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The first part of Language Focus in the new Tieng Anh 10 is
on pronunciation. The teacher can use ideas in the textbook
or their own ideas. Teacher created ideas should be simple,
accessible, fun and combine reception and production.
Getting students to compare what they think they heard and
making a pronunciation focus communicative are both useful
elements (not necessarily at the same time). Below are some
examples
• Listen and repeat. • Slap the board.
• Odd one out • Dialogue practice.
• Catergorisation • Tongue twister.
• Minimal pairs. • Matching.
• Bingo. • Whisper.
• Circle the words you hear.
Tongue twister
Write some English tongue twisters on the board or on
pieces of paper to distribute to students. Ask them to read
the tongue twisters aloud – then faster - then three times
in a row. Here are some examples:
• She sells sea shells on the sea shore
• Red lorry, yellow lorry, red lorry, yellow lorry
• A big black bug bit a big black bear.
• A fly flew past Flo’s flat. And a fly flew past Flo. Is
the fly that flew past Flo the same fly that flew
past Flo’s flat?
• Peter Piper picked a peck of pickled peppers,
Where's the peck of pickled peppers Peter Piper
picked?
You might ask the students to create their own tongue
twister with their names. Here are some more examples:
• Bob bought a bike in Bali on his birthday because
he was bored
• Susan sang a song at the seaside on the 6th of
September because she saw some sunshine
• Laura laughed in the laundrette at lunchtime
because she lost her laundry
Note: Find more on the internet!
On this page are 3 detailed activities for teaching pronunciation.
The ideas were taken from the website www.teachingenglish.org.uk
There are a great deal of activities for teaching pronunciation which
teachers can find by visiting the above website and then double
clicking on the heading Try – tips and lesson plans. The
pronunciation material is under the heading ‘Activities’.
Rhyming pair game
This activity is a pronunciation and memory game. It
works best if you divide the class into small groups. You
will need to produce a set of cards for each group with
one word on each card. The sets of cards should be
made up of lots of rhyming pairs of words. For example:
• house, mouse
• die, cry
• cook, book
• wheat, she
e Ask each group to place all of their cards face down
on the table.
e Students must take it in turns to turn over two cards.
They must say the two words out loud to see if they
rhyme. If the two cards rhyme, they can keep them.
e When there are no cards left on the table, each
student counts how many cards they have to see who
is the winner.
→ For this activity students need to recognise that
some words have a similar pronunciation even
though the spelling is very different. For higher levels,
include lots of difficult pairs of words. For example:
• turn, earn
• though, low
• square, air
• paw, store
• some, thumb
• lake, break
• some, sum
• threw, through
• so, sew
• pair, pear
• right, write
• hare, hair
The silent sounds game
This game is a good way to practise the vowel and
diphthong sounds, and it is particularly enjoyed by
young learners.
In 'Silent Sounds' you mouth makes a sound silently and
the children guess the sound from the shape of your
mouth. Use the game to contrast sounds that are often
confused such as /æ/ and /e/ - found in words like 'mat'
and 'met'.
Before you start, divide the board into two halves - left
and right. On one side write the phonemic symbol for
one of the two sounds - for example /æ/, or a word
/æ/containing the sound - such as cat. On the other
side of the board, write the other sound - so for
example /e/ or the word 'bed'. Now mouth one of the
two sounds, the children should watch your mouth
closely and then identify the sound by shouting the
correct sound, or - with a small class, by jumping left or
right ! You can then get the children to work in pairs
and test each other in the same way.
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