Contents Guest it • Appendix A The Right One • Appendix B Basketball • Appendix C
Go Fish • Appendix D Pair Up • Appendix E Sound Brainstorming • Appendix F Sound Th • Appendix G TH •
Appendix H
Dialogue • Appendix I Conversation • Appendix J References
Metacognitive Part Before each one of the activities, each students will receive this piece of paper:
Did you like the activity?
Feedback: ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________ ________________________________________________________________________________
1. Guess it • Procedures:
• • • •
Target sound: Vowel sounds Learning Style: Auditory and Visual Stage: Description and Analysis Materials: Flashcards
• Objectives: Students will be able to identify the words written by just seeing the phonetic spelling of it Students will be able to execute and pronounce the words correctly. Students will be able to recognize the sound by seeing the phoneme.
Explain one sound at a time (Vowels) Inform the students that they are going to work with flashcards. Each flashcard will contain the phonetic spelling of a word; for example, /ˈmʌð ər/. (See Appendix A) The students will make groups of five people. Show a flashcard to each group separately. The groups will have to guess the word that is written. As soon as they have the word, they will have to read it out loud. Check students’ answers. Tell the students to pronounce the words several times in class.
Appendix A: Flashcards Vowel Sound Instructions: According to the phonetic spelling of the words written, try to guess which word is it, and read it out loud.
pliz
plᵆd
hᵅʊ s
greIt
2. The Right One
• Target sound: /ɪ/ /i/ • Learning Style: Auditory and Visual • Stage: Listening Discrimination • Materials: Minimal pairs’ flashcards
• Objectives: Student will be able to identify and discriminate the target sounds Students will be able to execute and pronounce the sound correctly Student will be able to choose the word according to the question
• Procedures: Explain one sound at a time. (Vowels) Inform the students that they are going to work with minimal pairs’ flashcards and questions. Show a flashcard with a question. (See Appendix B) Then, read out loud the two possible answers of the question selected. The students will have to say out loud the right answer. Check students’ answers. Repeat the words with the students and make sure they pronounce the sounds correctly.
Appendix B: Minimal pairs Vowel Sounds: /ɪ/ /i/ Instructions: The teacher will read the questions and possible answers out loud. Answer the question by using the right word and sound.
Do you think it will be expensive?
Where do you live?
What fruit do you want?
What color is it?
No, actually, it’s pretty ______. (Chip/Cheap)
I live in _______ Santa Monica. (Bitch/Beach)
I want a _______. (Pitch/Peach)
It’s ______. (Grin/Green)
3. Basketball • • • •
Target sound: /ᵋ/ , /e/ Learning Style: Auditory Stage: Listening Discrimination Materials: Minimal pairs’ flashcards
• Procedures:
• Objectives: To identify and discriminate the target sounds To execute and pronounce the sound correctly To choose the word according to the question
Explain one sound at a time. Inform the students that they are going to play a basketball game. Students will have to make two groups. The groups will make a line by facing the hoop located in the board. The teacher will write two words in the board. (See appendix C) The teacher will choose one and he/she will say it out loud. The first student of each group will have to repeat the word and explain which one was chosen by the teacher and what sound was pronounce. Then, if the answer is correctly, the group will have one basket-point. The teacher will repeat the sounds with the students until they have it correctly.
Appendix C: Minimal pairs Vowel Sounds: ᵋ, e Instructions: Listen to you teacher reading the following words and repeat the one that you hear. As well, explain what sound is being produced.
• Chase
• Chess
• Wait
• Wet
• Blade
• Bled
• Fail
• Fell
• Gate
• Get
• Raced
• Rest
• Waste
• West
• Raid
• Red
4. Go Fish • Target sound:
• Procedures: /ᵋ/ , /e/ /ɪ/ /i/ /a/, /ᵆ/ /u/, /U/
• Learning Style: Auditory • Stage: Control Practice • Materials: Cards
• Objectives: To identify the target sounds To execute and pronounce the sounds correctly
Explain one sound at a time. The teacher will create a set of cards containing maybe 6 – 10 families of 4 cards, color coded by families. (See appendix D) Inform the students that they are going to play a game called Go Fish. Students will have to make two groups. The groups will make a line by facing the hoop located in the board. Each group will have an amount of cards and they will be distrusted like in Go fish. Students will try to collect sets of four cards by asking the person next to them if they have particular sound. The teacher will go around checking everybody is playing and seeing the words correctly.
Appendix D: Minimal pairs Vowel Sounds: /ᵋ/ /e/ /ɪ/ /i/ /a/ /ᵆ/ /u/ /U/ Instructions: Make groups of four. Each group will have 16 cards. Then, you will have to give four cards to each student without looking the word. The cards are distributed like in Go Fish. You will try to collect sets of four cards by asking the person next to you if they have particular sound. Example of families:
Chase
Sleep
Wait
Peach
Blade
Beat
Fail
Heel
Chess
Wet
Bled
Slip
Pitch
Bit
Fell
Hill
5. Pair Up • • • •
Target sound: Vowel sounds Learning Style: Auditory Stage: Description and Analysis Materials: Flashcards
• Objectives: To identify the target sounds To execute and pronounce the sounds correctly
• Procedures: Explain one sound at a time. The teacher will give a flashcard to each student. The flashcards will have a word in it. Students will have to go around the class and ask to their peers if they have the same sound as theirs, but they cannot say the word, instead they need to produce the sound. (See Appendix E) The students will have 10 minutes to pair up. After everyone have their peer, the teacher will go around checking the words and sounds. The teacher will repeat the sound with the students making sure, they are pronouncing the sounds correctly.
