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Individual Task Name : Ahmad Adnan Bin Mohd Shukri Title of activity Pronunciation focus Activity type Time Level Focussed Skills Introduction : Silent Sounds : /e/ and /æ/ : Paired work : 15 minutes : Year 3 students : Listening and Speaking :

This activity is a good way to practise the vowel and diphthong sounds and it is really enjoyed by young learners. In “Silent Sounds” the teacher should mouth a sound silently and the students guess the sound from the shape of the teacher‟s mouth. Procedure / Activity Justification

1. The board are divided into two The words that are stuck with the halves – left and right. Then, two pictures will ease students to understand pictures and two cards of word the meaning of it. with contrasting sounds are stuck The words and pictures are made big in on the board. For example : On size so that all students can read and one side of the board stick the see them clearly. word cat and the picture of cat while on the other side of the

choose one of the Here. It will help them in better understanding sounds. but silently ! mouth of each sound and see the Mouth the sound /æ/ ( /kæt/ ). Show students the correct answer. they see the movement of the teacher‟s mouth. Get the students to say will not doing it again.Page |3 board. Here. The teacher should corrects the wrong The teacher should make the utterance made by the students so that sound out loud and then point to they will remember their mistakes and the board. The teacher says each word. After that. From a full open round mouth show which sound they think the /æ/ to the bottom jaw or teeth move teacher is making. stick the word bed and the picture of bed. 3. Next. the teacher tries to test his sounds either /æ/ or /e/ and students whether they can differentiate or mouth it silently and the students not the sound of e/ and /æ/ by saying the quickly point to the board. students learn on how to utter the Then. The teacher faces the students Students will focus on the teacher‟s and says the sound. students will follow the right pronunciation of the words when teacher. model slightly up and the teacher‟s mouth is not the next sound /e/ ( /bed/ ). The teacher should utter the words clearly so that the students can differentiate the sound of /e/ and /æ/. 2. so open and his smile is wide /e/. 5. 4. They will see the Students point to the board to movement. change in position. the production of „e‟ . words silently.

Minimal pairs where one sound in the word changes. Remember. her partner‟s mouth when producing the sound of word silently. Each pair is given two students in pairs is to avoid them to feel cards with contrasting sounds. put : pet . it helps student to his or her partner will guess which pay attention to the movement of his or it is. Thus. . 6. The teacher can contrast different Here. they can catch up the lesson well. 8. left behind. but also the sound well. For examples are cat : cut . This sound of /e/ and /æ/. silent sound activity can also be played with whole words. the teacher can recognize whether sounds each time we play and can his students can differentiate or not the try more than two sounds. the point is to be aware of the mouth.Page |4 the sound too. The teacher will put the students The reason why the teacher divides the in pairs. 7. big : bag . One student mouths a sound and In this pairing activity.

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