• -"1'J.

,t- ,
I \ ~ I •

This book contains a collectiQnof varied·and imaginative

activities for the practice..of English pronunciation. The
activities.c·an'be used as awarenessraising activities or for
controlled practiceor revision. Theteacher'spages provide
clear instructionsfor conducting eachgame, background
information and s_1,1ggestions for adapting the games to the
needsof particular groupsof learners. Thesepagesare
followed, wherenecessary, by photoco iable material for the
students.
• containsa wide variety of innovative
activitytypes includingmazes, jigsaws,
board games, cardgames,lateral thinking,
guessingactivities and lively party~type
games
• coverspronunciation points rangingfrom
individual soundsandword stressto
sentencestress and intonation
• provides pronunciation practicefor
learnersof all levels and age groups
• engages learners in whole classactivities
and individual tasks
• contains photocopiablematerial

CAMBRIDGE
UNIVERSITY PRESS
I II
9 780521 467353
 ~..
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,-;::.'I
Contents
G
c:;
~
~
l Introduction
G
G 2 How to use this book

G J Key to phonetic symbols

i:; 4 Glossary of phonological terms
i:;
7 Game ty es and associated vocabulary
i:;
G
~
i-,

~ ~ection A 8 Syllables and stress

~
:-=;
Level
elementary 8
Game
Al Makingtracks
Point
countingsyllables

~ intermediate 10 A2 Syllablesoup syllablesandstress

~ intermediate 12 A3 Clusterbusters

elementary 15 A4 Stressmoves
consonant
clustersandsyllables

~
patternsof wordstress 4,,,.>-'

pre-intermediate16 A5 Stresssnap stresspatternsin simplenouns

G intermediate 19 A6 Stressdice stresspatternsin adjectives

~
r-
~
pre-intermediate22

intermediate24
A7 Steppingstones stressin two-syllable
verbs

ABChinesechequerswhenandwhennotto adda syllablein edandslesinflections

advanced 27 A9 Happyfamilies stresspatternsin longwords
i--i
pre-intermediate32 A10 Stressmaze
~
wordstresspatterns

~-
...--=ii

~
C
~
r:
r--a
r:
r
~

•- -""•=rO,.a
 Contents
Section B 34 Sound awareness
Level Game -~ Point

intermediate 34 Bl Hiddennames \identifying the commonsoundin a groupof words

elementary 36 B2 Pronunciation
journeyminimalpairs
pre-intermediate38 B3 Four-sideddominoesmatchingvowelsounds
pre-intermediate40 84 Soundpictures awareness
of sounds

intermediate 46 B5 Wina word vowelsoundsin wordsspeltwith a final e

intermediate 48 B6 Ludo vowelsfollowedby a writtenr (game1);

consonantsounds(game2)

elementary 52 B7 Two-vowel
jigsaw pairsof writtenvowels
elementary 55 88 Simplesoundmaze individualsound/i:/ (puzzle1); individualsound/j/ (puzzle2)

intermediate 58 89 Complex
soundmaze individualsoundsa,e,i,o,uas pronouncedin the
alphabet(puzzle1); rhymingwords(puzzle2)

pre-intermediate 61 B10Battleships soundsandphoneticsymbols

pre-intermediate64 B11Join the dots wordsandphonetictranscriptions

intermediate 66 B12Phoneticcrossword wordsandphonetictranscriptions

pre-intermediate68 BB Sounddice soundsandphoneticsymbols

elementary 69 B14Findthe rule awareness of sounds

elementary 70 B15Bingo discriminationof sounds

intermediate 74 B16Phoneticcode awareness of sounds

~}

Section C 76 Connected speech

Level Game Point

intermediate 76 Cl Linkmaze linkingbetweenvowelsounds

intermediate 78 C2 Dictationcomputer weakforms (puzzle1); assimilation(puzzle2)

pre-intermediate82 C3 Dada 1anguage stresstiming

intermediate 84 C4 Fishing stresspatternsin shortphrases

intermediate 86 C5 Compound clues stresspatternsin compoundnouns

pre-intermediate90 C6 Rhythmdominoes stresspatternsin shortphrases

intermediate 93 Cl Contradictme contrastivestress

intermediate 96 CBDon'ttell me intonationfor sharedandnewinformation

upperintermediate 98 C9 Intonationmonopolyintonationin questiontags

intermediate103 ClOIntonationdirectionsthe effectof tonicstresson meaning

108 Acknowledgement~
Introduction

Pronunciation Games is a resourcebookfor teacherscontainingphotocopiable

materialsfor usein the classroom.Eachunit consistsof a gamedesignedto raise
learners'awareness
of an aspecto'fEnglisl·1
pronunciation.
Thevariousactivitiesare
suitablefor a widerangeof levelsandcoverpronunciation
pointsrangingfrom
individualsoundsandwordstressto sentencestressandintonation.

Pronunciation
is oftentaughtthroughthe teacherprovidinga modelfor learnersto
listento and repeat.Thisis a valuablewayof teachingpronunciation,
but it neglectsa
needmanylearnersfeelto understand
whattheyaredoing.Theactivitiesin this book
areintendedto leadlearnerstowardsinsightsthat will helpthemin their future
learningcareerandreducetheir dependence
on the teacileras a model.

Tile pronunciation
pointsin tl1ebookare presentedin the form of games.Therearea
greatvarietyof activities,from competitivegamesto problem-solving
puzzles,from
activitiesinvolvinglearnersworkingindividuallyto groupandwhole-classactivities.
Whatthe gameshavein common,though,is that theyengagelearnersin a challenge
and,at the sametime, highlightan aspectof pronunciation.

Forconvenience,
the phonetictranscriptionsof wordsprovidedin this bookareas
givenin British-published
dictionaries.
Theserepresentthe accentcalledReceived
Pronunciation
or RP.Thereis no implicationthat otheraccentsarein anywaywrong.
Phonetictranscriptionsareshownusingthe International
PhoneticAlphabet(IPA).
Wherethis is used,examplewordscontainingthe soundaregivenso that the activity
canbe usedwhetheror not learnersknowthe IPA.

1
 How
tousethisbook
Point: 1 the pronunciationpointcoveredby the game
Minimum level: 2 the minimumlevelof Englishrequiredto playthe game
Game type: 3 the typeof gameit is
Approximate time: 4 the approximatetime the gametakes

Rule~ Theinformation
aboveis provided
justbelowthetitleofeachgame:
Formostgames therulesaregiven
in boththeteacher's
notesandon 1 Foranexplanation
of phonological
termsthatappearin the pronunciation point,referto
theaccompanying gamepage(s). Glossaryofphonologicaltermson pages4-6.
Therulescanbecopiedandgiven
outto theclasswiththegame. 2 Thelevelgivenshouldbe regardedas minimum:in otherwords,if the levelindicatedis
elementary,the gamemayequallywellbe usedat intermediate
or advanced
levelif the classis
unfamiliarwiththe pronunciation
point.

3 Foran explanation
of the differenttypesof games,referto the sectionentitledGametypes
andassociatedvocabulary on page7. Here,archetypes of the variousgamesarebriefly
described,
alongwith someof the particularvocabularythata participantwouldneedto playthe
gamein English.

4 Thetimegivenis approximate
in that it dependsa lot onthe class.Also,it is noticeable
that
as studentsplaymorepronunciationgames,theytendto catchon muchmorequicklyto the
waythe gameworksso that explanation time is significantlyreduced.

Theinformation
provided
foreachgameis dividedintosections:

Preparation
Thissectionexplainsthe preparationsthatyouwill needto makebeforethe lesson.In many
casesthis involvesphotocopyingthe game.Explanations of games,or checkinganswersat the
end,canbemadeeasierif you canalsomakea copyontoan OHPtransparency or A3size
paperso thatthewholeclasscansee.It is alsoan advantage if youcancopyboardsor cards
ontocardboard so thattheycanbe re-usedmoreoften.

Presentation
Formanygamesthereis a sectionwhichsuggestshowto presentthe pronunciation
point
beforethe game.

Conducting the game

Guidelines
aregivenfor conducting
the game.

Key
Keysareprovidedwhereappropriate.

Follow-up
In someinstances
suggestions
for follow-upworkor makingotherversionsof thegameare
alsoprovided.

