20 READY TO USE ACTIVITIES

Activity 1Stage: awareness Aspect: -ed pronunciation/ consonantsLevel: A2-B1Curriculum: fit into curriculum when teaching the past tense, specifically when practicing past tense in a speaking activity. Source: https://create.kahoot.it/#quiz/0126d277-33e8-43b9-a653-0c1bea6e7027How to use: First explain shortly that words in the past tense, with and –ed ending are pronounced differently: /t/, /d/ or /id/. You can use this table explaining the rule:

If you don’t have a Kahoot.it account, please sign up first. Log into your account and go to the link mentioned above. Go to play and start the kahoot quiz.

Activity 2Stage: awareness Aspect: consonants and vowels. Minimal pairs, general pronunciation, learning which word is pronounced differently.Level: A2-B1Curriculum: fit into curriculum when teaching any kind of speaking activity. Source: https://create.kahoot.it/#quiz/01a37638-b1d4-4be9-ae6a-b49da54cc7f2How to use: Explain quickly that students need to find the word which is pronounced differently. Give an example first. Write the following words on the white board and ask students which one is the odd one: Bet, fret, treat and sweat. Of course treat is the odd one out. Then let students sign up for the quiz. In order to get to the quiz log into your account and go to the link mentioned above. Go to play and start the kahoot quiz.

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Activity 3Stage: awareness Aspect: consonants /g/ and /k/ soundsLevel: A2-B1Curriculum: fit into curriculum when teaching any kind of speaking/ listening activity. Source: https://www.englishclub.com/esl-worksheets/pronunciation/EC_Minimal-Pairs-BagBack.pdfHow to use: Write the words bag and back on the whiteboard. Ask students whether they can hear the difference and feel the difference when pronouncing (vibration when pronouncing the voiced /g/ sound). Then give turns to different students, give each student a word from activity one on the hand-out. Please make sure to randomly choose the words from the two lists.Give the student a white board marker and ask them to write the word under bag or back, depending on the sound they hear. After this activity hand-out the sentences in activity four. Pronounce each sentence with one of the words and ask students to circle the word they’ve heard you say.

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Activity 4Stage: awarenessAspect: pronouncing vowels/ minimal pairs. Level: A2Curriculum: fit into curriculum when teaching any kind of speaking or listening activity. Source: http://www.english-zone.com/teach/pdf-files/odd1out-vowels.pdfHow to use: Explain quickly that students need to find the word which is pronounced differently than the others on the sheet. Give an example first. Write the following words on the white board and ask students which one is the odd one out: Bet, fret, treat and sweat. Of course treat is the odd one out. Now ask students to do the same with the words on the sheet (see next page).

English-Zone.Com Pronunciation Worksheet NAME:___________________

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ODD ONE OUT - Vowel Practice: all of the vowels

DATE:______________

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ONE WORD IN EACH GROUP DOES NOT HAVE THE SAME VOWEL SOUND AS THE OTHER WORDS. FIND IT! A B C D

Ex. coil noise foil full boil

1. decided licked liked timed hiked

2. beet repeat listen people believe

3. bit guilty pretty children machine

4. loyal serial royal boil noise

5. rain break say bread neighbor

6. never again weather ready great

7. group would choose fool revolution

8. could wood good country hoof

9. hat hate laugh value magic

10. cut money cute blood government

11. hot father possible stop touch

12. coat frozen ago long lonely

13. house south southern down thousand

14. bird word burn hear heard

15. tore work floor ordinary formal

Activity 5Stage: awareness Aspect: consonants/ how to pronounce the final /s/ soundLevel: A2-B1Curriculum: fit into curriculum when teaching plural or possessive. Source: http://www.eslflow.com/Final-s-sound.html

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How to use: First explain shortly that words which end on the /s/ sound are pronounced differently: /s/, /z/ or /iz/. You can use this table explaining the rule:

Print the hand-out below and ask students to complete the exercises.

Activity 6Stage: awareness Aspect: consonants/ how to pronounce the final /s/ sound.Level: A2-B1Curriculum: fit into curriculum when teaching plural or possessive.

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Source: http://azargrammar.com/assets/advanced/UUEGTeacher-CreatedWorksheets/Worksheets6/PronuncFinal-s-es.pdfHow to use: Shortly explain the difference between voiced and voiceless sounds. Write the voiced and voiceless sounds, see below, on the whiteboard. Then give students turns and ask them whether the final-s is pronounced /s/ or /z/. Start with the first word on the list (downpours) and continue with the following. When done add that when a word ends on an /s/-like sound the final-s is pronounced as /iz/. Give the five examples on the list below. Pronunciation of Final /-s/ and /-es/1. The /s/ at the end of a word preceded by a voiced sound is pronounced /z/.2. The /s/ at the end of a word preceded by a voiceless sound is pronounced /s/.

