![]() ![]() You can get the logical parts of their brain working during pronunciation practice by hiding the sounds that make up a word that is the answer to the puzzle. This is good for awareness of mouth position for English sounds. Students try to identify the word or sentence that the teacher or a student is mouthing silently. the same vowel sound) and race to indicate the first word they hear that is different. In this variation of Sounds Same or Different, students listen to a whole string of words with the same sound (e.g. When they have finished, they can spell the words out to each other and then look at each other’s sheets. First they read out just the word to decide if the pron is the same or not, then they read out their different sentences to see if the context gives them any more clues. You can add lots more speaking practice, both controlled pron practice and free conversation, to Sounds Same or Different by giving students worksheets with the words you want them to compare highlighted on Student A and Student B sheets. The easiest way to explain the task is to give students pieces of paper with “Same” and “Different” written on for them to hold up or race to slap. This is good for homophones as well as minimal pairs. In this variation on Minimal Pairs Stations, rather than indicating which sound they hear, students indicate if they think two words you say have the same or different pronunciation. More active classes can run and touch things like the door and the window, while shyer classes can just raise their right and left hands. Students show which of two words they think they have heard by racing to touch one of the things that the teacher or class decided will be used to represent that thing, e.g. This also works for number of syllables and word stress. Each team member can only write one word before they pass the pen onto someone else, but they can prompt each other. Teams of students try to write as many words with the sound they have been given on the board as quickly as possible. they take turns being as angry as possible and the angriest person wins. Similar to The Yes?! Game, students compete to say a word or sentence in the most extreme way they can, e.g. The other students guess what feeling they were trying to convey. Students try to give as many different feelings and meanings to one word or sentence as they can by varying the stress and intonation. This game can also be played with students matching by vowel sounds or number of syllables. ![]() ![]() This is easier if all of the words have the same number of syllables. All the cards are spread face down on the table and students take turns trying to find matching pairs of cards by which syllable is stressed. Pellmanism (= pairs/ memory game) can be played with the same cards as Snap, but is a slower game. This also works with vowel sounds in one syllable words and word stress. The person with most cards at the end of the game is the winner. If the two words have the same number of syllables, the first person to say “Snap” and/ or slap their hands down on the cards wins all the cards that have been turned over so far. Students take turns turning over cards with words written on them from their packs. Students try to speak at exactly the same speed and rhythm as the CD, then try one more time with the sound turned down in the middle of the recording to see if they are still in time when the sound is turned back up. ![]()
0 Comments
Leave a Reply. |
Details
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |