English Phonetics 3rd Primary Education UCLM-2012 Lorena Jimnez Raboso Cristina Snchez Ramrez

PRESENTATION

This is a project made for children who are in the first year of the second cycle of Primary Education; these children are from 8 to 9 years old.
We have made two sessions with activities about Humpty Dumpty to teach phonetics through Nursery Rhyme.

SESSION : 1

PHASE: Warm up. AIM: To identify the characters and elements of the Nursery Rhyme through movements and gestures. ACTIVITY: Who are you? PROCEDURE: The teacher chooses four volunteers to play a funny game. They have to take a flashcard which represents a character or element of the nursery rhyme Humpty Dumpty. Then, they will have to perform it with gestures and atrezzo to achieve the classmates guess it. Pupil asks: Who am I? Pupil who knows the answer will hand up and says: You are x .If the answer is correct, next pupil will perform a different character. MATERIAL: Flashcards. GROUPING: Individual KEY COMPETENCES: linguistic, learning-to-learn, social, autonomy and personal initiative, emotional.

ACTIVITY DESIGN

Flashcards

ATREZZO

PHASE: Presentation. AIM: To pay attention to intonation and practice it. ACTIVITY: Draw the melodic line of Nursery Rhyme. PROCEDURE: Children watch and listen to the Nursery Rhyme. Then, the teacher will provide the students with some examples about how to sing in tune the rhyme and gives it out written in worksheets. After that, pupils have to practice and mark the intonation (voice goes up or down) of rhyme drawing the melodic line on a worksheet. MATERIAL: Computer, rhyme and worksheets GROUPING: In pairs KEY COMPETENCES: linguistic, learning-to-learn, digital, social. autonomy and personal initiative and emotional.

ACTIVITY DESIGN

Humpty Dumpty

PHASE: Production. AIM: To recite the rhyme Humpty Dumpty with different kinds of emotions. ACTIVITY: How do you recite the rhyme? PROCEDURE: First, the teacher recites the nursery rhyme. Then, pupils will play with a dice. One volunteer rolls the dice and recites Humpty Dumpty according to the feelings that appear in dice: sadness, happiness, craziness, fear, anger, and go on with the rest of pupils. Each rhyme will be recite in three differents emotions. MATERIAL: Emotion Dice. GROUPING: Individual KEY COMPETENCES: linguistic, learning-to-learn, social, autonomy and personal initiative and emotional.

ACTIVITY DESIGN

Humpty Dumpty sat on a wall, Humpty Dumpty had a great fall. All the king's horses and all the king's men Couldnt put Humpty together again.

PHASE: Practice. AIM: To record and edit sounds to improve intonation and rhythm. ACTIVITY: How do you listen to my voice? PROCEDURE: In Althia classroom, each pupil uses a computer. They record their voices reading the rhyme and listening to digital sounds by means of Audacity program. They can listen to and modify the recording, check the graph of sound At the end, they will make a sound file to edit in their blog. MATERIAL: Computer, Audacity program and rhyme. GROUPING: Individual KEY COMPETENCES: digital, linguistic, learning-to-learn, social, autonomy and personal initiative and emotional.

http://audacity.sourceforge.net

SESSION 2

PHASE: Warm up. AIM: To distinguish /:/ and /h/ sounds. ACTIVITY: Wizards and witches of words. PROCEDURE: Pupils watch and listen to the nursery rhyme again. Then, they will become wizars to make a magic potion with words using pots and wands. The pots represent two sounds: /h/ and /:/. Pupils perform with wands different movements the way to put words in pots; a circular movement represents a word with /:/ and a rectangular movement represents a word with /h/. MATERIAL: computer, flashcards, pots and wands. GROUPING: Whole class KEY COMPETENCES: linguistic, learning-to-learn, social, autonomy and personal initiative and emotional.

ACTIVITY DESIGN

HUMPTY DUMPTY /h/ /:/

Flashcards:

Humpty, Horse, wall and fall

PHASE: Presentation. AIM: To distinguish between short and long vowel / / -/:/. ACTIVITY: Looking for a magic potion! PROCEDURE: Teacher explains in an inductive way how to identify and pronounce /:/ and / / vowels with several examples. Then, pupils will listen to and write into the correct pot a list of words in a worksheet. When all the words are written in the correct pot, children will mark the short and long vowels with one or two claps respectively. MATERIAL: worksheets. GROUPING: Groups of five or six pupils KEY COMPETENCES: linguistic, learning-to-learn, social, autonomy and personal initiative and emotional.

ACTIVITY DESIGN
EXAMPLES

POT / / 1 Clap

HALL /:/ 2 Claps

Now, listen to the folowing words. Put into pots according to short or long sound.

not, wall, all, hot, fall, long, small, ball, tall, job, got , dog

//

/:/

ACTIVITY DESIGN

Listen to the folowing words. Put into pots according to short or long sound.