Voiced Soundsa, e, i, o, u b d g j l mn r v w x y *z

Voiceless Soundsc f h k pq *s t *ch *sh*see below

Try these words. Determine if the /s/ at the end of these words sounds like /z/ or/s/.1. downpours2. reservations3. payments4. symptoms5. heights6. slayings7. statistics8. struggles9. musicians10. arrives11. casinos12. attends13. pickups14. incorporates15. claims16. please

*Additionally, when the /-es/ comes after the /s/, /z/, and the followingcombinations, /sh/, /ch/, /ss/, /ge/, and /dge/, the pronunciation of the lastsyllable is /iz/. Try these examples:1. judges2. stages3. watches4. classes5. washes

Activity 7Stage: awareness Aspect: stress/ how to pronounce unstressed wordsLevel: A2-B1Curriculum: fit into curriculum when teaching any kind of speaking or listening activity. Source: https://stuartmillenglish.files.wordpress.com/2010/09/unstressed-words.pdf

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How to use: Shortly explain that some words in a sentence are usually not stressed. Write on the whiteboard common words which are usually unstressed (see worksheet). Tell students that you are going to say the following sentences and the students have to write down the missing (unstressed) words. Tell students to listen carefully for you are going to pronounce the fluency form of the words, so you won’t be pronouncing each word slowly and clearly.

Worksheet for students — Unstressed Words

These words are not usually stressedHave Are Do IsThe A Lot NotThat It This InFor Of On At

Listen to your teacher read these sentences. Use the words above and other words to complete them.1. I __________ never saved __________ __________ __________ money.2. Don’t __________ think that __________ too expensive?3. How __________ __________ usually spend __________ money?4. This __________ __________ good price. You should think __________getting __________.5. __________ __________ usually find __________ good deal?6. How much __________ __________ pay __________ __________ dress?7. Who handles __________ money __________ __________ family?8. He asked __________ __________ new loan, but they denied __________.9. __________ __________ want __________ go shopping?10. No, I can’t afford __________ buy __________ more clothes.

Sentences the teacher needs to pronounce: 1. I have never saved a lot of money.2. Don’t you think that is too expensive?3. How do you usually spend your money?4. This is a good price. You should think about getting it.5. Do you usually find a good deal?6. How much did you pay for that dress?7. Who handles the money in your family?8. He asked for a new loan, but they denied him.9. Do you want to go shopping?10. No, I can’t afford to buy any more clothes.

Activity 8Stage: awareness/ practice Aspect: consonants/ learn to distinguish /f/ /s/ /t/ /θ/ soundsLevel: A2-B1Curriculum: fit into curriculum when teaching any kind of speaking or listening activity.

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Source: http://international.okanagan.bc.ca/pronunciation/pron025Unit01.pdfHow to use: Pupils work in pair one is given worksheet A and the other B. Pupils ask each other which word goes in the empty boxes. He or she is to listen to the word and then write it in the box. When finished pupils can check each other’s work.

Information Gap Exercise (worksheet A)In this exercise, sit opposite your partner. Your partner will ask you which word goes into the empty boxes. You will pronounce the word in your box, and your partner will write down what you said. Then you ask your partner to pronounce the words in your missing boxes.

Possible questions:"Can you tell me the word which is in D-2?""Could you repeat that, please?"

A1 B1

three

C1 D1

A2

sought

B2

free

C2 D2

root

A3 B3

think

C3 D3

thor

A4

sink

B4 C4

fink

D4

Information Gap Exercise (worksheet B) In this exercise, sit opposite your partner. Your partner will ask you which word goes into the empty boxes. You will pronounce the word in your box, and your partner will write down what you said. Then you ask your partner to pronounce the words in your missing boxes.

Possible questions:9

"Can you tell me the word which is in D-2?""Could you repeat that, please?"

