M E T A C O G N I T I O N I N Y O U R C L A S S R O O M

THE TEACHERS

MAGAZINE Learn new ways to encourage students to

improve their pronunciation.

Pronunciation tips and more

1

Contenido TO THE READER ................................................................................................................................... 2

Tongue twisters ............................................................................................................................... 4

Brain training games ................................................................................................................... 4

Longer Sentences and Multiple lines .......................................................................................... 4

Reinforce vocabulary ................................................................................................................... 4

Introducing the “p” sound................................................................................................................... 6

Tip for teacher: ............................................................................................................................ 6

Practice the /p/ Sound in Syllables: ............................................................................................ 8

Introducing the /s/ sound ................................................................................................................... 9

Teacher’s instructions ..................................................................................................................... 9

Steps for using the Stop game .................................................................................................... 9

Introducing the θ sound .................................................................................................................... 13

THE FLASH CARD ACTIVITY. ....................................................................................................... 13

Instructions .................................................................................................................................... 14

Lets talk about teaching pronunciation in a ESL classroom. ............................................................. 16

The importance of the teacher’s knowledge in pronunciation ........................................................ 20

References ......................................................................................................................................... 21

EDITORS ......................................................................................................................................... 22

2

This magazine contents different

information to help you as an instructor,

applying different techniques to apply in

your classroom. The purpose is to simplify

in a creative way to create activities to help

your students in their pronunciation. Also

you will be able to read articles explaining

the advantages of implementing different approaches or techniques in your

classroom.

Teaching pronunciation is not a simple task, but hopefully after reading the

magazine, will motivate to introduce it even more in a daily basis. Every

English course should always implement the importance of appropriate

pronunciation. Therefore, it is important to keep in mind, how to make it fun

and centered learned at the same time.

TO THE READER

3

4

Tongue twisters Tongue twisters are a technique to improve ESL and ELL student’s

pronunciation skills. According to (Neas, 2012. Para. 3)“teachers need to be

aware that students from different countries have difficulties based on what

sounds are in their native language”.

Here are some tips to improve pronunciation with tongue twisters:

Brain training games

Improve memory with scientifically designed brain exercises.

• Vincents Vaulting Vampires

• Walter Whitehalls Widgets

• Jimmy Jumps Joyously

Longer Sentences and Multiple lines

When your students improve in their short tongue twisters pronunciation, try

with longer sentences for example:

Suzy sells seashells down by the seashore. If Suzy sells seashells down

by the seashore, how many seashells did sweet Suzy sell?

Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy

wasn’t very fuzzy, was he?

If you understand, say "understand".

If you don't understand, say "don't understand".

But if you understand and say "don't understand".

How do I understand that you understand? Understand!

Reinforce vocabulary

Tongue twisters will definitely is a tool that you can apply in class, to catch

students attention and also improve their vocabulary. Provide your students a

list of vocabulary with the same sound. To make it interesting, give them a list

with words they are struggling with using, and tell them to create a sentence

with each word.

5

Tongue twisters will also help your students practice vowel sounds, prefixes

and suffixes. In word of (Neas, 2012. para.8) “listening to an speaking the

words repetitively has been found by English language teachers to help

students grasp difficult sounds”.

This classic poem could help your students with

the b sound as well as the -er ending.

Betty Botter's Better Batter

Betty Botter had some butter,

"But," she said, "this butter's bitter.

If I bake this bitter butter,

It would make my batter bitter.

But a bit of better butter,

That would make my batter better.

"So she bought a bit of butter —

Better than her bitter butter —

And she baked it in her batter;

And the batter was not bitter.

So 'twas better Betty Botter

Bought a bit of better butter.

6

Introducing the “p” sound.

Tip for teacher: Before you introduce this sound, take a

tissue and put it in front of your mouth and say the /p/ sound

so the tissue moves and students watch. Before making your

students to perform the exercise, tell them to bring both lips

together and then release the air in an explosive manner.

Instruction’s for the Teacher:

Print the puzzle.

Take copies and provide it to each student since they will work

individually.

The puzzle contains 10 words starting with the letter P. (Paper, pickle,

paint, pineapple, party, pirate, peanut, princess, penguin and pudding.

When students finish filling the puzzle the instructor should review each

word in order to practice pronunciation skills.

Target sound “P” as “puh”

Level: Beginners

General

Objective’s:

Students will need to locate the words starting with the

consonant “P”

Time aloud 15 minutes

Materials Puzzle provided by the instructor, pen or pencil.

Procedure: Students will need to work individually and find the 10 words

starting with the letter “P” inside the puzzle.

At the end all students will repeat the words found in the

puzzle.

7

Instruction: Look for the 10 hidden words with the letter “P” that is in the

puzzle. Remember that they can be horizontal, vertical, or diagonal, frontward

or backward.

