Magazine pronunciation

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ENGLISH

PLANET:

Pronunciation drills

for English Language

Learners

English Planet: Pronunciation

drills for English

Language Learners

Tips for PronunciationThe importance of applying Metacognition in ClassroomActivities for Pronunciation

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To the ReaderWelcome!

For those who want to improve and practice their pronunciation and

speaking skills through interactive exercises, this magazine is the perfect choice

for you because it collects some of the most interesting and dynamic

pronunciation exercises that are aimed for learners of all ages.

This magazine has a wide variety of activities for English Language

Learners of all ages where they can practice their pronunciation with some

interactive and helpful exercises. The importance of pronunciation has a very

huge impact on English. Nonnative speakers should be aware of the different

sounds they learn as they hear during conversations. Likewise, students with lack

of pronunciation tend to face some issues when they speak to Native people. They

only focus on fluency. However, in order for a student to become an English

speaker, he or she should also take into account accuracy. Therefore, accuracy as

well as fluency must be balanced in order to express ourselves clearly and

concise.

Lastly, we included our activities attached with the instructions for you to enjoy

practicing your pronunciation while you are studying. We hope you get a good

experience from these activities because they will help you increase your

pronunciation skills and improve your speaking skills as well.

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This magazine aims to improve learner’s pronunciation with a wide

variety of activities that might be helpful for him to keep practicing inside

and outside the classroom. Likewise, the reason why pronunciation is

important is because it makes you express your ideas and thoughts clearly

when you speak to Native people.

On the other hand, the purpose of this magazine is to help learners to

pronounce words, phrases, and sentences clearly in a way that they can often

use it as a guideline for their conversations, discussions, or speeches.

Pronunciation drills are very important for students if they want to sound

like a Native speaker because they will be able to identify each sound.

Lastly, this magazine will serve students as an appropriate workbook

where they can do the activities that we designed. Our main goal is to help a

student to do better in pronunciation and encourage him to be confident

about himself. Likewise, at the end of the activities, we have prepared an

article where we reflect the importance of pronunciation and the best

activities that a student or a teacher can use.

Introduction

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Index

To the readers…………………………………………………2Introduction…………………………………………………….3Minimal Pair…………………………………………………….6Homophones Memory Game…………………………..8Role-play Dialogue……………………………………………11Stand up and Sit- down…………………………………….16Consonant Activity……………………………………………18Fruit Salad…………………………………………………………20Tips for pronunciation……………………………………….22The importance of Applying Metacognition in classroom………………………………25

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Learn Enlgish playing video games

The best way to learn, use video games and learn English easily

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Target sounds: /i- �/, / ε �/ Learning style: Visual, social

Level: intermediate Personality type: Thinking, task-oriented, spontaneous

Materials: Minimal pair handouts, board markers.

Objective: To be able to identify, discriminate and produce the target sounds in minimal pairs.

Instructions:

1. Draw two pictures like these ones on the board:

2.Elicit what the pictures are – students should guess ‘ear’ in a few seconds (unless you are a terrible artist, which will take longer but will be really funny). The second picture you can make a joke out of – “look really carefully”, “can’t you see it?” In the end, hopefully someone will guess “air”.

3. Elicit the pronunciation and the phonemes /�/ and / ε / and drill them.

4. Give the students the handout and get them to work out what the other pictures are. Make it very clear that the only difference is whether the word has /��/ or /e�/, so if they can guess one word it should be possible to guess the other.

Minimal Pair

Target sound:

/iu/, /e�/, /a�/, /�/, /

Level: Intermediate

Materials: Homophones cards, board marker.

Objective: To be able to identify, discriminate and compare words with the

same pronunciation in a memory game.

Instructions:

1. Print the homophones handout.

2. Cut the papers into squares.

3. Have students work in

4. Each pair/group gets one stack of cards and they should shuffle the

cards and place them facing down.

5. Each pair/group take turns, choose two cards and turn them around to

see if they match.

6. Have students say the words aloud as they pick

practice to check pronunciation.

Activity no. 2: Homophones Memory Game

/i/, //, /��/, /�/, /u/,

�/, /a�/, /�/, /ʊ/.

Learning style

social.

IntermediatePersonality type

spontaneous, observant.

Homophones cards, board marker.

