1 VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** TRẦN THỊ QUỲNH FROM NEEDS ANALYSIS TO DESIGNING A COMMUNICATIVE ENGLISH PRONUNCIATION SYLLABUS FOR THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS AT UNIVERSITY OF ECONOMIC AND TECHNICAL INDUSTRIES PHÂN TÍCH NHU CẦU NHẰM THIẾT KẾ MỘT CHƯƠNG TRÌNH PHÁT ÂM TIẾNG ANH CHO SINH VIÊN KHÔNG CHUYÊN NĂM THỨ NHẤT TẠI TRƯỜNG ĐẠI HỌC KINH TẾ KỸ THUẬT CÔNG NGHIỆP M.A Minor Thesis Field: English Methodology Code: 60 14 10 HANOI – 2010 VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** TRẦN THỊ QUỲNH FROM NEEDS ANALYSIS TO DESIGNING A COMMUNICATIVE ENGLISH PRONUNCIATION SYLLABUS FOR THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS AT UNIVERSITY OF ECONOMIC AND TECHNICAL INDUSTRIES PHÂN TÍCH NHU CẦU NHẰM THIẾT KẾ MỘT CHƯƠNG TRÌNH PHÁT ÂM TIẾNG ANH CHO SINH VIÊN KHÔNG CHUYÊN NĂM THỨ NHẤT TẠI TRƯỜNG ĐẠI HỌC KINH TẾ KỸ THUẬT CÔNG NGHIỆP M.A Minor Thesis Field: English Methodology Code: 60 14 10 Supervisor: Nguyễn Minh Huệ, M.A HANOI – 2010 TABLE OF CONTENTS Declaration i Acknowledgement ii Abstract iii Table of contents iv Lists of tables and charts vii List of abbreviation vii i Appendices ix CHAPTER ONE: INTRODUCTION 1.1 Rational of the study 1.2 Aims of the study 1.3 Scope of the study 1.4 Significance of the study 1.5 Structure of the study CHAPTER TWO: LITERATURE REVIEW 2.1 Language syllabus design 2.1.1 Syllabus and curriculum 2.1.2 Some major approaches in designing a syllabus 2.1.2.1 Synthetic strategy 2.1.2.2 Analytic strategy 2.1.3 Three principal types of language syllabus 2.1.3.1 Structural syllabus 2.1.3.2 Situational syllabus 2.1.3.3 Notional-functional syllabus 2.1.4 Essential steps in designing a language syllabus 2.1.4.1 Needs background 2.1.4.1.1 Needs analysis 2.1.4.1.2 Resources analysis 2.1.4.2 Goal setting 2.1.4.3 Selecting and grading content 2.1.4.3.1 Selecting the content 2.1.4.3.2 Grading the content 10 2.1.4.4 Selecting and grading tasks and activities 10 2.1.4.4.1 Selecting tasks 10 2.1.4.4.2 Grading tasks 11 2.1.4.5 Teaching method 12 2.1.4.6 Testing – Evaluation 12 2.2 Communicative pronunciation teaching 12 2.2.1 Pronunciation and communicative teaching 12 2.2.2 History and scope of teaching English pronunciation 13 CHAPTER THREE: METHODOLOGY 3.1 The setting of the study 15 3.2 Participants 15 3.3 Data collection methods 16 3.3.1 Questionnaire 16 3.3.2 Mock speaking test 17 3.3.3 Interview 17 3.4 Data collection procedure 18 3.5 Data analysis 18 CHAPTER FOUR: FINDINGS AND DISCUSSIONS 4.1 Students‟ expectations 19 4.1.1 The student‟s expectations towards teachers of pronunciation 19 4.1.2 Students‟ expectations towards materials exploited in pronunciation 19 4.2 Students‟ attitude towards the pronunciation 20 4.3 Students‟ problems with English pronunciation 21 4.3.1 Students‟ problems with English consonants 23 4.3.2 Students‟ problems with English vowel 25 4.3.3 Students‟ problems with English weak forms / linkage words 26 4.3.4 Students‟ problems with English stress / intonation 26 4.4 Teachers‟ perception of teaching pronunciation and their assessment of the existing materials 27 4.5 Curricular and Materials Analysis 29 CHAPTER FIVE: A PROPOSED SYLLABUS OF ENGLISH PRONUNCIATION 5.1 Introduction 32 5.2 Goals and objectives 32 5.2.1 Goals 32 5.2.2 Objectives 32 5.3 The content 32 5.4 Teaching methodology 36 5.4.1 Accuracy and Fluency in teaching pronunciation 36 5.4.2 Teaching pronunciation on the level of Accuracy 37 5.4.2.1 Teaching individual sounds 37 5.4.2.2 Teaching problematic consonants 37 5.4.3 Teaching pronunciation on the level of fluency 38 5.4.3.1 Stress and Rhythm 38 5.4.3.2 Intonation 39 5.5 A sample test 40 CHAPTER SIX: CONCLUSION 6.1 Conclusion 42 6.2 Implications of the study for teaching English pronunciation 42 6.2.1 Awareness of the importance of teaching and learning pronunciation 42 6.2.2 Relation between pronunciation and other aspects of language 43 6.3 Limitations and recommendations for future research 43 REFERENCES 44 10 LISTS OF TABLES AND CHARTS Tables Table 1: The faults in producing English vowels of the first-year students Table 2: The faults in weak forms and linkage words Table 3: The faults in stress and intonation Table 4: English curricular of the students at full-time University level Charts Chart 1: The student‟s expectations towards teachers of pronunciation Chart 2: The student‟s expectations towards materials exploited in pronunciation Chart 3: The importance of learning English pronunciation Chart 4: The purposes of learning English pronunciation Chart 5: The students‟ difficulties of pronunciation Chart 6: English consonants sound that the students mispronounced Chart 7: The importance of teaching English pronunciation to the students Chart 8: The teachers‟ evaluation of students‟ pronunciation Chart 9: The quality of pronunciation parts in the existing textbook Chart 10: The aspects relating to pronunciation in the existing textbook 11 LISTS OF ABBREVIATION EFL: English Foreign Language ELT: English Language Teaching FLD: Foreign Language Department N.P: Number of Participants UNETI: University of Economic and Technical Industries APPENDICES APPENDIX 1: Questionnaire for the first-year students at UNETI APPENDIX 2: The mock speaking test APPENDIX 3: Questions for interview for teachers 12 CHAPTER ONE: INTRODUCTION 1.1 Rationale of the study English together with Russian and French has been taught in Vietnamese universities, colleges and schools for the last few decades However, unlike the past misconception that focused mainly on writing and grammar, nowadays the emphasis in language teaching has changed to give spoken English the same status as written English, and the communicative language teaching is considered as a predominant approach This means that in order to reach a good degree of efficiency in teaching English, besides other skills teachers should pay more attention to speaking and need perceive that speaking requires not only vocabulary but also an accurate pronunciation Nowadays, of all the language teaching approaches, it has been proved that the communicative language teaching has its predominant role This predominance over other approaches to language teaching has led to the increasingly important role of teaching pronunciation In communication, correct pronunciation is a must One can not communicate without reasonable pronunciation In other words, if the mastery of English sounds and pronunciation is not achieved, it may lead to the misunderstanding and the communication between people may even be broken down Pronunciation is so important, that is why, higher and higher priority is given to teaching and learning pronunciation Teaching pronunciation is no less important than teaching English grammar, vocabulary, or any other aspects of language As a consequence, learning English pronunciation is given high priority by students of English in general and by students at University of Economic and Technical Industries (UNETI) in particular One of the difficulties that the teachers of English at our University have to cope with is the first – year students‟ habit of pronouncing English words incorrectly Most of the students, before entering the University, have had several years of learning English at school, but in fact, the school teachers don‟t pay much attention to teaching pronunciation Perhaps, one reason for it is that they don‟t have enough time Most of the time is used to teach Grammar and other language skills Another reason is that they think their students will have to take examination only in written form before leaving school, even the entrance 13 exams to universities or colleges are never taken orally As a result, the emphasis has been shifted away from teaching speaking skill, including teaching pronunciation and many school leavers can not pronounce English words, even simple words, correctly They have no ideas of stress, intonation, or rhythm etc…Moreover, our current English materials are New Headway and Toeic so pronunciation parts in these materials are insufficient, unspecific and unsuitable for students at UNETI In addition, there has not been any research, up to now, on the subject of teaching and learning pronunciation at UNETI From all the reasons mentioned above, I have chosen the topic “From needs analysis to designing a communicative pronunciation syllabus for the first year non-major English at UNETI” 1.2 Aims of the study The research is aimed at investigating the students‟ expectations and their attitude towards pronunciation learning, the problems in learning English pronunciation, the teachers‟ perception of teaching pronunciation and their evaluation of the existing materials Based on the findings, the study also aimed to design a 30-period pronunciation syllabus appropriate and workable for the first-year students at full-time University level at UNETI To achieve the aforementioned aims, the following research questions are set out to be answered: What are the students‟ expectations towards the teachers of pronunciation and materials exploited in pronunciation? What are the students‟ attitudes towards pronunciation learning? What problems the students encounter in learning pronunciation? What are the teachers‟ perception of teaching pronunciation and their evaluation of the existing materials? 