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No notes for slide. Focus on Pronunciation 3 [PDF] 1. Focus on Pronunciation 3 [PDF] 2. Book details Author: Linda Lane Pages: Pearson Education Language: English ISBN If you want to download this book, click link in the last page 5. You just clipped your first slide!
Clipping is a handy way to collect important slides you want to go back to later. Previous research has indicated that the use of games in the language classroom has positive effects on many language skills, such as, for the teaching and learning of grammar Lawrence and Lawrence , Trong and Minh, and vocabulary Alemi, Concerning pronunciation, several authors Kenworthy, ; Laroy, ; Hancock, ; Pennock and Vickers, ; Paz, ; and Palacios, have encouraged teachers to use games in EFL classes to practise both segmental and suprasegmental features.
However, they mostly suggest games of their own creation. Nevertheless, if teachers make use of games their students are familiar with, the learning process may be even more successful.
Therefore, this paper aims at 1 adapting some traditional games such as Bingo, Cluedo, Monopoly, Battleship or Twister so as to practise different aspects of English pronunciation and 2 providing some practical examples and ideas of such adaptations. Before outlining these activities, in the next paragraphs, we will briefly discuss some steps teachers should follow when designing such tasks.
Step 1: To do so, it is important to take two things into account: For instance, children and teenagers would probably benefit more from playing highly active games such as hopscotch or twister than adults would; on the other hand, adult learners may prefer to play less active games such as trivial or cluedo.
Choosing the right type of game for our learners is therefore crucial to avoid them getting bored and hence, unmotivated. Step 2: Adapting traditional board games to the teaching of English pronunciation In order to classify the games that will be presented here, we have decided to divide them into two main groups. On the one hand, games which are commonly played indoors and on the other, games that can be carried out outside.
Indoor games a. Battleship A guessing game played by two people in which each player has two grids that normally have numbers from 1 to 10 vertically and the letters A-J horizontally. On one of the grids, each player arranges their ships and on the other they record their own shots.
Teachers or students could make their own grids and, instead of letters and numbers, minimal pairs could be used, for instance.
Moreover, we could also adapt this game to focus on suprasegmental aspects: Example of a new board to play battleship b. Bingo A game of chance in which students have cards with several numbers on them.
Another player randomly reads out different numbers and the first player to cross out all of their ones, wins. Nowadays, the so-called phonetic bingo is quite popular.
Focus on Pronunciation 3, 3rd Edition
In this game, minimal pairs are commonly used. However, teachers could also use this game to practice for instance, sentence stress. In figure 2 we find an example in which similar sentences are found but a different word is emphasized in each of them, thus making students perceive the speakers tone of voice when focusing on different items to transmit different types of information.
An example of a new bingo card to practise sentence stress. Snap A card game in which there are groups of cards with varied pictures on them. When this happens, the players quickly have to place their hands on the pile of cards and say Snap. The player that first does this, wins all the cards from the pile.
Monopoly A board game in which the main aim is for the players to download plots of land properties — different colour cards on which they can afterwards build houses and hotels.
If another player lands on their properties, they have to pay the owner different amounts of money depending on the value each card is worth. The winner is who has the most properties and money at the end and is capable of making the rest of the players go bankrupt.
An adaptation for this game could be for each card colour-scheme to represent examples of street-names with different English vowels cf. Examples of new street names for Monopoly to practise English vowels e. Cluedo A detective board game in which one has to discover who the killer of the servant was, in what room did the murder take place and what weapon was used.
Whoever correctly guesses the killer, room and weapon used, wins the game. An example of some new weapon cards for Cluedo In order to cross out further information, each player would have to ask the rest of the players questions like Was the servant hit on the head with a bowl by Mrs White in the dining room?
In this new version of Cluedo, students would also be practicing intonation in questions. Trivial A question game in which each group of cards represent a topic green for science and nature, purple for art and literature, etc. The different colour-cards could represent questions on different aspects of English pronunciation, some of them being perceptive questions and others productive.
For example, figure 6 below contains some examples of questions that could be designed: Some examples of new types of questions for trivial. Outdoor games a. Twister A physical game in which there is a mat with blue, green, red and yellow circles and a board with a spinning arrow on it.
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The players get tangled up and the last one to lose their balance wins. If the board lands on, for instance, pen and right foot, students would have to put their right foot on a red circle. Another adaptation in which students would be directly involved from the beginning would be to make a gigantic mat on which the whole class could play at the same time, getting tangled up with more people and, at the same time, competing against more players.
Hopscotch A hopping game in which one by one, each player has to throw a stone on a different square each round beginning with numbers 1, 2 and so on until they reach the last square , and after they have to hop on all the squares but avoid touching the one their stone is on. If the students get the question right, they can continue with their go; if they get it wrong, they have to go back a square.
Tag and cheese A chasing game in which whoever is it, has to chase the rest of the players. There are several versions of this game: The last player to become an it, wins.
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Views Total views. Other reasons so as to use games in the language classroom are: Moreover, we could also adapt this game to focus on suprasegmental aspects: However, they mostly suggest games of their own creation. Remember me on this computer. Upcoming SlideShare. Need an account? Hence, a remedial programme such as the one suggested in this article may motivate both teachers and students to use more engaging kinds of activities available for emphasising as well as integrating pronunciation into the classroom.
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