To be able to identify, discriminate and compare words with the

same pronunciation in a memory game.

Print the homophones handout.

Cut the papers into squares.

Have students work in pairs or in groups.

Each pair/group gets one stack of cards and they should shuffle the

cards and place them facing down.

Each pair/group take turns, choose two cards and turn them around to

see if they match.

Have students say the words aloud as they pick cards so that they

practice to check pronunciation.

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Learning style: Logical, visual,

Personality type: Thinking,

spontaneous, observant.

To be able to identify, discriminate and compare words with the

Each pair/group gets one stack of cards and they should shuffle the

Each pair/group take turns, choose two cards and turn them around to

cards so that they

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Homophones Memory GameTarget sound: /i/, //, /��/, /�/, /u/, /iu/, /e�/,

/a�/, /�/, /ʊ/.Learning style: Logical, visual, social.

Level: Intermediate Personality type: Thinking, spontaneous,

observant.

Objective: To be able to identify, discriminate and compare words with the same pronunciation in a memory game.

Instructions:

1. Print the homophones handout.

2. Cut the papers into squares.

3. Have students work in pairs or in groups.

4. Each pair/group gets one stack of cards and they should shuffle the cards and place

them facing down.

5. Each pair/group take turns, choose two cards and turn them around to see if they

match.

6. Have students say the words aloud as they pick cards so that they practice to check pronunciation.

Homophones Memory

Game

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Homophones Words

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Target sound: /�/,/t�/. Learning style:

Level: Intermediate Personality type:creative, and interactive.

Materials: Role-play handouts, markers, visual aids.

Objective: To be able to practice using role-play activity in order to identify, discriminate asound in real-life situations.

Instructions:1. The teacher gives some examples of words with warm-up activity for students to pronounce these two sounds.

2. Students receive a dialogue script to practice the

3. The teacher organizes students in pairs or small groups of three to practice the dialogue.

4. Each student has to identify the words that have

5. Students circle the words with

5. Students have to be very motivated and enthusiastic when performing the dialogue.

Role-play dialogue

Learning style: Visual, social, kinesthetic.

Personality type: Thinking, task-oriented, spontaneous, creative, and interactive.

play handouts, markers, visual aids.

To be able to practice using -ch and -sh sounds with a dialogue or a play activity in order to identify, discriminate and produce the target

life situations.

1. The teacher gives some examples of words with ch and sh, and then does a up activity for students to pronounce these two sounds.

2. Students receive a dialogue script to practice the ch and sh sounds.

3. The teacher organizes students in pairs or small groups of three to practice

4. Each student has to identify the words that have sh and ch.

ords with sh /�/ and ch /t�/ sounds.

5. Students have to be very motivated and enthusiastic when performing the

Role- play dialogue

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oriented, spontaneous,

sh sounds with a dialogue or a nd produce the target

, and then does a

3. The teacher organizes students in pairs or small groups of three to practice

5. Students have to be very motivated and enthusiastic when performing the

play dialogue

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Pronunciation Practice

Read the following dialogue. Circle the words containing the sound / ch / and underline the

words containing the sound / sh / Check your answers with the class.

Practice the dialogue aloud with a partner.

Richard: Do you have any change for the washing machine? My wife, Sharon, is visiting

her parents in Michigan. I’m watching the children and doing the chores.

Tom: Watch out! Don’t put bleach on those shirts. You’ll wash out the color.

Richard: Will you teach me how to wash clothes?

Tom: Yes, I will. First, be sure to wash white shirts separately. Don’t use too much soap.

Richard: I wish Sharon would return. It’s more natural for a woman to wash and shop.

Tom: You sound like a chauvinist! I don’t mind doing chores. I’m great in the kitchen,

too!

Richard: Would you like to take charge? I’ll cheerfully pay you cash.

Tom: Listen, old chap, I’m a bachelor and too old to chase after children. I’m in a rush.

It’s been nice chatting with you, Richard.

Richard: Sure, nice chatting with you, too, Tom.

30 days later, Sharon comes back from Michigan. The scene starts at Richard’s house in

the morning.

Sharon: Honey, I’m back.

Richard: Sugarcube!!!! I missed you so much. How was your vacation in Michigan with

your parents?

