Pronunciation «20%<<5 0002 Can you hear it? Target language: connected speech Activity type: questionnaire When to use: Use this activity at the end of Unit 5. Time: 20 minutes : Photocopy and cut up one worksheet for each pair of students. Preparat Procedure Divide the class into pairs. Give half the pairs a Student A worksheet and the other half a ‘Student B worksheet. Make sure all students have a worksheet. Take care when setting up the task that students understand exactly what they must do. Tell students that in some of the underlined phrases, the consonant sound atthe end ofthe first underlined word is usually not pronounced, Write an example on the board, e.g. Do you often sit arounG) daing ‘nothing? Ask students to tell you which letter is often nt pronounced. (The ds often not pronounced) Then tell students to look at the underlined phrases on thelr worksheet and to decide whether the final letter of the first word can be silent or not. Encourage them to say the phrases out loud in different ways and decide which version sounds best. Get feedback from the whole class. Then rearrange the class so that a Student A works with a Student B. Tell them to discuss the questions together. Get feedback from the whole class. ‘answers Student A: 1 g)married 2 take children 3 junk food 4 lox@touch 5 fird)child .. secon@child 6 abouf)things Student B: 1 g@)together 2 think positively 3 ou@)to 4 touch with § eat healthily 6 of@peopleCan you hear it? Student A Look at the underlined phrases. Circle the consonant that is not pronounced, where possible. 1 2 auwsw What is the best age to get married? In your country, do parents usually take children to school? Or do the children walk to school themselves? How often should people eat junk food? Have you ever lost touch with a best friend? Do you think parents love their first child more than their second child? Do you worry about things a lot? What kind of things do you worry about? Student B Look at the underlined phrases. Circle the consonant that is not pronounced, where possible. 1 2 3 4 5 6 How often do you get together with friends? Do you think positively about life? How often do you go out to a café? Do you keep in touch with your friends every day? Do you always eat healthily? How easy is life for old people in your country?w To reorder two jumbled limercs, identify ‘the tnking sounds, then memorize one of the limericks ers Wid linking and sentence stress as Reading and Speaking Lesson link Use after Unit3, $8 p29 g [ns (One copy ofthe worksheet cut up per pair of students (Note thatthe gapped limerick onthe worksheet is forthe Ertension activity) Answers Limerick be. a,b dc Limerick 2:b, da, e.¢ Pre-activity (10 minutes) © Write the following limerick on the board (don't write in the inks or stressed words at this stage): There wasanold lady, who said, When she founda thiefunder her bed, ‘So near to the floor ‘And so close to the door Tmafraid you'll catch coldin your head!” ‘© Read out the limerick, strongly emphasizing the underlined parts of words. Ask students which words are stressed. ‘© Students practise reading the limerick in pairs so that they become familiar with the rhythm. Procedure (20 minutes) ‘© Explain that students are going to put the lines of two limericks in order. ‘© Pre-teach the following words: you can't tell (it's impossible to know), put your mind to something (concentrate very hard), in a fright (frightened), perfectly (very, extremely). ‘¢ Divide students into pairs and give each pair a set of jumbled up lines. ‘Ask them to separate the strips into those with a white background (limerick 1) and those witha grey background (limerick 2). ‘© Students put the two limericks in order numbering lines 1 to 5 for each limerick in the boxes. Go around helping as necessary. Check the order with the class. ‘¢ Students underline the stressed words, and mark links between the ‘words where one word ends with a consonant and the next begins with a vowel. Demonstrate using the limerick on the board (see Pre- ‘activity above). When they have finished, ask different students to read a line of each limerick, making sure they are linking correctly. '* Asa class, students choose one of the two limericks to learn. Write the selected limerick on the board. Practise it line by line together, and then ask students to practise in pairs. ‘# Aska student to come to the board and with the help of classmates to erase all of the prepositions. The class reads the limerick replacing the missing prepositions. ‘* Continue with pronouns, adjectives, articles, nouns, verbs, etc. ‘until everything has been erased. Students should be able to recite it perfectly! Extension (10 minutes) © Give students the third limerick and ask them, in their pairs, to fill in the gaps with the words in the box. ‘Check the answers with the class then practise saying the limerick. (Answers: Perth, birth, say, day, earth.)can’t I look in my ear with my eye? He woke in the night T'm sure I can do it There was an old man from Peru, You never can tell till you try.’ and found it was perfectly true. if I put my mind to it. who dreamt he was eating his shoe. There was a young girl who asked ‘Why ina terrible fright Agee) e bith day earth Perth There was a young man from Who was born on the day of his He was married, they On his wife’s wedding And died when he quitted the .Point: Minimum level: Game type: Approximate time: Da da language stress timing