2
 Key

Key to phonetic symbols

Consonants ip/ nark,soa12 /bl ro11
.b.e,
/fl face,!augn /v/ y_ery,
say_e
It/ time,write Id/ dog,road
/fj/ thing,health lo/ these,breathe
/tfl church,question /d3/ iuice,pag_e
Isl .s.ee,
ri.Qe /z/ zoo,ri~e
/fl shoe,action 131 vis.ion,usual
/kl Q.at,
blac,k lg/ g_o,bag_
/ml make,same In/ name,rain /JJ/ sing_,
think
/hi here,behind /JI Hve,feel Ir/ ride,arrive
/w/ went,aw.ax !;t
/j/ y_ellow,
.u.se

Vowels !'JI arrive,doct.a.r,

picture,
Sat.u.rday,
sev~n
/re/ cat,apple !Al c.u.t,
.!J.P /a:/ half,arm
le/ m~n,any Iii sit, in /i:/ s~t. mf2
/o/ g.o.t,
.o.n h:/ sport,war /3:/ girl, early
/u/ sh.Q..!J.ld,
good /u:/ f.Q..Q.d,
you
II'J/ near,b~r /u'J/ sure,tour /ea/ air,area
/e1/ face,rain /-:JI/ .oil,b~ /a1/ llne,m
fau/ g.o.,
g_ver /au/ out,CQ.Yi

3
 I

\~

Glossary

GI ossa ry of phono I ogi ca I terms

Assimilation Assimilationis whena phoneme in a wordis altered
bythephoneme nextto it. Thiscanhappen whether
thisneighbouring phoneme is in thesamewordor in a separatewordForexample. in thephrase
did
carefullythesecond /d/ in didmayactually bepronounced as/g/. Consequently, thephrase wouldsound
likedigcarefully/d1g'ke~fah/.

Consonant Consonants aresounds madebyblocking theflowofaircomingoutfromthelungs.Sounds produced

withoutthisblockagearevowels.Inthecaseof thesounds /j/ (asinyellow)and/w/ (asinJ1:esn the
distinction
is notveryclear.
These arecalledsemi-vowels. Theblockage of airmaybeaccompanied by
vibration
of thevocalchords. in whichcasetheconsonant1svoiced:if thereis novibration
of thevocal
chords.theconsonant is unvoiced.

Consonant cluster A consonant

clusteris twoor moreconsonant sounds
together.
forexample.the/spr/ atthebeginning
of
thewordspring/spnJJ/. Therearemanycombinations of consonants
thatarenotpossible,suchas/ptf/.
Thesecombinationsaredifferent
in different
languages.

Contrastive stress Contrastive

stressis where
wegiveemphasis to awordto contrast
it witha wordwhichhasgonebefore.
Thishappensforexamplewhenwecorrect someone,asin thisexchange:
A Mymother's nameis John.
B Youmean yourfather's
nameis John!

Diphthong A diphthong vowel.It startssounding

is a complex likeonevowelsoundandthenchanges
andends
soundinglikeanother.
Anexample is thevowelsoundin rain/rein/.

Inflections Thepasttenseinflectionedis pronounced in threedifferent ways,depending onthelastsoundin theverb.If

themainverbendswiththesounds /t/ or/d/, edis pronounced lid/. If theverbendswitha voiceless
consonantotherthanIt!, edis pronounced /ti. If theverbendswithanyothersound,edis pronounced Id/.
Examplesofthesethreeinflectionsare:
1 wanted= /'wont1d/ 2 walked = /w:i:kt/ 3 called=/b:ld/
Fromthelearner's pointofview,themostimportant thingis thatin 1 a syllable
is addedwhereasin 2 and3
nosyllable
is added.

Thecaseis similarwiththeinflections or esfor pluralforms,possessives orverbsin thepresent simple

tense.If a verb,forexample, endswithoneof thesesounds /s/, /z/, !JI, /3/, ltfl or/d3/, thesis
pronounced /Iz/. If ii endswitha voicelessconsonant, thesis pronounced /s/. If theverbendswithany
othersound, thesis pronounced /z/. Examples are:
1 washes= /'woJ1z/ 2 drinks=/drmks/ 3 drives=/drmvz/
Again,a syllableis addedin 1 butnotin 2 or 3.

Intonation Intonationis thepatternof prominenceandtonein speech.

These
canbecompared to rhythm
andmelody
in music.Intonationis usedto convey
extrameaning
in speech
beyond
themeaning ofthewords.For
example,intonationcanbeusedto makeHownice!soundenthusiastic
or sarcastic.

Intrusive r Theintrusive
r is an/r/ soundintroduced
betweenwordswhere thefirstwordendswitha vowelsound and
thesecond wordbegins witha vowelsound.
Theintrusiver is notevidentin thespelling
ofthewords.For
example,lawandordermaybepronounced /•b:r~n•:,:d;,/;the/r/ soundin themiddleis anintrusive
r.

4
 (~

Glossary
Linking sounds A linkingsoundis a soundintroduced between wordswhere thefirstwordendswitha vowelsoundandthe
second wordbegins witha vowelsound. Thelinkingsounds maybe/j/ (asinye!loW), lw! (as1n1YeOorIr!
(asin[ed).Whichof thesesounds is inserteddependsonthevowelthatcomesbefore it Examplesare:
meandyou /'mi:j;m'yu:/
goandsee/'g,mw;:in•si:/
farandwide/'fa:rnn'waid/ (Notein RP,faronitsownis pronounced /fa:/.)
If an/r/ is introducedwhereit is notevidentin thespelling.
thisis thencalledanintrusive r. Some
speakers regard thisasincorrect pronunciation.

Minimal pair A minimal pairis a pairofwordsthatdifferonlyin onesound, forexample flightandfrightor cutandcat.If

thespeaker failsto pronounce thatonesounddistinctlyin oneof thewords,thelistener couldin theorythink
thatthespeaker hadsaidtheotherword.Forexample, if a speakerfailsto distinguishthesounds /r/ and/1/
in sayingI hada terribleflight,heor shemaybeunderstood to havesaidI hada terriblefright.Inpractice.
thecontext usually makes ii obviouswhichwordwasmeant. However, minimal pairsareusefulin teaching
because theyfocusattention clearlyonindividual
sounds.

Phoneme A phoneme is a soundwhichis significant in a language.Forexample, in a minimalpair.thetwowords

differonlyin onephoneme. Differentlanguages havedifferent phonemes. Forexample, Portuguesedoesnot
containthephonemes /1/ (asin fit!ht!) or /i:/ (asin feet!fI:tl). Instead,it hasa phoneme somewhere
between thetwo.Thismaycause difficultywhenthePortuguese learner
of English triesto distinguish
these
phonemes. Anotherwordforphoneme is sound

Phonetic script A phoneticscriptis analphabet in whichthereis onesymbolto represent

eachphoneme in a language.
ThenormalEnglish alphabet
is largelyconventional.thatis,wordsarespeltaccording
to agreed convention
ratherthanaccording to sound.A phonetic scnptis thenneeded to showhowwordsarepronounced It is a
usefullanguagelearning toolbecause it enablesthelearnertoanalysepronunciation
moreclearlyandrefer
to thedictionary
forpronunciation.

Prominence
is emphasis
givento particular
wordsin speech
to highlight
themasimportant.
Forexample,
in
contrastive
stress,prominence withonethatwentbefore.
is giventoa wordwhichcontrasts

Received Thisis a standard

BritishEnglish
accent
whichshowsnoregional
variation.
It is sometimes
called
pronunciation BritishEnglish.

Rhythm Rhythmis thewaya languagesounds

asa resultof thepattern
of stressed
andunstressed
syllables
in
speech.
Rhythms aredifferent
between
languagesandcontributeto thecharacteristic
sounddifferent
languageshave.
A distinction
canbemadeherebetween stress-timed languages
andsyllable-timed
languages.

Sound A soundis a phoneme. Inteachingpronunciation,

it is oftennecessary to makeit clearwhenyouaretalking
aboutsounds andwhenyouaretalkingaboutletters. Forexample, MP(Member of Parliament)beginswitha
consonantif wearetalkingaboutwrittenletters,
butif wepronounce it, it begins
witha vowelsound
/empi:/.

