(Sáng kiến kinh nghiệm) difficulties in teaching and learning pronunciation in language focus periods – english 11 and some solutions

INTRODUCTION

RATIONALE OF THE STUDY

English is recognized globally as a crucial language, with millions using it as either an official or primary language It ranks as the third most common primary language worldwide In Vietnam, proficiency in English is increasingly seen as essential for achieving success in various aspects of life.

English is now a mandatory subject in Vietnamese schools, spanning from primary to upper high school To enhance communication skills, it is crucial for students to focus on improving their pronunciation, as many lack confidence in this area.

Pronunciation is often overlooked in English language teaching at upper-secondary schools, with more focus placed on vocabulary, grammar, and overall language skills As a result, many students feel shy and lack confidence when speaking English, primarily due to their fear of mispronunciation.

Students often struggle with pronunciation, posing challenges for English teachers To teach pronunciation effectively, it's essential to implement engaging activities that capture students' interest Addressing these critical questions can enhance students' pronunciation skills and improve their communication abilities Therefore, I am motivated to explore this topic further.

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

AIMS OF THE STUDY

This study addresses the challenges faced in teaching and learning pronunciation during Language Focus periods in English 11, while also proposing effective solutions to overcome these obstacles To achieve this goal, several key objectives have been established for thorough exploration.

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

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

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

METHODS OF THE STUDY

To investigate the challenges and factors affecting pronunciation teaching and learning at Ha Huy Tap Upper Secondary School, data was gathered on the attitudes of both teachers and students A survey questionnaire was distributed to 7 teachers and 100 grade 11 students to collect relevant information for this research.

Ha Huy Tap Upper Secondary School conducted observations and interviews with teachers and students to gather supplementary information The findings from the questionnaires and observations were analyzed, leading to the recommendation of effective pronunciation teaching techniques.

SCOPE OF THE STUDY

Teaching and learning English at the upper-secondary school level presents several challenges, particularly in the context of pronunciation during Language focus periods in English 11.

DEVELOPMENT

An overview of the situation of teaching and learning English at

At my school, approximately 500 grade 11 students have been learning English for at least seven years, with many starting in primary school Two-thirds study English as a compulsory subject, while others pursue it to secure scholarships for studying abroad or to prepare for university entrance exams Overall, most students enjoy learning English and possess a solid understanding of the language, with many able to speak fluently In terms of academic performance, 10% achieve scores between 9 and 10, 30% score between 8 and 9, 55% fall within the 6 to 8 range, and 5% score between 5 and 6, with no students scoring below 5 Additionally, some excel in IELTS and TOEFL exams, earning scholarships for overseas study.

Teaching and learning English at Ha Huy Tap Secondary School face several challenges, including large class sizes of around 40 students, a lack of dedicated language labs, and limited opportunities for students to interact with native speakers.

Ha Huy Tap Upper Secondary School employs 10 English teachers, with ages ranging from 25 to 43 years Among them, three have recently completed their MA degrees, one is currently pursuing an MA, while others are graduates of Hanoi National University and Vinh University Notably, five of these teachers have been recognized as the best in Nghe An province, having successfully passed the exams for talented educators conducted by the Nghe An Department of Education and Training All teachers exhibit a strong enthusiasm for teaching and are dedicated to enhancing the quality of English education.

The English 11 textbook, used for two years, features significant updates compared to its predecessor It comprises four lessons that enhance essential skills: Reading, Speaking, Listening, and Writing, with a dedicated section for Pronunciation Although Pronunciation is a smaller component within the Language Focus lessons, it still receives 10 to 15 minutes of attention per unit across 16 units These units emphasize the pronunciation of both single and cluster consonants, incorporating two primary practice activities: listening and repeating individual words, as well as practicing sentence reading.

Table 1: Pronunciation components and activities in each unit

Pronunciation components Techniques and activities

Unit 1 The pronunciation of the consonant

- Listen and repeat individual words

/kl/ - /gl/ -/kr/ -/gr/ -/kw/

- Practice reading question and answer

The pronunciation of the consonant

-Listen and practice reading sentences

/ʃr/-/spr/-/spl/ -Mark the primary stress over stress syllables and practice reading sentences

Effective pronunciation components in English 11 are crucial for students to develop their speaking skills Despite their importance, both teachers and students encounter various challenges during the teaching and learning process To address these difficulties, it is essential to explore potential solutions and strategies.

