Some methods to help students in grade 8 at cao ngoc secondary school pronounce correctly in english communication

Therefore, to help students master the correct pronounciation in English communication, I decided to implement the project: "Some methods to help students in grade 8 at Cao Ngoc secondar

1 GENERAL DISCUSSIONS 1.1: Reason for choosing the topic.

As we know, English has become popular worldwide and more than forty countries are using English as a primary language, and nearly 400 million people are using it as a second language in communication In Vietnam, English is seen as

a key that leads to the success today

As a teacher of English department, we always want our students to understand fast and efectively, especially the children can apply the knowledge in actual communication For this, we need to have innovative teaching methods so that each class students are more interested in active learning and memory training class at all

We all know that any languages in the world which we use to communicate with requires us a large vocabulary because vocabulary is an integral part of the language In studying English we can not train and develop the four skills: listening, speaking, reading and writing that are not based on the correct pronounciation of the vocabulary and sentences

Therefore, to help students master the correct pronounciation in English communication, I decided to implement the project:

"Some methods to help students in grade 8 at Cao Ngoc secondary school

pronounce correctly in English communication"

1.2: Purpose of the study:

A lot of students think that English is a difficult subject Learning English requires time, perseverance and the level of application of learners in practice; requires learners to have the right attitude, clearly define the purpose of the study to try to reach the intended goal In addition, students must be passion, always want to explore, take advantage of every opportunity to learn and practice regullarly I notice that there are many difficulties in learning and practising English; Students are not incapable of acquiring new knowledge, but they do not have an effective method of learning English

The purpose of learning a foreign language is to communicate that the majority of students pronounce in the wrong communication process due to the influence of their native language, ethnic minority language During the teaching process, I learned some experiences to overcome this weakness These experiences have been shown in the topic: "Some methods to help students in grade 8 at Cao

Ngoc secondary school pronounce correctly in English communication"

1.3: Research objects

All students who are studying English at Cao Ngoc secondary school have been applied by me and they have achieved good results However, in this topic, I would like to practice only the 59 grade 8 students at Cao Ngoc secondary school

so that the comrades can see remarkable progress in students

1.4: Research methods.

- Researching documents

- Read references

- Research through English software: https://www.tienganh123.com/

- Actual survey.

- Understanding the learning situation of students

2 CONTENT 2.1 Rationale

In teaching and learning English, it is important and necessary to speak correctly and pronounce words correctly as well as intonate exactly The correct

pronunciation helps students:

- Confident to communicate

- Help other people easily understand what they want to express

- Do good phonics exercises in the tests

As a teacher who directly teaches English at junior high school, I realize the need

to help students step by step improve pronunciation and sound practice

2.2 Situation before applying experience initiatives.

Through the process of directly teaching grade 8, through the results on the learning results of students recent school years, I find that the rate of weak students

of grade 8 is often very high The ability to speak English is very poor, they read 95% of single words wrongly and 95% wrong pronunciation exercises Wondering about such situation, at the beginning of the school year 2018 - 2019, I conducted experiment with 59 grade 8 students on the following two contents And I obtained the following results:

The results of the quality survey at the beginning of the year with 59 students show that the number of students who cannot speak English and do phonetic exercises is too high: 75% of students have bad ability, 25% of students students have average ability, and especially the number of students with good and good abilities is zero

2.3 Solutions and measures:

"Some methods to help students pronounce correctly in English communication and do phonics exercises correctly"

First of all, the teacher must be the correct and accurate English speaker for students to follow To do this, teachers must always learn and improve their knowledge

In the process of teaching, revision lessons as well as tutoring weak students

or fostering good students, we must integrate the following contents:

In addition to teaching the English alphabet to students we need to teach them how to read and use the IPA alphabet for the following reasons:

The international phonetic alphabet is used in learning a new language for pronunciation and hearing ability It is also used in voice training for students to have an inspiring voice or change the tone of the language IPA can help us to use

mouth, lips, teeth, tongue position and how to control airflow to produce standard sound when learning a foreign language

The IPA table contains 44 sounds, the upper part is vowel and the lower part

is consonant

The vowel consists of 20 sounds that are divided into 2 halves, on the right is

a double vowel and on the left is a single vowel Single vowels will be arranged in pairs, with the opening of the mouth growing from top to bottom Consonants are also arranged in pairs of fuzzy sounds that are consonant without vibrating and bold tones that are vibrating consonants