Sharon: It was very good. We traveled to Canada through the border to visit Toronto and

see the Niagara Falls. I took beautiful pictures of the falls. My parents gave me a full bag

of cherries, a bottle of champagne, and a bag of cheese croissants on Christmas Eve.

Then, we shared stories together and we laughed a lot. It was so awesome.

Richard: Did you exchange your dollars before entering Canada?

Sharon: Yes, I did sweetie. When I entered Canada, I met a famous architect who built a

round building in downtown Toronto. Then, I bought some cheese because I wanted to

make pizza after visiting Toronto.

Richard: I’m so glad to hear that. You always find a way to cheer me up. With those

cherries that you brought, we can make a delightful cherry pie, make some hot chocol

drink, and invite our neighbors to welcome the New Year.

Sharon: That’s a great idea Richard. Then, we will eat our grapes and make our wishes for

the New Year.

Richards: May your wishes come true, sugarcube.

Sharon: Thank you, my charming prince.

Then, we shared stories together and we laughed a lot. It was so awesome.

Did you exchange your dollars before entering Canada?

Yes, I did sweetie. When I entered Canada, I met a famous architect who built a

onto. Then, I bought some cheese because I wanted to

I’m so glad to hear that. You always find a way to cheer me up. With those

cherries that you brought, we can make a delightful cherry pie, make some hot chocol

drink, and invite our neighbors to welcome the New Year.

That’s a great idea Richard. Then, we will eat our grapes and make our wishes for

May your wishes come true, sugarcube.

Thank you, my charming prince.

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Yes, I did sweetie. When I entered Canada, I met a famous architect who built a

onto. Then, I bought some cheese because I wanted to

I’m so glad to hear that. You always find a way to cheer me up. With those

cherries that you brought, we can make a delightful cherry pie, make some hot chocolate to

That’s a great idea Richard. Then, we will eat our grapes and make our wishes for

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15

StandTarget sound: /a/ /o�/

Learning style:Auditory

Level: Beginning

Personality type:

Materials: List of words with the sounds /a/ and /o

Objective: Student will be able to identify the sound /a/ and /olistening several words.

Procedures:

1- Students have to be in the center of the classroom2- The vowel /a/ means stand down.3- Teacher with a list of words starts to pronounce each word and student must do the action corresponding.

Stand up

Note: In this activity is much better in a wise place.

Stand- up, sit downLearning style:Auditory

Personality type: alert and participative

List of words with the sounds /a/ and /o�/.

Objective: Student will be able to identify the sound /a/ and /olistening several words.

Students have to be in the center of the classroomThe vowel /a/ means stand –up and the vowel /o�/ means sit

Teacher with a list of words starts to pronounce each word and student must do the action corresponding.

Stand up- Sit down


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Objective: Student will be able to identify the sound /a/ and /o�/

�/ means sit

Teacher with a list of words starts to pronounce each word and

Sit down


List of words with the sound

ao March

o mark

o market

o apologize

o blot

o body

o car

o card

o carpet

o sorry

o star

o stop

List of words with the sound a

o�

o�o Home

o Joke

o Know

apologize o Ago

o Bingo

o Blow

o Choke

o Chose

o Closed

o Coal

o Coat

o Coke

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a and

Target sound: s-z �-Level: IntermediatePersonality type: Attentive, alert, creativeLearning Style:Materials: list of words, flash cards, markets.Objective: Students will be able to identify the consonants s

Procedures: Making two groups (Group A and Group B). The teacher distributes one card Students have to read the words with the other partners and try to guess what

symbols can identify these words. The Teacher distributes a set of images to the students. Students have to create sentences with the images usi Students must write the sentences on the board and read it aloud. Also, it is necessary that students underline the main word and tells to the partners

what symbols they identified.

Consonant Activity

Attentive, alert, creative

list of words, flash cards, markets.Students will be able to identify the consonants s-z, �- creating sentences.

Making two groups (Group A and Group B).The teacher distributes one card with several words to each group.Students have to read the words with the other partners and try to guess what symbols can identify these words.The Teacher distributes a set of images to the students.Students have to create sentences with the images using the words read before.Students must write the sentences on the board and read it aloud.Also, it is necessary that students underline the main word and tells to the partners what symbols they identified.

