Teaching lexics to the pupils of level a 2

CHAPTER II. PRONUNCIATION EXERCISES AND IDEAS FOR ENGLISH LEARNERS.
2.1. Practical work to help students pronounce English.
This activity is a pronunciation and memory game. It works best if you divide the class into small groups. For each group, you will need to prepare a set of cards with one word on each card. The deck of cards should have lots of rhyming words. For example:house, mousedie, crycook, book wheat, sheet• Ask each group to place all their cards face down on the table.• Students must take turns to turn over two cards. They have to say the two words out loud to see if they rhyme. If two cards rhyme, they can keep them.• When there are no cards left on the table, each student counts how many cards they have to see who is the winner.
For this activity, students need to understand that some words have similar pronunciations even though they are spelled very differently. Add lots of challenging word pairs for higher levels.
For example:
town, horse, income although, low
square, airpaw, storesome, thumb lake, break • You can also play this game with homophone pairs instead of rhyming pairs. Start by explaining what a homophone is. You can give examples in students' own language and in English to point out that these words have the same sound but not the same spelling or meaning. For example: some, sum threw, through, double straight, pearright, summer
rabbit, hair
Tongue Twister Game
All levels and ages enjoy tongue twisters. They work well as a warm-up to encourage students to speak and help students practice pronouncing difficult sounds in English. Write English scribbles on the board or pieces of paper, distribute to the students. Ask them to read the tongue twisters out loud. Then faster. Then three times in a row. Here are some examples: He sells seashells on the beach A straight copper coffee A ragged monster ran around the rocks A red truck, a yellow truck, a red truck, a yellow truck A big black bug a big black bear took a bite Peter Piper picked a pinch of pickled pepper Where did Peter Piper pick the pickled pepper?• Ask students if they have tongue twisters in L1-1. Say them yourself. This usually causes laughter and makes the activity two-way and interactive.• Now ask the students to start creating their own tongue twisters. This activity is a variation of the popular Consequences game. Write the following questions on the board: 1. Write your name2. What did he do? 3. Where? 4. When? 5. Why? Because…• Now give the students the following instructions: Divide into teams of about 5 people. Write your answer to question 1 on the blank paper. Pass the paper to the person on your right. Write the answer to the question on the received paper. Your answer should start with the first sound in the person's name (for example, Bob - bought a bicycle) Pass the paper again and write the answer to question 3 again using the sound at the beginning of the name. Continue until all questions are answered. Return the paper to the person who started it. Read the tongue twisters aloud.• It may help to give students a few examples before starting the exercise: Bob bought a bicycle for his birthday in Bali because he was bored. saw the sunlight
Laura laughed in the laundry room at lunch because she lost her laundry. Homophones are dictation. Homophones
can cause students to mispronounce or mishear something. By raising students' awareness of these types of words in an open and engaging way, teachers can help students understand why It helps to understand that it is not. they have difficulty with certain listening activities or even misspelling a word. These materials require little preparation for a light exercise and allow students to notice these problems. ¹² Choose 8 to 10 homophones for dictation.
• Tell your students that you are going to say about 10 words and write them down.• Ask students to be quiet while you dictate and not to check with a partner.• Say each word clearly and give students time to write. 10 I usually choose their homophone in parentheses (forbidden) I´ll (lane, island) nose (know) right (write) there (their, they) sun (son) past (past) cell (sell) flu ( flew) knot (no)• In pairs, check what students have written. When students check the words (not in brackets) are written on the board. • When pairs are done, they can see the difference in their lists. Ask the whole group to write the list on the board.
Note that many students may think that they have written the wrong word if their words are different from the list on the board. Now the second similar-sounding word As you write 'z (these are the homophones in brackets), ask students if they have their list written down. similar to other words. There can be some discussion here as students laugh and smile about what they have written, so ask students if they can ask what the difference between the two words is. They should say both the spelling and the meaning.• Now ask the students to find out if the words are similar. If they don't agree that the sounds aren't the same, it's a good idea to drill the words for the students to hear and ask them if the homophones sound different.
Now work out again what the difference between the words is. You can write these differences and similarities on the board for clarity Now introduce the word "homophone" and see if the students know about another homophone game. This game is a natural extension of homophone dictation and can be used to help students practice and remember homophones. Ask 3 volunteers to sit in opposite chairs. board (at a distance of about 2-3 meters is good). Each should have a piece of chalk or a marker. Then tell the students to run to the board and write two variations of the homophone from the word you read. Whoever is the slowest stays put and the other two can take their seats. Read any homophones you feel will be easy for the first 3 participants, for example “one / won”.• Students should run up and write "one" and "won". He sits down the slowest and returns to his place the fastest. Now 2 more people have to come out and the game is repeated. Note: The game is a competition and should be played in a light spirit. You really don't want one person to lose all the time, so I like to cheat and show the student who's always at a loss a chance to win. This game also helps to highlight some sounds that students may have difficulty hearing and writing, for example, my students have trouble spelling "heel/heel" / hi:l/ when I say the homophone /hi:l/ and write "hill" /hil. / or I can say "there" and they write "dare", except for the homophones listed in the dictation exercise. Here's another list of homophones that I find especially helpful with my middle schoolers. read / red steel / steal type / torn flower / rowsweather / fog / missed hello / high grain / serialscent / cent / sent / witch paint / death council / borednot / node site / view / higher / mind for rent / minedsawed / sword would be / break wood / brake tire / tire heard / herd a bit / som air / heir moan / grown
piece / no peace / nun let / loud way / rowedbe / B / bee root / route / whale / cry / sew / sowhe'll / heal / heel flower / un toes / draw soul / solewhich / witch bear / naked deer / dear bite / stanza
Phonemes
Learning and remembering phonemic symbols can be very difficult. Below are some ideas and activities to help the lower levels with this
Symbols
This activity focuses on easy symbols and more difficult vowel sounds. It then helps students write them down and remember them.• Cut out the words and symbols in worksheet A (app pron match) Ask students to match the individual sounds in the first column to the words in the second column. ¹³
Then ask them to match the words to the full phonemic script of each word in the third column. Give students Worksheet B, their writing sheets, and explain that this is a recording of the symbols they will learn in class. (annex pron rec)Discuss the first example used and emphasize how important it is to underline the correct letters in the words.• Ask them to find at least three more from the exercise. It's a fun, risk-free way to finish. class. Character production relies on you and the students to make sounds. This helps students understand that the phonetic script is made up of sounds, not letters. It also allows them to transfer sounds to symbols instantly.