//

/:/

PHASE: Production ( Activity 1 ). AIM: To change a phoneme into a word to make a new one. ACTIVITY: Turn into new words with your magic wand! PROCEDURE: Teacher gives out a worksheet to pupils with treee activities. In the first one, they have to listen to words and then replace the first consonant to another to make a new word. MATERIAL: worksheets, flashcards and magic wand. GROUPING: In pairs KEY COMPETENCES: linguistic, learning-to-learn, social and autonomy and personal initiative.

ACTIVITY DESIGN

Activity 1. Listen to these words and change the first consonant to make a new word.

WORDS

NEW WORDS

Hit Heat Hat House Hall Ham

Sit Meat Cat Mouse Fall Jam

PHASE: Production ( Activity 2). AIM: To identify /h/ sound. ACTIVITY: The wizards hat! PROCEDURE: Teacher will place two wizards hat in the middle of classroom. Children have to insert words with /h/ in one hat and write in a piece of paper the new word made up in last activity and insert it in the other hat. MATERIAL: wizards hat, flashcards and worksheets. GROUPING: Groups of five-six pupils KEY COMPETENCES: linguistic, learning-to-learn, social, autonomy and personal initiative and emotional.

ACTIVITY DESIGN
WORDS with / h / NEW WORDS

Hit, heat, hat, house, hall, ham

Sit, Meat, Cat, Mouse, Fall, Jam

PHASE: Production ( Activity 3). AIM: To revise and learn new words. ACTIVITY: Memory game. PROCEDURE: First, children practise saying every words aloud. (words activity 1). Then, teacher places picture cards down on a big table. Children have to find two cards with the first different consonant. The winner will be the player with the most pairs of cards. MATERIAL: Picture cards. GROUPING: Individual KEY COMPETENCES: linguistic, learning-to-learn, social, autonomy and personal initiative and emotional.

ACTIVITY DESIGN

PHASE: Practice. AIM: To use parts of verbal and non-verbal language: tone of voice, stress, intonation, facial expressions ACTIVITY: Role play Humpty Dumpty! PROCEDURE: Children role play learning the rhyme Humpty Dumpty by heart. Then, they act it out in groups of five using their habilities and skills to performe it with gestures, movements, fancy dresses, atrezzo, music, MATERIAL: Fancy dresses, atrezzo, music, computer GROUPING: Whole class KEY COMPETENCES: linguistic, learning-to-learn, social, artistic, autonomy and personal initiative and emotional.

ACTIVITY DESIGN

SESSION 1
EVALUATION CRITERIA Recognizing the main characters of Nursery Rhyme (S1, A: Who are you?) KEY COMPETENCES Linguistic, Learning-to-learn, Social, Autonomy and personal initiative, and Emotional. YES NO

Intonating correctly (S1, A: Draw the line Linguistic, Learning-to-learn, of Nursery Rhyme) Digital, Social, Autonomy and Personal initiative and Emotional. Identifies different facial emotions and puts in practice reciting it. (S1, A: How do you recite the rhyme?) Linguistic, Learning-to-learn, Social, Autonomy and Personal initiative and Emotional

Improving intonation and rhythm (S1,A: How do you listen my voice?)

Digital, Linguistic, Learning-tolearn, Social, Autonomy and personal initiative and Emotional

SESSION 2
EVALUATION CRITERIA Distinguishing /:/ and /h/ sounds.(S2,A: Wizards and witches of words) Discriminating short and long vowels / / -/:/. (S2, A: Looking for a magic potion! Makes up a new word changing the first consonant.(S2,A1: Turn into new word with your magic wand!) Distinguishing /h/ sound from other consonants sounds. (S2, A2; The wizards hat!) Learning new words and increasing vocabulary (S2, A: Memory game) Using parts of speaking to perform the Nursery Rhyme.(S2, A: Role play Humpty Dumpty!) KEY COMPETENCES Linguistic, Learning-to-learn, Social, Autonomy and personal Initiative and Emotional. Linguistic, Learning-to-learn, Social, Autonomy and personal initiative and Emotional. Linguistic, Learning-to-learn, Social and Autonomy and personal initiative. Linguistic, Learning-to-learn, Social, Autonomy and personal initiative and Emotional. Linguistic, Learning-to-learn, Social, Autonomy and personal initiative and Emotional. Linguistic, Learning-to-learn, Social, Artistic, Autonomy and personal initiative and Emotional. YES NO

BIBLIOGRAFY and WEBGRAFY

English Pronunciation in Use. Mark Hancock. Cambridge. Grammar 1. Games and Activities. Penguin English. http://jollylearning.co.uk/ http://audacity.sourceforge.net/?lang=es http://dictionary.cambridge.org http://youtu.be/kHLidxLxnTg

THANK YOU FOR YOUR ATTENTION!