Stress Stress is emphasis giventosyllablesin words.Forexample, in thewordtelevision /tel;:i'v13en/, the

stressis onthethirdsyllable.
Often,wordsthatlookverysimilarin twolanguages actually havethestressin
a differentplace,makingthemsoundquitedifferent. It is usefulin teachingaboutstressto usesymbols to
represent stresspatterns.
Forexample, couldberepresented
television as.... Here, eachcircle
represents a syllable
andthebiggercirclerepresents thestressed syllable.
Thesesymbols areusedin this
book.Thestresspatterns ofwordscanchange in thecontext of speech undertheinfluence of surrounding
words.Forexample, thestressonteenin fourteen/f:J:'ti:n/ maybelostin thephrase fourteen days.Thisis
calledstressshift.
Stress mayalsomoveinwordswhensuffixes areadded.Forexample,
lookatthechanged positionofthe
stressed syllable
(underlined)
in thesetwowords;Q]]Qtograph, Changing
phofQgraphy. thepositionofthe
stressed syllable
in a wordcanchange itsmeaning in somecases.
Forexample, Q'Jport(withthestresson
thefirstsyllable)
is a nounwhileex[)Q[J(withthestressonthesecondsyllable)
is a verb.

5
 ~/

Glossary
Stress-timed A stress-timed
language
suchasEnglish hasthestressed
syllables
in speech
atmoreor lessequalintervals.
Thishappens howevermanyunstressedsyllables
occurbetween
thestressedsyllables
- if therearea lotof
syllables.
theyhaveto becompressed.Forexample,thesetwophrases shouldtakeaboutthesametimeto
saysinceeachhasthreestressed
syllables
(underlined):
BJngJack~. J§Jephone Alison!l...fterwards.

Syllable A syllableis onevowelsoundandanyconsonant soundsthatarepronounced withit in a word.Thevowelis

theessential element
exceptinthecaseofsyllabicconsonants. Theseareconsonants thatmayforma
syllableontheirown,forexample theIn/ soundin thewordcotton/kotn/. Theimportance ofthevowelin
forminga syllablecanbeseenin thefollowingexample;want/wont/ andhelp/help/ arebothwordsof
onesyllable. Inthepasttensewanted/wont rd/ hastwosyllablesbuthelped/helpt/ stillhasonlyone.In
thefirstcase,botha vowelanda consonant areadded,butin thesecond,onlya consonant is added.

Syl lab I e-ti med Wemustdistinguishtheideaofa syllablein pronunciation

fromtheideaofa syllablein writing.Thewritten
syllable
1sa groupingof letters
whichmaynotbesplitbetween lineswhena wordis split,butin
pronunciation
thesyllableis defined
bysounds ratherthanletters.

A syllable-timed
language suchasFrenchgivesmoreor lessequalemphasis
to eachofthesyllables
in
speech,in contrast
to a stress-timed
languagesuchasEnglish

TO
ne Tone1sthemelody of speech,thatis therisingandfallingin pitch.Toneaddsanextralevelof meaning to
what1ssaid.Forexample, thetagquestion in Madras is in India.isn'tit?mayhavea risingora fallingtone
A risingtonemakes it soundasif thespeaker is notverysurethatMadras is in India,sothatit is a genuine
jllestion.A fallingtonemakes it soundasif thespeaker isfairlysurethatMadras is in Indiaandmerely
"wantsconfirmation.

Tcfne·
'tinit A toneunitis a section
of speech
containingonedistinctpitchmovement ortone.Withinthetoneunit,one
wordis emphasised bythespeaker, andthestressed
syllable in thiswordis thetonicsyllablein thetone
unit Thepitchmovement, ortone,beginsonthistonicsyllableandcontinues to theendofthetoneunit.

ToniC Sy 11
ab Ie Thetonicsyllableisthestressedsyllablein theworda speakerhaschosento emphasise.
Thespeakermay
chooseto emphasise a wordto indicate
itsimportance.Considerthisexchange:
A Howlonghaveyoulivedhere?
B Abouttwoyears. HowlonghaveW!J.Iivedhere? ·f'.
Here,Bemphasises youto signala change in thesubject
oftheconversation
fromB'spersonal
historytoA's
personal
history.

VOW e I A vowelis a soundproducedwhentheflowof airfromthelungsis notblocked andthevocalchordsare

vibratingDifferent
vowelscanbeproduced bychanging thepositionofthetongue.Whichvowelis produced
depends onwhichpartofthetongue is raisedandhowfarit is raised.
A soundwhichstartsasonevowel
soundandendsasanother is calleda diphthong.Vowels canvaryin lengthandin theIPAphonetic
script
thelongervowels havetwodotsorsmalltriangles afterthem.

Weak f Orm Aweakformis thewayoneofa number of common wordsin Englishis pronounced whereit is notbeing
emphasised forsomereason. Forexample,
thewordherin Whats hername? /'wots (h)d 'ne1m/ willbe
pronounced witha shortvowelsoundandpossiblywithoutthe/h/ sound.But,in Its herthatI saw,
/its 'h3: odt m s'J:/, heris emphasised
andsothevowelsoundis longerandthe/h/ is pronounced

Words whichtendto haveweakformsaregrammaticalwordssuchaspronouns,eg,her,him,auxiliary

verbs,eg,can,are,does,has,was,prepositions,
eg,to,at,for,fromandconnectives,
eg,but,and.

Theshortvowelsoundinweakformsis always
theweakvowelfa/, except
whentheoriginalvowelwas
II/, in whichcaseit staysthesame.

6
 ~/

Game
types

Game types and associated vocabulary

Battleships Battleshipsis a guessinggamefor two players.Eachplayerhasa mapof an areaof seawith a
grid of coordinates formedby.for example.lettersacrossthe top of the mapandnumbers
downthe side.Playersdrawshipson the map.Theythenmustguesswherethe otherplayer
hasplacedhis or herships.Todo this, playerstaketurnsto nameoneof the squaresin the
grid:their partnermustsayif a shipor part of a ship is in that squareby sayinghit or miss.The
winneris the first playerto find all the otherplayer'sships.

Bingo Bingois a listenandfind gamefor a largenumberof players.Eachplayerhasa grid on which

arewrittendifferentnumbers.Thepersonconductingthe gamecallsout numbers.Playersmust
lookfor andcrossout the numbersas theyarecalledout on the grid theyhavein front of them.
A playercanwin at anypointduringthe gameby callingout Bingo!whentheyhavecrossedout
everynumberin a linein the grid, but the final winneris the first playerto crossout every
numberin the grid.

Happy familie'=> Happyfamiliesis a collectinggamefor a smallnumberof players.Oneof the playersshuffles

the packof cardsanddealscardsto eachplayer.Onthe cardsarepicturesof membersof
familieswith their namesbelow;eachfamilyhasfour members.Theobjectof the gameis for
playersto collectfamilies.Todo this,theytaketurnsto askotherplayersfor particularcards,
andif the playeraskedhasthe card,he or shemustgiveit to the personwhoaskedfor it. The
playerwho hascollectedthe mostfamiliesat the endof the gameis the winner.

Ludo Ludois a racinggame.A smallnumberof playerssit arounda boardon whichthereis a pathof

squaresfrom a startto a finish.Playersplacetheir counterson the startandtaketurnsto throw
the diceandmoveaccordingto the numberthey havethrown.Theythenracealongthe path
andthe first playerto reachthe finish is the winner.

Mazes A mazeis a path-findingpuzzlefor oneplayer.It consistsof a mapof a systemof pathways

with onlyoneentranceandexit.Theobjectis to find a routebetweenthese.

Noughts and Noughtsandcrossesis a blockinggamefor two players.Eachplayerdrawsa squaregrid of

crosses ninesquares.Oneplayerhasthe symbolX andthe otherplayerhasthe symbol0. Theplayers
taketurnsto drawtheirsymbolin the squares.Thewinneris the first playerto form a lineof
threesquaresin eithera horizontal,verticalor diagonaldirection.Oneof the mainstrategiesin
the gameis to try to blockthe otherplayerby occupyinga squarewhichhe or sheneedsto
form a line.