A1

fought

B1 C1

tree

D1

Ruth

A2 B2 C2

Thor

D2

A3

three

B3 C3

sore

D3

A4 B4

both

C4 D4

throb

Activity 9Stage: practice/ consolidation Aspect: consonants/ pronouncing the /v/ and /w/ sound correctly. Writing down the correct words focusing on the /v/ and /w/.Level: A2-B1

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Curriculum: fit into curriculum when teaching any kind of speaking activity. Source: http://international.ouc.bc.ca/pronunciation/eslp025unit06.pdfHow to use: Pupils work in pairs. One pupil is given worksheet A and the other B. One pupils has to read the text while the other writes down what he or she hears. Then they change roles.

Pair Dictation ARead the following text to your partner. Repeat as many times as your partner needs. Then, write down what your partner tells you. Ask your partner to repeat if necessary. Use this language:•Could you repeat/spell that please?•Would you mind repeating/spelling that please?

Lively VivianLiving in a wonderful villa in Venezuela, Vivian loves to dive and wade in the lovely sea every week day. In her villa in the evening, Vivian can jive for five hours on the weekend.While she serves several clever but waist-watching drinks so her visitors can wet their whistles, Vivian awaits her favorite visitor, Wild Willy.

Pair Dictation BRead the following text to your partner. Repeat as many times as your partner needs. Then, write down what your partner tells you. Ask your partner to repeat if necessary. Use this language:•Could you repeat/spell that please?•Would you mind repeating/spelling that please?

Wild WillyWilly is a wild and crazy welcome to Vivian's villa. Every event at the villa is a window of wonder for Willy. He wheels his wagon, his own very weird version of a BMW, west along the winding roads of the Venezuelan seashore. While waiting for a welder to repair his car, Wild Willy wonders if he can wed Vivian.

Activity 10Stage: practice/ consolidation Aspect: vowels / how to pronounce the / ɪ/ and /iː/ sound.Level: A2-B1

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Curriculum: fit into curriculum when teaching any kind of speaking activity. Source: http://myenglishimages.com/pronunciation/How to use: students work in pairs, one speaking, the other one listening and following along down to the end of the figure. If the listener has heard correctly, and the speaker has spoken clearly they should both arrive at the same number.

Activity 11Stage: awareness/ practiceAspect: vowels / distinguish the schwa sound

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Level: B1Curriculum: fit into curriculum when teaching any kind of speaking activity. Source: http://downloads.bbc.co.uk/worldservice/learningenglish/pronunciation/pdf/exercises/ schwa_exercises.pdfHow to use: explain the schwa sound give examples and hand out worksheet, pupils are to underline the schwa sound in the word. You can find the answer sheet by clicking on the link.

Schwa

Exercise 1:Look at the words below and decide where in the word the schwa soundoccurs. Underline the correct part of the word.The first one has been done for you.

Hint: One word has two examples of schwa. All the others have only one.

d o c t o r b a n a n at o m o r r o w d i f f i c u l ts u m m e r l e v e lp r o t e c t s u r v i v ep u p i l t h e a t r eme a s u r e w i z a r d

Exercise 2In this exercise, look at these sentences and decide where the schwa soundoccurs. It may occur more than once in each sentence. The minimum numberof schwas in a sentence is 1, the maximum 7.

1. It’s for you.2. It takes a lot of time. 3. How about a cup of tea?4. What are you doing tonight?5. What time will you arrive in Melbourne?6. I was going to tell you.7. The leisure center is closed for a private function. 8. The airport is not far from the capital city.9. The book is about pronunciation. 10. We need more financial support. 11. You need to pay attention all the time.12. It’s a very thorough report.

Activity 12Stage: awareness/ practiceAspect: consonants / recognize the sound that has to be made for the ‘-ed’ endings.

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Level: A2-B1Curriculum: fit into curriculum when teaching the past tense. Source: http://www.englishforeveryone.org/PDFs/Pronouncing%20ED%20endings.pdfHow to use: First explain the rule as explained here or just follow the explanation on this worksheet. Each student receives a worksheet, they can work in pairs or individually. For each –ed ending of the word in each sentence pupils have to fill in which sound must be made when pronouncing the word.

Directions: Pronounce the following “ed” endings. Write (T) for a “t” sound, (ID) for an “id” sound, and (D) for a “d” sound.