IPA alphabet will help students practice standard phonics right from the starting point Learning to pronounce each syllable correctly, students will pronounce each word correctly and then to a higher level than phrases and sentences Students will not encounter the situation that they say they understand Besides, the IPA table will help students understand the pronunciation of a new word by looking it up in the dictionary and combining the sounds again to pronounce the words correctly

We should teach students to start with each sound When learning a sound, study it carefully Teach students to understand the rules of pronunciation in a detailed and scientific way, such as how to position the parts to make sounds, how

to flow a bit, how to form a mouth? Help them to be confident daily practice this section.When teaching the sounds we have to pay attention to comparing the same sounds, the sounds or the mistakes, helping students learn it carefully to distinguish them

The next step, without stopping at a single tone, we need to practice giving them that sound in words with different positions such as head, middle and end

words; practice in sentences, in paragraphs More specifically, to make learning phonics enjoyable, not boring, we should let them practice with their friends in the form of competitions; Search for real, interesting, funny materials such as videos, stories in which we can help students pronounce and intonate in sentences in the most natural and accurate way

How to pronounce some letters:

HOW TO READ THE LETTER "a"

-"a" is often read as / æ /in words that have 1 syllable but end with 1 or more consonants

e.g bag / bæg /, ban / ban /, cab / kæb /, bank / bæŋk /

or: in syllables, the accent of the syllable word is pressed and the two consonants are in front

e.g candle / ˈkændl /, manner / ˈmænə (r) /

-"a" is read as/ ɔː / in a syllable word and when "a" is"l" or "a" precedes /

followed by "w"

e.g call / kɔːl /, fall / fɔːl /, war / wɔːr /, awful / ˈɔːfəl /

-"a" is pronounced as/ e /

e.g many / 'meni /, anyone / ˈeniwʌn /

-"a" is also pronounced as / ɑː / in some cases

e.g father / ˈfɑːðə (r) /, bar / bɑː (r) /, start / stɑːt /

-"a" is read as // ɪ / in the "age" noun except garage / /gærɑːʒ /, massage /

ˈmæsɑːʒ /

e.g storage / ˈstɔːrɪdʒ /, shortage / ˈʃɔːtɪdʒ /, cottage / ˈkɒtɪdʒ /

-"a" is read as/ eɪ / in the syllable before "-ion, -ian"

e.g nation / ˈneɪʃən /, reputation / ˌrepjʊˈteɪʃən /, Asian / ˈeɪʒn /

-"a + consonant + e" is read / eɪ /(except"a + r + e" read / eə /)

e.g: earthquake / ˈɜːθkweɪk /, tape / teɪp /, care / keər /

-"a" →/ eə /when "ai + r"

e.g chair / tʃeər /, hair / heər /, fair / feər /

-"a" →/ eɪ / when "ai + other consonants"

e.g contain / kənˈteɪn /, sail / seɪl /

-"ai" →/ ɪ /or / ə / in syllables without accents

e.g bargain / ˈbɑːgɪn /, mountain / ˈmaʊntən /

-"au" is read as/ ɑː /in aunt / ɑːnt /, laugh / lɑːf /, draft / drɑːft / and read as/ ɔː /

in the remaining words

e.g audience / ˈɔːdiəns /, mausoleum / ˌmɔːsəˈliːəm /

-"ar" :

+ is read as / ɑː /

e.g car / kɑː (r) /, dark / dɑːk /

+ is read as / eə / when located in are cluster or in some cases

e.g care / keə (r) /, vegetarian / ˌvedʒəˈteəriən /

- "ay" → / eɪ / when "ay" is at the end of the word

e.g clay / kleɪ /, play / pleɪ /

- "b" is pronounced as / b /

e.g brother / ˈbrʌðə (r) /, bake / beɪk /

- "b" is mute (not read) when behind "m" or "t"

e.g comb / kəʊm /, tomb / tuːm /, debt / det /, doubt / daʊt /

- "c" is read as/ s / when preceding "e, i, y"

e.g cell / sel /, city / ˈsɪti /, cycle / ˈsaɪkl /

- "c" is read as/ k /when it follows "s" or when it precedes"a, o, u and l, r"

e.g scale / skeɪl /, call / kɔːl /, cost / kɒst /, curtain / ˈkɜːtn /, claim / kleɪm /

