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Pronunciation: drag and drop on layered box to check pronunciation

Uploaded by Julie Alexander, Université de Nice-Sophia Antipolis (France)


This EFL class of first year middle school learners (aged 11-12) are working on the pronunciation of the letter "s" on verbs in third person singular of the simple present tense. This letter is pronounced as a voiceless /s/ when the verb ends in a voicless consonant (walks), as a voiced /z/ if the final sound is voiced (goes, reads), and as an extra syllable /IZ/ if the verb ends in a sibilant (passes, judges). The learners come to the board and move verbs over the phoneme box. If the verb remains visible, they know their choice is correct. If it disappears behind, they know the verb ending does not correspond to the sound shown. The teacher then asks the class to comment and correct where necessary, and has the learners pronounce each verb correctly.



Target language: English

Resource language: English

Native language of learners: French

Age range: 12+

Language level: A2 - Lower Intermediate

Educational context: Secondary Education

IWB Features: Drag & drop, Hide & Reveal

Teaching methods: Individual activity at IWB

Language area: Pronunciation, Spelling

IWB board used: eInstruction / Interwrite

Teacher comment

It's a drag and drop exercise, so they have to choose the words, the verbs that correspond to this sound, this specific sound. And then put them, try to put them in the box and if the answer is correct, the word gets in the box. And if it's not, it rejects the word.

I like the fact that it gives them a lot of autonomy. They could do it without me.  But maybe my role is to check their pronunciation when I ask them to read the word. For example, one learner said eat, he recognized it but he didn't pronounce it, so I was here to tell him about the s.

Learner comments

Apprenant 1 : Il y avait des mots qui finissaient par /z/, par /s/ et dans le tableau.  Par exemple la première fois c'était /s/
[There were words that ended in /z/ and /s/ in the table.  For example the first time it was /s/
Apprenant 2 : Il y avait walks [There was walks]
Apprenant 3 : Eggs, eggs
Enquêteur : Eggs?
Apprenant 3 :  Oui c'est les oeufs [Yes, it's eggs]
Apprenant 2 :  Ca c'est /z/! Ah oui ah donc c'était pas que des verbes il y avait aussi des noms
[That's /z/ oh yes so there weren't just verbs there were nouns too]
Apprenant 1 : Il y avait pas eggs [There wasn't eggs]
Apprenant 2 :  C'était eats [It was eats]
Enquêteur :  Parce que eggs ça y va pas [Because eggs wouldn't work]
Apprenant 1:  Oui c'est /z/  [Right, it's /z/]



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