SKKN Một số thủ thuật gây hứng thú trong giờ dạy Tiếng Anh

CONTENT
PAGE
A. BACKGROUND	
2
1. The reasons of choosing the topic	
2
2. Research purposes	
2
3. Research subjects
2
4. Research methods
2
5. The new points of the topic
3
B. SOLUTION	
4
I. Rationale
4
II. Reality of teaching and learning English in secondary school 
4
1. Reality	
4
2. The results of the status	
5
III. Implementation solution	
6
PART I: Students survey
6
PART II: Phonological teaching 
6
IV. The effectiveness of the topic in the process of teaching
16
C. CONCLUSION AND PROPOSALS	
17
1. Conclusion
17
2. The recommendations and proposals	
17
A. BACKGROUND
1. The reasons of choosing the topic.
- English – an international communicative language has been becoming more and more important in today's modern world. And when people have been aware of that importance, raising the quality of teaching and learning in school is the top priority issue. The new process of replacing textbooks has been conducted nowadays for no such purpose. The application of the new methods at first is effective but it also causes lots of problems. The question is: How students can comprehend all the knowledge they have studied and used it fluently ? Always concern for those who have been working in Education. To meet that requirement, each teacher must find an active teaching method, to suit each student and achieve the highest result at their schools.
- During the process of teaching and studying English, phonetics is an indispensable field and the correct pronunciation is mandatory for any foreign language learners because of pronouncing vocabularies exactly will be able to help learners understand them easily. Conversely, speakers pronounce a word incorrectly, it will make listeners misunderstand or even cannot. At any time, our English teachers often say that After having studied English for a number of years, students might be deaf-mutes. Recognizing that importance, the new textbooks in all four levels of education compiled by the Ministry of Education is due to communication through the combination of four teaching skills. Thinking that it is a more effective method than any others used today.
- However, after a number of years teaching in secondary school, I myself have noticed the fact that although students have been learning English for years, they are not effective, too. What they said hardly did people hear and when others said, they could not hear. This question has always reminded me for a long time and I also realized that if students mispronounce any words, it will lead to speaking wrongly. Consequently, they cannot hear others. For the mentioned reasons above, I do think that changing in teaching and learning English is necessary so that after leaving school, learners can use English better, to meet the need of modern society today.
2. Research purposes.	
- During the process of learning English, phonetics is indispensable for learners and pronouncing correctly is mandatory for any foreign language learners because if speakers pronounce exactly, listeners can understand them easily. Conversely, when speakers pronounce incorrectly, it will make listeners misunderstand and even cannot. This leads to bad effects and learners have difficulties in higher study. Therefore, researching the topic will help me find out good methods and apply them in teaching listening and speaking skills better, students can understand the lessons more easily. 
3. Research subjects.
	- As time is limited, in this topic I proceed only the simple ways of teaching phonetics for all the students in grade 6 - The school year: 2017 – 2018. 
4. Research methods.
	- Through practical periods in the class. 
- Using synthetic method.
- Read documents with the research-related issues.
- Using survey method and using pedagogical observation method.
5. The new points of the topic.
	- Students have more time to practice phonetics in pairs, groups.
	- Give practical examples and ask students to compare with the voice of native speakers to pronounce exactly.
	- Ask students to find out mistakes of their partners in pronunciation, and help them to correct.
B. SOLUTION
I. RATIONALE
Dated on 22nd december 2017 in Ha Noi, the Prime Minister Nguyen Xuan Phuc approved the adjustment and supplement of the scheme on teaching and learning foreign languages ​​in the national education system in the period of 2017 - 2025 with the following principal contents:
- Create a breakthrough in the quality of teaching and learning foreign languages ​​for all levels of education and training levels, encouraging the introduction of foreign languages ​​into schools from pre-school levels and social activities. Promote foreign language teaching integrated in other subjects and teaching other subjects such as math and science subjects, specialized subjects... in foreign languages.
- Promote the application of advanced technology in teaching and learning foreign languages with a suitable electronic learning system for all subjects so that learners can study foreign languages, approach native languages ​​at any time, anywhere, with any vehicles, especially in developing listening and speaking skills.
- Create a good environment of learning foreign language in schools, families and society for teachers, lecturers, family members and students... to study foreign languages.
- Ensure foreign language competencies and pedagogical capabilities of foreign language teachers and lecturers, teach specialized subjects of science and subjects in foreign languages ​​for all levels of education and training levels.
- Strengthen testing and evaluating of teaching and learning foreign languages.
- Prioritize supporting to improve the quality of teaching and learning foreign languages ​​for disadvantaged areas.
- Promote socialization, promote the role of foreign language centers in teaching and learning foreign languages ​​outside the school.