SOME SUGGESTED TECHNIQUES FOR TEACHING

AT HA HUY TAP UPPER SECONDARY SCHOOL.

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

Ha Huy Tap Upper Secondary School faces several challenges in teaching and learning pronunciation, with limited exposure, insufficient time, and dull practice activities in textbooks being the most significant issues To enhance the pronunciation teaching and learning process, it is essential to address these factors and implement effective strategies.

To enhance pronunciation skills, learners need consistent exposure to English, yet many students lack opportunities to interact with native speakers Therefore, it is essential for teachers to cultivate a native-like language environment in the classroom, encouraging both teachers and students to communicate exclusively in English.

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

A learner's attitude and motivation significantly influence their pronunciation skills in a new language Positive attitudes and strong motivation can greatly enhance the learning process, making it essential for teachers to emphasize the importance of pronunciation To engage students effectively, teachers should implement diverse techniques such as reading, listening, and interactive games to create a comfortable and enjoyable learning environment for pronunciation practice.

3.3 The time for each lesson

In English pronunciation, the duration for each sound is predetermined and cannot be extended Therefore, teachers must thoughtfully determine the essential knowledge to emphasize and the techniques to employ for efficient time management Selecting appropriate methods to ensure lessons are engaging and effective is challenging, as it varies based on the individual teacher, their students, and class size.

Students can enhance their pronunciation through various techniques, each offering unique benefits tailored to specific pronunciation components Among these methods, certain techniques are particularly favored by students for their effectiveness and ease of use.

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

Incorporating English into real-life contexts enables students to practice effectively, making it easier for them to apply their knowledge in communication However, selecting appropriate conversations for each lesson can be challenging for teachers, who must rely on various reference sources to find suitable material.

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

High school students can greatly benefit from practicing multiple choice exercises, as this technique enhances their exam performance It is particularly effective for units 2 to 4, where similar questions are commonly found in university entrance tests.

3.4.3 Do the listening exercises: Listening comprehension exercises in course books are often designed to sound as realistic as possible, with the participants talking at a normal speed and using natural language These can play a key role in helping students to notice the existence of a pronunciation feature This technique 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 successfully integrated here too Like listening, reading is a receptive activity (i.e students receive the language rather than produce it), and so it provides a suitable means of bringing language features to students' attention This technique can apply for every 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 makes the lessons more interesting Students will no longer find stressed whenever they learn pronunciation This technique can be use in almost all the lessons (See appendix)

The author presents various techniques aimed at enhancing the effectiveness and engagement of pronunciation lessons The successful implementation of these techniques relies heavily on the teachers, who must thoughtfully determine the appropriate methods, timing, and settings to achieve their educational goals Flexibility is key, allowing educators to adapt existing techniques or develop new ones tailored to their specific teaching and learning contexts.

SOME SUGGESTED ACTIVITIES ARE USED IN

UNIT 1: The pronunciation of the consonant /ʤ/ - /tʃ/

The objective of this lesson is to distinguish between two similar sounds to aid students in their correct pronunciation, as these sounds may appear alike but are fundamentally different.

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

Students demonstrate a strong understanding of sounds, accurately identifying and pronouncing them Following the listening exercises, 60% reported increased confidence in their speaking abilities, particularly when communicating with foreigners.

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

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

+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

Jam Joke January Dangerous Passenger village Activity 3:Game( Distinguish the sounds)

- 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?

In this engaging classroom activity, teachers begin by writing sentences on pieces of paper Students from each group then select one piece of paper and collaborate to practice the sentence within their groups To conclude the exercise, a representative from each group is chosen to read the sentence aloud, promoting teamwork and enhancing speaking skills.

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

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

The lesson aims to help students distinguish between nasal consonant sounds, which are often a source of confusion By clearly identifying the differences between these sounds, students will gain a better understanding To enhance engagement, additional activities will be incorporated into the lesson.

Students demonstrate a deep understanding of sounds, accurately identifying and pronouncing them Following listening exercises, 80% of students reported increased confidence in their speaking abilities, particularly when engaging with foreigners.