Think of a word and its phonetic script, eg fish Like a normal Hangman, write a series of spaces on the board, but each represents a sound ie. fish: ____ ____ ____ • Ask students to give the sounds they think might be in the word . As they say, write the corresponding symbol on the board so they can see it.• When they give you the sound that is on the board, point to the corresponding symbol when you correct them. course book, and listening and includes pronunciation practice. This challenge is challenging and stimulating and can be used at any level.
1. The teacher reads the text aloud, and the students follow the text with emphasis2. The teacher reads the text a second time and the students mark for connection3. Individual pieces that show good examples of bonding or problem pronunciation can then be drilled out4. Students practice these aspects of pronunciation by reading the text themselves before the teacher reads the text aloud again and listens5. The students then read the text with the teacher and they have to start and finish the text at the same time as the teacher who reads the text at a normal speed. C for consonant, V for vowel This is the work done before entering the phonemic symbols. It teaches students:
The difference between sounds and letters• The difference between vowels and consonants• The difference between one sound and two sounds1. Choose ten words that the students already know. It is important that they are familiar words.2. Choose four or five other familiar words as examples. 3. Show on the board that the word 'cat' can be written eg CVC, consonant, vowel, consonant. This is a very easy example, but there are more difficult ones. "Caught" - CVC, "through" - CCV, "breakfast" - CCVCCVCC, "brother" - CCVCV, "clock" - VV, "carrot" - CVCVC.4. Ask the students to do the same with the ten words you have chosen. You can ask them to do this by seeing and writing, by looking, listening (to you) and writing, by listening, saying (to each other) and writing - whichever combination seems valuable and necessary.5. If you are not sure about a word, check the phonemic symbols in the dictionary. 6. Check students' answers and explain the difficulties. For example, "br" is two sounds, but "th" is one, final "er" is one, and "rr" is one. This shows that the 'h' is sometimes silent and sometimes not and the final 'r' is silent. Note that diphthongs count as one vowel. This activity is good preparation for learning phonemes because it focuses on sounds rather than letters. ¹⁴
This is an activity for advanced students. It is diagnostic because it reveals the mental picture of English sounds that students have. When you do this, you'll feel like you're peering into your students' brains. You will get valuable information about their knowledge. 1. Start by explaining what a homophone is. You can give examples in students' own language and in English, pointing out that words sound the same but do not have the same spelling or meaning. Undoubtedly, homophones are written with exactly the same phonemic symbols. 2. Show students a list of word pairs, some homophones and some not, and ask them to identify the homophones. Choose words according to the students' level. "See" and "sea" are much easier than "sword" and "climb". If students think that the words "caught" and "court" are not homophones (they are) or that "pull" and "pool" are homophones (they are not), this tells you about how students think about English phonology. provides valuable information.
3. This activity is best done in pairs and groups as students do not have to agree and discussion can be helpful.
4. When checking the answers, you can practice minimal pairs with non-homophone words. Write the phonemic symbols and show that they are really different. If the words are in columns 1 and 2, you can ask students to say "One or Two" as you say each word. If they make a mistake, you have to repeat until they get better.
5. If students are doing well, you can reverse the minimal pairs exercise and ask individual students to say one word of the pair you marked as 1 or 2. Do not proceed to this step if students are not performing well. 6. An extension of this activity is to ask students to create their own pairs of homophones in pairs or groups . Ask them to say the pairs. They will also have to show you how to spell or write them (they can write in capital letters on the cards). If they make true homophones, write them in one color. If they are not homophones, write them in a different color - these are the sounds they need to practice. This activity will give you valuable insights into the areas of difficulty students have in pronunciation. Silent Sounds Game This game is a good way to practice vowel and diphthong sounds, and is especially popular with young learners. In Silent Sounds, you utter a sound silently. and children guess the sound from the shape of your mouth. Use the game to compare the commonly confused sounds like /ae/ and /e/ in words like "mat" and "met."
Before starting, divide the board into two - left and right. On one side write the phonemic symbol for one of the two sounds - for example /ae/ or a word containing the sound - for example cat. On the other side of the board, write another sound - for example, /e/ or the word "bed". Now mouth one of the two sounds, the children have to identify the sound by watching your mouth carefully and then shouting the correct sound, or - with the younger class, jumping left or right! Then you can have the children work in pairs and test each other in the same way.
Sound Pictures Sound Pictures taps into young learners' love of drawing, connecting pictures with sounds and spelling. It also helps students with a visual learning style. With sounds that are more difficult for your class - for example, ask the children to create a sound image. Children draw things that sound like "chair".