KHÓ KHĂN TRONG DẠY VÀ HỌC NGỮ ÂM TRONG CÁC TIẾT DẠY “LANGUAGE FOCUS” SÁCH GIÁO KHOA TIẾNG ANH 11

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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 WORD VERSION | 2021 EDITION ORDER NOW / CHUYỂN GIAO QUA EMAIL TAILIEUCHUANTHAMKHAO@GMAIL.COM

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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 3 Ha Huy Tap Upper Secondary School. ..........................................................

2.1. Learners ............................................................................................ 3 2.2. Teachers ............................................................................................ 3 2.3. The textbook ..................................................................................... 4 III. SOME SUGGESTED TECHNIQUES FOR TEACHING 6 PRONUNCIATION IN “LANGUAGE FOCUS PERIODS – ENGLISH 11” AT HA HUY TAP UPPER SECONDARY SCHOOL. 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 8 PRONUNCIATION PERIODS FOR GRADE 11 AT HA HUY TAP UPPER HIGH SCHOOL...................................................................................

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 large numbers 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. In Vietnam as well, English is becoming one of the vital keys to get success in their life.

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

Moreover, as being seen from the fact , pronuciation is paid less attention compared with vocabulary, grammar and language skills in language teaching and learning English at upper- secondary school. Therefore, students are often shy and unconfident 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 should teachers make students become interested in learning pronunciation? They are burning questions for many teachers of English. The answers to these questions will help teachers improve students’ pronunciation knowledge and help them to make 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 learning pronunciation in Language Focus periods – English 11 and solutions to help them overcome these difficulties. In order to achieve this aim, some objectives are posed for exploration as follows: - 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 Tap Upper Secondary School.

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3. METHODS OF THE STUDY In order to fulfill the tasks as mentioned above, a certain data about the attitudes of teachers and students as well as the difficulties and causes of difficulties in teaching and learning pronunciation at Ha Huy Tap Upper Secondary 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 with some teachers and students were also conducted for supplementary information.

After that, the results obtained from questionnaires and observation were discussed then some useful pronunciation teaching techniques were recommended.

4. SCOPE OF THE STUDY There are a number of difficulties in teaching and learning English at upper – secondary school. However, as this study is concerned with teaching and learning pronunciation in Language focus periods – English 11.

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PART 2: DEVELOPMENT I. Definition of pronunciation The notion of "pronunciation" has been defined in different ways by many writers. Ur (1996: 47) defines that "The concept of "pronunciation" may be said to include 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 as part of a code of a particular language. In this sense we can talk about pronunciation 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 the code 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 of pronunciation is the most precise but she only wishes to find an appropriate definition 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 students have learnt English for at least 7 years, since they were at grade 6. Some of them have learnt English since they were in primary school. Two thirds of them learn English as a compulsory subject. Some learn English to get scholarship to study abroad. The others study English more deeply to take the exam to university. In general, the majority of the students like learning English and have a good general knowledge 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, and 5% gets mark 5 to 6, 0% gets mark below 5. Some students get high mark in IELTS and TOFEL exam and have scholarship to study abroad.

However, teaching and learning English at Ha Huy Tap Secondary School have some difficulties. Most of the classes are rather big in comparison with an ordinary class for a class of English, about 40 students. Furthermore, there is not any lab room for studying a foreign language. In addition to that, students hardly have 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

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course, one is following MA course, and the other teachers graduated from Hanoi national university and Vinh univesity .Among these teachers, five of the teachers are rewarded as the best teachers of Nghe An province. They have sucessfully passed the exams for the talented teachers of Nghe An education and training department. All the teachers are very enthusiastic with teaching and want to improve 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 many changes in this new text book in comparison with the old text book. This text book has four lessons focus on four skills such as Reading, Speaking, Listening and Writing. 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 are spent for Pronunciation in each unit. There are 16 units in the text book and they focus on the pronuciation of consonants including single consonant and clusters consonants. There are two main activities of practicing: Listen and repeat individual words and Practice reading sentences. Following is the table of contents of the pronunciation components and activities in each unit:

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Table 1: Pronunciation components and activities in each unit Pronunciation components Unit 1