- Renovating the management of the Scheme to ensure practicality, feasibility and effectiveness with general goals below:
Renovating teaching and learning foreign languages in the national education system, continuing to implement new foreign language programs at all levels, training levels and capacity building for foreign language uses to meet the demands of study and work; strengthening the competitiveness of human resources in the integration period, contributing to the construction and development of the country; create a universal language foundation for general education by 2025. One hundred percent of graduates to meet the professional standards of teachers and the capacity of foreign language teachers at different educational levels and levels. By 2025, striving to complete the construction of teaching and learning foreign language programs in regular education to basically meet the needs of the society.
II. REALITY OF TEACHING AND LEARNING ENGLISH IN SECONDARY SCHOOL TODAY.
1. Reality.
- In general, English has become a major subject in school for such a long time, but its benefits have not been taken more notice. On the one hand, it is due to limited infrastructure and teaching facilities in schools, and the other factor is due to the quality of teaching is not high, yet attracts the enthusiasts of students’ learning. This is further evident in the hours taught listening and reading skills... Moreover, students are just interested in the meanings of words without knowing the words that are pronounced and how they are used... Especially pressing word stress, sentence of specific communication situations they were not paying attention. Therefore, the quality of teaching dropped, this cannot meet the needs after graduating and working.
       - The other factor is that, the role of the teachers cannot mention. Most teachers love teaching and love their students, very enthusiastic and consider students to be their children; but some teachers neglect their work. Due to low salary, they may think that: “The ones who work hard, and the ones who work less are the same. Salary has not been deducted”. Negative thoughts that invisible kill future generations of the country. The others are only interested in business and do the other side job to earn money for their families. The view becomes misleading when some teachers were not interested in teaching listening and viewing this skill was not important. Maybe they do not know that they are carrying on their shoulders a great responsibility that their country puts trust in, entrust; a nobler profession regardless of how noble profession. The future of the country will depend on the quality of education and training. In my viewpoint, if we want better teaching quality, the mind of the teachers puts on top. The teachers must have innovative teaching methods appropriate to each lesson, each student object. In the teaching process, they should combine to teach all four skills: Listening - Speaking - Reading - Writing so as to have the most effective results. 
- Teaching a foreign language lesson in secondary schools today is that, the task of teachers and students are: Students only prepare their lessons at home such as investigating some new words or writing a few words and go to the classes, the teachers present the lessons, students record and repeat passively. He or she then comments and gives correct answers, students record them and copy down. This organization is found only about 20% of the students understand the lessons and work hard. The rest just copy all on the table and listen passively, machinery. Some other students are seen as ignorant. Thinking that good students are always good, and weak students are still weak forever. The question
I do mention in the topic is: Why many students are afraid to learn a foreign language and why they are still bad even though having studied for a long time.
2. The results of the status.
For such thoughts in the school year 2017 - 2018, I have explored, studied materials and through the practical teaching hours in the class to find a way to teach students a pronunciation effective way to help them hear - say better and eliminate the feeling afraid of studying English. Then, teachers can capture, control all activities of the students in each lesson.
Now, I would like to present the topic that: “The importance of teaching 
phonetics in grade 6, secondary school” I have applied in the teaching process in grade 6, school year 2017 - 2018 by my colleagues in charge prior to confer exchange, mutual learning, to enhance expertise and professional. I look forward to the truthful help of all my colleagues.
III. SOLUTION IMPLEMENTATION
Realizing the urgent issues on and how to teach them to pronounce correct lexicon, I give some experimental solutions as shown below:
PART I: STUDENTS SURVEY
- Before teaching how to pronounce phonetics, I have set up the questionnaire to check how they understood their lessons in primary school. As far as I know, students have learnt pronunciation the suffix [s / es / ed] in grade 5. I give the assignments:
Choose the word whose underlined part is pronounced differently from the three others in the same line.
1. A. learns	B. meets	C. laughs	 D. books
2. A. opened	B. cooked	C. played	 D. lived
3. A. wanted	B. added	C. washed	 D. invited
4. A. loves	B. classes	C. places	 D. watches
The correct answer: 	1. A 2. B 3. C 4. A 
And the results were so disappointing:
Class
Number
of students
0 – 2,4 p
2,5 – 4,9p
5,0 – 6,4p
6,5 – 7,9p
8,0 – 10 p
SL
%
SL
%
SL
%
SL
%
SL
%
6A
36
13
37,3
12
32,2
8
22,2
3
8,3
0
6B
38
14
37
15
39,5
5
13
4
10,5
0
With the results above, we can easily see that the students have forgotten pronunciation or they have not been taught how to pronounce the suffix [s/ es/ ed] exactly or they have learned but did not pay attention or they think it is not necessary in process of learning English at all. That is why only more than 30% students get marks from five. Expecially there are no marks from eight to ten. The result is so disappointed.
