skkn difficulties in teaching and learning pronunciation in language focus periods – english 11 and some solutions

METHODS OF THE STUDYIn order to fulfill the tasks as mentioned above, a certain data about theattitudes of teachers and students as well as the difficulties and causes ofdifficulties in

NGUYỄN VĂN THÀNH

DIFFICULTIES IN TEACHING AND LEARNING PRONUNCIATION IN LANGUAGE FOCUS PERIODS – ENGLISH 11 AND SOME SOLUTIONS

(KHÓ KHĂN TRONG DẠY VÀ HỌC NGỮ ÂM TRONG CÁC TIẾT DẠY

“LANGUAGE FOCUS” SÁCH GIÁO KHOA TIẾNG ANH 11 VÀ MỘT SỐ

GIẢI PHÁP)

TABLE OF CONTENTS

PART 1: INTRODUCTION 1

1 RATIONALE OF THE STUDY 1

2 AIMS OF THE STUDY 1

3 METHODS OF THE STUDY 2

4 SCOPE OF THE STUDY 2

PART 2: DEVELOPMENT 3

I Definition of pronunciation 3

II An overview of the situation of teaching and learning English at Ha Huy Tap Upper Secondary School

3 2.1 Learners 3

2.2 Teachers 3

2.3 The textbook 4

III SOME SUGGESTED TECHNIQUES FOR TEACHING PRONUNCIATION IN “LANGUAGE FOCUS PERIODS – ENGLISH 11” AT HA HUY TAP UPPER SECONDARY SCHOOL. 6 3.1 Amount of exposure 6

3.2 Attitudes and motivation 7

3.3 The time for each lesson 7

3.4 Techniques for practice stage 7

IV.SOME SUGGESTED ACTIVITIES ARE USED IN PRONUNCIATION PERIODS FOR GRADE 11 AT HA HUY TAP UPPER HIGH SCHOOL

8 PART 3: CONCLUSION 27

1 Conclusions of the study 27

2 Limitations of the study 27

3 Suggestions for further study 27

REFERENCES 28

APPENDIX 1: PHIẾU ĐIỀU TRA NGHIÊN CỨU CHO HỌC SINH 30 APPENDIX 2: SURVEY QUESTIONAIRE FOR TEACHERS 36

APPENDIX 3: CLASSROOM OBSERVATION SHEET 41

PART 1: INTRODUCTION

1 RATIONALE OF THE STUDY

The importance of English has been admitted all over the world by the largenumbers of people using it as either the official language or the primary language.English is considered as the third most common primary language in the world InVietnam as well, English is becoming one of the vital keys to get success in theirlife

Nowadays, English has become one of the compulsory subjects at schoolfrom primary to upper-high school In order to use English effectively,pronuciation should be paid attention more to reduce the limitation ofcommunication among vietnamese students because of their lack of confidence inpronunciation

Moreover, as being seen from the fact , pronuciation is paid less attentioncompared with vocabulary, grammar and language skills in language teaching andlearning English at upper- secondary school Therefore, students are often shy andunconfident to speak english They are usually afraid of pronouncing incorrectly

So, how difficult are students facing with when they learn pronucition?What activities should be used to teach pronucition effectively? How shouldteachers make students become interested in learning pronunciation? They areburning questions for many teachers of English The answers to these questionswill help teachers improve students’ pronunciation knowledge and help them tomake progress in communication For the above reasons, I decide to investigate

“Difficulties in teaching and learning Pronunciation in Language Focus periods – English 11 and some solutions”

2 AIMS OF THE STUDY

This study mainly focused on the difficulties in teaching and learningpronunciation in Language Focus periods – English 11 and solutions to helpthem overcome these difficulties In order to achieve this aim, some objectivesare posed for exploration as follows:

- To find out the attitudes of teachers and learners towards in teaching andlearning pronunciation at Ha Huy Tap Upper Secondary School

- To find out the difficulties and the causes of difficulties in teaching andlearning Pronunciation

- To find out how pronunciation components are taught at Ha Huy TapUpper Secondary School

