Pronunciation Magazine by María López

Content

Page

To the reader

.......................................................................1

Vowel /i/

……………………………………........3

Vowel /ɪ/

………………………………………….7

Vowel /æ/

………………………………………...11

Vowel /ɑ/

………………………………………...14

Vowel /ɛ/

………………………………………...18

Consonant /p/

………………………………………...22

Consonant /s/

………………………………………...25

Consonant /ʃ/

………………………………………...29

Consonant /t/

……………………………………......33

Consonant /θ/

………………………………………..36

Metacognition Time!

………………………………………..39

TO THE READER

W e l c o m e ! T h i s i s t h e V o w C o n P h o n e t i c 1 st E d i t i o n Magazine. Here you will find excellent and approaching activities for your students. You can also find activities that implement different stages of a pronunciation class. At the end of this Magazine you will find the “Metacognition Time”, you can use this with your students at the end of every class. Metacognition will help your student to reflect upon his/her learning process. Teaching pronunciation is not easy and it is even harder to create activities that are appealing to your students but don’t worry! Here you will find those appealing activities and your classes will be different from now on. - María López Venegas -

Vowel Activity One Target Sound: /i/

Learning Style: Solitary (Intrapersonal)

Stage: Controlled Practice Materials: Text Worksheet Objective: To identify the sound /i/ in the text provided by the professor. Procedures: 1. Teach the sound /i/ by pictures and gestures. 2. Provide the students the Worksheet. 3. The professor will explain the instructions. The students must circle the words in the paragraph which include the sound /i/. 4. The professor will check the Worksheet. 5. The students will repeat the words they found with /i/ 6. The professor will provide corrective feedback. 7. For homework, the students will create a paragraph about their future profession. They must include words with the sound /i/

Is teaching your passion? Mrs. Smith was an English Teacher. At the beginning of

the course, she was a good teacher. All the students loved her classes. One Monday in the morning everything changed, it was a complete mystery. Mrs. Smith started acting in a different way. She was a complete dictator. The assignments were that long and hard that the students were not able to sleep. Her attitude was that rude that the director had to ask Mrs. Smith to leave because she was no longer a good teacher, she was a regular bad teacher just as a big amount of teachers

nowadays.

MATERIAL

Instruction: Read the paragraph and circle the words that contain the sound /i/.

Mrs. Smith was an English Teacher. At the beginning of the course, she was a good teacher. All the students loved her classes. One Monday in the morning everything changed, it was a complete mystery. Mrs. Smith started acting in a different way. She was a complete dictator. The assignments were that long and hard that the students were not able to

sleep. Her attitude was that rude that the director had to ask Mrs. Smith to leave because she was no longer

a good teacher, she was a regular bad teacher just as a big amount of teachers nowadays.

ANSWERS

Is teaching your passion?

Vowel Activity Two Target Sound: /ɪ/

Learning Style: Aural (Musical/Auditory)

Stage: Listening Discrimination

Materials: Photocopy of the song “Too Good at Goodbyes” by Sam Smith and audio of the song. Objective: To identify the target sound in the song provided by the professor. Procedures: 1. Teach the sound /ɪ/ by pictures and gestures. 2. Explain the students that there are diphthongs which include the sound. 3. Break the ice with the students and ask them if they like songs. 4. Provide the students a Photocopy of the song “Too Good at Goodbyes” by Sam Smith. 5. The professor will put the song in order the students listen it two times. 6. The professor explain that they will circle the words that contain the sound /ɪ/ 7. The professor will put the song one more time and check the answers. 8. The professor will provide corrective feedback to the students and correct their mistakes in case they circle a diphthong in the song. 9. Motivate the students to practice at home and for homework search for their favorite song and identify the sound /ɪ/ in it.

You must think that I'm stupid You must think that I'm a fool You must think that I'm new to this But I have seen this all before

I'm never gonna let you close to me Even though you mean the most to me

'Cause every time I open up, it hurts So I'm never gonna get too close to you Even when I mean the most to you In case you go and leave me in the dirt

Too Good At Goodbyes Sam Smith

But every time you hurt me, the less that I cry And every time you leave me, the quicker these tears dry And every time you walk out, the less I love you Baby, we don't stand a chance, it's sad but it's true

I'm way too good at goodbyes (I'm way too good at goodbyes) No way that you'll see me cry

(No way that you'll see me cry)

I know you're thinkin' I'm heartless I know you're thinkin' I'm cold I'm just protectin' my innocence I'm just protectin' my soul

MATERIAL

Instruction: Listen to the song Too Good at Goodbyes by Sam Smith. Circle the words that contain the vowel /ÉŞ/.