The pronunciation consonant

of

/ʤ/ - /tʃ/ Unit 2

The pronunciation consonant The pronunciation consonant

of

The pronunciation consonant

of

The pronunciation consonant

of

The pronunciation consonant

of

The pronunciation consonant

of

The pronunciation consonant

the - Listen and repeat individual words - Practice reading sentences

of

the - Listen and repeat phrases - Practice reading question and answer

/kl/ - /gl/ -/kr/ -/gr/ -/kw/ Unit 8

the - Listen and repeat individual words - Practice reading sentences

/tr/ - /dr/ - /tw/ Unit 7

the - Listen and repeat individual words - Practice reading sentences

/pl/ - /bl/ - /pr/ - /br/ Unit 6

the - Listen and repeat individual words

- Practice reading sentences

/w/ - /j/ Unit 5

the - Listen and repeat individual words

- Practice reading sentences

/l/ - /r/ - /h/ Unit 4

the - Listen and repeat individual words - Practice reading sentences

/m/ - /n/ - /ɳ/ Unit 3

Techniques and activities

of

the - Listen and repeat phrases - Practice reading sentences

/fl/ -/fr/ -/θr/ Unit 9

The pronunciation consonant

of

the - Listen and repeat phrases - Practice reading sentences

/sp/ -/st/ -/sk/ Unit 10

The pronunciation consonant

of

the - Practice reading sentences

of

the - Listen and practice reading sentences

/sl/-/sm/-/sn/-/sw/ Unit 11

The pronunciation consonant

5

/ʃr/-/spr/-/spl/

Unit 12

The pronunciation consonant

- Mark the primary stress over stress syllables and practice reading sentences of

/str/-/skr/-/skw/ Unit 13

The pronunciation consonant

- Practice reading sentences of

/pt/-/bd/-/ps/-/bz/ Unit 14

The pronunciation consonant The pronunciation consonant

of

The pronunciation consonant

/ft/-/vd/-/fs/-vz/

the - Listen and repeat individual words - Practice reading sentences

of

/nt/-/nd/-/nθ/-/ns/-/nz/ Unit 16

the - Listen and repeat individual words - Practice reading sentences

/ts/-/dz/-/ tʃt/-/ʤd/ Unit 15

the - Listen and repeat individual words

the - Listen and repeat individual words

- Practice reading sentences of

the - Listen and repeat individual words

- Practice reading sentences

All the pronunciation components in English 11 are very important and necessary for students to produce actual speech. However, during the teaching and learning process, both teachers and students face up with many difficulties. How can they overcome the difficulties? Some questions have been proposed to solve these 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 improving pronunciation teaching and learning in “Language focus periods – English 11” at Ha Huy Tap Upper Secondary School. There are many causes of difficulties in teaching and learning pronunciation, however, amount of exposure, short time and boring and monotonous practice activities in the textbook has the strongest agreement. So some suggestions based on the factors affecting pronunciation teaching 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

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person should have, then the learner is surrounded by English and this constant exposure should affect pronunciation skills. In our teaching and learning environment, students have little chance to communicate to native speakers. So that teachers should create a native–like language environment in their own classes.

Both teachers and students have to communicate to each other in English. In addition, teachers had better provide students with more listening exercises especially 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 this language, including learning its pronunciation. So that teachers should help students aware of the importance of learning pronunciation. What is more, teachers need to make the pronunciation lessons more comfortable and interesting by using different techniques such as reading, listening, playing games.

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 of knowledge should be focused and which techniques should be used to save time.

Choosing suitable techniques to make the lessons both interesting and effective is not easy. It depends on each teacher, his students and the number of students in each class.

3.4. Techniques for practice stage There are many techniques for students to practice pronunciation. Each technique has its own advantages. It depends on which pronunciation component students are practicing. However, some following techniques are liked most by the students: 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 that students will find it easier to use the knowledge in communicating. However, to find 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 to doing multiple choice exercises to have better result in the exam. This technique can be applied to every unit, especially for unit 2 to unit 4 because this kind of exercise 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 participants

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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) These are some of the techniques that the author would like to introduce with the hope that they will make the pronunciation lessons more interesting and effective. How to use these techniques effectively depends so much on the teachers.