Snap Snapis a matchinggamefor two players.Oneof the playersshufflesthe packof cardsand

dealscardsto eachplayer.Playersthentaketurnsto placecardsfaceup in a pileon the table.
If the designon onecardis the sameas on the cardwhichhasjust beenplayed,the first player
to noticethatthe cardsarethe samecanwin all the cardson the tableby callingSnap! When
playersno longerhaveanycardsin their hands,oneplayershufflesanddealsthe cardsfrom
the pileagain.Theplayerwith mostcardswhenall the cardshavebeenpairedoff is the winner.

Spot the Spotthe differencesis a lookandfind puzzle.Playersmustspotdifferencesbetweentwo

differences almostidenticalpictures.

7
 \ .
~/

Making
tracks
A Point:
Minimum level:
Game type:
Approximate time:
countingsyllables
elementary
a diceand boardblockinggamefor two players
20 minutes

Rules Preparation
l Playthisgamein pairs.Towin Makea copyof the boardandprovidea dicefor eachpairof studentsin the class.
thegame,
youmustgetmorepoints
thantheotherplayer. Presentation
2 Towinpoints,youmustmakea 1 Writethe followingwordson the board:
'track'.Atrackis a straightlineof train blouse eight coat
fouror moresquares. Thetrackcan Pointout that althoughthesewordsall containmorethanonewrittenvowel,theyonlycontain
behorizontal •, vertical Jor onevowelsound.Theyarethereforeone-syllable words.
diagonal~. 2 Writethe followingwordson the board:
3 Tomakeatrack,youmustwin sunny about later started
squareswhicharenextto each Elicitthatthesewordsall containtwo vowelsoundsandthereforetwo syllables.
other.
Youcanwina square by 3 Writesomethree-syllable wordsfrom your courseon the board. Elicitthatthesewordsall
throwing thedice.If thediceshows containthreevowelsoundsandthereforethreesyllables.Thenrub out all the wordsfrom the
1 or4, youcanwinanysquare with board. Callout the wordsin randomorder. Askstudentsto identifyhow manysyllableseach
a one-syllable wordin it. If thedice wordcontains.
shows2 or5,youcanwinany 4 Writea few wordsfrom the gameon the board.Askstudentsto sayhowmanysyllableseach
square withatwo-syllable wordin wordcontains.
it. Ifthediceshows3 or6, youcan
winanysquare witha three-syllable
Conducting the game
1 Dividethe classinto pairsandgiveeachpaira boardanda dice.
wordin it.
2 Explainand/orgiveout the rules.
81 syllable[;J1 syllable 3 Whenstudentshavefinished,quicklyreadout the wordsin the grid andaskstudentsto say
GJ2 syllables[BJ2 syllables howmanysyllableseachword has.

[Z]3 syllables[;] 3 syllables Key

4 Players
taketurnstothrowthe
diceandwinsquares.Whenyou
wina square, drawyoursymbolin
it. OneplayercanusethesymbolX
andtheotherplayercanusethe
symbol0.
onesyllable-car,cheese,jeans,bird, night,mouth,green,fruit, shoes,eight,school,
blouse,train
twosyllables-sunny,
trousers,little,yellow,airport,tennis,bottles,morning,football,
number,something
threesyllables
- bicycle,understand,
aeroplane, newspaper,
telephone,elephant,cinema,
photograph,remember, banana,beautiful,somebody

5 Whenallthesquares arefull, Making your own versions

countyourpoints;fourpointsfor Youcanmakeyour ownboardsfor this gameusingvocabularyfrom yourcourse.
everytrackoffoursquares,five
pointsforeverytrackoffive
squaresandsixpointsforevery
trackofsixsquares.

8
 Rules
l Pl,'Ythisgamein pairsTowin
thegame,youmustgetrore points
thant1eotherolayer.
2 Towi11 youmustmakea
'track·.
A trackis a straightiineof
fouror moresqLares. Thetrackcan
behorizontal• vertical l or
diagonal,.
3 Tomakea track.youmustwin
squares wt1icli,re nexttu each
other.Youcanwina squareby
throwing thedi:::e.
If thediceshows
1 or!J.youcanwinanysquare witt1
a one-syllable wordin it. If thedice
shows2 or5. youcanwi1 ,my
squ,rn! wilt\a lwo-syllab:e wordin
it. If thediceshews3 or6. youcan
winanysquare witha threosyllable
wordin it.
[ ;_-:1 syllable':;l1 syllable

·~·• 2 syllables:•: I 2 sylatlles

1. 1
._)
......
(D
co ~•j 3 syllablesTI]3 syllables
(J,

4 Players
taketurnsto throwthe
diceandwinsquares. Whenyou
wina square, drawyoursymbolin
it. Q;,e playerc2·1useIriesymbolX
andtheotherplayercanusethe
symbo:0.
5 Whenallthesquares arefull,
countyourpcmts;fourpointsfor
everv:rackoftuJr squares.five
pointsforeverytrackof five
squa·es andsixoointsforevery
trackof sixSO,LJres.

-,
 ~-/
Syllable
~oup
A Point:
Minimum level:
Game type:
Approximate time:
syllablesandstressin wordswith threeor four syllable~
intermediate
a lookandfind puzzlefor studentsworkingindividually(or in pairs)
15 minutes

Preparation
Makea copyof the puzzlefor eachmemberof the class.Youmayalsowantto makea copyon
an OHPtransparencyor a largepieceof paper.

Presentation
1 Writea wordwith its syllablesseparatedin randomorderon the board.Forexample,write
tomorrow likethis:
mar to row
2 Askstudentsto makethe word out of thesesyllables.
3 Pronounce the wordseveraltimesandaskstudentsto identifythe strongestor
stressedsyllable.
4 Writethe wordin the followinggrid to showthe conventionsusedin the 'soup',that is, a
circlearoundthe first syllableanda squareroundthe stressedsyllable.

1011 II mor row I

Conducting the game
1 Giveeachstudenta puzzle.Explainthat thereare14 wordshiddenin the grid.Thewords
arehorizontal• or verticall. Thestressedsyllableshavebeenremovedfrom the words
andplacedoutsidethe grid. All the first syllablesarealsooutsidethe grid andbeginwith
capitalletters.
2 Demonstrate the activityby makingtwo or threeof the wordsin the puzzle.(Useyour OHP
transparency or largepieceof paperif you havecopiedthe puzzle.)Thewords,oncetheyare
discovered, shouldbecircledandthe syllablesoutsidethe grid shouldbe crossedout.
3 If studentshaveanydifficultygettingstarted.afterthis demonstration, givesomeor all of the
wordsthattheyarelookingfor. Theycouldalsoplaythe gamein pairs.
4 Whenstudentshavefinished,checkanswerstogether.(Again,you canuseyour OHP
transparency or largepieceof paper.)Drillthe pronunciation of the words.

Key
Tel Cal cu la tor

e En News Un tel

vi ter pa der Ii

sion lain per stand gent

pen mor row I In vi

sive I Tel e phoneI terest la I'

ver sa lion ing lion

Making your own versions

1 Drawa grid. Fillthe grid with wordsseparatedinto syllables.Mostdictionariesindicatehow
wordsaredividedinto syllables.Thewordsmaybewrittenhorizontallyor vertically.
2 Puta circlearoundall first syllablesanda squarearoundall stressedsyllables.
3 Finally,makea cleancopywith the syllablesin squaresor circlesremovedfrom the gridand
writtenoutsideit. Usean initialcapitalletterfor the first syllablein eachword.