3 METHODS OF THE STUDY

In order to fulfill the tasks as mentioned above, a certain data about theattitudes of teachers and students as well as the difficulties and causes ofdifficulties in teaching and learning pronunciation at Ha Huy Tap UpperSecondary School were collected and analyzed To collect data for the research,

a survey questionnaire were delivered to 7 teachers and 100 grade 11 students at

Ha Huy Tap Upper Secondary School Some observation and interviews withsome teachers and students were also conducted for supplementary information.After that, the results obtained from questionnaires and observation werediscussed then some useful pronunciation teaching techniques wererecommended

4 SCOPE OF THE STUDY

There are a number of difficulties in teaching and learning English atupper – secondary school However, as this study is concerned with teachingand learning pronunciation in Language focus periods – English 11

PART 2: DEVELOPMENT

I Definition of pronunciation

The notion of "pronunciation" has been defined in different ways by manywriters Ur (1996: 47) defines that "The concept of "pronunciation" may be said toinclude sounds of the language or phonology; stress and rhythm; intonation;combination of sounds; linkage of sounds"

Dalton, (1994: 3) describes pronunciation in general term "as the production

of significant sound in two senses First, sound is significant because it is used aspart of a code of a particular language In this sense we can talk aboutpronunciation as the production and reception of sounds of speech Second, sound

is significant because it is used to achieve meaning in contexts of use Here thecode combines with other factors to make communication possible In this sense

we can talk about pronunciation with reference to acts of speaking"

In this paper, the author has no intention of pointing out which definition ofpronunciation is the most precise but she only wishes to find an appropriatedefinition facilitating the understanding of pronunciation in language study.Therefore, the definition of pronunciation proposed by Ur (1996) is adopted

II An overview of the situation of teaching and learning English at Ha Huy Tap Upper Secondary School.

2.1 Learners

There are about 500 students of grade 11 in my school Most of the studentshave learnt English for at least 7 years, since they were at grade 6 Some of themhave learnt English since they were in primary school Two thirds of them learnEnglish as a compulsory subject Some learn English to get scholarship to studyabroad The others study English more deeply to take the exam to university Ingeneral, the majority of the students like learning English and have a good generalknowledge of English Many students are capable of speaking English fluently As

a result, 10% gets mark 9 to 10, 30% gets mark 8 to 9, 55% gets mark 6 to 8, and5% gets mark 5 to 6, 0% gets mark below 5 Some students get high mark inIELTS and TOFEL exam and have scholarship to study abroad

However, teaching and learning English at Ha Huy Tap Secondary Schoolhave some difficulties Most of the classes are rather big in comparison with anordinary class for a class of English, about 40 students Furthermore, there is notany lab room for studying a foreign language In addition to that, students hardlyhave opportunities to communicate with native speakers

2.2 Teachers

There are 10 teachers of English in Ha Huy Tap Upper Secondary School Three of the teachers are from 25 to 43 years old, three have just finished an MA

course, one is following MA course, and the other teachers graduated from Hanoinational university and Vinh univesity Among these teachers, five of the teachersare rewarded as the best teachers of Nghe An province They have sucessfullypassed the exams for the talented teachers of Nghe An education and trainingdepartment All the teachers are very enthusiastic with teaching and want toimprove the quality of English teaching and learning.

2.3 The textbook

We have been using the text book - English 11 for two years There are manychanges in this new text book in comparison with the old text book This text bookhas four lessons focus on four skills such as Reading, Speaking, Listening andWriting Especially, Pronunciation is also introduced in this text book However, it

is only one small part in the Language Focus lessons About 10 to 15 minutes arespent for Pronunciation in each unit There are 16 units in the text book and theyfocus on the pronuciation of consonants including single consonant and clustersconsonants There are two main activities of practicing: Listen and repeatindividual words and Practice reading sentences Following is the table of contents

of the pronunciation components and activities in each unit:

Table 1: Pronunciation components and activities in each unit

Pronunciation components Techniques and activities

Unit 1 The pronunciation of the

- Listen and repeat phrases

- Practice reading question andanswer

Unit 8 The pronunciation of the

consonant

/fl/ -/fr/ -/θr/r/

- Listen and repeat phrases

- Practice reading sentences

Unit 9 The pronunciation of the

consonant

/sp/ -/st/ -/sk/

- Listen and repeat phrases

- Practice reading sentences

/ʃr/-/spr/-/spl/ -Mark the primary stress over

stress syllables and practicereading sentences

- Practice reading sentences

All the pronunciation components in English 11 are very important andnecessary for students to produce actual speech However, during the teaching andlearning process, both teachers and students face up with many difficulties Howcan they overcome the difficulties? Some questions have been proposed to solvethese problems

III SOME SUGGESTED TECHNIQUES FOR TEACHING PRONUNCIATION IN “LANGUAGE FOCUS PERIODS – ENGLISH 11”

AT HA HUY TAP UPPER SECONDARY SCHOOL.

