Babkina, V. (2018). Phonological interference of mother tongue over the English

participants of the studied pronunciation feature;
-
Pair/ group work on giving some examples of words where this 
feature occurs;
-
Oral and written instructions demonstrating the position of the 
organs of speech with step by step explanation of the way this 
pronunciation feature is produced;
-
Articulation exercises with the use of oral and written 
instructions;
-
Listening, repeating and practicing the feature (teacher-student, 
student-student), using individual, pair/group work.
2) Listening discrimination - focused listening practice with 
feedback on learners’ ability to correctly discriminate the feature.

Activities and instructions: 
-
Listening to the words containing the pronunciation feature and
discriminating it; 
-
Listening and repeating the words containing the pronunciation 
feature;
-
Practicing the pronunciation of the feature individually, in pairs, 
in groups; 
-
Introducing minimal-pair with other features which usually cause 
confusion; 
-
Listening and discriminating the correct word with the studied 
feature;
-
Odd word out games; 
102
Celce-Murcia, M.; Brinton D. M. and Goodwin, J. M. (2010). Ibid. p. 45.

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87 
3) Controlled practice - oral reading of minimal-pair sentences, 
short dialogues, etc. with special attention paid to the highlighted feature 
in order to raise learner consciousness.

Activities and instructions: 
-
Oral reading of the mini-pairs individually, in pairs, in groups;
-
Listening to the words and writing the correct symbol for the 
feature;
-
Listening for a specific word exercises; 
-
Pronunciation Bingo games; 
-
Listening, repeating and practicing tongue twisters with the 
pronunciation feature;
-
Oral reading of short dialogues/ stories with the highlighted 
feature individually, in pairs;
-
Acting out the short dialogues in pairs;
-
Interviews for practice;
-
Mini-dictation 
4) Guided practice - structured communication exercises, such as 
information-gap activities or cued dialogues, that enable the learner to 
monitor for the specified feature.

Activities and instructions:
-
Listening to the dialogue and ticking the words you hear, 
practicing the dialogues; 
-
Listening to the sentences/ dialogues and filling in the gaps; 
-
Making phrases with given words and practicing these phrases; 
-
Listening to the dialogues and finding the objects from the 
dialogues in the picture, practicing the dialogues; 
-
Finding the examples of the pronunciation feature in texts/ 
dialogues/ phrases;
-
Listening to the dialogues with the pronunciation feature and 
answering the questions, practicing the reading of the dialogue, 
acting out the dialogue in pairs;
5) Communicative practice - less structured, fluency-building 
activities (e.g. role play, problem solving) that require the learner to 
attend both form and content of utterances.

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88 

Activities and instructions: 
-
Illustrated story sequence, story-telling tasks; 
-
Board games “Discussion/ Topics”
-
Role-plays;
-
Personal Introduction Collage activity; 
-
Describing tasks;
-
Speculation tasks;
-
Giving your opinion;
-
Giving directions/ instruction tasks.

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