TABLE OF CONTENTS
PART I. INTRODUCTION
1. Reason for choosing the topic.
4. Facilities of the study.
3. Objective and scope of the study.
2. Aims of the study.
PART II. DEVELOPMENT.
1. The basis of the argument selected topics.
2. Practical basis of the selected topics.
3. State of learning English English phonetics at Tran Phu high shool.
4. Method of implementation:
5. Applied techniques for solutions.
5.1 Teaching phonics through songs
5.2. Teaching phonics through games
5.3 Teaching phonics through using illustrations and explants pronunciation.
6. Reached results.
PART III : CONCLUSION.

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PART I: INTRODUCTION
1. Reason for choosing the topic.
Vietnam has been on the path of integration with the world and the countries in the
region, it is moving into the market economy. English is an important factor and is
a bridge to the countries in the world, which helps us to reach out to the latest
achievements of man in science, technique, culture, society, and increases mutual
understanding. Therefore, we must have required human resources, in addition to
being a professional training system, and all the other quality requirements to meet
international communication. To achieve this it is teachers who help students see
the big role of language learning, help them overcome obstacles in the process of

the basis of teaching learner -centered methods.
Four skills of Listening, Speaking , Reading and Writing has been compiled
meticulously and clearly. However, correct pronunciation is difficult .
3. State of learning English English phonetics at Tran Phu High Shool.
a. Advantages:
Most 10th graders have relative knowledge of vocabulary and grammar as well as
ability to communicate in English. They are still not under pressure of college
entrance exams, therefore they are excited about learning English.
Students themselves and parents also begin to realize the importance of learning
English. My school provides teachers with favorable conditions of facilities like
labs, projectors, radios, discs, books ,which helps teaching English easier.
b. Disadvantages:
Student’s knowledge is uneven, some students can not speak the common English
greetings accurately while others are good at it.
Classes are crowded so teachers do not have enough time to check and forge
sounds for each student. Particularly with 10C 10B graders (2017-2018 school
year) I am in charge of, most students agreed that English sounds is too difficult to
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differentiate even familiar words like: great, pretty, today… Because of the reasons
mentioned above I am pleased to present the experience of teaching phonics in the
experience initiative "Some techniques of teaching English phonetics to students
in grade 10 at Tran Phu high school."
I think they are very easy and simple but effective methods to apply.
4. Method of implementation:
Due to the difficulty to recognize and can not remember how to pronounce words,
students are often afraid of communicating in English. As a teacher, to encourage
relaxed atmosphere, I use pictures, intuitive tools or funny pictures associated with
explaining the pronunciation of that sound so easy to memorize so that students

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Students often choose to listen to the many songs sung, through which they will
approach indirect sounds .
From synchronize with the music of the song, allowing students to contact the
number syllables / accent of the word, with catchy rhythms .
The songs create a sense of comfort, which will take students to the field of
complex speech lightly .
The songs contain numerous examples of light syllables, making students realize
the pronunciation of English.
However, no song is 'prepared' to teach pronunciation. Any song can also be used
for different phonetic field. Please select the songs really well (better quality
recording if possible), not so fast, easy to remember, easy to attract students
(probably the songs that they already know) and easy preparation activities based
on phonetic field are introduced .
For example, when teaching Unit 12: Language Focus (English 10) : " s " and " z
sounds. Before introducing the sounds, I have students listen to the song SEESAW,
SEESAW, SLIDE. After listening, the students are asked to do the following
exercise:
Look at the following song, underline the /s/ sound and circle the /z/ sound.
When they are finished, I play the song one more time for them to check. As a
result, most of the class perform the tasks well with excitement.
Seesaw, seesaw, who’s on the seesaw?
Seesaw, seesaw, who’s on the seesaw?
I see Sandy on the seesaw.
I see Sam on the slide.
Seesaw, seesaw slide.
Seesaw, seesaw slide.
She saw Sandy on the seesaw.