The simples method of teaching consonants in english basic class 10 boards helps students pronounce correctly

THANH HOA EDUCATION AND TRAINING DEPARTMENT 
THACH THANH I SENIOR HIGH SCHOOL
EXPERIENTIAL INITIATIVE 
THE SIMPLES METHOD OF TEACHING CONSONANTS IN ENGLISH BASIC CLASS 10 BOARDS HELPS STUDENTS PRONOUNCE CORRECTLY
Author: Mai Thị Thùy Hương
Occupation: Teacher
Experiential initiative on: English
THANH HOA YEAR 2017
CATEGORY
I. Introduction ..........................................................................	page 02
1.1 Reasons .. .....	page 02	
1.2.Aims of researching .	page 02
1.3. Research subjects ..	page 02
1.4. Methods of researching ......	page 03
1.5. Advantages of this method .	page 03
II. Content.. ......	page 03
2.1. Measures for performance ..................................................	page 03
2.2. Current situation of teaching pronunciation ......................	page 03
2.3. Methods ..............................................................................	page 03
III. Results and offers............................................................... 	page 14
3.1. The study results .................................................................	page 14
3.2. Recommendations, suggestions ..........................................	page 14
3.3. References ...........................................................................	page 14
I. INTRODUCTION:
1.1. Reasons:
	For a long time, Teachers have not paid attention to the methods and theories of teaching pronunciation, for the reason that the old textbook design did not require a specific portion Speech . Therefore, teachers are having problems in teaching pronunciation in the part: “Language – focus”.
	A person is considered to be the standard pronunciation when he could correct pronunciation accent, intonation of individual words as well as the language units such as phrases, sentences and phrases. So how to correct pronunciation when speaking English? To answer this question I strongly launched my own experience: "The simplest method of teaching consonants in English textbook basic class 10 boards helps students pronounce correctly".
My writing aims to provide senior English teacher generalized knowledge about teaching English consonants and the teaching methods of this kind of consonants effectively within 15 minutes. 
The following methods are selected and carefully edited to suit each unit of study and in accordance with the actual situation of teaching in the classroom as well as in accordance with English proficiency of students in our province. These methods are:
• Easy to apply with the appropriate class sizes in large numbers 
• Create a motivation and high generalization
• Can get good feedback from students if it is used properly.
	The following methods can be applied widely for most of the lesson in the textbook 10th grade English. Colleagues can use this method effectively to design parts Powerpoint on teaching phonics. In addition, A phonics lesson is designed in the following way with no cost. All you need is chalk, table and a good model. 
1.2.Aims of reseaching:
It is intended to provide high school English teacher with general knowledge of English consonants effectively within fifteen minutes,an approprate estimated time for pronunciation in each unit of English text book 10.
- Teachers’teaching will get better result. 
 	- The teacher focuses on teaching the basic language skills instead of teaching pronunciation skills. 
- Students are easy to learn consonant and improve speaking skill.
Starting from the basis of theory and reality, together with experience in my teaching process, I boldly put out " simple method of teaching consonants in English textbook 10 ".
1.3. Research subjects:
	“If vowel is the soul of Enlish, consonant is the key to go into that soul.” So it is extremely important to learn consonant well. Besides improving speaking skill means we can distinguish and pronounces it correctly. Students master it and make full use of it when communicating with others.
1.4. Methods of reseaching:
It is based on the problems that students usually makes. So theory is taken from the experiences that teacher carried out.
1.5. Advantages of this method
+ Provide knowledge to teachers and teachers of English.
+ Many teachers think that phonetics is difficult to teach and hard to hard. The tips in the new solution will make the unit more attractive as well as increase student interest in learning.
+ Teachers can effectively teach the pronunciation within 15 minutes.
II. CONTENT:
2.1. Measures for performance	
A good learner of English pronunciation is necessary to achieve three following skills:
- Prediction skills: the ability to guess a word or phrase should be pronounced like.
- Identify skills: the ability to recognize the sounds as they are broadcast. 
 - Pronunciation skills: the ability to pronounce words correctly. 
The teaching methods: this part of the article presents three methods of teaching are related to three pronunciation skills: prediction, perception, production. 
Applying for teaching specific details:
2.2. Current situation of teaching pronunciation:
	- Teachers often let their teaching style be affected by the exam questions.
	- Teachers mainly focus on teaching other language skills rather than teaching pronunciation skills.
	- Teachers need to rethink their concept of vocabulary teaching.