10
 •
ta Cal stand In VI In

□□:~t%itWil1il&~*ti!li$.l~l:l~fltf:~liD
Un }:J;{t]!Jim□□DDD Re
··;
Stressed
syllable

,'.liWi~;.~□-, 0~':;i~~;~'.'.~\;';;;;·;.:.:~t~:i~;
,·-•·:;~t.~!lif
~\;:
I
"'
mem o·•··•••-· 1n
:::,
0
0
0
;,;-
·•-·····•·,--· ;:;ff
@
("") •••••••••• -: :, •••••• ·.-.; • ... ·:-•,•··· ,•• ·:··-····-· ., ••• - •••••••• •,-: ✓ • ............. •.-•,:- ✓ -:•· .-.;,,•..- •• -

"'

];!!If
&ii0{ 1f0jtr;,Jtf
:3
er
0.:
co
CD
C
:::,
<.
CD
ul
Pop.!) ri;~Wt.!!t;ti1ID!mi~Thi1·:1
mor 1
Q
--cJ
ro
u,
sa
u,
-'-
(D
r..o
(J1

En
la
-
D'.~fil0i~trDtf ittt
t'1)

1~1ffl-t!:;f
tt!t!!1 ~I1r1,t~!.tt:;:r~ lS'
C
C:
""'C

Tel tel To pen Ex Tel

.....
.....
 Cluster
busters
A Point:
Minimum level:
Game type:
Approximate time:
consonant clustersandsyllables
intermediate
a blockinggamefor two teams
30 minutes

Rules Preparation
1 Towinthisgame,yourteammust Copythe grid ontothe board(or an OHPtransparency).Makea copyof the grid for each
makeacomplete lineotsquares so studentif studentsaregoingto playthe gamein smallergroups.Makea copyof the answerkey
thatyouhavea pathlromoneside for eachgroupof students.
oftheboardto theotheror fromthe
topoftheboardto thebottom. Presentation
2 TeamA mustmakea linefrom 1 Writethefollowingsequence
of wordson the board:
sideto sideandTeam Bmustmake or - ought- port- sport- sports
a linefromtopto bottomlikethis, Pointout thatthe vowelsoundin thesewordsremainsthe sameeventhoughthe spellingis
forexample: changed. Showthatthewordsarebuilt up by successively
addingoneconsonantsoundand

II.
thattheyall containonlyonevowelsoundandthereforeonesyllable.Stressthat it is consonant
soundsandnot writtenconsonants thatareadded.Thus,hecannotbeexpanded to sheby
BB:
i B addingan s; in this case,the consonant soundis changed, as opposedto a consonant sound
B B beingadded.

H
i
i B 2 Invitestudentsto buildup otherwordsby addingsingleconsonant soundsto or,suchas:
or - law- floor - floors
Diagonalslikethis
arenotaccepted B
or • four -force• forced
asa complete line: B 3 Askstudentsin groupsto buildup wordsfrom eye,suchas:
eye- lie • light• flight flights
3 Towinasquare, theteammust eye- lie - like- liked
saywhichsquare theywant,eg4C, (Notethatwhileno additionalvowelsound(andthereforesyllable)is addedin the pasttense
andaddsingleconsonant sounds
to endingin liked,this is not alwaysthe case,eg wanted.Addinganextrasyllableas in this caseis
thewordin thesquare to make notacceptable in the game.Noris it acceptablein pluralendings,eg prizes,or third person
another word.Thismustbedone singularverbendings,eg watches, whichproducean additionalsyllable.)
twiceif thesquarehas2writtenin it
andthreetimesif thesquare Conducting the game .f!r
has3writtenin it. 1 Thegamecanbeplayedasa classor withtheclassdividedintoseveralgroups.Theclass
4 Teams taketurnsto tryto win or groupsshouldbedividedintotwoteams.If playingin groups,onestudentshouldbenominated
squares. as judgeandgivenananswerkey.If playingasa class,theteachercanbethejudge.
2 Explainthat all thewordsin the grid canbeexpanded by addingsingleconsonantsounds.All
5 Youcantrytostoptheotherteam thewordscanbeexpandedin this waytwiceandsomecanbeexpandedthreetimes.
making a linebywinning squares to 3 Explainand/orgiveout the rules.Notethatan alternative wayof winningthe gamewouldbe
blockthem.Forexample, hereTeam for a teamto win four squaresin a row ratherthanmakea completelineof squaresfrom one
A blocksTeam B'sline: sideof the boardto theother.
4 As teamsproducetheirsequences of words,the wordsshouldbewrittenin pencilin the box
withthe originalword.(Thewordscanbe rubbedout if theyareincorrect.)Theteamcanbe
askedto pronounce the sequence to demonstrate thatall the wordshaveonlyonesyllable.
5 If the sequence offeredis differentfromthat in the key,theteachercanbeconsulted to seeif
thealternativeis acceptable.
6 Writethe letterof theteamin the squaresastheyarewon.

12
 Cluster
busters
A
Key
Thesearesuggestedanswersbut othersarepossible.

A B C D E

LIME WHY ICE KEY LOCK

1 climb white rice ski clock
climbs quite price skis clocks

ILL EIGHT ACHE RAY WHOLE

2 fill late take pray hold
filled plate steak spray holds
plates steaks sprays
WIN OWE LAY TEA COOL
3 wind low late team school
winds slow plate steam schools
slows lates steams
NECK PAY EYE ART ACE
4 necks pain eyes tart face
next paint lies start faced
aints flies starts
POT EYES HELL THING IN
spot lies help think pin
5
spots flies helps thinks spin

FromPronunciation Games byMarkHancock©

Cambridge
University
Press1995 IJ:1,)1,1;t,1J1,r:1f.j 13
 Rules
1 Towinthisgame,yourteam
A B C D E mustmakea complete
squares
lineof
sothatyouhavea path
\...A)
fromonesideoftheboardto the c:,
LIME(2) WHY(2) ICE(2) KEY(2) LOCK(2) otherorfromthetopoftheboardto
a
"Tl
c::
.,
:3
... 1 thebottom.
2 TeamA mustmakea linefrom ~
l"D
0
:::s sideto sideandTeam B mustmake ---,;
C
:::s 'o-
r, a linefromtopto bottomlikethis,
iii"
forexample: c::
z.
0
ILL(2) EIGHT(3) ACHE(3) RAY(3) WHOLE(2) ~
:::s
C, l"D

- m
---,;
Iii
,,,
3
ISi
2 lTI

=
'-<
s:::
w
x Diagonals
likethis
:::r::
w
WIN (2) OWE(3) LAY(3) TEA(3) COOL(2) arenotaccepted a
::::,
c-, asa completeline: 8

3
0
c-,
"'
@
3 Towina square, theteammust
(") saywhichsquare theywant,eg4C,
w
:3 andaddsingleconsonant soundsto
=
_Cl..
thewordin thesquare to make
=
CD
C
NECK(2) PAY(3) EYE(3) ART(3) ACE(2) another word.Thismustbedone
::::, twiceif thesquare has2writtenin it
<"
CD
ul
~
4 andthreetimesif thesquare
has3 writtenin it.
cJ
co
en 4 Teams
taketurnsto tryto
en
winsquares.
<.D
<O
CJ7 POT(2) EYES(2) HELL(2) THING(2) IN (2) 5 Youcantryto stoptheotherteam
making a linebywinningsquaresto
5 blockthem.Forexample,
A blocksTeam B'sline:
hereTeam
 Stressmoves
A Point:
Minimum level:
Game type:
Approximate time:
patternsof word stress
elementary
a gameof physicalmovementfor the wholeclass
20 minutes