Example: We wrapped the Christmas presents last night. ____T____

1) I laughed at the joke. __________ 2) Our work is finished. __________ 3) The snake killed the mouse. __________ 4) The teacher helped the student. __________ 5) When I was younger, I wanted to walk on the moon. __________ 6) We hiked to the top of the mountain. __________ 7) James rented his apartment. __________ 8) We can’t go swimming because the pool is covered. __________ 9) That old house is haunted. __________ 10) We hunted for her keys, but could not find them. __________

Activity 13Stage: awareness

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Aspect: consonants / recognize the /ʃ/ and /tʃ/ sound when listeningLevel: A2Curriculum: fit into curriculum when teaching any kind of speaking or listening activity. Source: https://docs.google.com/document/d/14pxdPiWAEbDkU30IkPke5zIYyBdS21wOj02om24sZJY/editHow to use: Ask students to listen to your pronunciation and circle the correct answer.

Listen to each sentence. Then, circle the word you hear to complete each sentence:

1. You sure can ( shop / chop).2. I didn’t see the ( dish / ditch).3. It’s a silly ( wish / witch).4. She brought me the ( wash / watch).5. You have a large ( share / chair).6. We must fix the ( ship / chip).7. Does she have a new ( crush / crutch)?8. You completed the ( shore / chore).

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Activity 14Stage: awareness/ practice Aspect: consonants/ vowels/ homophonesLevel: B1Curriculum: fit into curriculum when teaching any kind of speaking/ listening activity. Source: http://www.tinyteflteacher.co.uk/teacher/pronunciation/pronunciation-homophones.pdf#zoom=75,0,0How to use: students can work in pairs or individually. The first task is to figure out what the homophone to the words in the grid are and then put all the words in the correct sentences. If you would like the key, click on the link mentioned above.

Homophones

Some words in English have the same pronunciation, but different spelling and meaning.Find words with the same pronunciation in the word-search below. For example, thehomophone for „new‟ is „knew‟.

threw wait past side

piece wood there plain

board pear wore hear

meat where missed died

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And which words would you use to complete theses sentences?1. I nearly _____ of embarrassment. / I’ve _____ my hair pink.2. I _____ a cat costume to the party. / The First World _____ ended in 1918.3. Can I have a _____ of cake? / I just want some _____ and quiet.4. This chair is made of _____. / What _____ you like to do tonight?5. _____ are you going? / I don’t usually _____ suits.6. I’m _____. / The teacher wrote some questions on the _____.7. The Beatles are great – I love _____ music. / _____ isn’t much to do in this town.8. I’ll _____ you outside the cinema at 6 o’clock. / I don’t usually eat _____.9. I bought a really nice _____ of jeans. / I only ate a _____ for lunch today.10. I walked _____ the park. / He _____ the ball really hard.11. I never travel by _____. / The food here is really _____.12. I _____ the exam! / I never think about the _____.13. If anyone phones, tell them I’m not _____. / I can’t _____ you!14. Tomorrow there will be some _____. / I really _____ him when I went abroad.15. I always sleep on my _____. / I _____ when I found out he was late again.16. I’ve put on a lot of _____. / I can’t _____ any longer.

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Activity 15: Stage: awareness/ practice Aspect: word-stress/ recognizing, being aware of stress patterns.Level: A2Curriculum: fit into curriculum when teaching any kind of speaking/ listening activity. Source: http://downloads.bbc.co.uk/worldservice/learningenglish/quiznet/pdfs/73_stress_patterns.pdf How to use: This exercise can be done individually, in pairs, groups or with the entire class. The teacher reads the questions out loud or distributes a quiz paper. The students answer the questions in class or on paper.

Stress patterns Quiz

Stress patternsFor each of the six questions choose the one correct answer.

1. Which 2-syllable word has a different stress pattern from the others?a) policeb) motherc) studentd) money

2. Which 2-syllable word has a different stress pattern from the others?a) careerb) shampooc) balloond) problem

3. Which 3-syllable word has a different stress pattern from the others?a) cinemab) Saturdayc) umbrellad) manager

4. Which 3-syllable word has a different stress pattern from the others?a) potatob) paragraphc) computerd) professor

5. Which of these adjectives beginning with ‘un’ or ‘in’ has the stress on the final syllable?a) informalb) unhappyc) unfriendlyd) unemployed

6. In which sentence does the speaker want to tell us that John’s car is not second hand?a) John’s bought a new car.b) John’s bought a new car.c) John’s bought a new car.d) John’s bought a new car.

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Activity 16: Stage: awareness/ practice Aspect: consonants/ distinguishing minimal pairs. Level: A2Curriculum: fit into curriculum when teaching any kind of speaking/listening activity or use it as a fun introduction activity.Source: no sourceHow to use: Cut the cards below and make a set for each pair of students in your class. Put the cards in an envelope. Ask each student to put all cards in front of them in a way that both of them can reach out to them quickly. Now students are going to listen to the song: The Rose by Bette Midler. It’s not a song most students will know or love, but it’s a slow song which makes this exercise doable. While listening each students has to collect words they have to listen and collect the words they hear. The student who reaches out to a word first is the one who is eligible to have it. The student who is able to collect the most correct words is the winner. If you don’t know which words are in the lyric, please look the lyric up first.