1.3 The scope of the study UNETI is a University which has two headquarters (one in Nam Dinh and the other in Hanoi) and it trains students at different levels including university, college, vocational high school and technical workers However, this study only focused on the first-year students at full-time University level in Nam Dinh City In addition, the pronunciation is a complex problem composing a number of components, but this study is confined to only some basic elements such as sounds, stress linkage, rhythm and intonation 47 Questions - Introduction of Intonation - Intonation in Statements - Intonation in Exclamation - Practice Unit 11: Intonation in Commands and 1 Exclamations - Intonation in Commands - Intonation in Exclamations - Practice Test (From Unit to Unit 11) Unit 12: Revision (revising every item in 2 three chapters and doing exercises) Final test (all units learnt) Total 30 13 13 5.4 Teaching methodology 5.4.1 Accuracy and fluency in teaching pronunciation In teaching pronunciation, accuracy means being accurate at both segmental and supra-segmental features In other words, the students are considered to have accurate pronunciation and expected to have the ability to present satisfactory articulation of the consonants, vowels, diphthongs, satisfactory word accent, rhythm, and intonation Accuracy ought to be paid attention to at the very beginning Tench (1981:42) gives two reasons for requiring accuracy at the beginning of language learning process “firstly the sooner the right habits are establish, the better, and secondly, later remedial work is a burdensome task and could have been avoided by insisting on hard work at first” Accuracy serves fluency Tench (1981) states “fluent pronunciation is the smooth joining of phonemes and larger elements at an acceptable speed of delivery” In teaching pronunciation to establish accuracy and fluency, we should keep in mind that time and efforts devoted to accuracy and fluency should be balanced For some other learners whose learning goal is using English to communicate, fluency may have a predominant role over accuracy 48 5.4.2 Teaching pronunciation on the level of accuracy 5.4.2.1 Teaching individual sounds We suggest some useful and effective steps to teach individual sounds as follows: - A very brief description of the sound articulation given (a contrastive statement with the previously learnt sound can be given) - Two or three exercises, arranging from easy to more and more difficult Exercise 1: Pronounce the vowel sounds in the words below Medicine Commercial Chocolate Information Vegetables Improve Heart Prefer Law Visa Exercise 2: Write the symbols for the vowels in the following words, then listen and repeat Clean Bird Car Four Food Bill Bell Bathroom Customer Include 5.4.2.2 Teaching problematic consonants In general, teaching English vowels and diphthongs is much easier than teaching English consonants Some English consonants, in fact, are very problematic for Vietnamese students The consonants /θ/ and /ð/ are the most difficult for them, as these sounds don‟t exist in Vietnamese, so the teacher should give the students a more thorough description of articulation than other sounds For example, the teacher can ask his students to place the tips of the tongue between the upper and lower front teeth, or to gently bite the tip of the tongue, then in order to produce the sound /θ/ as in “think”, he should push the air through, trying to make a hissing sound; in order to make /ð/ as in “this”, he should push the air through, making a buzzing noise For practicing the sound /θ/ Esarey (1990:13) provides very useful and interesting exercises These exercises are also placed according to from easy to difficult criterion He includes teaching stress, rhythm and intonation in teaching the