PART II: PHONOLOGICAL TEACHING PROCESS
To help the students how to pronounce exactly new words and speak English well, I have conducted the process of teaching phonics and survey results in all two classes – 6A and 6B. First of all, I made three of the symbol table consonants and vowels as well as examples for each case in order that the students can understand this in an easy way. Below are the tables illustrated with 
consonants, vowels and dipthongs:
 	Table 1 - Consonants
p
pen
b
board
t
talk
d
do
t∫
chicken
dʒ
just
k
kiss
g
grow
f
fly
v
very
θ
thick
ð
this
s
sit
z
zoo
∫
she
ʒ
pleasure
m
meat
n
nine
‏פ
sing
h
here
l
like
r
rice
w
watch
j
yet
Table 2 - Vowel
æ
cat
e
many
ɒ
 dog
ə
worker
a:
market
ʊ
 look
Λ
but
i
fit
З:
word
u:
flue
ɔ:
four
i:
seat
 	Table 3 - Diphthong
ei
cake
ɔi
boy
əʊ
hold
iə
near
eə
hair
ai
hi
ʊə
tour
aʊ
house
1. THE PROCESS OF TEACHING CONSONANTS
a. Single consonants.
a.1. Consonant “c”
- Consonant [c] may be pronounced: /k/, /∫/, /t∫/, /s/
- When [c] is followed by e, i or y; it is often pronounced /s/ 
Eg: centre, cinema...
- But when [c] follows with vowels: a, u, o; it is pronounced /k/
Eg: cake, course, cup
- Besides above, the consonant [c] is also pronounced /∫/
Eg: delicious, ocean
- In some cases, it is pronounced /t∫/ as in the word: cello
a.2. Consonant “g”
Consonant [g] can be pronounced: /g/, /dʒ/
- When follows with e, i, y; it is usually pronounced /dʒ/
Eg: engineer, village, age
- When it goes with other letters (except e, i, y), it is pronounced: /g/
Eg: go, grow, get	
a.3. Consonant “d”
Consonant [d] can be pronounced by /d/ and /dʒ/
- [d] is usually pronounced /d/ as in the words: dog, dry... 
- Consonant [d] is also pronounced /dʒ/ as in the word: education
- In some causes, [d] is not pronounced. 
Eg: handsome
a.4. Consonant “n”
Consonant [n] can be pronounced: /n/, /פ/
- When [n] stands before letters /k/, /g/; it is pronounced: /פ/
Eg: ink, single
- In the other cases, it is often pronounced /n/
Eg: need, nice, new
a.5. Consonant “s”
Consonant [s] can be pronounced: /s/, /z/, /∫/, /ʒ/
- Consonant [s] is often pronounced /s/ as in the words: see, sit ...
- Sometimes, it is also pronounced: /z/ as in the words: is, season ...
- Consonant [s] is also pronounced /∫/ as in the words: sure, sugar ...
- The last, it is also pronounced /ʒ/ as in the word: vision ...
a.6. Consonant “t”
Consonant [t] can be pronounced: /t/, /t∫/, /∫/, /ʒ/
- [t] is usually pronounced /t/ as in the words: ten, student...
- [t] is also pronounced /∫/ as in the words: invention, option... 
- In addition, it is pronounced /ʒ/ as in the word: equation ...
- [t] stands before consonant [u] is pronounced: /t∫/
Eg: nature, picture, future...
a.7. Consonant “x”
Consonant [x] can be pronounced: /ks/, /gz/, /k∫/, /z/
- Consonant [x] is often pronounced /ks/ as in the words: box, mix ...
- [x] is also pronounced /gz/ as in the words: exact, exam ...
- [x] is pronounced /k∫/ as in the word: luxury, anxious ...
- The last, [x] is pronounced /z/ as in the word: xyster ...
a.8. Consonant “z”
Consonant [z] can be pronounced: /s/, /z /, /ʒ/
- It is pronounced /z/ as in the words: zoo, zero
- And in other words, it is pronounced /ʒ/ as in the words: seizure, azure
- In a few words, it is also pronounced /s/ as in the word: waltz
After having already taught single consonants with effective results, I have surveyed all the students in two classes to check their understanding. The exercise is:
* Fill in each blank one consonant guided as in the table below:
Consonant
Pronunciation form
c
/k/
..
/s/
...
/∫/
...
s
/s/
..
/z/
...
/∫/
...
t
/t/
...
/t∫/
...
/∫/
...