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The Rose

LOVE ABOVE

REED FEED

RAZOR DOCTOR

SOUL BOWL

HUNGER HUNKER

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BREAKING MAKING

DANCE FRANCE

DREAM STREAM

NEVER CLEVER

TAKEN LAKE

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GIVE FORGIVE

DYING LYING

LIVE OLIVE

ONLY LONELY

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NIGHT FIGHT

ROAD BROAD

THINK LINK

LUCKY

STRONG AMONG

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FLOWER POWER

SEED NEED

THAT FAT

SPRING STING

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ROSE CLOSE

WINTER SPLINTER

SNOWS FLOWS

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Activity 17: Stage: awareness/ practice Aspect: word-stress/ understanding where to put the stress in frequently used words for ICT students. Level: A2-B1Curriculum: teach according to the exercises in the book. Source: English for Information Technology 2, Vocational English Course Book, by David Hill (pg. 33 and 37). How to use: Next year I will be teaching ICT students (level 4) who want to be application developers. Therefore, I was skimming one of the course books and looked for pronunciation activities. I only found a few. These two activities are focused on word stress and intonation.

Pronunciation activities from a course book

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Activity 18Stage: awareness Aspect: consonants/ vowels/ recognizing homophonesLevel: A2Curriculum: teach in addition to any speaking/ listening activity. Source: https://www.englishclub.com/esl-games/pronunciation/matching-homophones-i-4.htmHow to use: This activity should be done online. Just ask your students to click on the link above and match words which are spelled differently, but pronounced the same.

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Activity 19Stage: awareness Aspect: consonants/ vowels/ recognizing minimal pairsLevel: A2Curriculum: teach in addition to any speaking/ listening activitySource: http://www.onestopenglish.com/skills/pronunciation/pronunciation-exercises/pronunciation-exercises-intermediate/146257.articleHow to use: Provide the worksheet to students. Ask them to listen, repeat and put the words in the correct column. Repeat for different sound patterns. The worksheet and the MP3 files can be downloaded on the web page. The teacher can also choose to pronounce herself.

Pronunciation exercises for intermediate students.

1. Listen and repeat these words. Do they begin with /ch/ or /sh/? Write each word in the correct column. shirt checked shorts chicken cheese chef /sh/shirt______________

/ch/checked______________

2. Listen and repeat these words. Each word ends in the sound /?/. pasta tuna pizza cola yoga visa

3. Listen and make a note of the words you hear. Then listen and repeat. /l/blindlightcloudsfly

/r/brightrightcrowdsfry

4. Listen and repeat these words. Can you hear /s/ or /z/ at the end? Write each word in the correct column. twist bruise slice movies shoes mouse /s/twist______________

/z/bruise______________

5. Listen and repeat these words. The stress is at the beginning, but one word is different. Write down the odd one. chemistry architecture medicine education

languages

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6. Listen and repeat these words. The stress is in the middle, but one word is different. Write down the odd one.

repellent mosquitoes medical binoculars emergency

7. Listen and repeat these words. Each word has -ea in the middle but one word sounds different. Write down the odd one. greasy weak steak tea cheap read

8. Listen and repeat these words. Each word ends in the sound /k/.

energetic artistic enthusiastic guidebook silk

9. Listen and repeat these words. Is the stress at the beginning or in the middle? Write each word in the correct column. sympathetic sociable genuine argumentative uncaring generous sympathetic______________

sociable______________

10. Listen and repeat these words. Do they end in /d/ or /t/? Write each word in the correct column. confused embarrassed even-tempered striped checked organized /d/confused______________

/t/embarrassed______________

11. Listen and repeat these words. Do they contain the sound /a/ or /e/? Write each word in the correct column. ankle head leg fan math belt /a/ankle______________

/e/head______________

Activity 20Stage: practice Aspect: consonants/ vowels/ stress/ various exercisesLevel: A2

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Curriculum: teach in addition to any speaking/ listening activitySource: http://www.englishmedialab.com/pronunciation/pronunciation%201.htmHow to use: This activity should be done online. Just ask your students to click on the link above and complete the quiz.

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