Based on the findings stated above, some suggestions for improvingpronunciation teaching and learning in “Language focus periods – English 11” at

Ha Huy Tap Upper Secondary School There are many causes of difficulties inteaching and learning pronunciation, however, amount of exposure, short time andboring and monotonous practice activities in the textbook has the strongestagreement So some suggestions based on the factors affecting pronunciationteaching and learning process are given as followed:

3.1 Amount of exposure

It is difficult to get an accurate picture of how much exposure to English a

person should have, then the learner is surrounded by English and this constantexposure should affect pronunciation skills In our teaching and learningenvironment, students have little chance to communicate to native speakers Sothat teachers should create a native–like language environment in their ownclasses Both teachers and students have to communicate to each other in English.

In addition, teachers had better provide students with more listening exercisesespecially listen to conversations and practice them

3.2 Attitudes and motivation

The learner's attitude and motivation towards the language they are

learning or going to learn also affects the process of learning pronunciation Their

positive attitudes and motivation will help students a lot in learning thislanguage, including learning its pronunciation So that teachers should helpstudents aware of the importance of learning pronunciation What is more,teachers need to make the pronunciation lessons more comfortable andinteresting by using different techniques such as reading, listening, playinggames

3.3 The time for each lesson

The time for each pronunciation in English 11 is fixed; we can not lengthen

it So that teachers should be wise to carefully consider which amount ofknowledge should be focused and which techniques should be used to save time.Choosing suitable techniques to make the lessons both interesting and effective isnot easy It depends on each teacher, his students and the number of students ineach class

3.4 Techniques for practice stage

There are many techniques for students to practice pronunciation Eachtechnique has its own advantages It depends on which pronunciation componentstudents are practicing However, some following techniques are liked most by thestudents:

3.4.1 Listen and repeat conversation: This technique is very useful for students.

That brings English into the real context for the students to practice From thatstudents will find it easier to use the knowledge in communicating However, tofind out suitable conversations for each lesson is not easy for the teachers.Teachers need to use many sources of reference (See appendix)

3.4.2 Odd one out: This is the only kind of exercise that exists in the written test.

So it is very useful for students at high school It can help them get accustomed todoing multiple choice exercises to have better result in the exam This techniquecan be applied to every unit, especially for unit 2 to unit 4 because this kind ofexercise exists in the written test to university (See appendix)

3.4.3 Do the listening exercises: Listening comprehension exercises in course

books are often designed to sound as realistic as possible, with the participantstalking at a normal speed and using natural language These can play a key role inhelping students to notice the existence of a pronunciation feature Thistechnique can apply for every unit (See appendix)

3.4.4 Do the reading aloud activities: In reading activities, although the

medium is the written word, work on pronunciation can be successfullyintegrated here too Like listening, reading is a receptive activity (i.e studentsreceive the language rather than produce it), and so it provides a suitable means ofbringing language features to students' attention This technique can apply forevery unit (See appendix)

3.4.5 Play games: This is the activity which students like most Games provide a

relaxing environment for students to practice new pronunciation effectively.Playing games not only helps students to practice the knowledge but also makesthe lessons more interesting Students will no longer find stressed whenever theylearn pronunciation This technique can be use in almost all the lessons (Seeappendix)

These are some of the techniques that the author would like to introducewith the hope that they will make the pronunciation lessons more interesting andeffective How to use these techniques effectively depends so much on theteachers Each teacher should decide which technique, how, when and where to use

to get their purpose Teachers should use them flexibly Teachers can create thenew ones basing on the learning and teaching context

IV.SOME SUGGESTED ACTIVITIES ARE USED IN PRONUNCIATION PERIODS FOR GRADE 11 AT HA HUY TAP UPPER HIGH SCHOOL UNIT 1: The pronunciation of the consonant / ʤ/ - /tʃ/