sound /θ/ Exercise 1: Repeat /θ/, /t/ and /s/ /θ/ /t/ /s/ Thin Tin Sin Thick Tick Sick 49 Exercise 2: Repeat (The sound /θ/ here is practiced with falling tone? Questions Answers What did you think of the test? I think it was easy What‟s wrong with the cloth? I think it‟s too thick When did your tooth start to hurt? Two or three days ago Another exercise is given to find out the difference between these two problematic consonants /θ/ and /ð/ like the following one 5.4.3 Teaching pronunciation on the level of fluency 5.4.3.1 Stress and rhythm In establishing fluency, rhythm is a vital factor in the smooth joining-up of words in speech Vietnamese learners, being familiar with syllable timing in the mother tongue, often speak English with even tone, that is, without any word stress or sentence stress That is why stress and rhythm need extra attention Word rhythm can be practiced with the following drills: a Imitate a series of word which have the same stress model Example: father, mother, sister… Before practicing these words, a rhythm model can be given by the teacher by indicating the word-accent pattern on the board, or asking student to say the model b Imitate phrases / saying Example: not at all, thanks a lot English words have phenomenon of shifting of stress (accent) from one syllable to another to derived words In order to practice them, the teacher can: - Give exercises to practice a series of derived words together Example: communicate, communication, communicator, communicative - Give exercises of word-accent contrast On the sentential level, the problem of stress seems to be more serious to our students Vietnamese is a syllable-time language, while English is a stress-time one, so Vietnamese students often get confused in putting the emphasis of their utterances In order to practice the rhythm of a sentence, the following activities are suggested: - Tapping the rhythm or stabbing the air 50 - Arranging a list of utterances which have an exact pattern of accent, ask the students to imitate the pattern - Substitution drills Here are some suggestions that Stevick (cited in Nunan, 1991:104) gives when working on establishing fluency and rhythm: - Repetition by the whole class vs repetition by groups or rows vs individual repetition - Calling on students (or groups) in fixed order vs calling on them in random order - Students‟ books closed vs students books open 5.4.3.2 Intonation When teaching intonation, the teacher should keep in mind three main principles: - Teacher should try to establish accurate imitation of intonation right from the beginning (accuracy should be required in all elements of pronunciation) - Teacher should use the more normal intonation forms in initial practice - Teacher should introduce a new intonation form carefully and deliberately The common errors that languages students often make are: they may get the wrong number of intonation units: they may use the wrong tone on the tonic syllable We would like to mention here four basic tunes when teaching intonation because of the time limitation: - The glide-down (the falling tune) Example: It was quite good / it wəz kwait gud /  - The glide-up (the first rising tune) / dʒu: laik iŋgliʃ/ Example: Do you like English?  - The take-off (the second rising tune) Example: I didn‟t hurt you /ai didnt hɜːt ju:/  51 - The dive (the falling rising tune) /ai wentə lʌndən ɒn mʌndei/ Example: I went to London on Monday   5.5 A sample test It likely takes a lot of time to be able evaluate the teaching and the overall-all design of the course so that testing should be given a priority How to have a good test has been a considerable question for both designers and teachers According to Hughes (1991), the three most important characteristics of a good test are reliability, validity and practicality Additionally, the teacher should also pay attention to these points to keep in mind when giving a test: announcing the tests in advanced, only using test type that the students know, presenting the test instructions which are clear to the students, taking the test items from material previously taught, précising criteria for grading are established in advance, and indicating points-per-section and time-per-section The test is the stimulus to which the response is made Therefore, for the final test of practice in English pronunciation, I would like to suggest two forms: - Written form (listening comprehension) - Oral form A Written test:  A sample of test in Listening comprehension (Limited time: 20mns) I - Listen to the words on the cassette Write the words you hear (2.5p) II - Listen to the sentence on the cassette For each one, choose the word you hear (2.5p) III - Tick the words you recognize in the sentence you hear (2.5p) IV - Listen to the cassette and decide the kinds of sentences (2.5p) GRADING MARKS Part A Exercise Points I II III IV Total 2.5 2.5 2.5 2.5 10 52 B Oral test Oral form aims at assessing the students‟ productive skill In this test „Is reading aloud or spontaneous speech better?