11. Board game
Board games are used for teaching pronunciation in pairs or small groups. They teach not only pronunciation but also learner interaction.
Three-phase framework for teaching pronunciation
Phase |
Description |
Post-activity |
Focusing on phonetic material (sounds and/or intonation) Activating prior general knowledge Motivating the learners for the activity
Performing the task. Doing communicative and/or meaningful drill Using phonetic means for communicative and/or creative purposes
Reflecting on the results Re-visiting phonetic material Further tasks for classroom or independent studies
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Conclusion: The process of teaching phonetics
Introduce concrete material of teaching phonetics (e.g. pronunciation of certain sounds)
Give the theoretical basis for teaching
Produce an activity in the three-phase framework
Run the activity
Reflect on the results giving examples while teaching
Draw conclusions on what can be improved in teaching
2. Practice:
1. After having introduced the students the theoretical material of long and short vowels, the teacher can check recognition through listening:
a) The teacher read some words containing short and long vowels. SS while listening should discriminate differences in the pronunciation of vowels:
Car, fat, me, pen, dark, more
b) Listening to an audio track and distinguish the vowel sounds in the following words:
2. After recognition exercises the teacher can fix the knowledge of short and long vowels :
a) SS listening to teacher’s pronouncing short and long vowels, imitate and repeat:
b) SS choose five words from a and try to transcribe them with the help of the teacher on the board
c) The teacher writes a variety of words containing the target sounds (long and short vowels) on the board. The following is just one possible set.
PORT PIT PAT PERT PET POT PUTT PUT PART PEAT
0 1 2 3 4 5 6 7 8 9
Here are minimal pairs (the words begin and end with the same consonant)
1. SS should find minimal pairs and say what words contain long and short vowel sounds (0, 3, 8, and 9, are long vowels and the rest are short).
2. The teacher then tells the students that they are going to hear one of the words and must write the number which corresponds to the word they hear. What the students have written is then checked and compared.
d) Drill in pronunciation minimal pairs:
sit – seat
bit – beat
cut – cart
what – nod
book – foot
leap -lip
e) In the following groups of words underline the word which contains the short form of the vowel:
1. march heart fun calm
2. farm mark vase come
3. but smart march can't
4. each wheel hill bean
5. rich meal reach eat
6. caught what bought port
7. short taught sport dot
8. full pool fool Luke
f) Short vowel sounds:
1. My d__d will wear his r__ d h__t.
2. C__n you f__ll this gl__ ss with water?
3. If you go __p the h__ll, you w__ll see us.
Long vowel sounds:
1. The farmer f__ __ ds his sh __ __ p twice __ __ch day.
2. I am driving in a c__ __ in the str__ __t.
3. The p__ __l is f__ __l.
g) Choose the right variant:
1. This/ These are trees in the street.
2. I like sport/ spot.
3. He is going on food/ foot.
4. Can I go to/ too the party?
5. My sister wants to be/ bee a doctor.
6. The cook is preparing a duck/ dark.
7. She has got wick/ weak health.
8. I want to seek/ sick the lost key.
9. Don’t occupy my sit/ seat.
10. My lip/ leap is red.
h) Name the pictures and define the vowel sounds:
i) SS first pick out the necessary words for the description of the picture, analyze the sounds that are used in these words and finally produce a list of the sounds necessary for the description of the picture. After that they practice the sounds, pronounce the sounds in the words and finally describe the picture.
Picture |
Sounds |
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i) Practice reading the following tongue twisters on short and long vowels:
/ɔː/