pre-intermediate an oral matching game for students working in pairs 25 minutes Preparation Make a copy of the Da da phrase book for each member ofthe class. These may be collected in atthe end ofthe game and used again. Presentation 4 Explain that you are going to teach the class a new language called Da da. This language has three words; Dar /da:/, Dooby /du:by/ and Dipety /dxpati/. Write up some phrases or sentences in Da da, such cs: Dar dooby dar Dipety dooby dar Invite students to read the words out. 2 Now explain that you are going to tell the class how to translate Da da into English Give out the copies ofthe a da phrase book: Explain tat the secret to the translation lies in the stress patterns, The stress patterns for the three words Dar, Dooby and Dipety are @, @e and @ee respectively. Point out that the English words or groups of words in the phrase book also have these three stress patterns. For example, Freshi=@, Lots of= @e and Plenty of= @ee. 8 To translate a Da da sentence of three words, select the English words or groups of words with the same stress pattern. So, in box 1 for example, Dar dar dar would translate as Fresh fried chips, and Dar Dipety Dooby would translate as Fresh carrots and pizza. 4 For each of the boxes 1-8, call out the simple Da da sentences Dar dar dar, Dooby dooby dooby and Dipety dipety aipety and ask students to call out the transtation, The drill should begin like tis: T Dar dar dar Ss. Fresh fried chips T Dooby dooby dooby Ss Lots of fish and pizza ‘Make sure that students maintain the same rhythm. The rhythm could be tapped out lke this: tap tap tap - (pause) - tap tap tap (pause) - etc 5 Ask individual students to translate more complex sentences such as Dipety dooby dar. Say belorehand which ofthe boxes 1-8 to use Conducting the game 1 Divide the ciass into pairs 2 Players take turns to formulate sentences for their partner to translate into English ‘3 When students are getting used to this procedure, they could begin to play for points; each player starts with ten points and loses a point for each mistake.| ENOK 0} ye) guaysi | dnp swueydaye | si06q aqui spremuaye 431 tuoos sain{ a6ueI0 Aaysiyin 4909 yoog aseryd ep eg ‘ sejuuap ayeus nok jue 20S aed jo saunyord ‘Au6uny puyg uosiy uuesng yer yoamoq Jo ssej6 yoo ‘Aadig } yuseog Aqoog wep) eget | yo spaipuny — Aadig uuanag Agog sou, = ek suoydoia, | Media oyyeadg | Agoog Gury weg 9 | Baul ani sn eye | Agoog aug | 4ed ¢ Jaqsayoueyy luopuo7 p93) sassejouns ‘suasnod} 009 safiesnes: ezaid sdiyo snouowe/6 ulsang ‘Auuns up alayy quou JP2N cyan6 = pueAuny | Aadig 0} yeads pur og | Aqoog tel qwog aed & paunojoa aso ajquioy — Kadig | mojjak fano] Agog | aed NaN weg 2 puesjoues yo Awalg | Ayadig | ue ys 40107 | Agog | pauy yoy | ea My 00g asewyd ep egPoint: Minimum level: Game type: Approximate time: Rules 1 Piay this game in groups of three oF four. Deal the same number of cards to each piayer. I you are playing in a group of three, place ‘one card in the middle as a starter, 2 Take tums to place cards on the table and build a track. You must place one of your cards so that it touches one of the two end cards in the track. The phrases in the sides that are next to each other must contain the same stress patter. 3 A player who is unable to place a ‘card when itis his or her turn, misses thal turn; a player who places a card incorrectly must take the card back and miss a turn. 4 The first player to place all his or her cards in the track is the winner. Rhythm dominoes stress patterns in short phrases pre-intermediate a matching game with cards for three or four players 25 minutes Preparation Copy and cut out a set of dominoes for each group of three or four students inthe cass. Presentation 1 Write on the board a ist ofthe following stress pattern symbols: 1 2 3 ee. 4 5 0O0@ 6 Ove Next to pattein 1 write an exaniple, such as Clase the door and say the phrase aloud to ilustrate its stress pattern. 2 On another part of the board, write an example of one of the other patterns, such as Gan‘ you hear me? (@e@e) Invite students to identify its stress pattern. As a first step, ask them how many sytlables the phrase has; then ask which syllables are stressed. Note that for the sake of simplicity, all the words in the phrases in this game consist of only one syllable. '3 Choose examples of the other patterns from the key, so that finally you have on the board one ‘example for each pattern, Conducting the game 4 Divide the ciass into groups of three or four and give each group a set of dominoes. 2 Explain and/or give out the rules 3 During the game, move around the class helping students to resolve any disputes. Look at the cards that have been playad to check that the matching pairs of phrases are correct. Follow-up fsa olowsp atv, you could try fet the ule behind te stess pats in the gam thal, tat eonart words are sessed a grammar Tore words are untessod Key & 4 @e@ come and ook Close the door. What's the time? Yes, of course Fish and chips. Thanks a lot. Je She save us You've met them. He told me Vike it | think so 3 @@e Who saw them? Who did it? ohn rang us. Please tell me Don't break it Can't you hear me? Don't you like it? Pleased to meet you Come and see us. Try to call me, Phone and tell me. A piece of cake. Its time to go. The bus is late. ‘The shop was closed. It's cold and wet. ‘Where do you live? How do you do? Where are you from? 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