Each teacher should decide which technique, how, when and where to use to get their purpose. Teachers should use them flexibly. Teachers can create the new 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 ʤ/ - /tʃʃ/ 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 are nearly pronounced the same. However, they are quite 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.

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.

Activities for teaching Activity 1: Ask students to practice to distinguish the difference between two sounds +Round your lips tightly +The teeth come together

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+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

/tʃ/:

/ʤ/:

Children

Jam

Changeable

Joke

Cheese

January

Mutual

Dangerous

Church

Passenger

which

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?

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

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 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 identify the difference between them for students to understand. Then some followed activities will be added to make the lesson more interesting.

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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.

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) /m/

/n/

/ŋ/

May

Nose

Wrong

Make

Nine

Running

Summer

Money

Bringing

Home

Seven

Sing

small

snow

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

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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 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 some suggested 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/ - Teacher’s worksheet /l/

/r/

/h/

Lunch

Pretty

Hit

lovely

Europe

House

lemonade

Parent

Holiday

jelly

Really

Hospital

glass

Restaurant

Husband

salad

library

Helicopter

- Students’ worksheet

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Listen and tick the sound you hear 1. r

□

l

□

h

□

2. r

□

l

□

h

□

3. r

□

l □

h

□

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 to identify the 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 some suggested 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.

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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 1. Whale / use

2. Yes / years

3. Wine/ wet

4. Young/west

5. We/york

6. Wheel/use

Students’ worksheet 1.

2.

3.

4.

5.

6.

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 followed activities will be added to make the lesson more interesting.

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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.

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

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be added to make the lesson more interesting.

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.

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 followed activities will be added to make the lesson more interesting.

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.

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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.______ean

2.________ean

3. ________eature

4. ________ueen

5.______een

6. ________uarter

7. ________ass

8. ________aim

9. ______ound

10.________ass

11.________uality 12.________uggle

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 /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?

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

17

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 followed activities will be added to make the lesson more interesting.

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.

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

5.be____

6. a_____

7. di_____

8. cri______

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/ 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....

18

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 followed activities will be added to make the lesson more interesting.

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.

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.

19

A: Sleeping? Where?

B: In there. Why do you smile?

A: Perhaps Snowy is in there. But he is not asleep.

B: I swear he is sleeping.

A: When Snowy sleeps, he snores but he looks sweet.

Unit 11: The pronunciation of the consonant /ʃr/-/spr/-/spl/ 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 some suggested 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.______ead

2._______ed

3. ________een

4. ________it

5.______ay

6. ________ash

7. ________ill

8. ________utter

9. ______ightly

10.________imp

11.________ine

12.________ay

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 /ʃr/-/spr/-/spl/ 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

20

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 12: The pronunciation of the consonant /str/-/skr/-/skw/ 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 some suggested 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.______are

2._______eam

3. ________eet

4. ________ong

5.______ew

6. ________eal

7. _______ength

8. ________eak

9. ______een

10.________atch

11.________ange

12.________eeze

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 /str/-/skr/-/skw/ 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.

21

Unit 13: The pronunciation of the consonant /pt/-/bd/-/ps/-/bz/ 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 some suggested 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: Odd one out - Teachers will read aloud 3 words ending by “ed” or “s”.

- Students have to distinguish which word contain the different ending sound.

1. Stopped / trapped / robbed 2. Stops / shops/ robs 3. Stabbed / stepped / grabbed 4. Rubs / clubs / maps 5. Bribed / jumped / stepped 6. Bribes / maps / shops Activity 2: 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 14: The pronunciation of the consonant /ts/-/dz/-/ tʃt/-/ʤd/ 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 some suggested 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

22

foreigners Activity 1: Odd one out - Teachers will read aloud 3 words ending by “ed” or “s”.

- Students have to distinguish which word contain the different ending sound.

1. Sits /eats /kids 2. Friends / reads / meets 3. Eats / reads / sits 4. Marched / managed / reached 5. Raged / bridged / marched 6. Reached / marched /raged Activity 2: 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 15: The pronunciation of the consonant /nt/-/nd/-/nθ/-/ns/-/nz/ 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 some suggested 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 tick the sound you hear /nt/

/nd/

/nθ/

/ns/

/nz/

1.