Consonant Activity18

creating sentences.

with several words to each group.Students have to read the words with the other partners and try to guess what

ng the words read before.Students must write the sentences on the board and read it aloud.Also, it is necessary that students underline the main word and tells to the partners

Group B

Decision

Revision Confusion slow

snow start Supervision

Group B

Decision Snake beige



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Objective: Students will be able to disMaterials: chair and list of wordsLevel: BeginnersPersonality type: Attentive, alert, participativeLearning Style: Visual, KinestheticTarget sound: a- �

Procedures:

The teacher has to choose several words like car, wallet or star which include the sounds a- �.

Students must make a circle with the chairs. The teacher will assign one word to each student (it

repeat the words). The teacher will say one of the words and those students who have this

word have to move and find another seat. When the student understands the dynamic of the game the teacher has

to steal one of the chairs, so one

If the student losses, he or she has to repeat the word and tell to the rest of the group what vowel identify this word.

The winner will obtain a candy or chocolate for her or his effort.

Fruit salad

Students will be able to discriminate two different vowels sounds.chair and list of words

Attentive, alert, participativeVisual, Kinesthetic

The teacher has to choose several words like car, wallet or star which .

Students must make a circle with the chairs.The teacher will assign one word to each student (it is necessary to

The teacher will say one of the words and those students who have this word have to move and find another seat.When the student understands the dynamic of the game the teacher has

of the chairs, so one student is left standing.

If the student losses, he or she has to repeat the word and tell to the rest of the group what vowel identify this word.The winner will obtain a candy or chocolate for her or his effort.

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Fruit salad

criminate two different vowels sounds.

The teacher has to choose several words like car, wallet or star which

is necessary to

The teacher will say one of the words and those students who have this

When the student understands the dynamic of the game the teacher has

If the student losses, he or she has to repeat the word and tell to the rest of the

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Tips to Teach

Pronunciation

1. Vowel Length

One of the biggest difficulties in clear pronunciation is vowel length. Short vowels

aren’t short enough and long vowels aren’t long enough. It is important to exaggerate in the

beginning so that students can hear the difference more clearly. Do competitions where students

see who can hold the sound the longest. Over time, make the vowels shorter and shorter until

they are the appropriate length.

Example:

The vowels in: beat, boat, boot, bait, bite.

Short vowels: bet, bot, but, bat, bit

2. Practice Listening

You need to hear it before you can say it. Encourage students to get as much listening experience

outside of the classroom as possible. Assign listening reports in order to check in and see what kinds of

English students are listening to outside of class. Listening doesn’t have to be boring. Therefore, you

should tell your students to listen to popular music, TV shows, movies, or anything in English that will

work for them to improve their pronunciation and speaking every day.

2. Mouth Positions

Studies have shown that explicit instruction in how to positio

while speaking greatly helps learners tackling difficult sounds. First, demonstrate

with videos and exaggerate making the sounds yourself. Then pass out mirrors and

have students observe their own mouth positions while forming the sounds. Here

are some of the most important mouth posit

Open mouth: bot, bought (note: for some English dialects, there is no

distinction between these vowels)

Round mouth: boat, boot.

Neutral position: but, bit, bet.

Corners of mouth poi

Tongue between teeth: threat; let.

4. Write Tongue Twisters

Everyone knows that tongue twisters are a great

Nevertheless, instead of doing all the work,

students create their own tongue twisters helps them

the words they know. They will have to really think about how to say words

ones to include in their tongue twister.

2. Mouth Positions

Studies have shown that explicit instruction in how to positio




are some of the most important mouth positions for tricky English sounds:


distinction between these vowels)

Round mouth: boat, boot.

Neutral position: but, bit, bet.

Corners of mouth pointed down (makes a frown): beat / bat.

Tongue between teeth: threat; let.

4. Write Tongue Twisters

Everyone knows that tongue twisters are a great way to practice pronunciation.

instead of doing all the work, we share the load with your students. Having

students create their own tongue twisters helps them to be more aware of which sounds are in

the words they know. They will have to really think about how to say words and

nclude in their tongue twister.

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Studies have shown that explicit instruction in how to position the mouth




ions for tricky English sounds:


nted down (makes a frown): beat / bat.

way to practice pronunciation.

share the load with your students. Having

be more aware of which sounds are in

and to know which

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6. Put the Stress on Stress

Sometimes our students are misunderstood when speaking not because of the individual sounds, but

because of inappropriate stress. Do stress marking activities where you can give students a list of words they

already know and have them identify stressed and unstressed syllables until they understand the idea of stress.

