MARCH 2021
EDIITION 01
Phonetics4Fun PHONETIC ACTIVITIES FOR EVERYONE
TABLE OF CONTENTS 01
Short Vowels
03
Identifying Vowels
05
Pronouncing Vowels
07
Consonants Crossword
09
Consonants soup
11
Cosonants Practice
TABLE OF CONTENTS
13
Suprasegmentals
15
Listening Practice
18
Tongue Twisters
19
Author and reader section
Topic
PAGE 1
Short Vowels
Vowels
CLASSIFYING AND COMPLETING
Content: IPA short vowels Objective: Learners be able to identify and differentiate between short vowel sounds Audience: Beginners Instructions: Students must use a dictionary, app or website to look for a word that contains the vowel sound and write at least ten examples per column Optional: With audio or an oral dictation the teacher is going to read a list of words and the learners are going to write the word in the correct column
Strategies: Explain the vowels before doing this activity, provide students with sources to complete the assignment such as IPA sounds vowel sheets or apps, audio examples, and a dictionary that contains the transcription of the words
Challenges: Some students might have problems identifying the sound and the corresponding symbol.
Behavior: Students pronounce the words and with the help of the teacher or a dictionary find words that contain the required vowel sound Condition: to write at least 10 examples per column with a word that exemplify the vowel sound Degree: with 70% - 100% accuracy
CLASSIFYING AND COMPLETING Short Vowels
/e/
/æ/
/ʌ /
/ʊ/
/ɒ/
/ə/
Letter
Flat
Money
Cook
Rob
Alive
PAGE 2
PAGE 3
VOWELS [I],[Ɪ],[E],[Ɛ],[Æ],[Ɑ],[O],[U],[Ʊ], [Ʌ],[Ə]
IDENTIFYING VOWELS Content: IPA short and long vowels The International Phonetic Alphabet contains 20 vowels sounds, long and short. Objective: Learners be able to identify and differentiate between vowel sounds
Instructions: Students must select the correct IPA Vowel sound, for this they
Audience: Intermediate - advance
Strategies: Review the vowels before
Behavior: Pronounce the words and select the correct vowel symbol
Challenges: Some students might have problems remembering the vowel symbols
Condition: to complete the entire worksheet
Some students could eventually mispronounce a word incorrectly and confuse the vowel sound.
Degree: with 80% accuracy
NAME
DATE
TOPIC
SCORE
SELECT THE CORRECT VOWEL Try to pronounce the word and identify the vowel sound, mark the correct IPA symbol for each word.
W O R D :
KEEP
W O R D :
[i:]
ɪ
[
BAT
W O R D :
[ ]
W O R D :
[æ]
[
ɑ:] MOTHER
W O R D :
[e]
ə]
[
LOOK
W O R D :
[
ʊ]
[
ɔ:]
FIT
W O R D :
[i:]
ɪ
[ ]
W O R D :
[
ʌ]
[
[
ɜ:]
ɔ:]
[æ]
[
TALK
ɑ:] EAT
W O R D :
[i:]
ɪ
[ ]
W O R D :
[
ʌ]
[
W O R D :
[
CUP
ɑ:]
BAR
ʊ]
[e]
ɜ:]
BOOK
[u:]
W O R D :
[
[i:]
LEFT
ə]
ɪ
[ ]
WHO
W O R D :
[u:]
[
ʌ] HAVE
W O R D :
[æ]
LOVE
NEED
W O R D :
[
ɑ:] WATCH
W O R D :
[
ɒ]
[
ɑ:]
TEAM
W O R D :
ɪ
[ ]
[i:]
W O R D :
[u:]
[
GLOOMY
ɜ:] PAGE 4
PAGE 5
PRONOUNCING VOWELS Content: IPA short and long vowels The International Phonetic Alphabet contains 20 vowel sounds, long and short. Objective: Students will learn how to identify vowel sounds and how to pronounce them correctly
Instructions: Students must record themself reading aloud the words using their phones and upload a video to https://flipgrid.com/ The teacher must create the room and provide feedback
Audience: Beginners Behavior: Pronounce the words correctly Condition: Record the correct pronunciation of the words
Strategies: Explain the vowels sound before the activity Challenges: Some students could eventually mispronounce a word incorrectly and confuse the vowel sound.