"c" is read as/ ʃ /when it precedes "ia, ie, io, ea"

e.g sufficient / səˈfɪʃənt /, suspicious / səˈspɪʃəs /, ocean /

ˈəʊʃn / "c" is read as / tʃ /

e.g cello / ˈtʃeləʊ /, concerto / kən

ˈtʃɜːtəʊ / "c" dumb in some cases after

"s"

e.g scene / siːn /, science / ˈsaɪəns /, scissors /

ˈsɪzəz / "ch" is read as/ k / or / ʃ / or / tʃ /

e.g school / skuːl /, machine / m ,iːn /, cheap / install /

"ee" is prounonced / i: /and "eer" is read as / ɪə (r) /

e.g deep / diːp /, volunteer / ˌvɒlənˈtɪər /

"er" is often read as / ɜː / or / ə / depending on the stress of the

word.e.g infer / ɪnˈfɜːr /, prefer / prɪˈfɜːr /, suffer / ˈsʌfər /, enter /

ˈentər / "ex" is prounonced:

+ / eks / when there is an accent

e.g exercise / ˈeksəsaɪz /, excellent / ˈeksələnt /

+ / iks / when there is no accent and before a consonant

e.g extend / ɪkˈstend /

+ / igz / when there is no accent and precede the vowel

e.g exact / ɪgˈzækt /, example / ɪgˈzɑːmpl /

- "g" →/ g /when standing before"a / o / u" and consonants and in some

caseswith "i"

e.g good / gʊd /, gallery / ˈgæləri /, grow / grəʊ /, guard / gɑːd /, girl / ɡɜːl /

"g" →/ dʒ /when standing before"e / i / y"or in a word with the end "ge"

e.g genetic / dʒəˈnetɪk /, gym / d /m /, ginger / ˈdʒɪndʒər /, cage / keɪdʒ /

"h" is pronounced as/ h /

e.g hen / hen /, height / haɪt /

"h" dumb when it is behind"r" or "ex"

e.g rhythm / ˈrɪðəm /, rhyme / raɪm /, exhaust / ɪgˈzɔːst /, exhibit / ɪg

ˈzɪbɪt / "h" mute in the following cases:

e.g heir / eər /, hour / aʊər /, honour / ˈɒnər /, honorable / ˈɒnərəbl /,

honest / ˈɒnɪst /, honesty / ˈɒnəsti /

HOW TO READ THE LETTER "i"

"i + consonant + e" →/ aɪ /

e.g mine / maɪn /, decide / dɪˈsaɪd /

"ie"

+ is read as / i: / when "ie" stands in the middle of the word

e.g believe / bɪˈliːv /, chief / tʃiːf /

+ is read as / ai / when "ie" is at the end of or before "t"

e.g die / daɪ /, diet / ˈdaɪət /

"ir" is read / ɜː /

e.g bird / bɜːd /, girl / gɜːl /

"k" is pronounced as/ k /

e.g skill / skɪl /, kitchen / ˈkɪtʃɪn /

"k" mute when leading from and before "n"

e.g knee / niː /, knife / naɪf /, knock / nɒk /, knob / nɒb /

- "o" is pronounced as / ʌ / in 1-syllable words or in syllables emphasized by

syllable words

e.g love / lʌv /, company / ˈkʌmpəni /

- "o" is pronounced as/ ɒ / in some cases

e.g doctor / ˈdɑːktə (r) /, bottle / ˈbɑːtl /

-"o" is pronounced as / ʊ / in some cases

e.g woman / ˈwʊmən /, wolf / wʊlf /

-"o" →/ uː / in 1 some common words ending in"o" or "o +

consonants".e.g do / duː / (strong form), remove / rɪˈmuːv /

-"o" →/ əʊ /when it is at the end of 1 word or in some other case

e.g previous / ə'gəʊ /, mosquito / məˈskiːtəʊ /, tomato / təˈmeɪtəʊ /, control /

kən ˈtrəʊl /

- "o" → / ɜː / when it follows "w"

e.g work / wɜːk /, worst / wɜːst /

-"o" →/ ə /

e.g boredom / ˈbɔːdəm /, control / kənˈtrəʊl /

"oa" → / ɔː /when there is"r" behind, the remaining"oa"reads /

əʊ /.e.g coat / boat /, boat / bəʊt /, roar / rɔːr /, board / bɔːd /

"oo" → / ʌ /in blood / blʌd /, flood / flʌd /

"oo" → / ʊə /in words with 1 syllable ending in"r"