You should practice knocking on the desks for each syllable. Knock extra loudly on the stress syllables, and very

gently for unstressed.

7. Decide what kind of accent you would like to speak with

In English, there are many different kinds of accents. The two most common are

British and American. Likewise, there are many different accents even within British or

American pronunciation, but most learning materials will help you learn either a

standard British accent or a standard American accent.

American pronunciation and British pronunciation are completely different. The

consonant sounds are the same (except for the letter ‘t’ and an ‘r’ after a vowel), but the

vowel sounds are very different. The British accent has more vowel sounds, and some

vowel letters are pronounced differently.

Pr

8. Practice hearing the sounds of English

Before you listen to an English podcast, song,

you should read the words first. Highlight,

sound you want to work on. For example, if you have trouble with the

/I/ sound, highlight all the words that you think have the /I/ sound.

Read the passage out loud to yourself, focusing on the words with /I/.

Listen to the podcast

by trying to imitate what the speaker is saying.

10. Practice for at least 30 minutes every day

. Practice hearing the sounds of English

Before you listen to an English podcast, song, or discussion,

read the words first. Highlight, circle, or underline the




Listen to the podcast. Can you hear the /I/ sound? Practice the sound

by trying to imitate what the speaker is saying.

10. Practice for at least 30 minutes every day

It’s all in the lips.

Learning pronunciation is helpful for good communication

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or discussion,

circle, or underline the




. Can you hear the /I/ sound? Practice the sound

Learning pronunciation is helpful for good communication

25

26The Importance of Applying Metacognition in Classroom

Indeed, “metacognition plays a vital role in

planning, monitoring, and evaluation the

learning process, and suggested that teacher

should try to understand learners ‘beliefs

and knowledge’s language learners”

(Hişmanoğlu,2006, p 3). It is a model that is

essential to apply in education, since

metacognition brings many advantages for

students in language learning, because of in

this case does not care the field, namely, it is

a model used for grammar, pronunciation,

composition, etc. That is why, metacognition

has function of helping students to face their

weaknesses but also be aware about their

strengths. Hence, use metacognition in

pronunciation is the best way to help

students to recognize all their difficulties and

improve it. As Martínez (2006) stated

“metacognition is important and

consequential for learners of all ages” (p.4).

So, in this way, learners can improve their

In addition, metacognition is applied

totally different in each student, because

of, this model take into consideration

students´ ages, students’ knowledge

among other , such as, students´

motivation, students’ experiences,

positive experience in pronunciation

learning, learning pronunciation by self -

effort which are elements that could

affect or help to all learners in the

acquisition of an excellent

pronunciation.( Hişmanoğlu, 2006, p.1). So,

this model is very relevant in all

education fields to achieve that students

know themselves and can identify those

possible difficulties that they have in

pronunciation and thus try to switch that

and get in a future only positive

feedbacks.

So, if you use metacognition in your class you can get the following behaviors in their students.

- Learn material more efficiently

Retain information longer Generalize skills

Martínez. M.(2006). What is Metacognition. Retrieved from,

http://www.gse.uci.edu/person/martinez_m/docs/mmartinez_metacognition.pdf

Robbins.J (2010).Calla Content And Language Learning Strategies.. http://jillrobbins.com/strategies/strategylist.pdf

Hişmanoğlu. M.(2006). Curent Perspectives on Pronunciation Learning and Teachinglanguage and linguistic Studies, USA,

Some strategies for apply metacognition in ourselves:Plan / Organize:Before beginning a task:

- Set goals.- Plan the task or content sequence.- Plan how to accomplish the task (choose strategies)- Preview a text

Monitor / Identify ProblemsWhile working on a task:

- Check your progress on the task.- Check your comprehension as you use the language. Do you understand? If not, what is

the problem?Evaluate:After completing a task: - Assess how well you have accomplished the learning task. - Assess how well you have used learning strategies. -Decide how effective the strategies were. -Identify changes you will make the next time you have a similar task to do.