Objectives:The aim of this period is to clarify the difference between two sounds

in order to help students to pronounce them correctly because these two sounds arenearly pronounced the same However, they are quite different

In order to make students easy to understand and remmember them Here are somesuggested activites in the class to modify the sound in an interesting way

Feedback: Students understand the sounds deeply They can identify and

pronounce them correctly After doing the listening exercises, 60% of the studentsfound that they felt more confident when they speak with others,especiallyforeigners

Activities for teaching

Activity 1: Ask students to practice to distinguish the difference between two sounds

+Round your lips tightly

+The teeth come together

+Middle of the tongue raises and touches the root of the mouth

+Make the sound

+Put your hand in front of your face

Sound /tʃ/: students will feel the air (unvoice consonant)

Sound /ʤ/: students won’t feel the air (voice consonant)

Activity 2: Practice to pronounce the sounds in turn

- Teacher says the words Students will say the sounds

- Teacher says the sounds Students say the words

Activity 4: Practice reading aloud the sentences

1 Just outside the village, there’s a bridge

2 Jane always enjoys George’s jokes

3 Two jeeps went over the edge of the bridge

4 Which picture do you think the child wants to change?

5 Mix the mushrooms, chilli and cheese

6 Do you like French salad and fish and chips?

Game: Teachers write the sentences in a piece of paper Then , ask a students fromeach group to choose one piece After that, they practice in groups Finally, onerepresentative from each group will read aloud the sentence

The group which pronounced the sentences more correctly will get the ponits Thegame continues until the end

UNIT 2: The pronunciation of the consonant /m/ - /n/ - / ɳ/

Objectives:They are nasal consonant sounds Therefore, in some ways, students

are easily to make mistakes between them In the lesson, it is necessary to identifythe difference between them for students to understand Then some followed

activities will be added to make the lesson more interesting

In order to make students easy to understand and remmember them Here are somesuggested activites in the class to modify the sound in an interesting way

Feedback: Students understand the sounds deeply They can identify and

pronounce them correctly After doing the listening exercises, 80% of the students found that they felt more confident when they speak with others,especially

foreigners

Activity 1: Miming

+ Teachers will illustrate the difference of the sounds by miming the sounds

through the way to open and close the mouth to push the air into the nose

The M consonant sound (IPA symbol: /m/) is made by lightly pressing your lips

together while making the sound with your vocal chords

The N consonant sound (IPA symbol: /n/) is made by moving air through the nasal

passage Your lips will be slightly parted The tongue touches the roof your mouth just behind your teeth You should feel a vibration in your nose

The Ng consonant /ŋ/ is the third nasal sound in English It is also produced by moving air through your nasal passage, but the tongue placement is different than

the N sound Your tongue is raised and further back in your mouth.

Activity 2: Listing (Face to face game)

Wrong Running Bringing Sing Morning

+ Students will be divided into groups

+Teachers will say the words and students repeat them

+ Teachers will say the sound and students will say as many words as possible in turns The group that can list more words will be the winners

Activity 3: Sentence Drilling

1 Good morning, I want an apartment in central London.

2 We have an inexpensive apartment in Northern Avenue

3 I remember meeting him on a nice summer afternoon.

4 Mr King is singing next door

5 He’s holding a string in his fingers

6 He loves spending his holidays in his small summer house.

+ Teachers will call each pair to read aloud each sentence The one who can read better will get the point for the group

+ At the end of the game, the group which has more points is the winner

Unit 3 : The pronuciation of /l/, /r/ and / h/

Objectives: Students are easily to make mistakes when they pronouced these

sounds In the lesson, it is necessary to identify the difference between them forstudents to understand Then some followed activities will be added to make thelesson more interesting

In order to make students easy to understand and remmember them Here are somesuggested activites in the class to modify the sound in an interesting way

Feedback: Students understand the sounds deeply They can identify and

pronounce them correctly After doing the listening exercises, 60% of the students found that they felt more confident when they speak with others,especially

foreigners

Avtivity 1 : Introducing the sounds

-/l/ is pronounced with a large flap of the tongue The best way to make it clear that you aren’t pronoucing /r/ is to bend your tongue as far back as you can in your mouth, and flick it forward as you can say /l/