+ 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, represented by the IPA symbol /n/, is produced by directing air through the nasal passage while keeping the lips slightly parted To create this sound, the tongue must touch the roof of the mouth just behind the teeth, resulting in a noticeable vibration in the nose.

The Ng consonant /ŋ/ is the third nasal sound in English, created by directing air through the nasal passage Unlike the N sound, the tongue is positioned higher and further back in the mouth during its production.

Activity 2: Listing (Face to face game)

Nose Nine Money Seven snow

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.

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/

In this lesson, students often struggle with pronouncing certain sounds correctly, making it essential to highlight the differences between them for better understanding To enhance engagement and retention, the lesson will include various follow-up activities designed to make learning more enjoyable.

Students demonstrate a strong understanding of sounds, accurately identifying and pronouncing them Following listening exercises, 60% reported increased confidence in speaking, particularly with foreigners.

The pronunciation of /l/ involves a significant movement of the tongue, where bending it back and flicking it forward helps distinguish it from /r/.

To pronounce the /r/ sound correctly, keep your tongue movement minimal, ensuring it never touches the palate Instead, position your tongue further back in your mouth for accurate articulation.

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

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

Lunch lovely lemonade jelly glass salad

Pretty Europe Parent Really Restaurant library

Hit House Holiday Hospital Husband Helicopter

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 organized into groups of six, with two groups taking turns to line up and participate in the game Each pair from the groups reads sentences aloud, and the student who pronounces their sentence correctly returns to their seat Ultimately, the group that completes the task first is declared the winner.

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

The lesson aims to help students distinguish between glide and voiced consonant sounds, as they often confuse the two By clearly identifying these differences, students will gain a better understanding of the sounds Additionally, engaging activities will be incorporated to enhance the learning experience and make the lesson more enjoyable.

Students have a deep understanding of sounds and can accurately identify and pronounce them Following the listening exercises, 80% reported increased confidence in speaking with others, particularly 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.

-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.

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.

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: This lesson focuses on consonant clusters, which are groups of two or more consonants pronounced together as a single sound unit To enhance engagement and understanding, various interactive activities will be incorporated into the lesson.

CONCLUSION

Conclusions of the study

In conclusion, pronunciation often poses the greatest challenge in learning a foreign language However, incorporating engaging activities such as games, pair work, and dialogue drilling makes it easier for students to grasp pronunciation concepts and enhances their interest in learning These methods significantly boost students' confidence in their ability to pronounce words correctly, as they have ample opportunities to practice Consequently, pronunciation becomes less of a hurdle for learners, allowing them to speak English with greater assurance.

Limitations of the study

Although the study has obtained its objectives, like many other studies, there are some limitations

This study specifically examines the pronunciation teaching and learning challenges faced by grade 11 students at Ha Huy Tap Upper Secondary School It identifies key difficulties and underlying causes within this context Additionally, the research offers targeted techniques for the practice stage to assist both teachers and students at the school.

The challenges faced by Vietnamese students in learning English are influenced by their abilities and the differences between the two languages This article highlights the specific sounds that pose the greatest difficulties for Vietnamese learners and suggests effective strategies to overcome these challenges.

What is more, the findings of the thesis and suggested techniques are only based on the opinions of the teachers and students.

Suggestions for further study

On the basis of the findings and limitation of the study, the following recommendations are made for further research:

First, the subjects of the study were 100 grade 11 students and 10 teachers at

The findings from Ha Huy Tap Upper Secondary School may not be representative of all students at the institution, highlighting the potential value of conducting similar research involving teachers and students from other schools.

Second, this study focuses on the analysis of the difficulties and the causes in teaching and learning pronunciation in English 11and some techniques in general.

So more techniques for each pronunciation component should be studied to find out the best way to teach and learn pronunciation in English 11.

Recording and analyzing students' actual speech can help identify English sounds that are absent in Vietnamese, which pose the greatest challenges for learners Based on this analysis, tailored suggestions can be provided to address these difficulties effectively.

Fourth, the suggested techniques are based on questionnaires and interview.

So experiment research should be carried out to check students’ improvement.