Z Z U S Y I V O A I

T U N A E P R D I U

P A R T Y C Y A N G

B P U D D I N G T N

E L P P A E N I P E

R E P A P S J I R P

V U A P I C K L E P

8

Practice the /p/ Sound in Syllables:

Now that your students can say the /p/ sound lets make sure they can do it in

syllables before we jump to the word cards. All you do is add the vowels a, e,

i, o, and u to the /p/ sound. Practice saying syllables like, “Pooh, pee, pay,

pie, po, and pa.” Once you feel good about those syllables try putting the /p/

sound at the end of syllables like, “ape, op, ope, ip, ipe, ap, up, upe, ep, and

epe.” Then try putting the /p/ sound in the middle of syllables like, “appa,

ippo, eppa, uppoo, ooppee…” When your students are successful with the

syllables you are ready to put the /p/ sound on your words.

9

Introducing the /s/ sound

The sound /s/ is a voiceless fricative pronounced with the

tongue close to the teeth, the teeth closed, and the tongue grooved. The air

makes a hissing sound as it passes over the tongue and between the teeth.

Teacher’s instructions

Purpose: This game is designed to help students focus and be aware on how

to use the /s/ sound.

If the class is big the teacher can divide it into small groups.

Steps for using the Stop game

1. Make a copy of the stop sheet for each student.

2. After practicing the /s/ sound the teacher will provide each sheet to the students.

3. The teacher will tell them to fill out the sheet only using words with the /s/ sound.

4. Students will need to fill out each of the cells with the information requested using the

/s/sound.

5. The student that finishes first will need to say aloud STOP, so the rest of the class will stop

writing.

6. The teacher or someone of the class will need to check the answers (also checking student

pronunciation)

7. Each student will need to say aloud the word that he or she wrote.

8. For each unique answer the student will get 10 points if the answer is repeat it within the

same students, everyone will get only 5 points. If the student does not have an answer will

not have any points.

9. At the end of the game each student will have to add up all the points.

10. The student with more points is the winner.

10

Stop - sheet

Target sound s sit

Level Intermediate

Materials Stop- sheet, pen

Objective To be able to think, write, identify and

produce words with the target sound.

Procedure Based on prior knowledge students will

need to write words with the target sound

in order to fill the blanks the one who

finish first is the winner

Sound Name Last name Fruit Animal Object Color Country

City

Points

11

12

13

Introducing the θ sound

The/θ/ is pronounced with your tongue

between your teeth or even sticking out of

your mouth, and you can make sure you

pronounce it clearly by putting your

finger vertically in front of your lips and

checking that it gets wet when you make

this sound.

THE FLASH CARD ACTIVITY.

Target sound θ as an thick

Level Intermediate

Materials Small flash Cards with pictures or words

that with the target sound / θ/

Objective The students can identify the sound and

produce them in a conversation; also the

student will need to practice how to make

questions.

Procedure Each student will have a flash card in their

forehead. Students need to write words

with the target sound in order to fill the

blanks. The one who finish first is the

winner

14

Each chart will have one of these words with the target sound /θ/.

Faith, North, thick, think, fourth, mouth, tenth, math, myth, truth, youth,

thumb, thought, thin, thigh, theme.

Instructions

1. Students pair up and through out the game they will need to change the

partner in order to guess the other flash cards

2. Each student selects a red or blue flash card of the Guess Who or what?

Game, the opponent will use the other game piece.

3. Draw a card from the deck of face cards. Your opponent will do the

same.

4. The younger person will start by asking a question about their

opponent's secret flash card on their face.

5. Students ask questions that help them to figure out who the mystery

person or element is on your opponent's face card. Answer questions

with either a "Yes" or a "No." For instance, your first question could be

"Does your mystery person have hair?"

6. Answer your opponent's question and then your opponent will do the

same until someone guess the one who guess first is the winner and will

need to find someone else to pair up.

7. Use your turn to either ask a question or guess the mystery flash card.

Be sure to narrow your list before asking about a specific mystery item

or person, otherwise, you lose the game.

15

16

Lets talk about teaching pronunciation in a ESL classroom.

Teaching pronunciation is one of the most

important tools when it comes to teaching

English as a second language. There are

different factors that should be taking into

consideration before starting teaching

pronunciation. All teachers should have an

open mind and think that each student learns

different and each one have different needs.

According to (Bradley- Bennett, 2007, para. 1) “communication can be

a tricky business, especially when the listener and speaker are from different

linguistics backgrounds”. Therefore, teachers should use different techniques

to help students acquire the target sound. Exposures to the language, age

motivation, among others are different aspects that should not be overlooked.

Teachers in any English level should have knowledge of the phonetic

alphabet, and at least know the basics of Linguistics in order to help students

in their pronunciation. On the other hand, the instructor should motivate,

assess his/ her students because learning any new language requires a lot of

work and effort.

When trying to learn English as a second language, students need to

understand that the target is not to sound like a native speaker but to be able to

communicate appropriately. Each language has a variety of phonemes. Also,

the native tongue could prevent students to hear and analyze different sounds,

which is the most common barrier ESL students go through.

One practical tool that should be implemented in a lesson plan is to use

dialogues. Oral communication should be always surrounded by correct sound

articulation, appropriate stress and pitch and last but not least intonation. The

advantage of repeating dialogues, is that it involves repetition and by that

students can learn; review new vocabulary as well.