Rules Preparation
l Oneplayerbeginsthegame 1 Chooseabout20 wordsfrom yourcourseor askeachmemberof the classto suggesta
bysayinghisor herownwordwith word. Makesurethatthe wordscontaina numberof differentstresspatterns.Herearesome
theappropriate stressmove(s) and examples:
thensayinganother player'sword 1• 2 •• 4••· 5 •••
withtheappropriate stressmove(s). jeans monkey balloon banana bicycle
Thisplayerthencontinues bysaying blouse trousers cassette detective cinema
hisor herownwordwiththe eight yellow goodbye computer telephone
appropriate stressmove(s) andthen mouth morning hello umbrella photograph
sayingyetanother player'sword Writeyourwordson flashcards.
withtheappropriate stressmove(s). 2 Decideon some'stressmoves'beforethe classandpractisethema little.Stressmovesare
Thegamecontinues in thisway physicalmovements whichyou makeas you saythe word.Thereshouldbe onemoveto
untilsomeone makes a mistake. accompany the stressedsyllableanda differentmovefor eachof the restof the syllables.
A mistake occurswhena player: Herearesomesuggestions:
• failsto respond whenhisor her a Makea fist for eachunstressedsyllableandopenyourfingersfor the stressedsyllable.
wordis called. b Clapyour handsfor eachunstressedsyllableand bangthe deskfor the stressedsyllable.
• forgets to repeat hisor herown
wordfirst. Presentation
• pronounces a wordincorrectly. 1 Choosesomeof the wordsyou havedecideduponandwritethemon the board.Pointto
• makes thewrongstressmove(s). the wordsin turn andreadthemout. Usethe appropriatestressmovesfrom the systemyou
havechosen.
2 Eacl1playerbegins with10 2 As studentscatchon to the waythe stressmoveswork,invitemembersof the classto say
pointsandlosesonepointforeach somewordswith the appropriatestressmoves.
mistake.
Aftera mistake,
thegame 3 If possible,askstudentsto sit in a circleso thattheycanall seeeachother.Distributea
mustberestarted bytheteacheror
flashcardto eachstudentandaskeveryoneto practisesayingthe wordon their cardwith the
bytheplayerwhomadethemistake. stressmovesto accompany it. Thenaskeachstudentin turn to completethe sentenceMy word
3 Finishthegamewhen is ... with the appropriate
stressmove(s).
oneplayerhaslostall 10points.
If studentsarest111
enthusiastic,
ask Conducting the game
themto swaptheirflashcards
and Explainthe rulesandproceedwith the game.Withverybig classes,playa demonstration
game
beginthegameagain. andthenlet studentsplaythe gamein smallergroups.

Making your own versions

Oncethe stressmoveideahasbeenintroduced,it canof coursebe usedwheneveryouwantto
showthe stresspatternof a word.Thegamecanbe playedas revisionat regularintervals.

15
 Stress
snap
A Point:
Minimum level:
Game type:
Approximate time:
stresspatternsin simplenouns
pre-intermediate
a matc~1ing
25 minutes
gamewith cardsfor two players

Rule5 Preparation
1 Theaimofthegameisto win Copyandcut out a set of cardsfor eachpair of studentsin the class.
morecardsthanyourpartner(s).
2 Dividethecardsequally Pre5entation
between
you.Keepthecards 1 Writethe followingwordswith their stresspatternson the board:
facedownin a pile. 1e 2e. 3•• 4e.. s.e.
right question mistake salary pollution
3 Taketurnsto turnthecardsface 2 Askstudentsto suggestotherwordswith the samestresspatterns;writethesewordson the
upin a pileonthetable,making boardunderthe appropriate
stresspattern.
surethattheplayercannotseethe 3 Readout someof the wordsfrom the gameandaskstudentswhichstresspatternthey
cardbefore
theothers. correspondto.
4 If younoticethatthestress
patternofthewordona cardis the Conducting the game
sameasthewordonthecard 1 Dividethe classinto pairsandgiveeachpaira packof cards.(Thegamecouldalsobe played
before,
youcanwinall thecardsin by studentsin groupsof threeif necessary.)
thepile.Todothis,putyourhand 2 Explainand/orgiveout the rules.
onthepilequicklyandsaySnap!
Key
5 Afteryouhavewonthepile,put
thecardsto onesideandbegin 1• 2 •• 3 •• 4••· 5••·
againtakingturnsto putcards shirt money balloon continent potato
onthetable.Shuffleanddealthe ball problem shampoo cinema disaster
cardsonthetableagainwhen
head student police Saturday computer
younolongerhaveanycardsin
yourhands. eye mother career paragraph banana
6 Theplayerwiththemostcards shoe music cartoon elephant tomato
whenalI thecardshavebeenpaired girl garden address manager tobacco
offis thewinner. I
light island defence recipe umbrella
7 11youcannotagreewithyour
partner(s)
aboutthestresspatterns
train colour guitar vehicle professor (
ofwords,asktheteacher. Making your own version5 . \
Youcouldmakeotherpacksof cardsto includevocabularyfrom yourcourse.Youneedaneven
numberof wordsfor eachstresspatternandaboutthe samenumberof wordsfor eachof the
stresspatternsyou decideto include.

16
 Rules
11eq peaq l Theaimofthegameisto win
morecardsthanyourpartner(s).
2 Dividethecardsequally
between
you.Keepthecards
shirt ball head- eye facedownin a pile.
3 Taketurnsto turnthecardsface
upin a pileonthetable,making
surethattheplayercannotseethe
aoqs cardbefore theothers.
4 If younoticethatthestress
::r::
Cl) patternofthewordona cardis the
shoe girl light train
:::,
c-.,
0
c-.,
sameasthewordonthecard
=
@
before,youcanwinall thecardsin
0
thepile.Todothis,putyourhand
Cl)
:3 I onthepilequicklyandsaySnap!
=
ci
=
CD
C
Aauow wa1q0Jd J81.1JOW 5 Afteryouhavewonthepile,put
thecardsto onesideandbegin
:::,
<" againtakingturnsto putcards
CD
vl onthetable.Shuttle anddealthe
~
""CJ
co
en
money problem student mother cardsonthetableagainwhen
younolongerhaveanycardsin
en
....... yourhands.
(D
(D
u, 6 Theplayerwiththemostcards
:usnw uapJe6 whenallthecardshavebeenpaired en
:::r

-
■
offis thewinner. CD
CD
7 It youcannotagreewithyour ...A.

colour
■

music garden island partner(

s) aboutthestresspatterns
ofwords,asktheteacher.
-----------~---------------------------x
I
I

uoo11eq oodweqs JaaJea

I
I
I
I
II
I
I
1
I

balloon shampoo police career

I
I
I
I

__,
'-I ------x------ I
I

v7
.....
00 Rules
l Theaimofthegameis towin
uoo1Jea ssaJppe aaua1ap morecardsthanyourpartner(s).
2 Dividethecardsequally
between
you.Keep thecards U)
,-+
facedownin a pile.
cartoon address defence guitar 3 Taketurnstoturnthecardsface
~
t"'1)
\SI
\SI
upin a pileonthetable,making
surethattheplayercannotseethe \SI
~
cardbefore theothers. a.,
1uau11uoa ewau1a
•
AepJn1es ydeJ6eJed 4pattern
It younotice thestress
ofthewordona cardis the
"'C
Cl.)
::::r

continent cinema Saturday paragraph

sameasthewordonthecard
before,
youcanwinallthecardsin
thepile.Todothis,putyourhand
-
CD
CD
N

onthepilequicklyandsaySnap!
5 Alteryouhavewonthepile,put
Ja6euew ad1aaJ
•
thecardsto onesideandbegin
againtakingturnsto putcards
onthetable.Shuffle anddealthe
cardsonthetableagainwhen
elephant manager recipe vehicle younolongerhaveanycardsin
yourhands.
6 Theplayerwiththemostcards
whenallthecardshavebeenpaired
O1e1od Ja1ses1p eueueq off is thewinner.
7 If youcannotagreewithyour
~ partner(s)
aboutthestresspatterns
<D
= ofwords,asktheteacher.
u,
potato disaster computer, banana
-----------------------------+-------------------------------x
I

I
I

O1ewo1 oaaeqo1 e11aJqwn JOSS8JOJd

I
I
I
I
I
I
I
l
l

tomato tobacco umbrella ! professor

-------- -------- -------'--------
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I
 Stressdice
A Point:
Minimum level:
Game type:
Approximate time:
stresspatternsin adjectives
intermediate
a racinggamewith boardanddicefor tl1reeor four players
30 minutes

Rules Preparation
l Placeyourcounters
onthesquare Makea copyof the boardandprovidea dicefor eachgroupof threeor four studentsin the
marked Start.Theobjectofthe class.Providea counterfor eachstudent.
gameis to movearound theboard
fromsquare to square
to thesquare Presentation
markedFinish.Thefirstplayer
to 1 Writethe followingwordswith their stresspatternson the board:
reachthissquareis thewinner. 1• 2e. 3•• 4e.. 5••• se ...
2 Players
taketurnsto throwthe fat happy ashamed innocent important supermarket
diceandmove. 2 Ask studentsto think of otheradjectives
with the samestresspatterns;writethesewordson
the boardunderthe appropriatestresspattern.

~-
3 Numbers onthedicecorrespond 3 Readout someof the wordsfrom the gameandaskstudentsto saywhichstresspatternthey
to stresspatterns
asfollows: correspondto.

