English Phonetics

3rd Primary Education UCLM-2012 Lorena Jiménez Raboso Cristina Sánchez Ramírez

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.

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.

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.

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.

Humpty Dumpty sat on a wall,Humpty Dumpty had a great fall.All the king's horses and all the king's menCouldn´t 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

PHASE: Warm up. AIM: To distinguish /ɔ:/ 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 /ɔ:/. Pupils perform with wands different movements the way to put words in pots; a circular movement represents a word with /ɔ:/ 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.

HUMPTY DUMPTY

/h/ /ɔ:/

Flashcards: Humpty, Horse, wall and fall

PHASE: Presentation. AIM: To distinguish between short and long vowel / ɒ / -/ɔ:/. ACTIVITY: Looking for a magic potion! PROCEDURE: Teacher explains in an inductive way how to identify

and pronounce /ɔ:/ and /ɒ / 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 / ɒ / →1 Clap HALL /ɔ:/ → 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

/ ɒ / /ɔ:/

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

/ ɒ / /ɔ:/

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

WORDS WORDS NEW WORDS

Hit → Sit Heat → Meat

Hat → Cat House → Mouse Hall → Fall Ham → Jam

PHASE: Production ( Activity 2). AIM: To identify /h/ sound. ACTIVITY: The wizard’s hat! PROCEDURE: Teacher will place two wizard’s 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: wizard´s hat, flashcards and worksheets. GROUPING: Groups of five-six pupils KEY COMPETENCES: linguistic, learning-to-learn, social,

autonomy and personal initiative and emotional.

Hit, heat, hat, house, hall, ham

WORDS with / h / NEW WORDS

Sit, Meat, Cat, Mouse, Fall, Jam

ACTIVITY DESIGN

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.

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.

SESSION 1

EVALUATION CRITERIA KEY COMPETENCES YES NO

Recognizing the main characters of Nursery Rhyme (S1, A: Who are you?)

Linguistic, Learning-to-learn, Social, Autonomy and personal initiative, and Emotional.

Intonating correctly (S1, A: Draw the line of Nursery Rhyme)

Linguistic, Learning-to-learn, 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-to-learn, Social, Autonomy and personal initiative and Emotional

SESSION 2

EVALUATION CRITERIA KEY COMPETENCES YES NO

Distinguishing /ɔ:/ and /h/ sounds.(S2,A: “Wizards and witches of words”)

Linguistic, Learning-to-learn, Social, Autonomy and personal

Initiative and Emotional.

Discriminating short and long vowels / ɒ / -/ɔ:/. (S2, A: Looking for a magic potion!

Linguistic, Learning-to-learn, Social, Autonomy and personal initiative and Emotional.

Makes up a new word changing the first consonant.(S2,A1: Turn into new word with your magic wand!)

Linguistic, Learning-to-learn, Social and Autonomy and personal initiative.

Distinguishing /h/ sound from other consonants sounds. (S2, A2; The wizard’s hat!)

Linguistic, Learning-to-learn, Social, Autonomy and personal initiative and Emotional.

Learning new words and increasing vocabulary (S2, A: Memory game)

Linguistic, Learning-to-learn, Social, Autonomy and personal initiative and Emotional.

Using parts of speaking to perform the Nursery Rhyme.(S2, A: Role play “Humpty Dumpty”!)

Linguistic, Learning-to-learn, Social, Artistic, Autonomy and personal initiative and Emotional.

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!