-/r/ is pronounced by moving your tongue as little as possible when making the sound When you pronounce /r/, the tongue never touches the palate The tongue is placed further back in the mouth

-/h/ is pronounced with the tongue low in your mouth This is a voiceless sound

Activity 2: Practicing with words

Teachers say the words and students tick the sounds /r/,/l/ or /h/

Hit House Holiday Hospital Husband Helicopter

-Students’ worksheet

Listen and tick the sound you hear

Activity 3: Practise reading aloud these sentences

1 Hello, Mr.Allen You’re early for lunch It’s only eleven o’clock

2 I’d like a plate of salad, a glass of lemonade, a slice of melon and some jelly,please

3 Laura is a really pretty librarian in the public library

4 Her parents own a restaurant in a country in Central Europe

5 Hello, Harry Have you heard the news? There’s been a horrible accident A helicopter has hit Helen’s house

6 Helen and her husband will have to spend their holiday in hospital

Game: Line game (Who’s more fluent?)

Students are divided into groups of 6 students In turn, Two groups will stand in lines to play the game The pairs of each group will read aloud the sentences Then,the one pronouncing correctly will come back their seat In the end, the group that finishes first will win the game

Unit 4: The pronunciation of the consonant /w/ - /j/

Objectives:They are glide and voiced consonant sounds Therefore, in some ways,

students are easily to make mistakes between them In the lesson, it is necessary toidentify the difference between them for students to understand Then somefollowed activities will be added to make the lesson more interesting

In order to make students easy to understand and remmember them Here are somesuggested activites in the class to modify the sound in an interesting way

Feedback: Students understand the sounds deeply They can identify and

pronounce them correctly After doing the listening exercises, 80% of the students found that they felt more confident when they speak with others,especially

foreigners

Activity 1: Distinguish the different between two sounds /w/, /j/

-/w/ is voiced sound It is pronouced by closing the mouth And then, it is lightly opened until the sound /w/ is pronouced

-/j/ is also voiced sound It is pronouced by raising the middle part of the tongue

against the centre of palate without touching it.

Activity 2: Same or Different

-Teachers will say a pair of words consisting of the sounds / w/ , /j/ Students will have to say whether these words have the same or different beginning sounds

-Students will be divided into groups of 4 students They will have a worksheet to write down S (same) or D (different) After practicing, teachers will collect the worksheets and check the answers

Teacher’s worksheet

Activity 3: Drilling sentences

1. We went for a walk in the woods near the railway

2 We wore warm clothes and walked quickly to keep warm

3 At about twelve, we had veal sandwiches and sweet white wine, and we watched TV

4 Excuse me Did you use to live in York?

5 Did you use to be a tutor at the University?

6 I read about Hugh in the newspaper yesterday

Game: Who is better?

Ask each pair of students to read aloud the sentences Then, The teacher will

decide who is better.The person who reads better will get a sticker

Unit 5: The pronunciation of the consonant /pl/ - /bl/ - /pr/ - /br/

Objectives:They are consonant clusters which consists of two or more

consonants They are pronounced together as a group of sounds Some followedactivities will be added to make the lesson more interesting

In order to make students easy to understand and remmember them Here are somesuggested activites in the class to modify the sound in an interesting way.

Feedback: Students understand the sounds deeply They can identify and

pronounce them correctly After doing the listening exercises, 70% of the students found that they felt more confident when they speak with others,especially

foreigners

Activity 1: Listen and write the sound in the gap

1. own 2. ue 3 ay 4 actice 5. ide 6 ack 7 ouse 8 enty

9 easure 10. other 11. ead 12. oad Game: Bingo

-Teacher will read the sounds and students have to recognise to fill in the blank

-When the teacher finishes reading the sounds, the student finishes first and says

“Bingo”

Activity 2:Find words that contain sounds / pl/,/bl/,/pr/,/br/

Game: Face to face

The teacher will divide the class into groups of 4-5 Each group will have time to list the words containing the sounds Then, each presentative of the groups will stand face to face in order to list the words out in turn In the end, the group that lists more words will get the highest mark (20) Other groups will get the mark from 5-10-15, relatively with their order

Activity 3: Sentence Drilling

Students will practise the dialogue in pairs Then, each pair will read aloud

A: Brian, what is Bretty presenting on Sunday?