Degree: with 95% accuracy
TOPIC VOWELS
Record yourself! Try to pronounce the word and identify the vowel sound.
/ɪ/ ɪ
hit /h t/
ɪ miss /mɪs/ tip /tɪp/ pick /p k/
/e/
/i:/
pet /pet/
week /wi:k/
sent /sent/
feet /fi:t/
attention /
/æ/
/ʌ/
pat /pæt/
cut /k
flat /flæt/
ˈ
family / fæ.m
ə.li/
/ʊ/ ʊt/ book /bʊk/ c u s h i o n / ˈ k ʊ . ʃə n / put /p
/ə/ əˈ b a ʊ t / system /ˈsɪs.təm/ complete /kəmˈpliːt/ about /
əˈ t e n . ʃə n /
ˈ
ː
media / mi .di.j
ə/
/ ɑ :/
ʌt/ j u m p / d ʒʌ m p / cover /ˈkʌ.vər/
hard /ha:/ park /pa:k/ article /
ɑː . t ɪ . k ə l /
/ɒ/
/ ɔ :/
ɒt/ dog /dɒg/ hospital /ˈhɒs.pɪ.təl/
ɔ:k/ walk /wɔ:k/ A u g u s t / ɔːˈɡʌ s t /
pot /p
/ ɜ :/
/u:/
heard /h
ɜ:d/
ɜ:d/ / ˈ s ɜː . f ɪ s /
word /w surface
fork /f
boot /bu:t/ group /gru:p/
ˈ
ː ɪ əl/
beautiful / bju .t .f
PAGE 6
PAGE 7
crossword
Instructions: Students must solve the crossword in order to be able to understand the IPA consonants
Strategies: Explain the consonants before doing this activity, provide students with sources to complete the assignment such as IPA sounds vowel sheets or apps, audio examples, and a dictionary that contains the transcription of the words
Challenges: Some students might have problems identifying and pronouncing the sounds and the corresponding symbol.
Content: IPA consonants Objective: Learners be able to solve the crossword and differentiate between consonant sounds Audience: Beginners - Intermediate Behavior: Students pronounce the words and with the help of the teacher or a dictionary find words that contain the required consonant sound Condition: to fill the crossword by interpreting the correct IPA Symbol Degree: with 70% - 100% accuracy
PAGE 8
C O N S O N A N T
S O U P
/ ʃ / / ʒ / / ʧ / / ʤ / / θ / / ð / / ŋ /
Instructions: Students must solve the consonant soup, find the words and then transcribe each of them to IPA symbols
Strategies: Explain the consonants before doing this activity, provide students with sources to complete the assignment such as IPA sounds vowel sheets or apps, audio examples, and a dictionary that contains the transcription of the words
Challenges: Some students might have problems transcribing the words and may need a guide in order to this excersice
Content: IPA consonants Objective: Learners be able to classify, recognize and use the IPA consonants, especially /ʃ//ʒ//ʧ//ʤ//θ//ð//ŋ/ that can be difficult to memorize Audience: Intermediate Behavior: Students will solve the consonant soup and then transcribe the words to IPA. Condition: Writing the correct IPA transcription for each word Degree: with 70% - 90% accuracy
PAGE 9
PAGE 10
Practice! Instructions: Students must select the square with the correct consonant sound. Optional: transcribe each of them to IPA symbols
Strategies: Explain the consonants before doing this activity, provide students with sources to complete the assignment such as IPA sounds vowel sheets or apps, audio examples, and a dictionary that contains the transcription of the words
Challenges: Some students might have problems transcribing the words and may need a guide in order to this excersice
Content: IPA consonants Objective: Learners be able to classify, recognize and use the IPA consonants, especially /ʃ//ʒ//ʧ//ʤ//θ//ð//ŋ/ that can be difficult to memorize Audience: Intermediate Behavior: Students will select the correct consonant sound and then transcribe the words to IPA symbols Condition: Writing the correct IPA transcription for each word Degree: with 80% - 100% accuracy
PAGE 11
PAGE 12
Select the corresponding IPA symbol for each word
Word That Joke Sang Shy Much Equation Bringing Father Bathe Purge Longing Chef Chat Version Garage Measure Rich Bush Long Giant
/ʃ/
/ʒ/
/ʧ/
/ʤ/
/θ/
/ð/
/ŋ/
Instructions: The teacher will dictate the list of words in the worksheet, or give students an audio, then they must pay attetion and repeat if necessary to proceed identifying the stressed syllable and transcribe to IPA symbol
Strategies: Explain concepts such as intonation, stressed before doing this activity, provide students with sources to complete the assignment such as IPA sounds apps, audio examples, and a dictionary that contains the transcription of the words
