have been using these games on my
classes and the result is always very good. Students have much fun.
They can learn words, structure and practice speaking skill in a very
I realised that English games using in my lecture make
our relationship, between teachers and learners, become closer and
better, and Iam very pleased for
have had GREAT success with your program, and want to thank you for
your attention to detail, with kind regards,
and congratulations because I have found the material most helpful and
Alejandra Morales, Mexico
am really grateful to you for all of the games
that you've sent. This is my first year in teaching so I have some
problems at the beginning of the term. But, after receiving your games
gained confidence thanks to your helpful information.
Munire Zamur, Private Atlas
Vocational High School, Kayseri, Turkey
Teaching pronunciation is simple and straightforward, if you just get
off to the right start.
Remember to start at the beginning. Before you get into the
pronunciation of words, focus on sounds. Spending a little time on
leaning phonemes at the beginning will pay off for your students later
when they are improving their pronunciation of complex vocabulary.
with helping students to hear English phonemes. For example, perceiving
the difference between /l/ and /r/ has to come before Japanese students
will consistently produce it correctly in speech.
? Get mouth diagrams for each of the phonemes. If you can find flash
animations of the actual mouth movements, even better. You should also
practice drawing the diagrams yourself for when you want to illustrate
a point of pronunciation on the fly. Once they can see how they should
be positioning their lips, tongues, and teeth, students will be able to
start re-training their muscles to make a new set of sounds.
through all the English phonemes, and then focus just on the ones your
students have trouble with. Don't waste time on phonemes that overlap
with the students' native language.
your teaching tactics to your students. Young students or kinesthetic
learners improve the most through lots of oral repetition; older
students, or those with a more analytical approach, improve with the
use of diagrams and may even benefit from learning the phonetic
alphabet symbols. Of course, it is not a case of either / or, but
rather one of finding the right balance.
your students have mastered the basic phonemes, especially the long and
short vowels, the class will be ready to move on to word-level
spelling patterns with word-level pronunciation practice. Associating
the phonemes with the correct spelling patterns will help student to
internalize English spelling rules and make sounding out written words
Have students tap out a word's phonemes in isolation on their
fingertips, then have them bring the fingers together as they pronounce
the word as a whole. This practice helps them internalize the pattern
of English pronunciation and is especially good practice for
kinesthetic learners. Tapping out the sounds rather than the letters
also breaks them of the habit of trying to pronounce silent letters.
one-syllable words into families, meaning you group them together by
rhyming. This is especially good practice for learning the short vowels.
you start learning multiple syllable words, be sure to teach the
students how to count syllables, and how to read the most common
pronunciation notations in dictionaries, especially for the indication
of the stressed syllable.
We generally think of pronunciation practice as being fulfilled at the
level of words, but in fact, English uses intonation in several
important ways at the sentential level. There is also rhythm to be
considered, and the use of contractions.
difference between the intonation of a statement and a question should
be gone over with the study of questions in grammar. Also, the way the
voice rises and falls when reading a list or completing a statement.
These are all subtle cues that native speakers use to structure their
conversations. Students can also practice this as they read aloud.
chants and poetry are useful in working on the rhythm of English. Some
kinds of rap songs are also good, although most of these are violent
and have inappropriate language so instead have students make their own
up for homework or in groups as a collaborative exercise.
aloud and/or reciting poetry or memorized passages can also be a great
low stress way for students to focus on all levels of their
pronunciation. Since they don't have to come up with any clever words,
the students are free to focus on the sounds of the words and sentences
as well as the intonation.
your students are doing well with pronunciation of isolated words, but
can't seem to manage to hold a whole conversation, you might want to
consider what other factors might be getting in the way.
identity may be wrapped up in speaking a certain way, including an
accent. Don't force students to give that up. Instead, place the
emphasis on being intelligible, while still using the patois and slang
that the student takes pride in. Encourage code-switching between
standard English and a street wise Spanglish or whatever the student's
first language is.
has an accent – even native speakers. Americans don't sound like the
British, and the Australians are in a class by themselves. If we don't
all sound alike then we can't expect brand new language learners to all
sound the same. Finally, as you move through these different levels of
pronunciation practice, don't be afraid to go back and review
occasionally, especially the connections between phonemes and spelling.
And always remember to include listening practice as well as speaking
practice, since if students can't hear a particular phoneme, they won't
be able to produce it consistently.
Shelley Vernon promotes learning through English
language games and
activities. Pronunciation games are included in these two
Book of 163 Games and Activities for teens and adults or: English
Language Games for Children