‘SPELLING AND PRONUNCIATION = Who's it for? Apert or anced stud, batt can bere ose of ny ee. How long? 10-15 minutes. rT How many? Ay cls, = What's it for? Remo pling focusing pon bl cists rd sequences, cout seat ets. a Language needed? Toxget words which students hove ‘mot bate, Preparation This is a difficult game to play off the top of your head. Preparing a lst of torget words which your particular class has met before, prior tothe lesson will ensure a faster pace. ‘Sample lists for upperintermediate level are found at the end of the activity. In dass 1 Draw Cluster noughts and costes grid of nine squares on the board and number the squares. Divide the clas into two teams; the noughts ond the crosses. Explain the rules if necessary; the winning team is the firs team to make line of three noughts or three ‘crosses in any direction across the board. 2 In ech of he nine squares write a cluster or sequence of laters which currently couses students difculy. For example: ‘Sample clusters inchide: ough -phy ious; kn; ible; able; -ent; ant; se; wh -teh; “eau; 00; -ie; 2; ous; -20us; ck; 00%; -ance; ence; hard and soft ¢ (/s:/ and /k:/}; double letters; silent letters. 3 Teams take turns to tll you the numberof he square they ore playing for. In order to win the square, they must spell the word that you give them. The word you give them ‘ust contain the letters shown in the square. The letters should provide them with the help they need to spell he word correctly. Extension Draw the noughts and crosses grid on the board with « cluster in each square. This time do not say the word, but give a definition or a clue. Team members must guess the word ‘and then spell it to win the square. For example: Which words has eous in itand means very polite? (courteous) Advice IF your wo teams ore large, appoint captains os this will reduce the noise level. Tel team members not o coll out their answers. Explain that you will only accept answers given by theie captain. Appoint weok spellers as captains; these students will have to listen carefully to their team mates’ suggestions. Do not introduce words which students ore unlikely to understand simply because they fit into the appropriate group of words. The game will grind toa halt while you explain the meaning of such words. Words which sound different but have similar spelling can be included, for example, through and thought.‘SPELLING AND PRONUNCIATION Cluster noughts and crosses Aer the game has been played by the whole class, itcan be played in small groups or pairs. Students can prepare their own lists of words to use against each other; they can use dictionaries, or ask their classmates or you to check spellings. Somple lists sough- cough theough thought drought enough dough ken knock knee keife knuckle knight kei vent competent ingredion supplement inteligent obedient dependent -ph- clophant graph epitaph telophone phrase phantom -ible terrible horrible compatible edible sensible visible -ant relevant elephant ‘abundant stimulant hesitant defendant ious serious dubious superstitious religious studious -able understandable lovable flammable durable desirable valuable science conscious scissors discipline coscentDescription students identify /s/ or // in words with se in them. Lesson link Use this activity after exercise 6 Time 5 minutes Extra material. Print out and photocopy the /s/ ot /2/? worksheet for each par of students Instructions a In 4 Pronunciation & Speaking SS have looked at different pronunciations of se. If you feel your SS need further practice with this, make a copy of the /s/ or /2/ worksheet for each pair of SS. b Tell SS to put the words on the page into the correct columns by identifying the pronunciation sound in bold. When SS have finished, check their answers, and if there are mistakes, tell them, for ‘example, ‘No, sorry, you have two mistakes’. Don't tell the SS what the mistakes are, but let them look for the mistakes themselves. © Feed back asa class. Answers bs course, increase, nursery school, research, practise, promise, stitcase, embarrassed fa! advertise, revise, present, choose, dessert, houses, lose, riseJooyss Avesinu Jooyss A@sunu sasnoy sasnoy asiyanpe passeuequia esnieape passenequia asiwoid asiwoid . ypieesal yoieesal aso] aso} quasaid quasaid asinal asinal asu asu asinoo asinoo yassap BS00Y> yassap asooys eseoldul eseoyins gseasoul aseo}ins asnoeid . asqoeid . . é/t/ 10 /s/ : é/2/ 30 /s/Point: Minimum level: Game type: Approximate time: Rules 1 Place your counters on the stating postion (the outer triangles matked A,B, C and D). The abject of he game Isto go around the board t te finishing position (the inner triangles marked A, B,C and 0), The frst piayer todo this is the winner. 2 Go around the board inthe direction shown by the arrow in your starting triangle and do nat ross any thick lines 3 Take tuns to throw the dice and move, To move, check the doe next tothe board to find out which sound is indicated by the number on the dice: Cw hal ot (Ba) leo! fas ra ‘Then move around the board to the fist word containing that sound. It the other players agree that you have moved your counter to a word which does not contain the sound that you are looking for, put your counter back where it was and miss a turn. & 4 When there are no more words on the board which contain the sound that you are looking for, move directly tothe finishing positon. 