Pronunciation station

Introduction: 

This is an activity for students to identify and practise the pronunciation of ‘ed’ in the past simple/past participle forms of regular verbs. Students brainstorm vocabulary in groups, divide the verbs into three categories and write a short description of the holiday they went on using the verbs in question. I have done this activity with one of my adult classes and it worked really well. You give students ownership by letting them choose the verbs instead of providing them with a list that might be irrelevant to their needs.

Level: A2+

Time: 50 minutes

Objectives:

  1. To practise the pronunciation of ‘ed’ in the past simple/past participle forms of regular verbs.
  2. To write and read a short description of a holiday the students went on using regular verbs.

Materials:

  1. A board

Procedure:

  1. Put students in groups of 2 or 3, and ask them to think of a holiday they really enjoyed. As they describe it to each other briefly in teams ask them to write down the REGULAR verbs others use when speaking. As a result students immediately have a reason to listen and something to concentrate on.
  2. Divide the board into three sections: / ɪd /, / t / or / d / and ask them if they know that there are three ways of pronouncing ‘ed’ in the past simple/past participle forms of regular verbs. For more information go to: bbc.co.uk/worldservice/learningenglish/radio/specials/1413_gramchallenge26
  3. Explain to students what the rules are and provide some examples to get them started.
  4. Put the students in the same groups of 2 or 3 and ask them to now divide the verbs from their verb list into three groups depending on the pronunciation of ‘ed’ in the past simple/past participle forms of these verbs.
  5. Check as a class and write students’ answers on the board adding them to your examples.
  6. Now individually ask students to WRITE a short description of the holiday they talked about at the beginning using the regular verbs from the board.
  7. When the students are finished they read their pieces to each other. Ask other students to look at their lists and tick off the verbs used.
  8. Correct when necessary, ask other students to help you identify the mistakes first though.

Fast finishers:

  1. Ask students to look for three new verbs they could add into each category. Make sure you tell them to write down the meaning of the new words, a great opportunity to enrich their vocabulary, and if time allows, write down an example sentence with each verb as well.

Recommended podcast:

http://activateyourielts.libsyn.com/

Check out my friend’s podcast. This week I had the pleasure of being interviewed by her. We talked about learning a foreign language from scratch and I think it makes for a great episode. Enjoy.

 

 

The old man and his grandson

Introduction:

This is a listening activity for advanced students to practise listening skills. Students discuss quotes and questions related with age and growing old, listen to a short fairy story by the Grimm Brothers, try to predict the ending and put the sentences from the story in the correct order.

Level: C1

Objectives:

  1. To discuss quotes and questions related with age.
  2. To listen and come up with three possible endings to a short fairy story by the Grimm Brothers.
  3. To put the sentences from the story in the correct order.

Materials (Click on the worksheet below to download the PDF file):

  1. The old man and his grandson Worksheet, one per student.

Procedure:

  1. Give students a copy of The old man and his grandson Worksheet.
  2. In pairs, ask students to discuss quotes and questions in Exercise 1.
  3. When the students have finished, ask them to share their opinions with the rest of the class.
  4. Tell students they are going to listen to a short fairy story by the Grimm Brothers. At this stage you could pre teach the vocabulary if you think your students might struggle with the text. I found the words my students struggled with were: dim, broth, stove, earthenware, to scold, to sigh, thus, trough, henceforth.
  5. Play the story https://www.youtube.com/watch?v=Fdq8kZE62oQ and stop the recording at 1:25 (‘What are you doing there?’ asked the father).
  6. Ask the students to first summarize the story to each other and if necessary play the first part of the recording again.
  7. In pairs, ask the students to try and predict how the story ends and BRIEFLY write down their ideas (Exercise 2).
  8. Play the rest of the story and ask students to compare their ideas with the original ending. Elicit some answers from students and ask for their reactions to the ending. My students were both emotional and surprised when they heard the ending.
  9. In pairs again ask the students to order the sentences in Exercise 3. You can find the story here http://www.authorama.com/grimms-fairy-tales-27.html.
  10. Then play the recording again for students to check.

Fast finishers:

  1. I asked my students to translate the story into their own language (Spanish) and some pairs turned the story into a modern, updated version of the original text. It was a wonderful class.

P.S. “Seek the wisdom of the ages, but look at the world through the eyes of a child.” Ron Wild

Related posts:

Ir(regular) Xmas