‟ is a question of argument In fact each of them has both good and bad points: a sample of spontaneous speech is preferable because this what learner will be doing in the outside world, but the result depends much on the learner‟s self-confidence or hesitance; At least with reading-aloud task, roughly equivalent stretch of speech are being judged Therefore, on balance, it is probably to go for both samples in the oral test  A sample of oral test (limited time: 10 minutes) I- Pronounce the following words (2.5p) II- Read this passage (3.5p) III- Make a conversation (4.5p) GRADING MARKS Points Exercises Time I 0.5 2.0 II III 10mns Part B Total  Total Idea points 0 2.5 0 3.0 1.5 1.5 0.5 4.5 5.5 0.5 10 Fluency Accuracy Grammar Marking scheme: These two tests are done separately and after the tests, it is suggested to get the average of the marks of the two tests A and B as the final result 53 CHAPTER SIX: CONCLUSION 6.1 Conclusion Analyzing the situation of teaching and learning pronunciation at UNETI, it is obvious that without an official and fixed pronunciation syllabus, the teaching of this important aspect seems to deal with many problems and difficulties Thus, designing a syllabus for a pronunciation course is an essential and urgent task Designing a language syllabus has been a subject that has caused a lot of argument and controversy There have different trends in syllabus design and different kinds of syllabus However, after considering thoroughly the most common kinds of syllabus and all the factors that may affect the designing process, it is suggested that a multidimensional syllabus towards communicative language approach is the most appropriate and suitable to students at UNETI The issues of my thesis have been presented in six chapters: In chapter one, I have provided the rationale of the study, based on analyzing the current situation of teaching and learning pronunciation at UNETI The aims, the method, the scope, the significance and the structure of the study have also been introduced in this chapter In chapter two, an attempt is made in order to provide some major trends in language syllabus design and communicative pronunciation teaching Chapter describes the current situation of teaching and learning pronunciation of the first-year students at UNETI as the setting of the study and gives the methods such as questionnaires, discussion, mock speaking test and interview as a tool to collect data In chapter 4, data are analyzed thoroughly for the purpose of designing the syllabus for the first-year students at UNETI in the next chapter In chapter 5, based on the needs analysis, a pronunciation syllabus lasting 30 periods has been designed In order to make the syllabus persuasive and weighty, I had to analyze the common needs of students, the teachers‟ perception of teaching pronunciation and the materials Moreover, a teaching methodology and a sample test are also devoted Chapter provides the conclusive remarks 6.2 Implications of the study for teaching English pronunciation 6.2.1 Awareness of the importance of teaching and learning pronunciation 54 Pronunciation is no more or any less important than any other aspects of language Especially in speaking and listening, teachers and students should be aware of the importance of English pronunciation, set themselves high goals to approximate a nativelike accent and think highly of pronunciation as one of the most important subjects on curriculum 6.2.2 Relation between pronunciation and other aspects of language Pronunciation teaching needs to be integrated as much with the rest of what make up language teaching-grammar and so on However, there are times when pronunciation problems have to be isolated for particular