"oo" → / ʊ / or / uː /in most of the remaining words

e.g poor / pʊə (r) /, wool / wʊl /, doomsday / ˈduːmzdeɪ /

"or" →/ ɔː / when an accent is received or/ ə / when no accent is received

e.g important / ɪmˈpɔːtənt /, sword / sɔːd /, labor /ˈleɪbə (r) /

"ou" →/ ʌ /in the"ou + consonant" group

e.g rough / rʌf /, cousin / ˈkʌzn /

-"ou" →/ ʊ /

e.g could / kʊd /, would / wʊd /

-"ou" →/ uː /

e.g group / ɡruːp /, wound / wuːnd /

-"ou" →/ ə / in the phrase"ous"

e.g famous / ˈfeɪməs /, prosperous / ˈprɒspərəs /

- "ou" →/ aʊ /in words has "ou + consonant"

groups.e.g about / əˈbaʊt /, south / saʊθ /

- "ou" →/ əʊ /

e.g soul / səʊl /, poultry / ˈpəʊltri /

-"ou" →/ ʊə /

e.g tour / tʊə (r) /

"ow" →/ aʊ /

e.g power / ˈpaʊə (r) /, drown / drafts /

-"ow" →/ əʊ /

e.g blow / bləʊ /, arrow / ˈærəʊ /

"u" →/ ɜː /in the group "ur + consonants" when this group receives accents

e.g urge / ɜːdʒ /, surgery / ˈsɜːdʒəri /

"u" →/ ə /

e.g suggest / səˈdʒest /, surprise / səˈpraɪz /

"u" →/ ʌ /in the ending words "u + consonants"

e.g cup / cup /, skull / skʌl /

"u" →/ uː /

e.g salute / səˈluːt /, lunar / ˈluːnə (r) /

"u" →/ jʊ / or / juː /

e.g cure / kjʊə (r) /, commune / ˈkɒmjuːn /

"ui" →/ aɪ / in words with"ui + consonants + e"

e.g guide / gaɪd /, quite / kwaɪt /

"ui" →/ ɪ /

e.g quit / kwɪt /, guilty / ˈɡɪlti /

"ui" →/ juː / in "suit"

e.g suitable / ˈsjuːtəbl /, pursuit / pəˈsjuːt /

"ui" →/ uː /

e.g fruit / fruːt /, cruise / kruːz /

"uy" →/ aɪ /

e.g guy / ɪaɪ /, buy / baɪ /

"y" →/ j /when leading a word

e.g yell / jel /, yesterday / ˈjestədeɪ /

"y" →/ aɪ / in a syllable word or in syllables the accent of 2

syllables.e.g cry / kraɪ /, deny / dɪˈnaɪ /

"y" →/ i /when nouns (n), adjective (adj), adverb (adv) or non-accent

syllables.e.g slippery / ˈslɪpəri /, muddy / ˈmʌdi /

SUMMARY

The above is a reading of some IPA alphabetical letters to note, and I have summarized it with a summary, but there are some exceptions:

Vowels

/ iː /i, e, ee, ea, ie, ei (after the characters "c" and "s")

/ ɪ / or / i /i, y, e (in the syllable not emphasized), u, a + consonant + e

/ɑː/ a, ar

/ ʌ /o, ou, o + consonants + e, u

/ ɔː /a, all, alt, au, aw, or, our, oar, oor

/ ɒ /o, ock, bee

/ uː /u, o, oo, ew, ue, ui

/ ʊ /o, oo, ould, u

/ ɜː /er, ear, ir, or (after w), ur

/ ə /most vowels are not emphasized

Double Corresponding letters

vowels

/ eɪ /a, ai, ay, ey, a + consonant + e, eigh, eign

/ aɪ /ie, ye, y (in 1 syllable / syllable word is pressed), i + consonant

+ e, ui + consonant + e, y + consonant + e, igh, ild, ind

/ɔɪ/ oi, oy

/əʊ/ o, oa, old, ow, o + consonants + e

/ eə /air, are, ear, eir

/ ɪə /ear, eer, ere, ier

/ ʊə /oor, our, ur

Consonant The corresponding letter

/ ŋ /n (before "k"), ng

/ f /f, ph, gh (at the end of the word)