Appendix E: Minimal pairs Vowel Sounds: Instructions: You will receive a flashcard with a word that contains a vowel sound. You have to identify the sound, and after that you need to go around asking your peers if they have the same sound as you. For example:
Do you have the /o/ sound? -Yes, I do -No, I don’t
BOWL
6. Sound brainstorming • Target sound: Consonants phonemes • Learning Style: Kinesthetic, auditory, visual • Stage: Control practice • Materials: Flashcards
• Objectives: Students will be able recognize the sound of phoneme Students will be able formulate questions to find right match Students will be able produce the target sound
to the to the to
• Procedures: The teacher will make a short review about the consonants sounds Then, the teacher will give one flashcard to each one of the students. (See Appendix D) The students will have to go around the class asking their partners if they have the phoneme as they For example: Do you have the sound /i/ as in………..? If the students find their right match, they will have to raise their hand At the teacher will go around checking the answers and correcting students with the correct sound
Appendix F: Flashcards Consonants sounds: Instructions: You will receive a flashcard with a word that contains a Consonant sound. You will have to go around the classroom asking your peers if they have the same phoneme as the one you have.
Baby /b/
Fast /f/
Game /g/
Kind /k/
7. Sound th • • • •
Target sound: [θ] + [ð] Learning Style: Auditory Stage: Listening discrimination Materials: Minimal pairs’ worksheet • Objectives: Students will be able to recognize the different sound with the target phonemes Students will be able to identify which is being produced Students will be able to produce the target sounds
• Procedures: The teacher will explain the sounds The, it will give a minimal pairs’ worksheet to each one of the students The teacher will choose between one of the words that are listed The students will have to circle the that listen
Appendix G: Minimal pairs Consonants sounds [θ] + [ð] Instructions: The teacher will read out loud one of the words listed below. You will have to circle the one that hear.
[θ]
[ð]
Breath
Breathe
Bath
Bathe
Teeth
Teethe
Cloth
Clothe
Both
Bother
Worth
Worthy
North
Northern
South
Southern
8. TH • • • •
Target sound: [θ] + [ð] Learning Style: Visual Stage: Description and analysis Materials: Worksheet
• Objectives: Students will be able to identify the correct phoneme Students will be able to produce the sounds correctly
• Procedures: The teacher will explain the sounds Then, each students will receive a worksheet with a paragraph According to the words underline, they will have to make the translation about the sound. It might be [θ] or [ð] After it, the students will compare their answers with their peers The teacher will check the answers
Appendix H: Paragraphs Consonants sounds [θ] + [ð] Instructions: According to the words underline, find the right phoneme that will be produced with it.
9. Dialogue • • • •
• Procedures: Students will make pair Each pair will have a dialogue and they will have to read it out loud in front of the class
Target sound: /s/ and /z/ Learning Style: Auditory, visual Stage: Communicative practice Materials: Worksheet (dialogue)
• Objectives: Students will be able to produce correctly the desire sounds
Appendix J: Dialogue Consonants sounds /s/ and /z/ Instructions: With your partner read the dialogue out loud
10. Conversation guide
• Target sound: Consonants sounds • Learning Style: Auditory • Stage: Guided practice • Materials: Worksheet
• Objectives: Students will be able to identify the correct phoneme Students will be able to produce the sounds correctly
• Procedures: Students will make pairs Each pair will receive a worksheet with the instructions At the end, the teacher will correct the answers
Appendix I: Worksheet (Conversation) Consonants sounds /s/ and /z/ Instructions: Student A will read the sentences out loud and the students B will have to complete them in his/her sheet with the correct word read by his/her peer.
Student A Is
going took Do not have
Will
graduate Do not think
Student B
References •
Efl.net. (2018). 15 top fun pronunciation games | TEFL.net. [online] Available at: https://www.tefl.net/elt/ideas/pronunciation/top-fun-
pronunciation-games/ •
Eslgames.com. (2018). ESL pronunciation activities. [online] Available at: http://eslgames.com/esl-pronunciation-activities/
•
FluentU
English
Educator
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(2018).
10
ESL Activities
for
Powerful
Pronunciation
Progress.
[online]
Available
at:
https://www.fluentu.com/blog/educator-english/esl-pronunciation-activities/ •
Pesce, C. (2018). 6 Fun Exercises to Improve ESL Pronunciation. [online] Busy Teacher. Available at: https://busyteacher.org/14916improve-esl-pronunciation-6-fun-exercises.html