attention and practice Such practice is not an end in itself, but a means to producing accurate and fluent pronunciation which together with a control of grammar, vocabulary, style, function and discourse, constitute effective communication 6.3 Limitations and recommendations for future research In most research projects, limitations are inevitable The study has presented in this thesis is of no exception Firstly, this syllabus is only written for the first-year students at full time University level within 30 periods, the content with the basic theory and simple practice is not suitable for the learner at higher level Thus, a deeper theory together with more various exercises taught within the longer period of time may be a good subject for future research Secondly, the differences between the two phonological systems of English and Vietnamese are also important An empirical research is needed to find the influence of the mother tongue on learning a foreign language like English Thirdly, given the limited scope of the current study, the researcher could not deal with factors that affect the students‟ pronunciation learning such as the native language, the age, the amount of exposure, the phonetic ability, the attitude and the teacher‟s role This calls for further research At last, in order to conduct the later aspect, it is likely to take a lot of time It is necessary to apply the syllabus on the curriculum and especially to further research on the experimental result of applying this syllabus in teaching English pronunciation at UNETI 55 REFERENCCES Castillo, L (1990) Pronunciation Pedagogy http// www.iteslj.org/ Articles/Castillo-pronunciation.html Dubin, F and Olshtain (1986) Course Design Cambridge University Press Edge, J (1989) Mistakes and Correction Longman Esarey, G (1990) Pronunciation Exercises for English as a Second Language The University of Michigan Press Gilbert, J (1995) Pronunciation Practices as an aid to Listening Comprehension, Dominic Press Hughes, A (1973) The teacher’s role in Curriculum Design Oxford University Press Kenworthy, J (1987) Teaching English Pronunciation Longman Morley (1991), J (1991), The pronunciation Component in teaching English to speakers of other languages, TESOL Quarterly Vol 25 Noteboom, S (1983), Is speech production controlled by speech perception? Sound structure, Dordrecht: Foris 10 Nunan, D (1985) Language Teaching Course Design: Trends and Issues National Curriculum Resource Centre 11 Nunan, D (1988) Syllabus Design Oxford University Press 12 Nunan, D (1989) Designing Task for the Communicative Classroom Cambridge University Press 13 Nunan, D (1991) Language Teaching Methodology Prentice Hall International (UK) Ltd 14 O‟Connor, J.D (1967) Better English Pronunciation Cambridge University Press 15 Pennington, MC (1989), Teaching pronunciation from Top Down, RELC Journal June 16 Purcell, E and R Suter (1980), Predictors of pronunciation accuracy: A reexamination, Language Learning, 30/2, 271-87 17 Richard, J.C et al (1987) Applications of Linguistics to Language Teaching Longman 18 Roach, P (1983) English Phonetics and Phonology Cambridge University Press 56 19 Stern, H.H (1992) Issues and Options in Language Teaching, Oxford University Press 20 Tench, P (1981) Pronunciation Skills Macmillian Publishers 21 Ur, P (1996) A Course in language Teaching Cambridge University Press 22 Wilkin, D.A (1972) Linguistics in Language Teaching Edward Arnold 23 Wilkin, D.A (1976) Notional Syllabus Oxford University Press 24 Yalden, J (1983) The Communicative Syllabus: Evolution, Design and Implementation Pergamon Institute of English 25 Dương Bạch Nhật, (2002) Designing a syllabus of English pronunciation for the first-year students of English at Quy Nhơn University, M.A Thesis, Hanoi National University, College of Foreign Languages, Postgraduate 26 Nguyễn Thị Mơ, (2008) Teaching pronunciation to the first-year students at the University of Transport and communication: a case study M.A Thesis, Hanoi National University, College of Foreign Languages, Postgraduate 57 APPENDICES APPENDIX 1: QUESTIONAIRE FOR THE FIRST-YEAR STUDENTS AT UNETI The aim of this survey questionnaire is to help with my research on English pronunciation learning at UNETI Your cooperation with the survey will be a great importance You can be sure that you will not be identified in any discussion of the