55 another player tands on the square where your counter is, miss turn, Ludo consonant sounds intermediate a racing game with dice and board for three or four players 45 minutes Preparation ‘Make a copy of the board and provide a dice for each group of thre or four students inthe class. Provide @ counter foreach student Presentation 1 Write the following words on the board: head spot had bee pea late Ask students to add the letter rafter a vowel in each of these words to make another word Write the words on the board heard sport hard beer pear later ‘These words ilustrato the six vowel sounds which tend to result when a vowel is followed by the letter ri heard’ sport hard beer pear later Inaid/ (spo Ihaid! fora! pea! etal fel fol tush hal eal— fa ‘As the above transcriptions make clear, the itself may be completely silent. ‘2 Write the following table on the board to illustrate the six vowel sounds that result when the letter r follows a vowel (Include the bracketed words inthe table only with more advanced classes.) tsi 2 ios Blas Ahi 5 leo! 8 Jol bird bored (barred) beard (bared) border (our) bore bar beer bear (bearer) et. or are ear air error fur four far fear fair fairer were war we're wear wearer (Note that the words in each row differ only in the vowel sound in columns 1-5; these wards are ‘minimal pairs.) Column 6 is included to show the sound /a/ in the second syllable 3 Model the pronunciation of the words in the table, then read words from it at random and ask the class to say which column the word comes from. Then ask students to read out words for their classmates to identify the column Conducting the game 1 Divide the class into groups of tree or four and give each group a board, a dice and counters. 2 Explain that the numbers on the dice correspond to the six sounds along the top of the table ‘on the board 3 Expiin the rules and/or give out the rules sheets. You could advise the players to consult Gictionaries in case of doubts. Key 1A 2ast 3 ids! ais) Sia! eis acting cateh bridge aches easy action oped chair cage grocer exam twxury ted chip joke loose lose ration rative lecture June mix news ooean pattern peach orange=—=passing «pays passion turn picture page piace plays patient what waten rice tise shop which sore surenation the board in the watch } loose lose liked catch acting native grocer place plays turn f tecture sure action aches 7 orange picture hoped ( luxury patient pattern peach page passing passion tice risePoint: Minimum level: Game type: Approximate time: Rules 1 To win this game, your team must ‘make a compieve line of squares $0 that you have a path from one side of the board tothe other or from the top of the board to the bottom, 2 Team & must make a line from Side to side and Team B must make a line from top to bottom like this, {or example: Diagonals like this are not accepted as a complete line 3 Towin a square, the team must say wach square they want, eg 4C, and add single consonant sounds to the word in the square to make another word. This must be done ‘twice i the square has 2 ten in it and three times ifthe square has 3 written init 4 Teams take turns to try to win squares. 5 You can try to stop the other team making a line by winning squares to block them. For example, here Team ‘A blocks Team B' line: a Cluster busters consonant clusters and syllables intermediate a blocking game for two teams 30 minutes Preparation Copy the grid onto the board (or an OHP transparency). Make a copy of the grid for each student students are going to lay the game in smaller groups. Make a copy of the answer key for each group of students. Presentation 1 Write the following sequence of words on the board: (or - ought = port - sport - sports Point out thatthe vowel sound in these words remains the same even though the spelling is changed. Show that the words are built up by successively adding one consonant sound and that they all contain only one vowel sound and therefore one syllable. Stress that it is consonant sounds and not writen consonants that are added. Thus, he cannot be expanded to sha by adding an s; inthis case, the consonant sound Is changed, as opposed to a consonant sound being added 2 Invite students to build up other words by adding single consonant sounds to ov, such as: or - law flor ~ floors or - four -force = forced ‘3 Ask students In groups to bull up words trom eve, such as aye - lie - light - flight - flights aye lie Uk ~ liked (Note that while no additional vowel sound (and therefore syllable) is added in the past tense ending inked this 's not always the case, eg wanted. Adding an extra sylable asin this cases not aoceplable inthe game. Nor is it acceptable in plural endings, eg prizes, or third person singular verb endings, eg watches, which produce an adtitional syllable.) Conducting the game « 1 The game can be played as a class or with the class divided into several groups. The class ‘oF groups should be divided into two teams. If playing in groups, one student should be nominated as judge and given an answer key If laying as a class, the teacher can be the judge. 2 Explain tat all the words inthe gri can be expanded by adding single consonant sounds. Al the words can be expanded in tis way twica and some can be expanded three times. 3 Explain andéor give out the rules. Note that an alternative way of winning the game would b2 {ora team to win four squares in row rather than make a complete line of squares from one side ofthe board tothe other. 4 As teams produce their sequences of words, the words should be written in pencil in the box with the original word. (The words can be rubbed out if they are incorrect.) The team can be asked to pronounce the sequence to demonstrate tat all the words have only one syllable. 5 Ifthe sequence offered is diferent from that inthe key, the teacher can be consulted to see i the alternative is acceptable 6 Write the letter ofthe team in the squares as they are won,Cluster busters Key These are suggested answers but others are possible. | | A 8 c D E UME ‘WHY KEY Lock climb white ski clock climbs quite skis clocks 1 EIGHT RAY WHOLE = ft late pray hold E filled plate spray holds plates steaks sprays win OWE Lay TEA coo. wind tow late team school winds slow plate steam schools slows plates steams NECK PAY Ye | ART necks pain eyes tart next paint lies start paints ies. stats PoT EYES. HELL THING W spot lies help think pia spots flies helps. thinks. spin ACluster busters wea, aay sons But wea sovenbs um 0} i 0) Sin, 29 SEAL uu eon) ‘up 24 smu iy “PON OUR ‘yeu 0 27ND Ui! BON ay 0] spunos yevosuoa aus ppe pue “ap Bem fag aenbs yo.yn Aes Sn wea a ‘res e UM OL 24 duo e se ‘paydagoe you ae 11 sim am sievobeng (2) ONIHL (e) Lay | vy) vv vy | ayduexa ‘ty 24 wo} odo, wo 2 ‘yeu snug wes pue eps 0 p18 ‘wos au 2 axe YS LEAL Z ‘wow ay (0) pseng a4 yo doy ay wos 10 2490 20 uJ 9p 2U0 WO 1 05 savenbs wee Ok ‘aD Siu) UM OL sapny (2) 710M (e) aHOW (e) LHOIa