Sam Smith You must think that I'm stupid You must think that I'm a fool You must think that I'm new to this But I have seen this all before I'm never gonna let you close to me Even though you mean the most to me 'Cause every time I open up, it hurts So I'm never gonna get too close to you Even when I mean the most to you In case you go and leave me in the dirt But every time you hurt me, the less that I cry And every time you leave me, the quicker these tears dry And every time you walk out, the less I love you Baby, we don't stand a chance, it's sad but it's true

I'm way too good at goodbyes (I'm way too good at goodbyes) No way that you'll see me cry (No way that you'll see me cry) I know you're thinkin' I'm heartless I know you're thinkin' I'm cold I'm just protectin' my innocence I'm just protectin' my soul

ANSWERS

Too Good At Goodbyes

Vowel Activity Three Target Sound: /æ/

Learning Style: Physical/Kinesthetic - verbal – Social (Interpersonal)

Stage: Communicative Practice and Materials: Bag with words with the sound Controlled Practice /æ/ Objective: To develop their creativity through the creation of a role play using the words provided by the professor with the sound /æ/ Procedures: 1. Teach the sound /æ/ by pictures and gestures. 2. The professor will make three groups. 3. Each group has to take out the bag eight words. 4. Each member of the group will repeat one word or two, depending on the amount of students per group. 5. The professor will explain the instructions. The students have to create a role play in which include the eight words provided by the professor. 6. The students have to present the script of the role play to the professor. 7. The students will present their role play in front of the class.

Jam

Salmon

Apple

Lap

Sang

Bank

Axe

Smash

Basket

Mash

Spanish

Castle

Nap

Taxi

Cat

Passport

Trash

Cap

Prank

Laughed

Hangover

Rat

Sad

MATERIAL

Ant

Vowel Activity Four Target Sound: /ɑ/ Learning Style: Solitary (Intrapersonal) Stage: Guided Practice and Controlled Materials: Dialogue Worksheet Practice Objective: To identify the sound /ɑ/ in the dialogue provided by the professor. Procedures: 1. Teach the sound /ɑ/ by pictures and gestures. 2. The professor will provide the students the Dialogue Worksheet. 3. The students in pairs will read the dialogue. 4. The professor will explain the instructions. The students have to circle the words that contain the vowel /ɑ/. 5. The professor will check the worksheet. 6. The professor will provide corrective feedback. 7. For homework, the students will create their own dialogue using words that contain the vowel /ɑ/

Bob: Hi Ronny, I have to talk to you. I’m having a problem with my credit card. Ronny: Oh! I’m sorry to hear that Bob. How can I help you? Bob: Is it possible if you pay my lunch today? I ran out of cash. Ronny: Sure! But I want something back. What do you offer? Bob: Well if you help me, I will buy you a gift when I have my trip to Washington in March. I promise! Ronny: Deal! Enjoy your lunch today paid by me. Bob: Thank you, my friend.

MATERIAL

Instruction: Read the dialogue. Circle the words that contain the vowel /ɑ/.

ANSWERS

Vowel Activity Five Target Sound: /ɛ/ Learning Style: Verbal – Kinesthetic Stage: Communicative Practice and Materials: Words on the board. Controlled Practice Objective: To interpret the mimics and gestures related to a word with the sound /ɛ/ done by their classmates. Procedures: 1. Teach the sound /ɛ/ by pictures and gestures. 2. The professor will make three big groups. 3. Each group will have eight words. 4. The professor will put the word in the board and one student must be sit backwards the board. 5. The other students have to do mimic in order the student backwards the board guesses the word. 6. Each group will have one minute to guess the word. 7. Then, the students will repeat after the professor the words and identify where the sound /ɛ/ is located. 8. For homework, the students have to create sentences with the words provided for the game.