.. Conducting the game

Tomove,
•...
r-=-i •••
l!:!J
~
~

throwthediceandmove
1 Dividethe classinto groupsof threeor four andgiveeachgroupa board,a diceandcounters.
2 Explainand/orgiveout the rules.
3 Duringthe game,movearoundthe classhelpingstudentsto resolveanydisputes.
4 Whenstudentshavefinished,drill the pronunciation of the words.
to thefirstwordyoucometo with
thestresspatternindicated.
(You Key
canlandona square thatalready 1• 2 •• 3 •• 4 ••• s ••• 6 ••••
hasa counteronit.)
fair easy correct difficult disgusting supermarket
4 Ifthereis thetailofa worminthe
tall boring alive interesting confusing architecture
square
youhavelanded on,move
yourcounter
to itshead. long ugly unfair beautiful unhappy fortunately
strong fatter alone popular unfriendly ceremony
5 If youlandona square cloudy unknown serious informal fascinating
short
marked
Missa turn,youmiss
yournextturn. behind sensitive depressing
6 If therearenomorewordswith Making your own versions
thatstresspattern
leftbefore
the A blankversionof the boardis providedso that you canmakeyour ownversionof the game
finish,youcanmoveto thefinish. usingvocabularyfrom your course.Youwill needto makea list of fivewordseachfor three
differentstresspatternsandsix wordseachfor threeotherstresspatterns.Writethesewords
on the board. Makesurethat you distributethe wordsin randomorderso thatthe wordswith
the samestresspatternarenot all clusteredtogether.Writea keywith numbers1-6on the
boardto showwhichnumberon the dicecorresponds to whichstresspattern.

19
~
0
Rules
l Placeyourcounters
onthe
squaremarked StartTheobject
ofthegame isto movearound the
boardfromsquare tosquare tothe
Finish squaremarked Thefirst
Finish. ~
player
to reachthissquareis -i
t"D
thewinner. I.I'
I.I'
2 Playerstaketurnstothrowthe c:a...
diceandmove.
3 Numbers onthedicecorrespond
-·
n
t"D
tostresspatterns
asfollows:
r.-1.

Tomove,
~-··
l!_!J ••

....
(I]]
•
throwthediceandmove
tothefirstwordyoucometowith
thestress patternindicated.(You
canlandonasquare thatalready
hasa counter onit.)
4 Ifthereisthetailofaworminthe
square youhavelanded on,move
yourcounter to itshead.
popular 5 If youlandona square
marked Missa turn,youmiss
yournexttum.
6 Iftherearenomorewordswith
thatstresspattern leftbeforethe
seriou behind finish,youcanmovetothefinish.

..
II
,:;.. • ..
I'Ta.Start depressing

'\~. ~v.~._~
Va._'1¼1f•
 Rules
l Placeyourcounters
onthe
::p squaremarked Start.Theobject
Q :-a
Finish
•
~~,~-.
::i
C ofthegameisto movearound the
::i

.,.
n boardfromsquare tosquare tothe
;;·
,..,. • -.1 squaremarked Finish.Thefirst
ci"
:I
C')
SIi
3
Ill
"'
,.. s.
.. .•,t,
~
player
to reach
thewinner.
2 Playerstake
thissquare is

·turnstothrowthe
0-
diceandmove.
'<
I!
,....
~t-
s:
"'
~ ~.~ r..~~ -••':..,.,..
3 Numbers onthedicecorrespond
:::r: •W~~ tostresspatternsasfollows:
"'
:::,
(")
0
---~.-: a.
.,;
·~11
(")
;:,<-

@
C,
"'
3
g-
=o.:
co
C:
:::,
<"
~
-
~
•14
t .... •

Tomove, throwthediceandmove
tothefirstwordyoucometowith
thestresspatternindicated.(You
~-
'<
--0
• canlandona square
hasa counter onit.)
thatalready
co 41~~

I
en
en 4 If thereisthetailofa wormin the
......
c.o
c.o
• square youhavelanded on,move
c.n
yourcounter to itshead.
::, •,ttt
- 5 If youlandonasquare
markedMissa tum,youmiss
yournextturn.
,....
6 If therearenomorewordswith
"'
'I thatstresspattern
leftbefore
the -,;

,~~
~-, ~ finish,youcanmovetothefinish.
t"'I)
IJ'I
IJ'I
••• c..
(")
t"'I)

. dJM•t,I
·:lt Piilf
.r:••:ffl~
 Stepping
stones
A Point:
Minimum level:
Game type:
Approximate time:
stressin two-syllableverbs
pre-intermediate
a path-findingpuzzlefor studentsworkingindividually(or in pairs)
15 minutes

Preparation
Makea copyof the puzzlefor eachmemberof the class.

Prei:;entation
Writethe followingverbson the board:
borrow finish open
allow arrive relax
Elicitthat the verbsin the first grouphavethe stresson the first syllableandthat the verbsin
the secondgrouphavethe stresson the secondsyllable.Pointout that mosttwo-syllable verbs
havethe stresson the secondsyllable.

Conducting the game

1 Giveeachstudenta puzzle.(Thegamecouldalsobe playedin pairs.)Explainthatthe
puzzleshowsa riverwhichmustbecrossedusingthe steppingstones.Pointout thatthereis
onlyonerouteacrossthe river.
2 Explainthat studentsmayonly usea steppingstoneif the verbon it hasthe stresson the
first syllable.
3 Tocrossthe river,playersareallowedto stepfrom onestoneto the nexthorizontally,
verticallyor diagonally.
Theymayalsostepovera stoneto the onebeyond.Thefollowing
diagramillustratesthe movesthat areallowed:

4 Toreachthe far bankof the river,playersmayalsostepovera stone.

5 Whenstudentshavefinished,checkthe routetogether.Pointout that all the otherverbshave
the stresson the secondsyllable.Drill the pronunciation
of the two groupsof verbs.

Key
Thesearethe stonesyou needto useto crossthe river:
answer- cancel- copy- enter- happen- listen- manage- order- offer- suffer-
wonder- worry

22
 Stepping
stones A7
/ / .. · ' -~

FromPronunciation Games byMarkHancock©

Cambridge
University
Press1995 JZta,uztr:jfj
IZZ/Z
1 1 23
 Chinese
chequers
A Point:
Minimum level:
Game type:
Approximate time:
whenandwhennot to adda syllablein edand s/esinflections
intermediate
a racinggamewith boardanddicefor threeplayers
40 minutes

Rules Preparation
l Players
eachtakea letter,
A,B or Makea copyof the boardandprovidea dicefor eachgroupof threestudentsin the class.
C.Theyplacetheirthreecounters Providethreecountersfor eachstudent.
onthethreecorrespondingcircles,
atthebottom oftheboard. Presentation
2 Theaimofthegameisto move Notethatthereis too muchmaterialhereto coverin onelesson.Youmightliketo usethis
thesethreecounters across the gamewhenthe classis alreadyfamiliarwith the rulefor the pasttenseinflectioned. Theruleis
boardto thethreecirclesinthebox that if a verbendswith the sounds/t/ or Id/, thena vowelsound,andthereforea syllable,is
opposite marked home. Thefirst added to the pasttenseinflection.(SeeInflections in the glossaryfor moreinformation.)
player to dothisis thewinner. 1 Remind the classof the pasttense inflection rule as statedabove.
2 Explainthat sometimesa syllableis addedto wordswith sand es endings(asin plurals,3rd
3 Players taketurnsto throwthe personpresentsimpleverbsandpossessives). Illustratethis pointwith theseexamples:
diceandmove.Foreachnumber on a apples / 1aep;:ilz/ b hates /herts/ c Smith's /smr0s/
thedicethereis a stresspattern oranges /'t,nnd3rz/ watches / wntJ1z/
1 Jones's /•d3;:iunz1z/
indicated above andbelowthe Foreachpairof words,addingthe s or es addsa syllableonlyin the secondword.
board. Afterthrowing thedice, 3 Writethesewordson the board:
players canmoveoneoftheir wash drive exercise scientist fax Alice ,lohn
counters to a neighbouring hexagon Askstudentsto decideif a syllableis or is not addedto thesewords.
if it contains thestresspattern 4 Askstudentsto suggestthe rulefor the additionof syllables.An acceptable answercouldbe
indicated onthedice.If thereisn'ta that you adda syllableif the last soundin the wordis s or somethingsimilar. (Theactualruleis
neighbouring hexagon withthe that if the wordendswith /s/, /z/, IJI, /3/, ltf I or /d3/, anothersyllableis added.Notethatthe
stresspattern indicated,
players sound/3/ is rareat the endof Englishwords,so it maybe bestnot to mentionit in the rule.)
missaturn.
4 Players
maychoose
notto move Conducting the game
if it is notto theiradvantage. 1 Dividethe classinto groupsof threestudentsandgiveeachgroupa board,a diceand
counters.(Thegamecouldalsobe playedby studentsin pairsif necessary.)
5 Onlyonecountercanoccupya 2 Explainand/orgiveout the rules. I
hexagon
ata time. 3 Duringthe game,movearoundthe classhelpingstudentsto resolveanydisputes.lyou
can
6 Players
canthrowanynumber
to alsoencourage themto lookup stresspatternsin the dictionary.
enterthehomebox.
7 Players across Key
canjumpstraight
a hexagonoccupied
byanother 1 • 2 •• 3 •• 4 ••• 5 ••• 6 ....
player's
counter,
likethis: called believed answered arranges hospitals ambulances
drives depressed frightened completed oranges compensated
hates describes hated delighted scientists estimated
Smith's machines needed demanded separates exercises
talked receives wanted invented telephoned Macintosh's
watched returned watches relaxes visited realizes
separated

