Professional Documents
Culture Documents
Focus On The Learner
Focus On The Learner
Phnology1:
She pronounced the The difference She may not know is
word happy that way: between / p / sound and that /b/ is a voiced
habby. / b / sound. sound, whereas /p/ is
. just produced by the
puff of air.
Remedial Work:
For the language weaknesses:
The position of the adverbs of frequency:
One self-study activity:
https://learnenglishkids.britishcouncil.org/ar/grammar-practice/adverbs-
frequency.
Grammar Rule
Examples
Remember!
Be careful!
She always writes her homework. (NOT She always write her homework.)
He sometimes drinks cola. (NOT He drinks sometimes cola.
- I think this will be a suitable activity for them because it is easy to do and will
help them understand.
The reason why I chose that activity is because students will use the adverbs of fre-
quency in their language.
Each student is given a sheet of paper which has the question " How often do you ………..?
Each student goes around the classroom and asks his classmates that question.
For example: How often do play tennis? His friend says: I always/sometimes/
often………..play tennis or I never play tennis. Each student needs to write the name of his
friend in case they play and if they never play; their names aren't written and so one. After
that, each student talks about his classmates. For example: My classmate …….. Sometimes /
always/often ….. Plays tennis and so on.
For the phonology weaknesses, find:
one self-study activity:
I think this will be a suitable activity for them because it is easy to do and will
help them understand
Remember to voice the B sound and use a puff of air for the P
sound!
B P
cub cup
back pack
bit pit
bubble purple
lobby happy
1) The big puppy barks.
5) We ate purple blueberry pie.
Reference: http://www.really-learn-english.com/english-pronunciation-lesson-
18-b-p-sounds.html
If the number of students are 12, Draw a big “p” on 6 pieces of green paper,
and draw a big “b” on 6 pieces of red paper. Hand all the pieces of paper out
to your students. Now teacher reads words from his list of minimal pair words.
If he reads a word that has a /p/, the students with the green pieces of paper
should hold them up. Or if he reads a word with a /b/, the students with red
papers should hold them up. This activity is active listening and perception.
The students have something to do (hold up the papers) and they can get
some help from others (by looking around at the other students holding pa-
pers) if they’re not sure of themselves.
The teacher can get good feedback. He can make sure every student is par-
ticipating, and he can easily see which students are catching on. If a student
is hesitating and looking around before putting their pieces of paper up, he
knows they need a little bit more practice. The goal is for every student to hold
up the correct piece of paper as quickly as possible.
http://kriswingo.com/index.php/2016/08/10/minimal-pairs-activities-esl-
pronunciation-class/