s/ medicine / ∫ / complete /k/ E2.
1. /t/ 2 /t/ 3./t ∫ / 4, /t ∫ /
5 / ∫ / 6 / ∫ / 7 /t/ 8 / ∫ /
9 /t ∫ / 10 / ∫ / 11 / ∫ / 12 /t ∫ /
13 /t ∫ / 14 /t/ 15 / ∫ /
Trang 10CONSONANT / / & /ð/
Watch out!
- Introduce the transcription of consonants / / & /ð/
- Pronounce and ask students to listen and repeat (twice or three times)
- Give examples
/ / think thin thank fifth
/ð/ this that there then
- Elicits the students do the phonic exercises in the textbook
- Use the exercises below for further practice
- After finishing an exercise, should let students practice reading the words aloud
E1 Write / / or /ð/ to show “ th”in the following words is pronounced.
…………
…………
…………
E2 Choose the word th in both pronounced diferently from the others in each group
KEY
E1 1 // 2 // 3 // 4 // 5 //
Trang 11DIPTHONGS / i ∂/ & / e ∂/
Watch out!
- Introduce the transcription of dipthongs / i ∂/ & /e∂/
- Pronounce and ask students to listen and repeat (twice or three times)
- Give examples
/I∂/ tear idea career here
/e∂/ air share bear where
- Elicits the students do the phonic exercises in the textbook
- Use the exercises below for further practice
- After finishing an exercise, should let students practice reading the words aloud
E1 Find a word which doesn’t have / I ə/
E2 How many /e∂ / are there in each sentence? Underline it.
1 _ Where there is a will, where there is a way
2 _ Her parents often eat pears after dinner
3 _ Where did you get your hair cut?
4 _ There is a magazine under the chair
5 _ The man repairing the chair is Lan’s father
6 _ We don’t care if she dares to say the truth
7 _ She like wearing her long hair
8 _ I haven’t seen my pair of shoes
9 _ Have you looked upstairs?
10. _ It’s over there
KEY
E2 How many / e∂ / are there in each sentence? Underline it.
1 (4) Where there is a will, where there is a way
2 (2) Her parents often eat pears after dinner
6 (2) We don’t care if she dares to say the truth