Teaching

pronunciation

Vanishing di
................ alogue ................
................
................
T h is a c t iv i t y in
................
v o lv e s
................

g lo
................ ...........
n pronunciation. . . . . . . . . . . . . . . . . . . . . . . . s. . . .o t
rilli g f re etition an
................
in ..........p
D nu n c iatio n . It ’s like tr a in
in context. .T. . h
p r a c t ic e in a m o
................
r e communica
. . . . . . . .
d
.............
s w ith pro m us c le s ................
. . . . . .
e learn. . .e. . .r. .s. . . in
................
tive
rilling he lp t o tr ain th e v e
................
n t a dialogu.e. . . . .t.h. . .e. . . . . . . . . .
D u n ee d . . .t. .o
. . . .r
. .e. . .p
. . .e . . .a
. . . . . . . . . . . . . . . . .
. . t. . .i.t. . .f. .r. o
. .
spo r t – y o h elp s . . . .m
. . . . . .m
....e
. . .m o n try
for a titio n . . . . . . . .r. .y
.. . . . . . . . . . . . . . . . . . . . . . . . .
, a n d re pe
ton g u e hrase ................
your a p ................ ........
yo u ar e mode lling
tting the • D raw two faces. . .o. .n. . .t.h. .e. . . . . . . . . . . . . . . . . . . . . . . . . .
. . . . . . . . . . . . .

he wh o le • Wh en
u can s tar t a t the end , g e
ach part
th e m . A s k the class to in
board: the lea . . . . . . . . . . . . . . . . . . . . . . .
rners invent n . . . . . . . . . . . . . . . . . .
n g in v o lves t yo
epea t a fter e ................
two people . . . . . ................ v ent a short dia ames for
al drilli safe o r
learners t lo
.
. Write the dia. . . . . . . . . . . . . . . . . . . . . . . . gue between
. .
• ss. It makes lea ple:
o r e l . . . . .
C
 h r n e rs fe o r e xam logue on the . . . . . . . . . . . . . . . . . . . . . . the
hem. F u p w it h
cla le a r nin g new you give t ................ t h e le
. . . . . . . . . arners.
board as you . . . . . . . . . . . . . . . .
build it
while they
are u n c iation ................
n
• D rill the dialogue. Then
ro ................
n if thei r p ................
. E v e the ay/ ................
langua g e
th ey re p ea t w it h yesterd terday,/ ......
e. . . . . . . . . . . . . . . .
ach side .t.a. .k. e. . . . . . . . . . . . . . . . d iv id e t he class into
................
..
t ,
is not p e r fe c
ce s a fe ly . The get up yes p yesterday / s a differe. .n. .t. .r. . . . . . . . . . . . . . . two sides –
n practi tu rday? again. Swap r o le – and dril.l. t. .h. .e. . . . . . . . . . . . . . .
. . . . . .
group a n d ca
the la n g u a g e and did you ge y o u get u p ye s te ................
different .v. o
oles and drill
a g a in
dialogue. . . . . . . . . . . . . . . .
ls id ices to ke. .e. .p. . .it. . . . . . . . . . . . .. .With younger learners
d e d . . . .
r m o what ti m e ................
teache e p e a t lik e this:
u s on lively an. d interestin. .g. . .. . . . . . . . . . . . . . . u. . s. e
................
rs r foc
the learne ally h e lp s learn ers
to n ation. . .• . . .e. .m
. . . . R . . .o. .v. e
. . .a
.........
w e a r a s uit. Th is re
ation an d in . . .w. . .o. .r.d. . .o. . r. . .p. .h. .r.a. . . . . .
se a. . n
s hould o nu n ci to remember . .d...d . . .r.il. l. .a. .g
correct pr
: Y o u . .a. .in
. . ... L. .e
e r t h e . .a. .r. n
Teach d ia lo ..e . . r. .s. . h
. .a
................ g u e w it h o u t t
. .v. .e..............
a suit. ................ h e missing wo
e r s: Y o u should w e a r
• radually remove mor

G ................
. . . . ................ rds.
Learn
................
. . . . . .D. . .r.il. .l. e
e words until ................
a
. . . .c. .h. . . t. im
. . . .e y o
. . . . . . .u
a ll t h e d ia lo g ue has gone.
........
. . .r. e. .m. . .o. .v. .e. . .a. . .p . .a. .r. t. . o f t
. . . . . .h. .e. . .d. .ia
. .•
. . lo
. . .g. .u. .e. . .. . . . . . . . . . . . . .

P u t le a r
. . . . . . . . . . . . . . . . ners into p .........
. . . . . . . . . . . . . . . . airs. Can t
...............h . .e . .y. . .r.e. .m . . .e. .m . . .b. .e. .r. .t.h . .e. . .w. . .h. o
. . .le. . .d. .ia
. . .lo
..g ..u ..e. .?
Word stress ......... ................
................
................
................
................
.....

................
..
Stressing the wrong sy
llable in a word can ma
the word difficult to un ke
derstand. A good way
introduce the importan to
ce of correct word stre
is by using people’s na ss
mes as examples.

• Introduce word stress with you

r name: • When you write a new word o
How many parts / sylla board, say the word a n the
bles are there nd ask learners
in my name? to tell you which sylla
ble is stressed.
Underline the stresse
Which is the strongest d syllable; for
– the first example ‘sofa’. Encou
or second? rage learners
to underline the main
stress on
words in their vocabu
Is it Emma or Emma? lary records.

sofa

For more examples of similar exercises, please visit:

www.teachingenglish.org.uk