2.

3.

4.

23

5.

6.

7.

8.

9.

10.

- Teacher will read the sounds and students have to recognise to tick the sound that they hear - When the teacher finishes reading the sounds, the student finishes first and says “Bingo” Activity 2:Find words that contain sounds /nt/-/nd/-/nθ/-/ns/-/nz/ 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 diaogue in pairs. Then, teacher will call each pair to perform their dialogue.

A: Florence, Mr Barnes went on the tenth of last month.

B: Oh. I have warned you, haven’t I? Did he pay the rent?

A: Only to the seventh.

B: Only to the seventh?

A: Yes, and we may have no chance to see him again. Is he your friend?

B: No, Mr Barnes is not my friend and if he phones, remind him that he must pay the rent to the end of the month.

A: Don’t be so tense. We’ll have a new tenant on the thirteenth of this month.

Unit 16: The pronunciation of the consonant /ft/-/vd/-/fs/-/vz/ 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.

24

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.

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 tick the sound you hear /ft/

/vd/

/fs/

/vz/

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

- Teacher will read the sounds and students have to recognise to tick the sound that they hear - When the teacher finishes reading the sounds, the student finishes first and says “Bingo�

Activity 2:Find words that contain sounds /ft/-/vd/-/fs/-/vz/ 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

25

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.

26

PART 3: CONCLUSION 1. Conclusions of the study To sum up, pronuciation is usually the most complicated and difficult part of learning a foreign language. However, with the application of some interesting activities for teaching pronuciation, students find it easier to understand how pronuciation works as well as more interested in learning it through games, pairs work and dialogue drilling. One of the most effective results is that students feel more confident to pronounce the words because they have chance to practise through games. Therefore, they are more confident to speak english. Pronunciation is not a big problems for learners any more.

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

From the scope of the study, the results of the study are only applied for grade 11 students at Ha Huy Tap Upper Secondary School. The study only focuses on finding the difficulties and the causes in the pronunciation teaching and learning process at Ha Huy Tap Upper Secondary School. Only some techniques for practice stage are suggested for teachers and students at Ha Huy Tap Upper Secondary School.

In addition, ability of the students, the differences between English and Vietnamese are also the causes of difficulties. Which sounds are the most difficult to the Vietnamese and how to overcome it have not been mentioned in this thesis.

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

3. 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 Ha Huy Tap Upper Secondary School so the results cannot apply for all the students at Ha Huy Tap Upper Secondary School. It would be interesting to conduct a similar study on the 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.

Third, actual speech of students should be recorded and analyzed to find out which sounds in English that do not exist in Vietnamese cause the most difficulties to the students and suggestions should be given.

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

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

27

REFERENCES 1. Avery, P. and Ehrlich, S. (1992). Teaching American English Pronunciation.

Oxford: Oxford University Press.

2. Bowen, T., and Marks. J. (1992). The Pronunciation Book: student-Centred Activities for Pronunciation Work. Harlow: Longman 3. Bowler, B. (2008). Timesaver pronunciation activities. Mary Glasgow Magazines 4. Cruttenden, A. (2001). Gimson’s Pronunciation of English. London: Arnold 5. Dalton, C., and Seidlhofer, B. (1994). Pronunciation. Oxford: Oxford University Press 6. Dalton, D.F. (1997). Some Techniques for Teaching Pronunciation. The Internet TESL Journal, Vol. III, No. 1, January 1997.

7. Grant, L., (1993). Advanced English Pronunciation. Heinle: Heinle 8. Hancock, M. (1995). Pronunciation Games. Cambridge: Cambridge University Press.

9. Hewings, M. (2004). Pronunciation Practice Activities. New York: Cambridge University Press 10. Hinst and Cristo. (1998). The Pronunciation Component in Teaching English to Speakers of Other Languages 11. Kelly, G. (2000). How to teach Pronunciation. Harlow: Pearson.

12. Kenworthy, J. (1987). Teaching English Pronunciation. London: Long man House 13. Larsen, D. (2000). Techniques and Principles in Language Teaching.

Oxford: Oxford University Press.

14. McNeil, D (1987). Some characteristic aspects of Vietnamese English pronunciation' and “Teaching pronunciation to Vietnamese students”. A Program Support Group Research.