Key: 
Consonant
Pronunciation form
c
/k/
cake
/s/
centre
/∫/
ocean
s
/s/
say
/z/
reason
	/∫/
sugar
t
/t/
table
/t∫/
picture
/∫/
station
 And the results are quite good below:
Class
Number
of students
0 – 4,9 p
5,0 – 6,4 p
6,5 – 7,9 p
8,0 – 10 p
SL
%
SL
%
SL
%
SL
%
6A
36
2
5,5
6
16,6
13
36
15
41,9
6B
38
3
7,9
7
18,4
12
31,5
16
42,2
b. Consonant diagraphs.
When two consonants stand together to represent a unique sound, it is called the consonant diagraph. For example: sh, ch...
b.1. Consonant “sh”
Consonant [sh] is usually pronounced /∫/
Eg: wash, she...
b.2. Consonant “ch”
Consonant [ch] can be pronounced: /t∫/, /k/, /∫/
- It can be pronounced /t∫/ as in the words: chicken, chest
- It is pronounced /k/ as in the words: school, christmas... 
- Besides, the consonant [ch] is also pronounced /∫/ as in the word: champagne...
b.3. Consonant “th”
Consonant [th] can be pronounced: /θ/, /ð/
* When it is pronounced: /θ/
- State noun form from the adjective, it is pronounced: /θ/ 
Eg: depth, width...
- The ordinal numbers (except the first, second, third)
Eg: fourth, fifth...
- In other cases, it is also pronounced: /θ/
Eg: think, thick, month
* When it is pronounced: /ð/
Eg: clothing, with
b.4. Consonant “gh” and “ph”
Consonants [gh] and [ph] often represent a single consonant with /f/
Eg: phone, physics, laugh
* After teaching consonant diagraphs, I give the test to check how they understand the lesson. The question is that:
Choose the word whose underlined part is pronounced differently from the rest of the three others in the same line. 
1. A. throw 	B. this	C. thick	D. think
2. A. child 	B. school 	C. chocolate	D. chest
3. A. sit	B. she	C. show	D. sugar
Key: 1. B 2. B	 3. A
And the results in two classes are very good.
Class
Number
of students
0 – 4,9 p
5,0 – 6,4 p
6,5 – 7,9 p
8,0 – 10 p
SL
%
SL
%
SL
%
SL
%
6A
36
2
5,5
7
19,4
10
28
17
47,1
6B
38
2
5,2
6
15,8
12
31,5
18
47,5
c. Silent consonants.
In some cases, the consonants are not pronounced, so they are called the silent consonants.
c.1. When two consonant letters stand together, one is pronounced, the other is not, it is called silent onsonant.
Eg: occasion, rubber...
c.2. Some common silent consonants.
- Consonant [b] often stands after [m] and before [t]
Eg: lamb / læm /, debt /det/
- Consonant [c] is often silent before [k] and sometimes after [s]
Eg: black /blæk/, scene /si:n/
- Consonant [d] is often silent in the words:
Eg: handsome /hænsəm/, wednesday /wenzdei/
- Consonant [g] is silent before [n] and it is silent before [n], [m] when [n], [m] stand last.
Eg: gnaw /nɔ:/, sign /sain/, Paradigm /paerədaim/
- Consonant [gh] is silent after [i]
Eg: weigh /wei/, night /nait/
- Consonant [k] is silent before [n]
Eg: knee /ni:/, knife /naif/, knit /nit/
2. VOWELS.
- There are 5 vowels in the alphabet of 26 letters in English. They are: 
a 	 e 	 i 	 o 	 u
         /ei/ 	 /i:/ 	 /ai/ 	 /əʊ/ 	 /ju:/
- In pronunciation, these vowels are pronounced without stopping by the tongue, teeth or lips.
2.1. Single vowel.
a. Vowel “a”
[a] can be pronounced with a lot of different syllables:
 /æ/ /ei/ 	 /e/ /ɔ:/ 	 /ɒ/ /i/ 	 /ə/ 	 /a:/
- [a] is pronounced /æ/ as in the words: fat, cat ...
- [a] is pronounced /ei/ as in the words: hate, play ...
- [a] is pronounced /e/ as in the words: any, area ...
- [a] is pronounced /ɔ:/ as in the words: call, fall ...
- [a] is pronounced /ə/ as in the words: ago, apartment ...
- [a] is pronounced /i/ as in the words: message, village ...
- [a] is pronounced /ɒ/ as in the words: watch, want... and it is also pronounced /a:/ as in the words: farmer, cart, afternoon ...
b. Vowel “e”
Pronunciation says that vowel [e] can be pronounced: /i:/, /e/, /i/, /ə/
- [e] is pronounced /i:/ as in the word: he...
- [e] is pronounced /i/ as in the words: valley, English ...
- [e] is pronounced /e/ as in the word: pen ... and /ə/ as in the word: open ...
c. Vowel “i”
Vowel [i] can be pronounced: /i/, /ai/, /ə/
- [i] is often pron