B: She’ll teach us how to play English pronuciation games

A: Are you going to prepare for it?

B: Yes, my brother is going to play the guitar and I’ll sing the blues

A: What clothes are you going to wear,Pretty?

B: Black brown blouse and jeans

A: How about a small present for Bretty after her presentation?

B: Please bring something not very precious

Unit 6: The pronunciation of the consonant /tr/-/dr/-/tw/

Objectives:They are consonant clusters which consists of two or more

consonants They are pronounced together as a group of sounds Some followed

activities will be added to make the lesson more interesting

In order to make students easy to understand and remmember them Here are somesuggested activites in the class to modify the sound in an interesting way

Feedback: Students understand the sounds deeply They can identify and

pronounce them correctly After doing the listening exercises, 80% of the students found that they felt more confident when they speak with others,especially

foreigners

Activity 1: Listen and write the sound in the gap

1. affic 2. _in 3 ink 4 ive 5. inkle 6 oops 7 ess 8 elve

9 opical 10. eadful 11. enty 12. ousers Game: Bingo

-Teacher will read the sounds and students have to recognise to fill in the blank

-When the teacher finishes reading the sounds, the student finishes first and says

“Bingo”

Activity 2:Find words that contain sounds / dr/,/tr/,/tw/

Game: Face to face

The teacher will divide the class into groups of 4-5 Each group will have time to list the words containing the sounds Then, each presentative of the groups will stand face to face in order to list the words out in turn In the end, the group that lists more words will get the highest mark (20) Other groups will get the mark from 5-10-15, relatively with their order

Activity 3: Sentence Drilling

Game: Line game (Who is more fluent?)

-Students will practise reading the sentences individuals

-Then teacher will ask students to stand in 2 lines They will read aloud the

sentences in turn The person who reads more fluently will come back to his.her seat Others have to do back to the end of the line until they read correctly

-The group which finishes first wins the game

Unit 7: The pronunciation of the consonant /kl/-/gl/-/kr/-/gr/-/kw/

Objectives:They are consonant clusters which consists of two or more

consonants They are pronounced together as a group of sounds Some followedactivities will be added to make the lesson more interesting

In order to make students easy to understand and remmember them Here are somesuggested activites in the class to modify the sound in an interesting way

Feedback: Students understand the sounds deeply They can identify and

pronounce them correctly After doing the listening exercises, 80% of the students found that they felt more confident when they speak with others,especially

-Teacher will read the sounds and students have to recognise to fill in the blank

-When the teacher finishes reading the sounds, the student finishes first and says

“Bingo”

Activity 2:Find words that contain sounds /kl/,/gl/,/kr/,/gr/,/kw/

Game: Face to face

The teacher will divide the class into groups of 4-5 Each group will have time to list the words containing the sounds Then, each presentative of the groups will stand face to face in order to list the words out in turn In the end, the group that lists more words will get the highest mark (20) Other groups will get the mark from 5-10-15, relatively with their order

Activity 3: Sentence Drilling

Students will practise the dialogue in pairs Then, each pair will read aloud

A: Didn’t you go to the cricket club?

B: Yes, I did go to the cricket club

A: Was it crowded?

B:Quite crowded

A: Was Greg there?

B: Greg was there, yes And Robert Queen was there, too

A: Does Robert Queen like cricket?

B: No, he doesn’t He quarrelled with Greg He went to the pub and drank some glasses of beer

A: oh dear!

B: Mm.Shall I take your clothes to the cleaner’s?

Unit 8: The pronunciation of the consonant /fl/ - /fr/ - /θr/r/

Objectives:They are consonant clusters which consists of two or more

consonants They are pronounced together as a group of sounds Some followedactivities will be added to make the lesson more interesting

In order to make students easy to understand and remmember them Here are somesuggested activites in the class to modify the sound in an interesting way

Feedback: Students understand the sounds deeply They can identify and

pronounce them correctly After doing the listening exercises, 70% of the students found that they felt more confident when they speak with others,especially

foreigners

Activity 1: Listen and write the sound in the gap

1 uit 2. y 3 y 4 ive 5. ough 6 ower 7 ozen 8 ow

9 ow 10. u 11. eaten 12. oat Game: Bingo

-Teacher will read the sounds and students have to recognise to fill in the blank