Letter

Chest

Bed

Melt

Elbow

Bell

Pen

Elephant

Belt

Rest

Head

Dead

Shell

Egg

Expensive Smell

Pepper

Friend

Telephone Edge

Jealous

Yes

West

MATERIAL

America

CONSONANTS 21

Consonant Activity One Target Sound: /p/ Learning Style: Visual, Verbal Stage: Description and analysis Materials: Flashcards, Photocopy,Video Objective: To recognize the correct pronunciation of the phoneme /p/

Procedures: 1. The professor will provide the students a photocopy with the explanation of the sound /p/. 2. The professor will explain the students how is the sound produced by gestures and a video. https://www.youtube.com/watch?v=M5L4TS3EcsM 3. The students will repeat after the professor the words that have the sound /p/ at the beginning, at the middle and at the end. 4. The professor will provide the students a set of flashcards with pictures of words that include the sound /p/. 5. Each student must go to the front, show the flashcard, and say the word to the classmates.

MATERIAL

Consonant Activity Two Target Sound: /s/ Learning Style: Kinesthetic, Intrapersonal,Visual Stage: Listening Discrimination Materials: Beans for the Bingo, Bingo Worksheet Objective: To identify the words pronounced with the phoneme /s/ in the Bingo provided by the professor. Procedures: 1. Teach the sound /s/ by pictures and gestures. 2. The professor will provide the students a worksheet of a Bingo 3. The professor will also provide the students some beans in order to play the bingo. 4. The professor will say the words that contain the phoneme /s/ and the students must add a bean in the Bingo Worksheet. 5. The first student that finishes the Bingo and that the words are correctly wins. 6. The professor will check the Bingo and ask the students if there are any doubts.

MATERIAL

ANSWERS

Consonant Activity Three Target Sound: /ʃ/

Learning Style: Interpersonal, Kinesthetic Stage: Controlled Practice Materials: Bingo from the sound /s/ Objective: To develop a dialogue based on the words with the phoneme /ʃ/ provided on the Bingo. Procedures: 1. Teach the sound /ʃ/ by pictures and gestures. 2. With the Bingo provided of the sound /s/, the students will repeat the words with the phoneme /ʃ/. 3. In pairs, the students will create a dialogue using the words of the Bingo with the phoneme /ʃ/ 4. They will present their dialogue in the front of the class. 5. The rest of the students will identify the word used in the dialogue that included the phoneme /ʃ/.

MATERIAL

ANSWERS

Consonant Activity Four Target Sound: /t/

Learning Style: Interpersonal, Visual,Verbal Stage: Guided Practice Materials: Worksheet A and B Objective: To identify the word with the phoneme /t/ in context Procedures: 1. Teach the sound /t/ by pictures and gestures. 2. The professor will provide the students a worksheet A and a worksheet B. 3. In pairs, the students must complete the worksheet. 4. The professor will check the practice with the students and provide corrective feedback. 34

MATERIAL

Consonant Activity Five Target Sound: /θ/ Stage: Communicative Practice

Learning Style: Intrapersonal, Musical Materials: Words provided by the professor Objective: To develop their creativity by a poem with words that include the phoneme /θ/ Procedures: 1. Teach the sound /θ/ by pictures and gestures. 2. The professor will provide the students a list of words with the phoneme /θ/. 3. Individually, the students must develop their creativity and create a poem with the words provided by the professor. 4. The students will share their poem in front of the class. 5. The most creative poem wins a price.

MATERIAL

M E TA C O G N I T I O N TIME!

1. 2. 3. 4. 5. 6. 7.

I S T H I S S O U N D D I F F I C U LT F O R Y O U ? W H Y I S I T D I F F I C U LT O R E A S Y F O R Y O U ? H OW WO U L D YO U I M P R OV E YO U R P R O N U N C I AT I O N ? D I D YO U L I K E T H E AC T I V I T Y P R OV I D E D F O R T H E SOUND? W H AT D I D Y O U E N J O Y T H E M O S T A B O U T T H E CLASS? W H AT D I D Y O U U N L I K E T H E M O S T A B O U T T H E CLASS? H O W D O Y O U P R A C T I C E AT H O M E T H I S PHONEME? H OW D O YO U F E E L A B O U T L E A R N I N G PHONETICS?