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PRONUNCIATION ACTIVITIES PLANING

NAMES
- Matas Glvez
Class level
Activity time

- Brian Huenupe
6th grade
15 -20 minutes

(aprox.)
Materials

Worksheets, marker, whiteboard, ppt.

OBJECTIVE OF THE ACTIVITY


Student will be able to recognize and identify between short vowel and long
vowels, // and //.
ACTIVITY
Teachers Intructions
-Now we are going to play a game.
-Do you know the game Bingo?
-We are going to play this game to
identify similar words.
-Please listen the instructions.
-The teacher is going to say a word,
you have to identify that word in
your paper and put a tick next to it.
-If you complete the figure that is in
the whiteboard say aloud bingo!
And you will win the game.

Expected students language


(language samples)
- Bingo
1)pot - port
3)sod sword
3)cot - caught
4)rod - roar
5)shot - short

THEORETICAL SUPPORT FOR THE ACTIVITY


1)
2)

Short vowels: According to Jones (1917) describes short


vowels as the first of the
components of the British
English.
Long vowels: According to Roach (1983) and Jones (1917)
long vowels are the following components of the English
British accent and they tend to be longer than short vowel
in similar context.

3) Theoretical support for the activity: According to the creator of English


current .com, Mathew Barton, this is a different and familiar way to
practice the discrimination of sounds, obviously if students are familiar
with the game in their own culture.

Reference:
Roach, P. (2009). English Phonetics and Phonology: a practical course. Fourth
edition. Cambridge University press: Cambridge.
Jones, D. (2006). Cambridge English Pronouncing Dictionary. 17th edition.
Cambridge University press: Cambridge.