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Using Pronunciation Cards to Form Groups

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Activity Objectives

As an ice breaker, to meet and greet
To find partners or group members as a prelude to another interactive learning task

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Listening-Speaking-Pronunciation �Objectives

To pronounce the word on your card clearly
To listen and recognize words aurally
To practice vocabulary and sentence patterns
To practice greetings and closings

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Teacher Preparation (1)

Determine the language patterns to practice during this activity, depending on

the language proficiency of your students
the language points that you want to reinforce
the current theme of study

Sample dialog patterns follow.

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Teacher Preparation (2)

Consider the interactive learning task that students are going to do next and decide whether that task is to be done in groups of 2, 3, or 4 students.
Use Look in the Lake Pronunciation Cards or another deck with 4 cards x 13 different pictures of regular count nouns. Prepare the requisite number of cards. Example: There are 24 students.

For pairs, choose 2 each of 12 different picture cards.
For groups of 3, choose 3 each of 8 different picture cards.
For groups of 4, choose 4 each of 6 different picture cards.

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Teacher Preparation (3)

Write a model dialog for your students to use during the activity, or choose one of mine.
Models for different language proficiencies:

Novice
Intermediate
Advanced

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Novice

1. Different

2. Same

A: Hello, Mary. I have a sack.

B: Hi, John. I have a bed.

A & B: Different! Bye-bye!

A: Hello, Mary. I have a sack.

B: Hi, John. I have a sack, too.

A & B: Good. Two sacks! �The same! Partners

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Intermediate

1. Different

2. Same

A: Hello, I’m John. I have a dog. Do you have a dog?

B: Hi, John. I’m Mary. No, I’m sorry, John. I don’t have a dog. I have a duck. We aren’t partners.

A: Okay. You have a duck, but I have a dog. Let’s keep looking. Good-bye.

B: See you later.

A: Hello, I’m John. I have a dog. Do you have a dog?

B: Hi, John. I’m Mary. Yes, I have a dog. We have two dogs. We’re partners!

A: Let’s sit together!

B: Okay!

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Advanced

1. Different

2. Same

A: Excuse me, Mary. My name’s John. I have a bus. You don’t have a bus, do you? ↗

B: Sorry to disappoint you, John. I don’t have a bus. I have a box. A box isn’t the same as a bus, is it? ↘

A: No, a box is very different from a bus. We’d better keep looking until we find our partners.

B: That’s right. I hope to see you again later.

A: Excuse me, Mary. My name’s John. I have a bus. You don’t have a bus, do you? ↗

B: Nice to meet you, John. Why, yes, John, I indeed have a bus. So far we have two buses. Who else has a bus? Let’s find another partner.

A: Yes! We need three buses.

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Presentation

Display the model sentence patterns.

Write the model dialog on board or flip chart.
Prepare digitally and project on screen.

Lead choral practice of model language.
Have students practice saying the dialog with a partner.
Substitute other count nouns for the underlined words.
Focus on language points, such as the following.

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Language points

Pronunciation

deck-duck-dog
bear-pear-pier-beer
ten-tent-tenth

Plural endings

duck/s/, dog/z/, box/ɪz/

Contractions

I’m, we’re, don’t, isn’t, aren’t, name’s

Linking

have‿a, have‿an‿ax
ha-va, ha-va-nax

Phrase stress

I’m JOHN.
I have a BED.

Intonation

Hi↘ Mary↗.
I have a dog↘.
Do you have a dog↗?

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Presentation

Mix the cards you prepared.
Give one card to each student.
Tell the students not to show their cards.
Tell them to stand up, circulate, and ask and answer each other until they find all group members, show their cards to ensure they “belong” together, and then sit together for the next learning activity.
You may tell the students how many partners are in each group.

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Sample directions to students �How to find your partners

Look at your card, and then hide it.
Walk around the room.
Introduce yourself.
Tell and ask. Listen and answer. Follow the model.
Speak clearly and listen carefully.
If you and a classmate have the same cards, you are partners. Sit together.

Don’t show the picture on your card.
Don’t spell your word.
Don’t translate your word into another language.
Don’t use gestures to demonstrate the meaning.
Don’t talk about someone else’s card.

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Additional useful language

Asking for repetition

Giving & receiving thanks

Please repeat that.
Excuse me, could you repeat that?
Would you say that again, please?
Did you say bears or pears?

Thank you for asking.
You’re welcome.
Thank you for your time.
No problem. My pleasure.

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Find your partners

Look at your card.
Memorize the word.
Circulate around the room.
Introduce yourself.
Tell and ask. Listen and answer.
Follow the model dialog.
If 2-4 people have the same cards, form a group. Sit together.

Don’t show the picture on your card.
Don’t spell your word.
Don’t translate your word into another language.
Don’t use gestures to demonstrate the meaning.
Don’t talk about someone else’s card.

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More variations

to be

there is/there are; �yours, mine

A: I’m a duck. Are you a duck?

B: No, I’m not a duck. We’re not partners.

C: I’m a dog. Are you a dog?

D: Yes, I’m a dog, and you’re a dog. We’re both dogs. We’re partners!

A: There’s a frog on my card. Is there a frog on yours?

B: No, there isn’t a frog on mine. There’s a dress on mine. They don’t match.

C: There’s a flag on my card. Is there a flag on yours?

D: Yes, there’s a flag on mine, and there’s a flag on yours. There are flags on both cards. We’re partners!

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A glance at our books and games

Phrase by Phrase Pronunciation and Listening in American English

English for Child Care

English for Child Development: Language Skills for Parents & Providers

Look in the Lake Pronunciation Cards

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AmEnglish online programs