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Index of activities


1 THE BASICS 1.1 The pronunciation n/a W hat the teacher needs
teacher's tool kit
1.2 Teaching sounds n/a Teacher aw areness
1.3 Pronunciation in Any Using dictionaries as a pronunciation
dictionaries resource
1.4 Opportunities for Any Attention to pronunciation in non
pronunciation work pronunciation orientated lessons
in grammatically
and functionally
orientated lessons
1.6 Using dialogues Any Pronunciation focus through dialogues
1.6 Using written texts Elementary + Relationships b etw een spoken and
written form s of English

2 THE BEGINNINGS 2.1 Pronunciation Any A w areness of the scope and importance
OF AWARENESS questionnaire of pronunciation
2.2 Radio dial Pre-beginner Awareness of general features of
English pronunciation
23 Comparing sounds Beginner + Sensitising learners to differences in the
sound of their m other tongue and
2.4 Bilingual minimal pairs Any A w areness of w hat is involved in
learning the accent of a foreign language
25 Finding missing Any Articulating new vowels
26 Throwing a phoneme Beginner + Producing sounds
27 Vowel chanting Any Recognising and producing long vowel
sounds; Developing confidence and
group trust; Lowering inhibitions
28 Introducing syllables Beginner + Introducing th e concept of the syllable
3 LEARNING THE 3.1 Exploiting the Beginner + Familiarising learners with the content
INVENTORY OF phonemic chart and layout of the phonem ic chart
SOUNDS 3.2 Phoneme exchange Beginner + Warming up; Pronouncing phonemic
33 User-friendly tongue Any Producing difficult sounds
3.4 /h/ through Any k
3.5 Test the teacher Any Sound contrasts; Any aspect of
3.6 Finding missing Any Producing the 'm issing' m em ber of a
sounds: Using voiced/voiceless fricative pair
3.7 Odd one out Elementary + Discriminating b etw een similar sounds
33 Sounds hangman Beginner + Recognising and producing individual
sounds and combinations of sounds in
3.9 Guess the phoneme Beginner + Producing individual sounds
3 10i Initial 'A* Beginner + Different w ays of pronouncing a in
initial position
3.11 Sounds Beginner + Recognising minimal differences
discrimination betw een individual phonem es


3.12 Sounds vocabulary ; Elementary* Pronouncing known vocabulary

3.13 Sounds anagram Elementary* Recognising sounds; Combining
race sounds into words
3.14 Sounds bingo Beginner + Recognising sounds

r SPELLING TO 4.1 Sounds maze Beginner * Recognising phonemic symbols;

SOUND AND Relationships between sounds and
BACK AGAIN spelling
4.2 Phonemic snap Beginner Relationships between sounds and
spelling; Practice in the pronunciation of
sounds in words
4.3 Rhyming sounds Elementary * Links between sounds and speUmg.
Recognising sound/spefing patterns
4.4 Ongoing vocabulary Any Relationships between pronunciation
record and spelling
4.5 Sounds search Beginner* Recognising individual sounds and
relating sounds to spe&ng
4.6 Sounds scrabble Elementary* Relationships between sounds and
4.7 Using sounds for Elementary * Relationships between sounds and
word building speSng
4.8 Sounds crosswords Elementary* Relationships between sounds and
4.9 Phonemic word race Beginner*. Relationships between sounds and

S SOUNDS IN Assimilation Elementary* Awareness of featues or connected

| SEQUENCE awareness exercise speech
52 Producing weak Elementary * Producing weak forms
5.3 Using listening Beginner* Stressed syllables and weak forms
5.4 How many words7 Elementary* interpreting sounds in fast coikx^ral
5.5 Connected speech Elementary * Sensitising learners to assarxtaoon and
dictation elision; Changes in the pronunoabon of
some words n connected speech
5.6 Completing limericks Beginner* Rhythm, syllable reduction and rhyme

6 WORD STRESS 6.1 Introducing word Beginner * Introducing the concept of stress
6.2 Stress patterns Beginner* Word stress patterns in Engfish
6.3 Word stress Elementary* Recognising and producing correct
awareness exercise stress placement
64 Guess the stress Any Predicting word stress
65 Stress matching Elementary* Accurate stress placement
66 Vocabulary revision Any Pronunciation as a ewe for recalling and
categorising vocabulary items
67 Moving stress in Elementary Stress variations according a h e
phrases position of a word m a pmase
68 Stress in compounds/ Beginner + Stress patterns in compounds and two/
two-word multi-word expressions

7 TONE GROUPS. 7 1 Tonic prominence Elementary + The function of tonic prominence

recognition exercise
72 Tonic prominence Elementary + Placing tonic prominence according to
INTONATION production exercise intended meaning
72 Twenly questions to Elementary + Contrastive intonation
7.4 Ido Elementary + Assigning tonic prominence according to
discourse conditions
75 Correct the teacher Elementary + Assigning tonic prominence according to
discourse conditions
7.6 Create your own Lower Rhythmic structures
verse form intermediate +
7.7 Metronome Any Rhythm and compression of unstressed
7.8 Shadowing Elementary + All aspects of pronunciation
7.0 Video viewing Elementary + Awareness of body language as a way
into stress end rhythm
7.10 Pronunciation role Elementary + Differences between the pronunciation
play of English and that of the mother tongue
above the level of individual sounds

TROUBLE 81 Problems with M Any Ideas for working on M /

SHOOTING 82 M for M Any Avoiding /w/
83 A//p/confusion Any Awareness of where the sounds are
84 Insenion of/e/before Any Removing intrusive/e/
consonant clusters
85 /p/AV confusion Any The question of voicing '
8 6 ft/ pronounced as /dtJ Any Using f\ -Jto arrive at ftl
87 Initial/h/ Any Getting louder
88 Intrusive AV Any Through /j/ to /h/
8 9 Problems with /6/ Any Tongue and teeth
and AY
810 Dental A/and/d/ Any Moving the tip of the tongue back
811 Intrusive la/ in final Any Holding the final fricative
8.12 Incorrect stress Any Awareness of what makes a stressed
patterns syllable