Pronunciation
91) Use Pronunciation games or English pronunciation in use to get the list of funny sentences. Students read the sentences into their phones using the dictation to text function (the little microphone usually to the left of the space bar.) They check to see if it's the same as what is written, or if something else comes up. The idea is to say it a few times to see if the phone picks up both versions. This is really nice because they get to familiarise themselves with the pronunciation features weak forms and assimilation, but also, when their sentences come out exactly as written, they get a little blue wiggly line under the word, indicating either the grammar is wrong or the phone is checking it didn't mishear you. This helps them figure out what the sentences are supposed to say. It doesn't work every time, but it it does get students focused on their pronunciation and repeating things with immediate feedback. “I can pose music” seems to work (it changes to I compose music) but “Did you see the way to go? He was here a minute ago” never works for me.
“Coke and Pepsi arrival companies” changed to “Coke and pepsi a rival companies”.
“Greet guests vs greek guests”
"I don't light green"
"Four aces vs four races"
Class activities include students recording themselves, each other, sending their results to the groups if they successfully get the correct sentence, inventing their own or eavesdropping on the bus to try to collect more misheard words so they can test their partners.
92) If they don't know how to spell a word, they could say a sentence with it, and see what comes up.
93) They could test their own pronunciation (on what they think they will need to say) before an important phone call or job interview.
94) Send a link to a song and get students to sing the words of the song into the microphone to see if it's the same.
91) Use Pronunciation games or English pronunciation in use to get the list of funny sentences. Students read the sentences into their phones using the dictation to text function (the little microphone usually to the left of the space bar.) They check to see if it's the same as what is written, or if something else comes up. The idea is to say it a few times to see if the phone picks up both versions. This is really nice because they get to familiarise themselves with the pronunciation features weak forms and assimilation, but also, when their sentences come out exactly as written, they get a little blue wiggly line under the word, indicating either the grammar is wrong or the phone is checking it didn't mishear you. This helps them figure out what the sentences are supposed to say. It doesn't work every time, but it it does get students focused on their pronunciation and repeating things with immediate feedback. “I can pose music” seems to work (it changes to I compose music) but “Did you see the way to go? He was here a minute ago” never works for me.
“Coke and Pepsi arrival companies” changed to “Coke and pepsi a rival companies”.
“Greet guests vs greek guests”
"I don't light green"
"Four aces vs four races"
Class activities include students recording themselves, each other, sending their results to the groups if they successfully get the correct sentence, inventing their own or eavesdropping on the bus to try to collect more misheard words so they can test their partners.
92) If they don't know how to spell a word, they could say a sentence with it, and see what comes up.
93) They could test their own pronunciation (on what they think they will need to say) before an important phone call or job interview.
94) Send a link to a song and get students to sing the words of the song into the microphone to see if it's the same.