Theme: The Role of Games in Teaching Pronunciation to A1 Level Learners Group: Done by: Axmadova Iroda Checked by

Introduction

In this activity the children notice a repeated sound.

Preparation

Choose a rhyme and write it up on the board. Do not write the rhyming words, leave a line for each. 

E.g. Rain, rain, go away!        All the children want to play.        Rain, rain, go away!       Come again another day.

Prepare word cards for each rhyming word, e.g. four cards for rain, two cards for away, and one for day and one for play and one for again.

Step1: Play the rhyme for students once or twice.

Step2: Read out the text of rhyme saying the sound of /ei/ for each gap.

Step3: Stick word cards on the board and say the sound /ei/. Practise the sound and the words whole class and as groups and individuals.

Step4: Ask whole class to choose the right word to fill the gaps in the rhyme and put the cards on the board in the gaps.

Step5: Play the rhyme again to check if they have chosen right word for each gap.

Step6: Put the students in pairs or groups to practise saying the rhyme. The teacher or children can make up actions to do with the rhyme. The teacher can ask for volunteer groups to stand up and perform the rhyme.

Teaching pronunciation teachers should pay learners’ attention to the link between sound and spelling by using for practice, for example, the following activities:

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  •Sounds and spelling -students listen to a tape and see how many different pronunciations they can find for the ou spelling in words given. -Students are given two lists of (c-starting) words and have to work out which rule decides about producing (s) or (k). To work on stress such activities may be helpful:
  

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