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1 Giap, Nguyen Thien (1997) Dan Luan Ngon Ngu Hoc Nha xuat ban giao duc

2 Thuat, Doan Thien (2003) Ngu am Tieng Viet Nha xuat ban giao duc

PHIẾU ĐIỀU TRA NGHIÊN CỨU CHO HỌC SINH 30

Bảng câu hỏi này được thiết kế nhằm phục vụ cho nghiên cứu về những khó khăn trong việc dạy và học Ngữ âm trong các tiết Language Focus của sách giáo khoa Tiếng Anh.

11 và một số giải pháp” Các câu trả lời hữu ích của các em sẽ chỉ được sử dụng cho việc nghiên cứu, không vì mục đích gì khác.

Ngữ âm đóng vai trò rất quan trọng trong việc học tiếng Anh, ảnh hưởng trực tiếp đến khả năng phát âm và giao tiếp của người học Việc nắm vững ngữ âm giúp cải thiện sự hiểu biết và khả năng nghe, từ đó nâng cao kỹ năng nói và viết Do đó, việc chú trọng đến ngữ âm trong quá trình học tiếng Anh là điều cần thiết để đạt được hiệu quả cao nhất.

Mục đích học ngữ âm của bạn có thể đa dạng, bao gồm việc cải thiện khả năng giao tiếp, nắm vững kiến thức về ngôn ngữ Tiếng Anh, đạt kết quả cao hơn trong các kỳ thi, và phân biệt sự khác nhau giữa Tiếng Anh và Tiếng Việt Ngoài ra, bạn cũng có thể có những mục đích khác trong quá trình học tập.

3 Bạn thấy học ngữ âm như thế nào? a, Rất thú vị b, Thú vị c, Bình thường d, Không thú vị lắm e, Không thú vị

4 Bạn thấy mức độ khó của các bài học ngữ âm về phụ âm trong SGK lớp

11 như thế nào? a, Rất khó b, Khó c, Bình thường d, Không khó lắm e, Không khó

Học ngữ âm thông qua trò chơi và luyện tập từ ngữ, câu cú mang lại trải nghiệm học tập thú vị Nhiều người cảm thấy rất hứng thú với phương pháp này, trong khi một số khác chỉ thấy bình thường hoặc không mấy hấp dẫn Tuy nhiên, việc sử dụng trò chơi trong học tập có thể giúp tăng cường sự quan tâm và động lực cho người học.

6 Bạn thấy học ngữ âm khó vì những nguyên nhân sau:

Stt Các nguyên nhân Rất đồng ý Đồng ý Bình thường

1 Một số thành tố ngữ âm

Tiếng Anh không có trong

2 Ảnh hưởng của cách phát âm Tiếng Việt

3 Càng nhiều tuổi học ngữ âm càng khó

4 Ít có cơ hội giao tiếp với người bản xứ

5 Khả năng phát âm của bạn

7 Bạn thấy học ngữ âm là không cần thiết

7 Bạn thấy các bài học ngữ âm trong SGK 11 khó vì những nguyên nhân sau:

Stt Các nguyên nhân Rất đồng ý Đồng ý Bình thường

1 Thời gian trên lớp ít cho luyện tập

2 Bài tập thực hành đơn điệu

3 Các quy luật nhiều và khó nhớ

4 Ít tài liệu tham khảo

6 Không có phòng học tiếng riêng

7 Các hoạt động giảng dạy của giáo viên chưa hấp dẫn

Trong giai đoạn giới thiệu các thành tố ngữ âm, giáo viên áp dụng nhiều thủ thuật khác nhau để tăng cường hiệu quả giảng dạy Mức độ sử dụng những thủ thuật này của giáo viên rất đa dạng, từ việc sử dụng hình ảnh minh họa đến các trò chơi tương tác, nhằm giúp học sinh dễ dàng tiếp cận và hiểu rõ hơn về ngữ âm Các phương pháp này không chỉ giúp học sinh ghi nhớ tốt hơn mà còn tạo ra môi trường học tập thú vị và kích thích sự tham gia của các em.

Các thủ thuật Luôn luôn

1 Liệt kê các quy tắc

4 Dùng bài hát, bài thơ

6 Sử dụng giáo cụ trực quan

7 Các thủ thuật khác (Hãy ghi cụ thể)

9 Giáo viên sử dụng những thủ thuật nào trong giai đoạn thực hành ngữ âm? Mức độ giáo viên sử dụng những thủ thuật này như thế nào?