Challenges: Some students might have problems transcribing the words and may need a guide in order to complete this practice
Content: IPA symbols, suprasegmentals Objective: Learners be able to recognize and pronounce correctly suprasegmental elements such as intonation, stress and tone in senteces Audience: Intermediate - Advanced level learners Behavior: Students will highlight the stressed syllable and transcribe the word Condition: Writing the correct IPA transcription for each word and finding the stressed syllable Degree: with 70% - 90% accuracy
SUPRASEGMENTALS PAGE 13
STRESSED SYLALBLE Listen to the teacher, repeat then highlight the stressed syllable and transcribe the word to IPA symbol
Hint i
Appreciate
I
Implict
eI
Explain
æ
Emphatic
aɪ
Recite
ʌ
Confront
oʊ
invouke
ʊ
Hoodwink
ɜ
Allege
aʊ
Devout
ɔɪ
Exploit
PAGE 14
Listen to the song! Instructions: the teacher will stream a song. Students will listen to it once, then the teacher will provide a sheet on word with the song lyrics and they have to fill in the blank spaces while listening to the song. The blank space will be some word with a specific stressed syllables, immediately, the students have to send it back to the teacher with the answers. After that, the teacher will review the answers with them
Challenges: Some students might have problems transcribing the words and may need a guide in order to complete this practice Content: IPA symbols, suprasegmentals Objective: Learners be able to recognize and pronounce correctly suprasegmental elements such as intonation, stress and tone in senteces Audience: Intermediate - Advanced level learners
Materials: A music player device and internet connection Strategies: Explain concepts such as intonation, stressed before doing this activity, provide students with sources to complete the assignment such as IPA sounds apps, audio examples, and a dictionary that contains the transcription of the words
Behavior: Students will identify the stressed syllables, intonation and pronunciation of the words Condition: Identifying and completing filling the blank space to complete the lyrics Degree: with 70% - 90% accuracy
Ask students their preference in music before selecting the song for this activity
PAGE 15
OneRepublic
Counting Stars Lately, I've been, I've been losing sleep
We'll be counting stars
Dreaming about the things that we could be
Lately, I've been, I've been losing sleep
But baby, I've been, I've been praying hard
Dreaming about the things we could be
Said no more counting dollars
But baby, I've been, I've been praying hard
We'll be counting stars
Said no more counting dollars
Yeah, we'll be counting stars
We'll be, we'll be counting stars
I see this life, like a swinging vine
Yeah
Swing my heart across the line
I feel your love and I feel it burn
And in my face is flashing signs
Down this river, every turn
Seek it out and ye shall find
Hope is our four-letter word
Old, but I'm not that old
Make that money, watch it burn
Young, but I'm not that bold
Old, but I'm not that old
And I don't think the world is sold
Young, but I'm not that bold
On just doing what we're told
And I don't think the world is sold
I feel something so right
On just doing what we're told
Doing the wrong thing
And I feel something so wrong
And I feel something so wrong
Doing the right thing
Doing the right thing
I couldn't lie, couldn't lie, couldn't lie
I couldn't lie, couldn't lie, couldn't lie
Everything that drowns me makes me wanna
Everything that kills me makes me feel alive
fly
Lately, I've been, I've been losing sleep
Lately, I've been, I've been losing sleep
Dreaming about the things that we could be
Dreaming about the things that we could be
But baby, I've been, I've been praying hard
But baby, I've been, I've been praying hard
Said no more counting dollars
Said no more counting dollars We'll be counting stars
PAGE 16
TONGUE TWISTER Instructions: the teacher will stream a song. Students will listen to it once, then the teacher will provide a sheet on word with the song lyrics and they have to fill in the blank spaces while listening to the song. The blank space will be some word with a specific stressed syllables, immediately, the students have to send it back to the teacher with the answers. After that, the teacher will review the answers with them