17

Since all languages have different methods when it comes for integrating

sounds to words, growing up we integrate rules, methods by hearing and trial

and error. As a consequence, without knowing we get to understand what is

correct and what is not.

Another tool that could be beneficial for your students is to listen different

context and hopefully related with their daily lives. Exposure to different

listening context of ways of delivery will help them to differentiate sounds or

meanings. Importantly, is to provide students with tips to practice at home,

like listening to videos, news podcast, in order to listen to different modes.

Teaching pronunciation should also help students avoid fossilization. Since

many of the ESL students have at least a little knowledge in this case English,

when it comes to be expose in a different environment or have to talk with an

English native speaker, these students get fossilized. The instructor should

always motivate students and worked together knowing his/her/ strength and

weakness accomplish better results. Nevertheless, some students can learn

faster than others and demonstrate a lot of improvement.

In words of (Bradley-Bennett, 2007.para. 34) “English is a stress-time

language. That means that as we speak, the moments of stress come at regular

intervals and the number of stresses in an utterance affect the length of time

needed to say it”. As an example let’s take a look to this sentence “I’m driving

to the school tomorrow”. This sentence do not need to much time to be read,

but the word in this case school has the stress on the sentence.

On the other hand, here are some tips that can be helpful to use in the class to

help pronunciation skills:

A chart with the cross- section diagram of the mouth, to explain

where sounds are produced.

Minimal pair sheets.

Hand mirrors to watch their mouth movement when trying to

pronunciate the target sound.

Tell students to bring a PVC pipe to hear their selves.

18

All of these tools will definitely help students improve their pronunciation.

However, with more practice, the purpose is to make them learn how to

internalize sounds and the pattern of the target sound. Adequate stress,

intonation and pitch will be beneficial for them when it comes to improve the

production of vowels and consonants, combine with understanding the

meaning of what someone said.

In addition, there are different approaches that could be beneficial in the

classroom. In words of ( Mariana Achugar, 2007, para. 2) “ teachers need

knowledge about language and tools to analyze language to understand the

demands their subject matter poses to students, to support their students

literacy development and to critically approach the texts they use”. For

example the communicative approach which develop communicative

competence in language. The instructor can implement games where students

can learn by teaching (metacognition), role plays, and pair work. When

applying these activities, the purpose is to make students feel more

comfortable, using real life experiences.

Another Approach is the Analytic – Linguistic Approach. The teacher can

implement a variety of activities using visual aids. For example, the phonetic

alphabet, articulatory descriptions, and charts of the vocal apparatus.

Moreover, there is a new technique that really makes students learn from their

weaknesses and strengths. Metacognition has been an important strategy used

to make learners think how to solve different problems, make decisions and it

is useful for remembering information. Metacognition should always be assess

by the teacher and hopefully supported by parents. For example, a simple task

at home could be asking their kids the following question after finishing any

task, how you came out with that idea? How did you feel while doing this

task? in order to get a response from them.

Basically it make students think about their thoughts. In fact, this strategy

make students always control their thoughts with critical thinking, thinking

out loud before responding. After reading any text whether the comprehension

skill is excellent or poor, students can realize it without any comments,

because they are conscious about their skill. However, they should always be

assess and monitor in case they are doing it in a mechanic way.

19

In addition, this

strategy could be

used in any level. As

a result, learners will

increase their

thinking habits.

Since the world offer

different options, and life is more demanding, students that had been

introduce to metacognition will have the ability to overcome different

obstacles.

In conclusion, all teachers should include in their lesson plans different

strategies. Always include centered learned and fun activities. Role plays,

speech, minimal pairs, and games to make sure students learn and gain more

interest to learn the target sound.

By Ritha Clarke Salazar

20

The importance of the teacher’s knowledge in

pronunciation

Teachers must have a deep knowledge of the English sound system

also to have the methodology for teaching it successfully. In order to achieve this goal, we must be

familiar of how the various organs of speech are involved in with the articulation of individual

vowels and consonant sounds as well as the ways in which sounds vary within the context. It also

involves an awareness of features of stress and rhythm.

Well prepared teachers will own more knowledge of any given pronunciation feature than can be

taught in any lesson.

Besides the knowledge the teachers must possess they would need to encourage, motivate

students also to be creative when teaching pronunciation, in this way classes would be more

meaningful.

Vivian Coronado

21

References Bradley-Bennett, K. (2007). Teaching Pronunciation An Independent Study Course for Teachers of

Adult English as a Second Language Learners. Retrieved from

http://www.cde.state.co.us/cdeadult/download/NCPDRC/TeachingPronunciation.pdf

Mariana Achugar, M. S. (September de 2007). Engaiging teachers in language analysis: A

functional linguistics approach to reflective literacy,. Retrieved from

https://education.waikato.ac.nz/research/files/etpc/2007v6n2art1.pdf

Neas, L. M. (12 de 07 de 2012). BRIGHT HUB EDUCATION. Retrieved from

http://www.brighthubeducation.com/esl-teaching-tips/123671-using-tongue-twisters-to-

practice-pronunciation/

22

EDITORS

RITHA CLARKE VIVIAN CORONADO