data and the data will be used only for the purpose of research, not for any other purposes Thank you very much for your assistance Please tick (√) next to your choice in answering the following questions For some questions, you can choose more than one possibility What you expect from teachers of pronunciation to help you overcome difficulties in pronunciation acquisition? a To help them to perceive sounds b To help them to make sounds c To provide them with feedback d To create authentic activities and exercises e To access their progress f Other ideas What you expect from the materials exploited in pronunciation? a Suitable for their interest and background b Specific c Statistical d Other ideas How important is pronunciation in your learning English? a Very important b Quite important c Not important 58 d Unimportant What are your purposes of learning English pronunciation? a Passing examination b Communicating well c Teaching in the future d Others What makes pronunciation difficult for you?  a There are sounds and phonetic rules that not exist in Vietnamese b My local dialect affects me badly c My phonetic ability is not good d Nobody corrects my pronunciation for me e I have no one to practice speaking with f Your own problem 59 APPENDIX 2: THE MOCK SPEAKING TEST Part 1: Read aloud the following passage The great library in Alexandria Today, there are libraries in almost every town in the world Even in areas where there are no libraries, there are often mobile libraries which take books from one village to another But in the days when books were copies by hand rather than printed, libraries were very rare The reason is simple: books took a very long time to produce, and there were far fewer copies of any given work around The greatest library of all, which in Alexandria, has 54,000 books In the ancient world, this number was considered huge It was the first time that anyone had ever collected so many books from all around the world under one roof There are many theories about how these books were lost One is that the library accidentally burned down Another is that one of the rules of the city ordered the books to be burned They were taken to various places and took six months to burn them Whatever happened, the collection there was priceless Many of the library‟s treasures were lost forever – some books were never recovered We cannot even know what exactly the library contained (First Certificate Gold, Practice exam 4, part 2, p.80) Pronounce these individual sounds Today /tə'dei/ Theory /'θiəri/ almost /'ɔ:lmoust/ accidentally /,æksi'dentəli/ library /'laibrəri/ burn /bə:n/ take /teik/ various /'veəriəs/ town village /taun/ /'viliʤ/ 60 print priceless /print/ /‟praislis/ reason /'ri:zn/ many /'meni/ simple /'simpl/ treasure /'treʒə/ manufacture rather /'rɑ:ðə/ /,mænju'fæktʃə/ roof /ru:f/ copy /'kɔpi/ happen /'hæpən/ ancient /'einʃənt recover /'ri:'kʌvə/ Part 2: Work in pairs and discuss the following topics (Students picked up one among the topics given) Discuss the advantages and disadvantages of living in the city Using nickname to chat on the Internet has some advantages and disadvantages Discuss with your partner about this Health is the most important thing in life Discuss with your partner about this Doing part time job while studying at University and College affect students‟ learning To what extend you agree with this statement? Smoking is very harmful to your health Discuss with your partner about this 61 APPENDIX 3: QUESTIONS FOR INTERVIEW FOR TEACHERS How important is English pronunciation to your students? How good is your students‟ pronunciation? What you think about the quality of pronunciation parts in the existing textbook? What you think about the aspects relating to pronunciation in the existing textbook? ... NON-ENGLISH MAJOR STUDENTS AT UNIVERSITY OF ECONOMIC AND TECHNICAL INDUSTRIES PHÂN TÍCH NHU CẦU NHẰM THIẾT KẾ MỘT CHƯƠNG TRÌNH PHÁT ÂM TIẾNG ANH CHO SINH VIÊN KHÔNG CHUYÊN NĂM THỨ NHẤT TẠI TRƯỜNG... CHƯƠNG TRÌNH PHÁT ÂM TIẾNG ANH CHO SINH VIÊN KHÔNG CHUYÊN NĂM THỨ NHẤT TẠI TRƯỜNG ĐẠI HỌC KINH TẾ KỸ THUẬT CÔNG NGHIỆP M.A Minor Thesis Field: English Methodology Code: 60 14 10 Supervisor: Nguyễn... 1 - Introduction of Assimilation - Practice Unit 8: Rhythm - Introduction of Rhythm - Practice - Word stress - Sentence stress - Practice Unit 10: Intonation in Statements and 47 Questions -