Materials: A music player device and internet connection Strategies: Explain concepts such as intonation, stressed before doing this activity, provide students with sources to complete the assignment such as IPA sounds apps, audio examples, and a dictionary that contains the transcription of the words
Challenges: Some students might have problems transcribing the words and may need a guide in order to complete this practice Content: IPA symbols, suprasegmentals Objective: Learners be able to recognize and pronounce correctly suprasegmental elements such as intonation, stress and tone in senteces Audience: Intermediate - Advanced level learners Behavior: Students will identify the stressed syllables, intonation and pronunciation of the words Condition: Identifying and completing filling the blank space to complete the lyrics Degree: with 70% - 90% accuracy
Ask students their preference in music before selecting the song for this activity
PAGE 17
PAGE 18
Tongue Twisters A bitter biting bittern Bit a better brother bittern, And the bitter better bittern Bit the bitter biter back. And the bitter bittern, bitten, By the better bitten bittern, Said: "I'm a bitter biter bit, alack!"
If you stick a stock of liquor in your locker, It's slick to stick a lock upon your stock, Or some stickler who is slicker Will stick you of your liquor If you fail to lock your liquor With a lock!
A tree toad loved a she-toad Who lived up in a tree. He was a two-toed tree toad But a three-toed toad was she. The two-toed tree toad tried to win The three-toed she-toad's heart, For the two-toed tree toad loved the ground That the three-toed tree toad trod. But the two-toed tree toad tried in vain. He couldn't please her whim. From her tree toad bower With her three-toed power The she-toad vetoed him.
Mr. See owned a saw. And Mr. Soar owned a seesaw. Now See's saw sawed Soar's seesaw Before Soar saw See, Which made Soar sore. Had Soar seen See's saw Before See sawed Soar's seesaw, See's saw would not have sawed Soar's seesaw. So See's saw sawed Soar's seesaw. But it was sad to see Soar so sore Just because See's saw sawed Soar's seesaw!
Betty and Bob brought back blue balloons from the big bazaar. Betty Botter had some butter, "But," she said, "this butter's bitter. If I bake this bitter butter, it would make my batter bitter. But a bit of better butter-that would make my batter better." So she bought a bit of butter, better than her bitter butter, and she baked it in her batter, and the batter was not bitter. So 'twas better Betty Botter bought a bit of better butter.
Once upon a barren moor There dwelt a bear, also a boar. The bear could not bear the boar. The boar thought the bear a bore. At last the bear could bear no more Of that boar that bored him on the moor, And so one morn he bored the boar-That boar will bore the bear no more.
PAGE 19
Raquel Piñas
-To my readers
AUTHOR
First of all, thank you for reading this
Hello, my name is Raquel Piñas, I am a
content proposed will be useful to offer
student at the Latin American University
students a variety of activities which can
of Science and Technology (ULACIT) of
make phonetics is easier to learn.
magazine, I hope that the activities and
Costa Rica, I am studying for a baccalaureate degree in English teaching
In addition, something that I wanted to
and translation, I am also a designer and
include are dynamics that do not require
web developer with more than 7 years of
extra or expensive material, that way any
experience in that field.
teacher can incorporate it into their lessons regardless of the type of
I have designed this magazine using my
institution as well as make copies of the
knowledge in design and incorporating
activities that it includes.
the theory of teaching methods as well as phonetics to create a variety of activities
Any suggestions or comments can write
that teachers can apply in their lessons to
to me at rpinasp158@ulacit.ed.cr
make it fun and easier.
MARCH 2021
EDIITION 01
Phonetics4Fun PHONETIC ACTIVITIES FOR EVERYONE