Manage Your Own Learning: -Determine how you learn best. -Arrange conditions that help you learn. -Seek opportunities for practice - Focus your attention on the task.

if you use metacognition in your class you can get the following behaviors in their students.

Learn material more efficiently

Retain information longer


http://www.gse.uci.edu/person/martinez_m/docs/mmartinez_metacognition.pdf

Robbins.J (2010).Calla Content And Language Learning Strategies.. Retrieved from, http://jillrobbins.com/strategies/strategylist.pdf

Hişmanoğlu. M.(2006). Curent Perspectives on Pronunciation Learning and Teaching. Journal of language and linguistic Studies, USA, Vol.2-

strategies for apply metacognition in ourselves:

Plan the task or content sequence.Plan how to accomplish the task (choose strategies)

Check your progress on the task.Check your comprehension as you use the language. Do you understand? If not, what is

Assess how well you have accomplished the learning task.w well you have used learning strategies.

Decide how effective the strategies were.Identify changes you will make the next time you have a similar task to do.

Determine how you learn best.tions that help you learn.

Seek opportunities for practiceFocus your attention on the task.

27


. Journal of

Check your comprehension as you use the language. Do you understand? If not, what is

Identify changes you will make the next time you have a similar task to do.

28

29

In English, metacognition is very

essential for learners to improve their

listening and speaking skills. Likewise, there

are strategies, which might be helpful for

students to keep practicing pronunciation

and English every day. Giving feedback to

others is another aspect that needs to be

taken into consideration. From my own

perspective, the best way to apply

metacognition is by recording ourselves

twice a month to see how much we

improve. Furthermore, the use of dialogues

or role-plays allows us to impersonate a

character and imitate his pronunciation as

well.

On the other hand, the use of

metacognitive strategies activates one's

thinking and leads to improved

performance in learning in general

(Anderson, 2002). Learners who have

metacognitive abilities seem to have the

following advantages over others who are

not aware of the role metacognition plays in

learning another language:

1. They are more strategic learners.

2. Their rate of progress in learning as

well as the quality and speed of their

cognitive engagement is faster.

3. They are confident in their abilities

to learn.

4. They do not hesitate to obtain help

from peers, teachers, or family when

needed.

5. They provide accurate assessments

of why they are successful learners.

6. They think clearly about inaccuracies

when failure occurs during an

activity.

7. Their tactics match the learning task

and adjustments are made to reflect

changing circumstances.

8. They perceive themselves as

continual learners and can

successfully cope with new

situations (Wenden, 1998).

Metacognitive strategies do not only

help learning in general but also have a lot

to offer to listening comprehension

specifically. Vandergrift (1997) indicates

that metacognitive strategies such as

analyzing the requirements of a listening

task, activating the appropriate listening

processes required, making appropriate

predictions, monitoring their

Why Metacognition in Learning Pronunciation

is Essential

30

comprehension and evaluating the success

of their approach cause the difference

between a skilled and a less- skilled listener.

Similarly, Goh (2008) lists some of the

positive effects of metacognitive strategy

training on listening comprehension. She

states that it improves students’ confidence

and makes them less anxious in the

listening process. She also believes that

weak listeners in particular benefit much

from the training.

Expert learners engage in what we

call Self-Regulated Learning. A Self-

Regulated Learner begins with goal setting

and planning, taking into account his or her

time constraints, strengths and weaknesses

relevant to the learning task, and

motivation for learning.

In conclusion, metacognition is

essential for effective learning in different

situations. Students can practice their

pronunciation by recording themselves in

order to strengthen their weakness and

endure their speaking skills as well.

References

Anderson, N.J. (2002). The role of

metacognition in second language

teaching and learning. ERIC Digest, April

2002, 3-4.

Wenden, A. L. (1998). Metacognitive

knowledge and language learning.

Applied Linguistics, 19, 515-37.learning.

ERIC Digest, April 2002, 3-4.

Goh, C. (2008). Metacognitive Instruction

for Second Language Listening

Development: Theory, Practice and

Research Implications. Regional

Language Centre Journal, 39(2), 188 -

213.

Vandergrift, L. (1997). The comprehension

strategies of second language (French)

listeners: A descriptive study. Foreign

Language Annals, 30, 387-409.

Mariana Martínez SolanoMariana Martínez Solano

Nicolás Hernández Muños

31

Nicolás Hernández Muños

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