2.3. Methods:
2.3.1.Teach how to pronouce: Unit 10 ( English 10 – page 110)
Pronunciation: 	
Listen and repeat:
/b/ 	 /p/
bee
cab
pea
cap
ban
bright
pan
provide
bad
back
Paul
power
Practise these sentences:
Pat buys Bill a big pad of paper.
A black bee is picking some pollen.
Put the blouses in the paper bag.
Paul borrowed a book about puppies from the library.
The beautiful carpet is my brother’s present.
Is this picture painted on the puples’ caps?
Explain how to prounce them: 
The position of the mouth is exactly the same between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced. You can put your hand on your throat you will feel the difference.
Step 1: prediction - 2 mins
Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with /b/ and underline the letters pronounce with /p/ in the following words:
provide
bus
please
piece
bad
suppose
pan
back
posters
ban
Step 2: perception - 5 mins
Activity 2:( 3 mins) 
+ Teacher givesthe rule : column 1 will present the words with /b/, column 2will present the words with /p/.
+ Students listen and say One if the words they hear is in the column 1, say Two if the words they hear is in the column 2.
	Column 1	column 2
	 /b/	 /p/
+ Teacher reads these following words ( both /b/ and /p/):
bad pad
 bee pea 
push bus
cab	cap
back pack
pick big
pan	band
prize bright
Activity 3:( 2 mins) 
+ Teacher gives the rules how to pronouce these sounds: 
	/b/ : voiced
	/p/: unvoiced
+ Rules: Put your hand at your throat and you will feel the difference. With /p/ there is no vibration and with /b/, you will feel vibration in your hand.
Step 3: production - 7 mins
Activity 4: ( 3 mins) Listen and repeat:
Pat buys Bill a big pad of paper.
/p/ /b/ /b/ /b/ /p / /p/
2. A black bee is picking some pollen
 /b/ /b/ /p/ /p/
 	..
Activity 5: - Communicative activity (4 mins)
- Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences.
Example: 1. Pat buys Bill a big pad of paper
You say: I buy him a big pad of paper
2.3.2.Teach how to pronouce : Unit 11 ( English 10 – page 118)
Pronunciation:
Listen and repeat:
	/t/	/d/
topic
toxic
different
documentary
contain
contamination
invader
dependent
plant
different
spend
depend
work
hoped
lived
played
Practise these sentences:
It’s next to the restaurant on the third floor.
They’re on the next counter on your left, dear.
It’s exactly twenty minutes to ten.
They stayed at home and played cards with the children.
Sidney and I listen to the radio and studied.
Donal and I had a bad cold, so we decided to say at home.
Explain how to prounce them: The position of the mouth is exactly the same between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced. You can put your hand on your throat you will feel the difference.
Step 1: Prediction - 2 mins
 Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with /t/ and underline the letters pronounce with /d/ in the following words:
dog
toxic
worked
different
plant
cat
topic
hoped
lived
depend
Bước 2: Perception - 5 mins 
Activity 2: (3 mins) 
+ Teacher givesthe rule : column 1 will present the words with /t/, column 2will present the words with /d/.
+ Students listen and say One if the words they hear is in the column 1, say Two if the words they hear is in the column 2.
	Column 1	column 2
	 /t/	 /d/
+ Teacher reads these following words ( both /t/ and /d/):
topic	toxic
different difficulty	
spend depend
lived	worked
Activity 3:( 2 mins) 
+ Teacher gives the rules how to pronouce these sounds: 
	/t/ : unvoiced
	/d/: voiced
+ Rules: Put your hand at your throat and you will feel the difference. With /t/ there is no vibration and with /d/, you will feel vibration in your hand.
Step 3: Production- 7 mins
Activity 4: ( 3 mins) Listen and repeat:
It’s next to the restaurant on the third floor.
 /t/ /t/ /t/
They’re on the next counter on your left, dear.
 /t/ /t/ /t/
It’s exactly twenty minutes to ten.
 /t/ /t/ /t/ /t/ /t/ 
Activity 5: - Communicative activity (4 mins)
 - Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences.
Example: 1. It’s next to the restaurant on the third floor.
	You say: They are next to the restaurant on the third floor.
2.3.3. Teach how to pronouce : Unit 12 ( English 10 – page 130)
Pronunciation:
Listen and repeat:
/s/	/z/
Sue
said
zoo
please
sip
bus
zip
buzz
piece
price
peas
prize
Practice these sentences:
Sue loves classical music.
I like to listen to jazz records.
My aunt likes to watch the film “ The sound of Music”.
But my cousin prefers going to concerts.
He’s won the first prize for singing folk songs.
I’d like a piece of bread and some peas, please.
Explain how to prounce them: The position of the mouth is exactly the same between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced. You can put your hand on your throat you will feel the difference.
Step 1: Prediction - 2 mins
Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with /s/ and underline the letters pronounce with /z/ in the following words:
prize
bus
please
piece
zip
suppose
Susan
season
posters
easiest
Step 2: Perception - 5 mins
Activity 2:( 3 mins) 
+ Teacher givesthe rule : column 1 will present the words with /s/, column 2 will present the words with /z/.
+ Students listen and say One if the words they hear is in the column 1, say Two if the words they hear is in the column 2.
	Column 1	column 2
	 /s/	 /z/
+ Teacher reads these following words ( both /s/ and /z/):
Sue zoo
sip zip
buzz bus
piece peas
raise race
knees niece
sink zinc
prize price
Activity 3:( 2 mins) 
+ Teacher gives the rules how to pronouce these sounds: 
	/s/ : unvoiced
	/z/: voiced
+ Rules: Put your hand at your throat and you will feel the difference. With /s/ there is no vibration and with /z/, you will feel vibration in your hand.
Step 3: Production- 7 mins
Activity 3: ( 3 mins) Listen and repeat:
Sue loves classical music.
 /s/ /z/ /s/ /z/
I like to listen to jazz records.
 /s/ /z/ 
Activity 4: - Communicative activity (4 mins)
- Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences.
Example: 1. Sue loves classical music.
You say: I don’t love classical music.
	My friend, Huan doesn’t love classical music.
2.3.4. Teach how to pronouce : Unit 13 ( English 10 – page 139)
Pronunciation:
Listen and repeat
/f/	/v/
fan
fiction
van
vote
first
photograph
vine
Stephen
form
enoug
view
leave
Practise these sentences:
He feels happy enough.
I want a photograph for myself and my wife.
Would you prefer a full photograph or a profile.
Stephen is driving a van full of vines.
We used to live in a village in the valley.
They arrived in the village on a van.
Explain how to prounce them: The position of the mouth is exactly the same between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced. You can put your hand on your throat you will feel the difference.
Step 1: Prediction - 2 mins
Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with /f/ and underline the letters pronounce with /v/ in the following words:
fan
enough
van
vine
vote
first
fascinate
form
feel
leave
Step 2: Perception - 5 mins
Activity 2:( 3 mins) 
+ Teacher givesthe rule : column 1 will present the words with /f/, column 2will present the words with /v/.
+ Students listen and say One if the words they hear is in the column 1, say Two if the words they hear is in the column 2.
	Column 1	column 2
	 /f/	 /v/
+ Teacher reads these following words ( both /f/ and /v/):
fan van
victim fiction
view few
live wife
fine vine
enough vote
full village
myself solve
Activity 3:( 2 mins) 
+ Teacher gives the rules how to pronouce these sounds: 
	/f/ : unvoiced
	/v/: voiced
+ Rules: Put your hand at your throat and you will feel the difference. With /f/ there is no vibration and with /v/, you will feel vibration in your hand.
Step 3: Production- 7 mins
Activity 3: ( 3 mins) Listen and repeat:
He feels happy enough.
 /f/ /f/
I want a photograph for myself and my wife.
 /f/ /f/ /f /f/
Would you prefer a full photograph or a profile.
 /f/ /f/ /f /f/
Activity 4: - Communicative activity (4 mins)
- Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences.
Example: 1. He feels happy enough.
You say: I feel happy enough.
Example: I want a photograph for myself and my wife.
You say: He wants a photograph for himself and his wife
2.3.5. Dạy cách phát âm: Unit 14 ( English 10 – page 150)
Pronunciation:
Listen and repeat:	/g/	/k/
group
goal
club
school
game
dog
kick
because
together
Uruguay
cup
compete
again
Magaret
ticket
weak
Practise these sentences:
Our group hasn’t scored a goal.
Uruguay will lose another game again.
Magaret took the dog and the cat for a walk.
Can your school club compete in the next tournament.
He can’t kick the ball because he’s too weak.
He hasn’t got a ticket for the nextWold Cup in Germany.
Explain how to prounce them: The position of the mouth is exactly the same between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced. You can put your hand on your throat you will feel the difference.