-When the teacher finishes reading the sounds, the student finishes first and says

“Bingo”

Activity 2:Find words that contain sounds /fl/ - /fr/ - /θr/r/

Game: Face to face

The teacher will divide the class into groups of 4-5 Each group will have time to list the words containing the sounds Then, each presentative of the groups will stand face to face in order to list the words out in turn In the end, the group that lists more words will get the highest mark (20) Other groups will get the mark from 5-10-15, relatively with their order

Activity 3: Sentence Drilling

Students will practise the dialogue in pairs Then, each pair will read aloud

A: Don’t throw these little flags onto the floor, Fred

B: Oh, I’m sorry, Florrie I’ll pick thm up

A: That’s all right, Fred And are you hungry? Dinner’s ready

B: Oh,good!What shall we have for dinner today, Florrie?

A: We’ll have three dishes: French fries, fried fish and cauliflower

B: Good! I like all three of them What about dessert?

A: I’ve made a fruit cake But first, have some fruit juice It’s good for your throat

and keeps away the flu.

B: Thanks, Florrie

Unit 9: The pronunciation of the consonant /st/-/sp/-/sk/

Objectives:They are consonant clusters which consists of two or more

consonants They are pronounced together as a group of sounds Some followedactivities will be added to make the lesson more interesting

In order to make students easy to understand and remmember them Here are somesuggested activites in the class to modify the sound in an interesting way

Feedback: Students understand the sounds deeply They can identify and

pronounce them correctly After doing the listening exercises, 80% of the students found that they felt more confident when they speak with others,especially

foreigners

Activity 1: Listen and write the sound in the gap

1 eak 2. ill 3 op 4 and

9 eedy 10. _ool 11. _eech 12.du _

Game: Bingo

-Teacher will read the sounds and students have to recognise to fill in the blank

-When the teacher finishes reading the sounds, the student finishes first and says

“Bingo”

Activity 2:Find words that contain sounds /fl/ - /fr/ - /θr/r/

Game: Face to face

The teacher will divide the class into groups of 4-5 Each group will have time to list the words containing the sounds Then, each presentative of the groups will stand face to face in order to list the words out in turn In the end, the group that lists more words will get the highest mark (20) Other groups will get the mark from 5-10-15, relatively with their order

Activity 3: Sentence Drilling

Students will practise the dialogue in pairs Then, each pair will read aloud

A: Ladies and gentlement

B: Speak up, Stanley!

A: I stand before you

B: Speak up, Stanley!

A: On this School Speech Day

A:Do speak up!

B: ON THIS SCHOOL SPEECH DAY

A: Stop shouting, Stanley!

B: And I speak for both my wife and myself, when I say

Unit 10: The pronunciation of the consonant /sl/-/sm/-/sn/-/sw/

Objectives:They are consonant clusters which consists of two or more

consonants They are pronounced together as a group of sounds Some followedactivities will be added to make the lesson more interesting

In order to make students easy to understand and remmember them Here are somesuggested activites in the class to modify the sound in an interesting way

Feedback: Students understand the sounds deeply They can identify and

pronounce them correctly After doing the listening exercises, 80% of the students found that they felt more confident when they speak with others,especially

foreigners

Activity 1: Listen and write the sound in the gap

1. ave 2. _art 3 allow 4 ack 5. _ing 6 ell 7 _eep 8 eeze

9 im 10. im 11. ooker 12. oke Game: Bingo

-Teacher will read the sounds and students have to recognise to fill in the blank

-When the teacher finishes reading the sounds, the student finishes first and says

“Bingo”

Activity 2:Find words that contain sounds /sl/-/sm/-/sn/-sw/

Game: Face to face

The teacher will divide the class into groups of 4-5 Each group will have time to list the words containing the sounds Then, each presentative of the groups will stand face to face in order to list the words out in turn In the end, the group that lists more words will get the highest mark (20) Other groups will get the mark from 5-10-15, relatively with their order

Activity 3: Sentence Drilling

-Students will practise the dialogue in pairs Then, they will read aloud in turn A: Is Snowy at home? Snowy Smith?

B: He is sleeping Go away