15. Mortimer, C. (1985). Elements of Pronunciation: Intensive Practice for Intermediate and More Advanced Students. Cambridge: Cambridge University Press 16. Nunan, D. (2004). Listen in book 3. 2nd edition. HoChi Minh city: HoChiMinh city 17. O’Connor, J.D. (1967). Better English Pronunciation. Cambridge: Cambridge University Press.

18. O’Connor, J.D. (1989). Sounds English. London: Longman

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19. Pennington, M. (1996). Phonology in English Language Teaching: An international Approach. Harlow: Pearson 20. Tam, Ha Cam. (2005). Common Pronunciation problems of Vietnamese learners of English. Journal of Science. Foreign Languages, T.XX1, No.1, 2005, p. 35-46.

21. Ur, Penny. (1996). A course in language teaching: practice and theory. New York: Cambridge University Press.

Vienamese 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

29

APPENDIX 1: PHIẾU ĐIỀU TRA NGHIÊN CỨU CHO HỌC SINH Bảng câu hỏi dưới đây nhằm phục vụ đề tài nghiên cứu “Khó khăn trong dạy và học Ngữ âm trong các tiết dạy Language Focus – Sách giáo khoa (SGK) 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.

1. Theo bạn ngữ âm đóng vai trò quan trọng như thế nào trong việc học tiếng Anh? a, Rất quan trọng b, Quan trọng c, Bình thường d, Không quan trọng lắm e, Không quan trọng 2. Mục đích học ngữ âm của bạn là gì? (Hơn 1 sự lựa chọn) a, Để giao tiếp tốt hơn b, Để biết kiến thức về ngôn ngữ Tiếng Anh c, Để đạt kết quả cao hơn trong các kì thi d, Để phân biêt được sự khác nhau giữa Tiếng Anh và Tiếng Việt e, Mục đích khác……………………….

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

30

5. Bạn thấy như thế nào khi được học ngữ âm thông qua trò chơi, luyện tập thực hành từ và câu ? a. Rất thú vị b. Thú vị c. Bình thường d. Không thú vị lắm e. Không thú vị 6. . Bạn thấy học ngữ âm khó vì những nguyên nhân sau: Stt

Các nguyên nhân

1

Một số thành tố ngữ âm Tiếng Anh không có trong Tiếng Việt

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

6

Bạn không thích học

7

Bạn thấy học ngữ âm là không cần thiết

8

Những nguyên nhân khác (Hãy ghi cụ thể)

Rất đồng ý

Đồng ý

Bình thường

Không đồng ý lắm

Không đồng ý

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

31

Stt Các nguyên nhân

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

5

Lớp học quá đông

6

Không có phòng học tiếng riêng

7

Các hoạt động giảng dạy của giáo viên chưa hấp dẫn

8

Các nguyên nhân khác (Hãy ghi cụ thể)

Rất đồng ý

Đồng ý

Bình thường

Không đồng ý lắm

Không đồng ý

8. Giáo viên sử dụng những thủ thuật nào trong giai đoạn giới thiệu các thành tố ngữ âm? Mức độ giáo viên sử dụng những thủ thuật này như thế nào?

Các thủ thuật St t 1

Liệt kê các quy tắc

2

Sử dung hội thoại

3

Dùng trò chơi

4

Dùng bài hát, bài thơ

5

Sử dụng tình huống

6

Sử dụng giáo cụ trực quan

7

Các thủ thuật khác (Hãy ghi cụ thể)

Luôn luôn

Thường xuyên

Thỉnh thoảng

Hiếm khi

Chưa bao giờ

9 . Giáo viên sử dụng những thủ thuật nào trong giai đoạn thực hành ngữ âm?

32

Mức độ giáo viên sử dụng những thủ thuật này như thế nào?

Các thủ thuật Stt 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

Luôn luôn

Thườn g xuyên

Thỉnh thoản g

Hiếm khi

Chưa bao giờ

10 Đọc thành tiếng 11 Chơi trò chơi 12 Các thủ thuật khác (Hãy ghi cụ thể) 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?

