DPOEEPLPOE DOEpores a 7 en Hancock wR SA ran oe a | CAMBRIDGE UNIVERSITY PRESSTTA TTT TTT a Section A Level ekeveray ems emai entry preemie imei preemie sme ater preintermediate 8 Contents er Introduction How to use this book Key to phonetic symbols Glossary of phonological terms Game types and associated vocabulary Syllables and stress Game Al Making tracks A2 Syllable soup A3. Cluster busters AA Stress moves AS Stress snap A6 Stress dice AT Stepping stones A8 Chinese chequers Ad. Happy families AlO Stress maze Pi cut se obs at ses crn cst ad ses tte vr es ses pts nae stress in two-syllable verbs. a ea ea ian ssi word stress patternsSection B Level ilemedae elementary reiterate oreinieediate inesedie intermediate efemestany elementary inermesiate pre-intemediate pre-inteedite intermediate pre-inemedate elementary elementary intermediate Section C Level ineredite ited pre-eedie cet comet printed imei trite ope intermediate 34 34 36 38 40 46 48 52 55 58 61 64 66 68 69 70 ” 716 16 78 82 84 86 90 3 96 98 103 108 Contents Sound awareness Game \ poi BI Hidden names ‘\jdentitying the common sound ina group of words: B2 Pronunciation journey minimal pairs B3_ Four-sided dominoes matching vowel sounds B4 Sound pictures awareness of sounds BS. Win a word vowel sounds in words spelt with a final e Be Ludo vowels followed by a writen r (game 1); consonant sounds (game 2) B7 Two-vowel jigsaw pairs of written vowels BB Simple sound maze _ individual sound sir’ (puzzle 1); individual sound / (ouzzte 2) B9 Complex sound maze individual sounds 2,¢),0,u 28 pronounced in the alphabet (puzzle 1); rhyming words (puzzle 2) BIO Battleships ‘sounds and phonetic symbols BI doin the dots ‘words and phonetic transcriptions BI2 Phonetic crossword words and phonetic transcriptions BI3 Sound dice ‘sounds and phonetic symbols BI4 Find the rule awareness of sounds B15 Bingo discrimination of sounds B16 Phonetic code avareness of sounds. Connected speech Game Point Cl Link maze linking between vowel sounds C2 Dictation computer weak torms (puzzle 1); assimitation (puzzle 2) (3 Dada language stress timing @ % C4 Fishing ans atosinatenpiraes C5 Compound clues stress patterns in compound nouns (6 Rhythm dominoes stress pattems in shot phrases CJ Contradict me contrive stress “ C8 Don't tell me Intonation for shared and new information C9. Intonation monopoly intonation in question tags CIO Intonation directions the ettect of tonic stress on meaning AcknowledgementsIntroduction Pronunciation Games is a resource book for teachers containing photocopiable materials for use inthe classroom. Each unit consists of a game designed to raise learners’ awareness of an aspect of English pronunciation. The various activities are suitable fora wide range of levels and cover pronunciation points ranging from individual sounds and word stress to sentence stress and intonation. Pronunciation is often taught through the teacher providing a model for learners to listen to and repeat. This is a valuable way of teaching pronunciation, but it neglects a ‘need many learners feel to understand what they are doing. The activities in this book are intended to lead learners towards insights that will help them in their future learning career and reduce their dependence on the teacher as a model. ‘The pronunciation points in the book are presented in the form of games. There are a (great variety of activities, from competitive games to problem-solving puzzles, from activities involving learners working individually to group and whole-class activities. What the games have in common, though, is that they engage learners in a challenge and, at the same time, highlight an aspect of pronunciation For convenience, the phonetic transcriptions of words provided inthis book are as 4iven in British-published dictionaries. These represent the accent called Received Pronunciation or RP. There is no implication that other accents are in any way wrong, Phonetic transcriptions are shown using the International Phonetic Alphabet (IPA). Where this is used, example words containing the sound are given so that the activity ‘ean be used whether or not learners know the IPA,Point: Minimum level: Game type: Approximate time: Rules For most games the rules are given in both the teacher’ nats and on the accompanying game pagel). ‘The rues canbe copied and given cout to the cass with the game. How to use this book 1 the pronunciation point covered by the game 2 the minimum level of English required to play the game 3. the type of game it is 4 the approximate time the game takes ‘The information above is provided just below the tite of each game: 1 Foran explanation of phonological terms that appear inthe pronunciation point, refer to Glossary of phonological terms on pages 4-6, 2 The level glen should be regarded as minimum: in other words, f the level indicated Is elementary, the game may equally well be used at intermediate or advanced level if the cass is ‘unfamiliar withthe pronunciation point. 8 For an explanation ofthe different types of games, refer tothe section entitled Game types and associated vocabulary on page 7. Here, archetypes of the various games are briefly described, along with some ofthe particular vocabulary that a participant would need to play the game in English 4 The time given is approximate in that it depends a lt onthe class. Also, i is noticeable that as students play more pronunciation games, they tend to catch on much mare quickly tothe ‘way the game works so that explanation time is significantly reduced ‘The information provided for each game is divided into sections: Preparation This section explain the preparation that you wil need to mak before the lesson In many cass this inves photocopying the game. Explanations of games, or checking answers atthe end, can be mage easier f you can also make a copy ontoan OHP transparency ar Al size paper so that the whole class can see. It is also an advantage if you can copy boards a cards ‘onto cardboard so that they canbe re-used more often Presentation For many games theres a section which suggests how to present the pronunciation point before the game Conducting the game Guidelines are given for conducting the game Key Koj are proves whee anpropr Follow-up In some instances suggestions for follow-up work or making other versions of the game are also provided