/ θ / Th

/ s /s, ss, se, c (before "e, i" and "y"), x (in the phrase "ex" before

consonants), in the phrase "sive"

/ z /z, zz, s (between two vowel characters), x (in the phrase "ex"

before the vowel), in the phrase "ism, izm"

/ ʃ /s (after the previous consonant "u, ia, io"), ss, c, sh, cluster

"cian / tion", phrase "sion / sure" (these clusters are after consonants), "tial / cial / tious / cious ”

/ ʒ /phrase "sion / sure" (clusters after vowels), ge (words with

French roots)

/ tʃ / ch, phrase "tion" (when standing behind "s"), the phrase "ture"

/ j / y, u, in the phrase "ew / ue"

Mute consonant

In English there are some unreadable consonants in some words that

contain corresponding handwriting symbols It is called a silent consonant

For example / h / in the word "hour" can not be read: hour / ˈaʊə (r) /

I consider the following popular silent consonants:

b after "m" climbing / klaɪm /, comb / kəʊm /

t in the sten cluster listen /ˈlɪsn/

in stle cluster whistle /ˈwɪsl/

in the phrase ften often /ˈɒfn/

Christmas /ˈkrɪsməs/

k before "n" at the knob /nɒb/ , knee /niː/ , know /nəʊ/ , knife

beginning of the knob / /naɪf/

nɒb /, knee / niː /,

know / nəʊ / knife /

naɪf /

g before "n" at the gnaw /nɔː/ , sign /saɪn/

beginning or end from

gnaw / nɔː /, sign / saɪn /

h start some words or honest / ˈɒnɪst /

follow "w" in some hour

words

n after "m" at the end of autumn

l before "k" in some talk / tɔːk /, walk / wɔːk /, chalk / tʃɔːk /

words

p before "s" or "n" at the pneumatic / njuːˈmætɪk /,

beginning psychology / saɪˈkɒlədʒi /

s when standing before "l" island /ˈaɪlənd/

in some words

w before "r" at the write /raɪt/ , written /ˈrɪtn/ , wrote /rəʊt/ ,

beginning wrist /rɪst/ , wrestle /ˈresl/

Teach students to master the pronunciation of "s / es" and "ed"

How to pronounce tail "s"

“s” behind the sounds “s” behind the sounds after the remaining

/p/, /t/, /k/, /f/ /s/, /z/, /ʃ/, /tʃ/, /dʒ/ sounds

stops /stɑːps/ misses /ˈmɪsɪz/ cleans /kliːnz/

rises /ˈraɪzɪz/ plays /pleɪz/

spots /spɑːts/ washes /ˈwɒʃɪz/ clears /klɪəz/

looks /lʊks/ watches /ˈwɒtʃɪz/ rides /raɪdz/

laughs /lɑːfs/ judges /ˈdʒʌdʒɪz/ comes /kʌmz/

How to pronounce tail "ed"

/t/

“ed” behind soundless

sounds like /p/, /k/,

/f/, / s/, /tʃ/ , /ʃ/

/ɪd/

“ed” behind the sound /t/ or /d/

/d/

“ed” behind the voiced sounds like /b/, /g/, /v/, /z/, /ʒ/, /dʒ/, /ð/, /m/, /n/, /ŋ/, /l/, /r/ and vowels

helped /helpt/ wanted /ˈwɒntɪd/ robbed /rɒbd/

laughed /lɑːft/ invented /ɪnˈventɪd/ hugged /hʌɡd/

missed /mɪst/ visited /ˈvɪzɪtɪd/ saved /seɪvd/

looked /lʊkt/ needed /ˈniːdɪd/ arranged /əˈreɪndʒd/

watched /wɒtʃt/ decided /dɪˈsaɪdɪd/ rained /reɪnd/

washed /wɒʃt/ provided /prəˈvaɪdɪd/ stayed /steɪd/

Teach students to master some accent rules

Rule 1: Most verbs have 2 syllables, the stress falls into the second syllable:

Eg: be’gin, for’get, en’joy, dis’cover, re’lax

Rule 2: The majority of nouns, adjectives, adverbs include 2 syllables, the accent

falls on the first syllable

Eg: ‘children,‘ hobby, ‘habbit,‘ lucky, ‘pretty

Rule 3: The compound verb, the accent falls into the second syllable: