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 Techniques and activities
Unit 1 The pronunciation of the - Listen and repeat individual
consonant words
/ʤ/ - /tʃ/ - Practice reading sentences
Unit 2 The pronunciation of the - Listen and repeat individual
consonant words
/m/ - /n/ - /ɳ/ - Practice reading sentences
Unit 3 The pronunciation of the - Listen and repeat individual
consonant words
/l/ - /r/ - /h/ - Practice reading sentences
Unit 4 The pronunciation of the - Listen and repeat individual
consonant words
/w/ - /j/ - Practice reading sentences
Unit 5 The pronunciation of the - Listen and repeat individual
consonant words
/pl/ - /bl/ - /pr/ - /br/ - Practice reading sentences
Unit 6 The pronunciation of the - Listen and repeat individual
consonant words
/tr/ - /dr/ - /tw/ - Practice reading sentences
Unit 7 The pronunciation of the - Listen and repeat phrases
consonant - Practice reading question and
/kl/ - /gl/ -/kr/ -/gr/ -/kw/ answer
Unit 8 The pronunciation of the - Listen and repeat phrases
consonant - Practice reading sentences
/fl/ -/fr/ -/θr/
Unit 9 The pronunciation of the - Listen and repeat phrases
consonant - Practice reading sentences
/sp/ -/st/ -/sk/
Unit The pronunciation of the - Practice reading sentences
10 consonant
/sl/-/sm/-/sn/-/sw/
Unit The pronunciation of the - Listen and practice reading
11 consonant sentences
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 /ʃr/-/spr/-/spl/ - Mark the primary stress over
stress syllables and practice
reading sentences
Unit The pronunciation of the - Listen and repeat individual
12 consonant words
/str/-/skr/-/skw/ - Practice reading sentences
Unit The pronunciation of the - Listen and repeat individual
13 consonant words
/pt/-/bd/-/ps/-/bz/ - Practice reading sentences
Unit The pronunciation of the - Listen and repeat individual
14 consonant words
/ts/-/dz/-/ tʃt/-/ʤd/ - Practice reading sentences
Unit The pronunciation of the - Listen and repeat individual
15 consonant words
/nt/-/nd/-/nθ/-/ns/-/nz/ - Practice reading sentences
Unit The pronunciation of the - Listen and repeat individual
16 consonant words
/ft/-/vd/-/fs/-vz/ - 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/ - /tʃ/
Objectives:The aim of this period is to clarify the difference between two sounds
in order to help students to pronounce them correctly because these two sounds 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/
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.

9
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.

13
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

14
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.

15
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. 4. ________ueen
________eature
5.______een 6. 7. ________ass 8. ________aim
________uarter
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?

16
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

28
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 Rất Đồng ý Bình Không Không

đồng ý thường đồng ý đồng ý
lắm
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)

7. Bạn thấy các bài học ngữ âm trong SGK 11 khó vì những nguyên nhân sau:
31
Stt Các nguyên nhân Rất Đồng ý Bình Không Không
đồng ý thường đồng ý đồng
lắm ý
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)

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 Luôn Thường Thỉnh Hiếm Chưa

St luôn xuyên thoảng khi bao giờ
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)

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 Luôn Thườn Thỉnh Hiếm Chưa

Stt luôn g thoản khi bao giờ
xuyên g
1 Nghe và nhắc lại từng từ
2 Nghe và nhắc lại cụm từ
3 Nghe và nhắc lại cả câu
4 Nghe và đóng vai một đoạn hội
thoại
5 Đọc một loạt những từ, cụm từ,
câu có cùng cấu trúc ngữ âm
(Ví dụ các từ đuôi -ed có cùng
cách phát âm…)
6 Tìm từ, cụm từ, câu có cách đọc
khác những từ, cụm từ, câu còn
lại
7 Sắp xếp thành các nhóm từ,
cụm từ hoặc câu có cùng cấu
trúc ngữ âm
8 Viết phiên âm của từ, cụm từ,
câu hoặc đoạn hội thoại
9 Làm các bài tập nghe
10 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 Luôn Thườn Thỉnh Hiếm Chưa
St luôn g thoản khi bao giờ
t xuyên g
1 Đặt câu
2 Đóng vai hội thoại
3 Phỏng vấn theo chủ đề cá nhân

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 Bình Không Khôn

thích thườn thích g
g lắm 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 Strongly Agree Neutral Not Not
agree strongly agree
agree
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)

6. You find Pronunciation lessons in English 11 difficult because of some

following reasons:

Causes Strongly Agree Neutral Not Not

agree strongly agree
agree
1 The time for each lesson
is too short
2 Practice lessons are
boring and monotonous
3 There are too many
relative rules and they
are difficult to remember
4 There are so few
reference books
5 The class is too crowded
6 There is no lab for
foreign language class

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 Always Usuall Sometime Seldom Never

y s
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)

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 Always Usuall Sometime Seldom Never

y s
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

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 Always Usuall Sometime Seldom Never

y s
1 Make sentences
2 Make conversation
3 Play games
4 Interview about personal
activities
5 Others: (Please specify)

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

Techniques Like Like Neutra Not like Not

very l very like at
much much 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/ Procedures Techniques
time Teachers’ work Students’ work

41