1 Nghe và nhắc lại từng từ

2 Nghe và nhắc lại cụm từ

3 Nghe và nhắc lại cả câu

4 Nghe và đóng vai một đoạn hội thoại

5 Đọc một loạt những từ, cụm từ, câu có cùng cấu trúc ngữ âm

(Ví dụ các từ đuôi -ed có cùng cách phát âm…)

6 Tìm từ, cụm từ, câu có cách đọc khác những từ, cụm từ, câu còn lại

7 Sắp xếp thành các nhóm từ, cụm từ hoặc câu có cùng cấu trúc ngữ âm

8 Viết phiên âm của từ, cụm từ, câu hoặc đoạn hội thoại

9 Làm các bài tập nghe

10.Giáo viên sử dụng những thủ thuật nào trong giai đoạn vận dụng ngữ âm? Mức độ giáo viên sử dụng những thủ thuật này như thế nào?

3 Phỏng vấn theo chủ đề cá nhân

11.Bạn thích giáo viên sử dụng thủ thuật như thế nào ứng với mỗi một giai đoạn?

Stt Các thủ thuật Rất thích

1 Liệt kê các quy tắc

4 Dùng bài hát, bài thơ

6 Sử dụng giáo cụ trực quan

1 Nghe và nhắc lại từng từ

2 Nghe và nhắc lại cụm từ

3 Nghe và nhắc lại cả câu

4 Nghe và đóng vai một đoạn hội thoại

5 Đọc một loạt những từ, cụm từ, câu có cùng cấu trúc ngữ âm

(Ví dụ các từ đuôi -ed có cùng cách phát âm )

6 Tìm từ, cụm từ, câu có cách đọc khác những từ, cụm từ, câu còn lại

7 Sắp xếp thành các nhóm từ, cụm từ hoặc câu có cùng cấu trúc ngữ âm

8 Viết phiên âm của từ, cụm từ, câu hoặc đoạn hội thoại

9 Làm các bài tập nghe

3 Phỏng vấn theo chủ đề cá nhân

SURVEY QUESTIONAIRE FOR TEACHERS

This survey questionnaire is designed for teachers who have taught “English 11” for my study on “Difficulties in teaching and learning Pronunciation in

Language Focus periods – English 11 and some solutions” I would appreciate your support in completing all the following questions.

1 What do you think of the role of Pronunciation in learning English? a, Very important b, Important c, Neutral d, Not very important e, Not important

The primary purpose of teaching pronunciation is to enhance students' communication skills, enabling them to express themselves more effectively Additionally, it provides essential knowledge about the English language, which is crucial for academic success and improving exam results Furthermore, teaching pronunciation helps students identify and understand the differences between English and Vietnamese, fostering better language comprehension.

3 How do you find teaching pronunciation? a, Very interesting b, Interesting c, Neutral d, Not very interesting e, Not interesting

4 How difficult do you find Pronunciation in English 11? a, Very difficult b, Difficult c, Neutral d, Not very difficult e, Not difficult

5 You find Pronunciation difficult because of some following reasons:

Agree Neutral Not strongly agree

7 Motivation and concern for good pronunciation

6 You find Pronunciation lessons in English 11 difficult because of some following reasons:

Agree Neutral Not strongly agree

1 The time for each lesson is too short

2 Practice lessons are boring and monotonous

3 There are too many relative rules and they are difficult to remember

4 There are so few reference books

5 The class is too crowded

6 There is no lab for foreign language class

7 Teaching techniques are not attractive enough

7 In Pronunciation lessons, which techniques do you use in the presentation stage? How often do you use these techniques in the presentation stage?

8 In Pronunciation lessons, which techniques do you use in the practice stage? How often do you use these techniques in the practice stage?

1 Listen and repeat individual words

6 Imitate a series of words, phrases or sentences which have the same pronunciation pattern

7 Group words, phrases or sentences

8 Transcribe phonetically words, phrases, sentence or conversation

9 In Pronunciation lessons, which techniques do you use in the production stage? How often do you use these techniques in the production stage?

10 How do you like to use these techniques for each stage of teaching pronunciation?

1 Listen and repeat individual words

6 Imitate a series of words, phrases or sentences which have the same pronunciation pattern

7 Group words, phrases or sentences

8 Transcribe phonetically words, phrases, sentence or conversation

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