The document provides guidelines for a pronunciation project assignment. It outlines three appendices: 1) Appendix I evaluates student performance on the assignment from average to very good based on criteria like delivering materials and exercises, checking corrections, and contributing to the work. 2) Appendix II divides the class into groups that will choose a theme to work on, such as consonants or word stress, and design activities involving recording their voices. 3) Appendix III provides a sample project on consonant sounds from a specific group, including tasks having students identify words with different pronunciations, read sentences with target sounds, and underline words containing those sounds in a dialogue.

1. APPENDIX I
The pronunciation assignment is evaluated as follows:
Criteria for Average(5-6) Good (7-8) Very good (9-10)
evaluating
Performance Skip 2-3 following Follow all the steps but Follow all the steps
steps with limited with limited with limited efficiency:
effectiveness: effectiveness:
- Deliver materials - Deliver materials - Deliver materials
giving explanation giving explanation to giving explanation
to the pronunciation the pronunciation to the pronunciation
phenomenon of the phenomenon of the phenomenon of the
group without group and 2 exercises group and 2
exercises. to practice. exercises to
- Give other students - Give other students practice.
guidance to listen to guidance to listen to - Give other students
their voice recorded their voice recorded guidance to listen to
tape tape. their voice recorded
- Check the - Check the correction tape.
correction of of sounds. - Check the
sounds. - Give other students correction of
- Give other students instruction to find out sounds.
instruction to find mistakes in - Give other students
out mistakes in pronunciation (if instruction to find
pronunciation (if there is) in the tape/ out mistakes in
there is) in the tape CD pronunciation (if
CD - Require students in there is) in the tape/
- Require students in the group or in other CD
the group or in groups read aloud the - Require students in
other groups read recorded sounds try the group or in
aloud the recorded to correct the other groups read
sounds try to mistakes. aloud the recorded
correct the - All the members do sounds try to
mistakes. contribute to the correct the
- Some of the process of doing and mistakes.
members do not performing the work - All the members do
contribute to the but with limited contribute to the
process of doing effectiveness and process of doing
and performing the without equality in and performing the
work. work division. work with high
effectiveness and
equality in work
division.
Recorded Mistakes in major Major phenomenon is Major phenomenon is
voice in the pronunciation pronounced correctly by pronounced correctly
tape phenomenon are more than a half of the by most of the
repeatedly made. members in the group. members in the group.
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2. APPENDIX II
GUIDELINES TO PRONUNCIATION PROJECT
The class will be divided into groups of five. Each group will choose one of the five themes to
work on.
Theme 1: Project on difficult sounds (consonants and vowels)
Theme 2: Project on Word Stress (simple and complex)
Theme 3: Project on Strong form and Weak form
Theme 4: Project on Sentence Stress + Rhythm + Linking
Theme 5: Project on Intonation
For each theme, students are required to design at least 3 activities. Students read the designed
activities and record their own voice (ALL members of a group must be equally assigned to
record their voice in the exercises).
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3. APPENDIX III
SAMPLE OF PRONUNCIATION PROJECT
Group :………
Group members : …………………………………
Theme 1 : Consonants /ʃ/, /ʒ
/ʒ/, /ʧ/, /ʤ/
Task 1: (One-syllable words) Circle the word in which the underlined part is
pronounced differently.
1. A. chef B. cheer C. chest D. which
2. A. watch B. chair C. chaos D. rich
3. A. chief B. chime C. choice D. Christ
4. A. shoe B. chew C. chute D. sure
5. A. fish B. cash C. shore D. chore
6. A. jeep B. June C. George D. beige
7. A. germ B. gear C. age D. genre
8. A. rouge B. giant C. job D. badge
Task 2: (Multi-syllable words) Circle the word in which the underlined part is
pronounced differently
1. A. chubby B. chemist C. chimney D. cheetah
2. A. chorus B. cheerful C. reaching D. chapter
3. A. mature B. section C. social D. chauffer
4. A. vision B. unusual C. gentle D. measure
5. A. massage B. pleasure C. casual D. college
6. A. soldier B. shoulder C. education D. region
7. A. decision B. possession C. mustache D. electrician
8. A. occasion B. leisure C. explosion D. addition
Task 3: Read these sentences aloud. In the brackets provided below each italic
word, write the phonetic symbols /ʃ/, /ʒ/, /ʧ/, or/ʤ/ representing the consonant
sound in that word. After that, write the number of each consonant sound in the
space provided.
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4. 1. Our children, John and Joe like making furniture such as chairs or ships.
/…./ /…/ /…/ /…/ /…/ /…/ /…/ /…/
2. We will spend our January vacation in Asia, that’s the last decision.
/…./ /…/ /…/ /…./
3. The culture and education in Germany is different from those in China.
/…/ /……./ /…/ /…/
4. Jane enjoys washing the dishes in the kitchen.
/…/ /…/ /…/ /…/ /…/
5. Division, subtraction, addition and multiplication are basic calculations.
/…/ /…/ /…/ /…/ /…/
Sentence 1 / ʃ/ /ʒ/ /ʧ/ /ʤ/
Sentence 2
Sentence 3
Sentence 4
Sentence 5
Task 4: Read the following dialogue aloud and underline words which have the
sounds /ʃ/, /ʒ/, /ʧ/, and /ʤ/.
Tom: Joe, I’m going on a vacation to Egypt. What should I prepare for it?
Joe: I suggest you should buy some clothes first because the weather there is very
changeable during this time of the year.
Tom: Really? Well, so, I’ll buy a jacket, a shirt, a T-shirt, a pair of trousers, and a pair
of running shoes.
Joe: So many kinds!
Tom: Yes, so that I will feel at ease at any kind of weather.
Joe: You should bring some food as well. I suggest cheese sandwich, chocolate chip
cookies, and canned fish.
Tom: That’s a good idea. Thanks a lot.
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5. KEY TO PRONUNCIATION ASSIGNMENT
I.
1. A 2. C 3. D 4. B 5. D
6. D 7. B 8. A
II.
1. B 2. A 3. A 4. C 5. D
6. B 7. A 8. D
III.
1. Our children, John and Joe like making furniture such as chairs or ships.
/ʧ/ /ʤ/ /ʤ/ /ʧ/ /ʧ/ /ʧ/ / ʃ/
2. We will spend our January vacation in Asia, that’s the last decision.
/ʤ/ / ʃ/ /ʒ/ /ʒ/
3. The culture and education in Germany is different from those in China.
/ʧ/ /ʤ, ʃ/ /ʤ/ /ʧ/
4. Jane enjoys washing the dishes in the kitchen.
/ʤ/ /ʤ/ / ʃ/ / ʃ/ /ʧ/
5. Division, subtraction, addition and multiplication are basic calculations.
/ʒ/ / ʃ/ / ʃ/ / ʃ/ / ʃ/
/ ʃ/ /ʧ/ /ʒ/ /ʤ/
Sentence 1 1 4 0 2
Sentence 2 1 0 2 1
Sentence 3 1 2 0 2
Sentence 4 2 1 0 2
Sentence 5 4 0 1 0
IV. Tom: Joe, I’m going on a vacation to Egypt. What should I prepare for it?
Joe: I suggest you should buy some clothes first because the weather there is
very changeable during this time of the year.
Tom: Really? Well, so, I’ll buy a jacket, a shirt, a T-shirt, a pair of trousers,
and a pair of running shoes.
Joe: So many kinds!
Tom: Yes, so that I will feel at ease at any kind of weather.
Joe: You should bring some food as well. I suggest cheese sandwich,
chocolate chip cookies, and canned fish.
Tom : That’s a good idea. Thanks a lot.
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