What’s the questio
Once 20 Once 20 questions are used up, players may not ask any more questions. If a player correctly guesses the
28. Tongue Twister
This is also interesting and allows students to practice more on their pronunciation and encourage individual learning, peer learning, or classically. The teacher needs to limit the time since this is a fun game and many students love games.
It can be played from the beginner, intermediate, or even advance level. To make it a little easier for your students, the teacher needs to start with simple sentences.
The tongue twister, which promotes native-like pronunciation, provides exposure to certain sounds, and drives students‘ motivation for good pronunciation. A teacher can use tongue twister in working with difficult sounds. The tongue twister is a promising technique to teach pronunciation.
The tongue twisters can be used to supplement beginning level students‘ pronunciation and tone practice. In the university context, tongue twisters can be implemented in the pronunciation class, and the result was tongue twisters were useful to improve motivation, class condition, and pronunciation ability.
The definition of tongue twister itself is a text that features one or a combination of extremely difficult sounds for the mouth and, of course, tongue to control. Despite the difficulty, especially for foreign learners, tongue twister helps guide students to native-like pronunciation and help students learn many minimal pairs, for example, in distinguishing phonemes /ʃ/ and /s / and producing distinct and accurate [l]
and [r] sounds. Unfortunately, the tongue twister technique is less popular than repetition at higher secondary level pronunciation teaching. Considering the potential impacts of tongue twister on students‘ pronunciation ability, this study aimed to investigate the tongue twister effect compared to the repetition technique.
Teachers' most common orientation nowadays to teach pronunciation is communicative and task-based language teaching since the word, sentence stress, rhythm, and intonation become a priority (Murphy in Nunan, 2003;
Harmer, 2007; Brown & Lee, 2015). Further, this priority is immersed into a wide variety of existed techniques used in pronunciation teaching, including listen and repeat/drills, minimal pair practice, role play, teacher correction, phonemic script, recording learners, using mirrors and diagrams of the mouth, listening tasks, and encouraging learners to think of their pronunciation goals. However, besides these orientations and techniques, some other things can even hinder and support students‘ mastery of pronunciation.
Brown and Lee (2015) listed six factors that affect pronunciation. The native language is the first and most influential factor. The other five factors are age, exposure, innate phonetic ability, identity, agency, motivation, and concern for good pronunciation. Acquiring good pronunciation is the teacher's and students‘ goal. Therefore, the teacher spends time considering appropriate ways of teaching pronunciation and developing students‘ skills.
Velázquez and Ángel (2013) and Szyszka (2016) revealed that most teachers use repetition technique to facilitate the acquisition of English pronunciation and help students become more familiarized with the pronunciation more easily and quickly. In its most basic form, the repetition technique asks students to repeat individual words or utterances. As the teacher gives a language model, the students repeat it either in unison or individually or both. The other researcher, Khakim (2015), also found that applying repetition could improve students‘ pronunciation ability.
Six sick sheep.
Six crisp snacks.
Ed ate eight eggs.
Good blood, bad blood.
A proper copper coffee pot.
Rubber baby buggy bumpers.
A lump of red lead, a red lump.
Big Ben blew big blue bubbles.
They drive their car over there.
Can you can a can into the can?
A sailor sails the sea, selling sailfish.
Clean clams crammed in clean cans.
Jones in Richards and Renandya (2002) mentioned that although repetition is a means to help articulation, it can be more meaningful, communicative, and memorable by including visual representations and training in the awareness of kinesthetic sensation. However, apart from these findings, repetition is a pronunciation technique that does not fully address some native language interference challenges.
Language Focus : Pronunciation and vocabulary Level : Beginner - intermediate - Advance
Time : 15 minutes
Materials : list of the tongue twister sentences Aims : Students need to focus and practice
to pronounce well.
Procedure
1. The teacher writes tongue twister on the whiteboard.
2. Read it with the students starting slowly and then faster.
3. Make sure the student‘s pronunciation is acceptable.
4. Ask individual volunteers to try to say as quickly as they can three times.
5. See how fast they can say these without a mistake.
6. Following are the examples of tongue twisters (a phrase which is made to be very difficult to pronounce fast), say each of the following repeatedly as quickly as you can:
Cows graze in droves on grass that grows on grooves in groves.
How much dew would a dew drop, if a dew drop did drop dew?
Five flying Philipinos flew from France to Frankfurt
Sharon sells seashells on the seashore.
The sixth sick sheik‘s sixth sheep is sick.
Three grey geese in a green field grazing.
Top chopsticks shops stock top chopsticks.
The quiet king quit asking quick questions.
I begged for my big black plastic bag pack.
She still steals steel from the steel factories.
Peter piper picked a pack of pickled peppers.
Bob‘s big black bag is in Ben‘s big cupboard.
A cup of proper coffee in a copper coffee cup.
Chocolate chip cookies in a copper coffee cup.
Seven sad sheep sat silently under six small statues.
Sally‘s sister Sarah sat sadly saying she was too sad.
Lesser leather never weathered more secondary wetter weather.
I write my letters at the right time and in the right place.
I failed to fill in the form because I felt it was not fair.
Three thousand Turkeys try to teach themselves to talk.
Bob bought a big blue book because Bob‘s book was bad.
Round and round the rugged rocks the ragged rascal ran.
Susan sells some shoes in a small shoe shop by the seashore.
There is a bathroom in his bedroom and it‘s in bad condition.
Variation:
At the beginning of the class you say a very difficult tongue twister, and ask a volunteer student to repeat after you. If he/she can repeat correctly, give him/her a reward.
for four Festivals.
If she assists my sister‘s assistant, will my sister‘s assistant assists her?
A big bug bit a bold bald bear and the bold bald bear bled blood badly.
How much wood would a woodchuck chuck, if a would chuck would chuck wood?
An expert said: ―I expect not to accept all the aspect except the good ones‖.
Can you imagine an imaginary menagerie manager managing an imaginary menagerie.
Fuzzy Wuzzy was a bear, Fuzzy Wuzzy had no hair, Fuzzy Wuzzy wasn‘t very fuzzy, was he?