Step 1: Prediction - 2 mins
Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with /g/ and underline the letters pronounce with /k/ in the following words:
game
goal
cup
Again
school
kick
weak
dog
Ticket
club
Step 2: Perception - 5 mins	
Activity 2:( 3 mins) 
+ Teacher givesthe rule : column 1 will present the words with /g/, column 2will present the words with /k/.
+ Students listen and say One if the words they hear is in the column 1, say Two if the words they hear is in the column 2.
	Column 1	column 2
	 /g/	 /k/
+ Teacher reads these following words ( both /g/ and /k/):
Group club
Goal kick
Weak again
Compete Margaret
Game cup
Together ticket 
School dog
Because Uruguay
Activity 3:( 2 mins) 
+ Teacher gives the rules how to pronouce these sounds: 
	/k/ : unvoiced
	/g/: voiced
+ Rules: Put your hand at your throat and you will feel the difference. With /k/ there is no vibration and with /g/, you will feel vibration in your hand.
Step 3: Production- 7 mins
Activity 4: ( 3 mins) Listen and repeat:
Our group hasn’t scored a goal.
 /g/ /k/ /g/
Uruguay will lose another game again.
 /g/ /g/ /g/ 
3. Magaret took the dog and the cat for a walk.
 /k/ /g/ /k/ /k/
Activity 5: - Communicative activity (4 mins)
- Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences.
Example: 1. Our group hasn’t scored a goal.
You say: My group has scored a goal.
Example: Italy will lose another game again.
You say: Italy will lose another game again.
2.3.6. Teach how to pronouce : Unit 15 ( English 10 – page 164)
Listen and repeat: 
//	/ð/	
think
thin
they
then
thought
something
those
another
mouth
birthday
clothes
brother
Practise these sentences:
I thought Mr. Smith was thirty- three.
But next Thursday will be his thirtieth birthday.
Something about him makes me think he is like my brother.
The roses that you gave him are beautiful.
Look at the clothes on that thin over there.
Explain how to prounce them: The position of the mouth is exactly the same between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced. You can put your hand on your throat you will feel the difference.
Step 1: Prediction - 2 mins
Activity 1: Ask student to listen to the teacher, then circle the letters pronounce with // and underline the letters pronounce with /ð/ in the following words:
think
They
thin
mouth
that
thought
Then
thick
those
this
Step 2: Perception - 5 mins
Activity 2:( 5 phút) 
+ Teacher givesthe rule : column 1 will present the words with //, column 2will present the words with /ð/.
+ Students listen and say One if the words they hear is in the column 1, say Two if the words they hear is in the column 2.
	Column 1	column 2
	 //	/ð/ 	 
+ Teacher reads these following words ( both // and /ð/ ):
the then
that	these
brother something
thirty	though
they those
birthday another
think	clothesee
three something
Activity 3:( 2minst) 
+ Teacher gives the rules how to pronouce these sounds: 
	// : unvoiced
	/ð/ : voiced
+ Rules: Put your hand at your throat and you will feel the difference. With // there is no vibration and with /ð/ , you will feel vibration in your hand.
Step 3: Production- 7 mins
Activity 4: ( 3 mins) Listen and repeat:
I thought Mr. Smith was thirty-three .
//	//	//
But next Thursday will be his Thursday birthday.
//	 //	 //
Something about him makes me think he is like my brother.
//	//	/ð/	
The rose that you gave him are beautiful.
/ð/	/ð/
Activity 5: - Communicative activity (4 mins)
- Work in pairs, one student reads a sentence in the text book and the other says he/she does differently from the people in these sentences.
Example: 1. I thought Mr. Smith was thirty-three.
You say: I thought Mr. Smith’s wife was three .
Example: But next Thursday will be his Thursday birthday.
You say: But next Thursday will be my Thursday birthday.
2.3.7. Teach how to pronouce : Unit 16 ( English 10 – page 175)
Listen and repeat: /ʒ/ /ʃ/ 
television
Asia
shop
washing
pleasure
illusion
machine
English
measure
massage
Swedish
special
Practise these sentences:
It’s his pleasure to visit Asia.
You shouldn’t have any illusion about television.
A massage can be a good measure to help you relax.
Does this shop sell washing machines.
Is he English or Swedish?
I there anything special on T.V tonight?
Explain how to prounce them: The position of the mouth is exactly the same between /b/ and /p/ but the only difference is that on consonant is unvoiced and the other is voiced. You can put your hand on your throat you will feel the difference.
Step 1: Prediction -