Các thủ thuật St t 1

Đặt câu

2

Đóng vai hội thoại

3

Phỏng vấn theo chủ đề cá nhân

Luôn luôn

Thườn g xuyên

Thỉnh thoản g

Hiếm khi

Chưa bao giờ

33

4

Chơi trò chơi

5

Các thủ thuật khác (Hãy ghi cụ thể) 11.Bạn thích giáo viên sử dụng thủ thuật như thế nào ứng với mỗi một giai

đoạn?

Stt

Các thủ thuật

Rất thích

Thích

Bình thườn g

Không thích lắm

Khôn g thích

Giai đoạn giói thiệu 1

Liệt kê các quy tắc

2

Sử dung hội thoại

3

Dùng trò chơi

4

Dùng bài hát, bài thơ

5

Sử dụng tình huống

6

Sử dụng giáo cụ trực quan

7

Các thủ thuật khác Giai đoạn thực hành

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,

34

câu hoặc đoạn hội thoại 9

Làm các bài tập nghe

10

Đọc thành tiếng

11

Chơi trò chơi

12

Các thủ thuật khác Giai đoạn vận dụng

1

Đặt câu

2

Đóng vai hội thoại

3

Phỏng vấn theo chủ đề cá nhân

4

Chơi trò chơi

5

Các thủ thuật khác - Thank you very much –

35

APPENDIX 2: 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 2. What is your purpose of teaching Pronunciation? (more than one choice) a, To help students to communicate better b, To provide students with the knowledge about English language c, To help students to get better results in the exam d, To help students distinguish the differences between English and Vietnamese e, Others:……………………….

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:

36

Causes

1

The differences between Vietnamese and English Pronunciation

2

The influence of Vietnamese

3

Age factors

4

Amount of exposure

5

Phonetic ability

6

Attitudes and identity

7

Motivation and concern for good pronunciation

8

Others: (Please specify)

Strongly agree

Agree

Neutral

Not strongly agree

Not agree

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

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

Strongly agree

Agree

Neutral

Not strongly agree

Not agree

37

7

Teaching techniques are not attractive enough

8

Others: (Please specify)

7. In Pronunciation lessons, which techniques do you use in the presentation stage?

How often do you use these techniques in the presentation stage?

Techniques/ Frequency 1

List of relative rules

2

Use conversation

3

Use games

4

Use songs or poems

5

Use real situation

6

Use visual aid

7

Others: (Please specify)

Always Usuall y

Sometime s

Seldom Never

8. In Pronunciation lessons, which techniques do you use in the practice stage?

How often do you use these techniques in the practice stage?

Techniques/ Frequency 1

Listen and repeat individual words

2

Listen and repeat phrases

3

Listen and repeat sentences

4

Listen and repeat conversation

5

Odd one out

6

Imitate a series of words, phrases or sentences

Always Usuall y

Sometime s

Seldom Never

38

which have the same pronunciation pattern 7

Group words, phrases or sentences

8

Transcribe phonetically words, phrases, sentence or conversation

9

Do the listening exercises

10 Do the reading activities 11 Play games 12 Others: (Please specify) 9. In Pronunciation lessons, which techniques do you use in the production stage?

How often do you use these techniques in the production stage?

Techniques/ Frequency 1

Make sentences

2

Make conversation

3

Play games

4

Interview about personal activities

5

Others: (Please specify)

Always Usuall y

Sometime s

Seldom Never

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

Techniques

Like very much

Like

Neutra Not like l very much

Not like at all

Presentation stage 1

List of relative rules

2

Use conversation

3

Use games

39

4

Use songs or poems

5

Use real situation

6

Use visual for situation

7

Others: (Please specify) Practice stage

1

Listen and repeat individual words

2

Listen and repeat phrases

3

Listen and repeat sentences

4

Listen and repeat conversation

5

Odd one out

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

Do the listening exercises

10

Do the reading activities

11

Play games

12

Others: (Please specify Production stage

1

Make sentences

2

Make conversation

3

Play games

4

Interview about personal activities

5

Others: (Please specify) -Thank you very much –

40

APPENDIX 3 CLASSROOM OBSERVATION SHEET Date: Class: Stage/ time

Procedures Teachers’ work

Techniques

Students’ work

41