Making your own versions

A blankversionof the boardis providedso that you canmakeyour ownversionof the game
usingvocabularyfrom your course.Youwill needto makea list of six wordsfor fivestress
patternsandsevenwordsfor onestresspattern.Writethesewordsintothe hexagons onthe
board.II/lakesurethat you distributethe wordsin randomorderso thatthe wordswith the
samestresspatternarenot all clusteredtogether.

24
 Rules
• • •• l Players
eachtakea letter,
A,B or
•• r;..;J
••• C.Theyplacetheirthreecounters
•• •••• onthethreecorresponding
atthebottomoftheboard.
circles,

2 Theaimofthegameis to move
thesethreecounters acrossthe
boardto thethreecirclesin thebox
opposite marked home. Thefirst
playerto dothisis thewinner.
3 Players
taketurnsto throwthe
diceandmove.Foreachnumber on
thedicethereis a stresspattern
indicated above andbelowthe
board. Afterthrowingthedice,
players canmoveoneoftheir
counters to a neighbouringhexagon
if it contains thestresspattern
indicated onthedice.If thereisn'ta
neighbouring hexagonwiththe
stresspattern indicated,
players
missa turn.
4 Players maychoose notto move
if it is notto theiradvantage.
5 Onlyonecountercanoccupya C"'.)
hexagon
ata time. =r
6 Players
canthrowanynumber
to
::s
l"'D
enterthehomebox. lS'I
l"'D
7 Playerscanjumpstraightacross ("")
a hexagonoccupied byanother =r
player's
counter,likethis: l"'D
..0.
C
l"'D
~
• [::J•••
•• [:~:1
•••
•• [IT!••••
CX>
 ....., Rules
°' 8• [;) ••• 1 Players
eachtakea letter,
A,Bor
C.Theyplacetheirthreecounters
G::1
•• ~ ••• onthethreecorresponding circles,
!Zl•· [nJ•••• atthebottom oftheboard. c-:,
-n 2 Theaimofthegameisto move :::r
a
3 thesethreecounters acrossthe -·:::s
""1:1
'"" boardtothethreecirclesinthebox l"D
Cl ll'
::I
C opposite marked home. Thefirst l"D
::I
(') player to dothisisthewinner. (")
;;·
,... 3 Players taketurnstothrowthe :::r
er l"D
::I
C,
diceandmove. Foreachnumber on .0.
QI thedicethereisa stresspattern C
3 l"D
I'll indicated above andbelow the
"'
CT
'<
board. Afterthrowing thedice, ~
sm players canmoveoneoftheir
-.
;,,;- counters to a neighbouringhexagon
:c
Ql
:::, if it containsthestresspattern
(")
0 indicated onthedice.If thereisn'ta
,...
C")

@
neighbouring hexagon withthe
as:» stresspattern indicated,
players
3 missa turn.
~
c.:
(C
4 Players
maychoose
notto move
CD
c:: if it is nottotheiradvantage.
:::,
i" 5 Onlyonecounter
canoccupy
a
ul
~
hexagon atatime.
'"O
ro 6 Playerscanthrowanynumber to
en
en
_. enterthehomebox.
(0
(0
c.n 7 Playerscanjumpstraightacross
ahexagon occupied byanother
player's
counter,
likethis:

r..l

~···
l!_!j •••
r;:.i

IIlJ••••
 Happy
families
A Point:
Minimum level:
Game type:
Approximate time:
stresspatternsin longwords
advanced
a collectinggamewith cardsfor four or five players
50 minutes

Rules Preparation
l Theaimofthegameis foreach Copyandcut outa setof cardsfor eachgroupof four or five studentsin the class.
player
tocollectcomplete familiesof
wordssuchas:civil- civility- Presentation
civilize- civilization.
Thesewordfamiliesillustratewellthe waycertainsuffixesaffectthe placement of wordstress.
2 Themonitor dealsoutfivecards Thepatternis totallyregularfor all the familiesin this game.
to eachplayer.Decide theorderin 1 Writethesetwo wordfamilieson the board.Underline the stressedsyllablein eachword.
whichyouaregoingtotaketurns. civil - civility- civilize- civilization
JlfilSOnalpersonality - oosonalize- personalization
3 Players taketurnsto request 2 Drawattentionto the stresspatternsandtheirrelationship withthe suffixes.Thendrill the
cardsfromanyoftheotherplayers. pronunciation of the wordsin eachfamily.Youcouldalsotalkat this pointaboutwhatpartsof
Forexample: Murat,canI have speechareformedby theadditionof thesuffixes.Notethat,unlikethefirst wordsin theother
'civility'
please?IItheplayer
that families,hospitalis a noun.
youaskhastheword,theymust
giveyouit.Youcanthenask Conducting the game
either thisplayer
oranyother 1 Dividethe classinto groupsof four or five.Nominate
a monitorfor eachgroup.
player foranother
card.Ifthe 2 Giveeachgroupa packof cardsandgiveeachmonitora key.
player hasnotgotthecard,take 3 Explainand/orgiveoutthe rules.
another cardfromthemonitor.
It is nowthenextplayer's
turn. Key
4 When youhavea complete civil ci~ity civilize civilization
family,
putthecardsfacedown ll,qual eu.u.ality ll,qualize equalization
onthetable.
fertile fertility f.ertilize fertilization
5 Theplayerwithmostfamilies final finality finalize finalization
whenallthefamiliesarecomplete,
isthewinner. _Qll.neral generality .Qll.neralize generalization
6 Thejobofthemonitoristo make ~pital hospitality ~pitalize hospitalization
surethatplayerspronounce words le.gal legglity !ll.galize legalization
correctly
whentheyaskforthem.
!Il.Qbile mo.bility !Il.Qbi
Iize mobilization
If players
donotpronounce words
correctly,
themonitorshouldask national nationality nationalize nationalization
themto repeattheword. rurutral neutrality Ilfil!,tralize neutralization
wsonal personality oosonalize personalization
mat reality realize realization
S,table sta!;illity S,tabilize stabilization
S!ll,rile stetl[ity S!ll,rilize sterilization
(Notethatthe first vowelis pronounced
differentlyin finalandfinality. Notealsothatthe letters
earepresentonevowelsoundin realbuttwo vowelsoundsin reality.)

27
~ Rules
00 1 Theaimof thegameis for each
playerto col,ectcompletefamilies
ofwordssuc1as:civil- civility-

n civilizo clv1fr'zation.
2 Themonitordealsoutt1vecards
-■
< to eachplayer.Decide
theorderin
""ti
""I
Q
::I
C:
=
,.., -
-■
-■
c■,

-■
<
-'< -
c■,

-■
whichyouaregoingto taketur1s.
3 Playerstr;.keturnsto request
cardsfromanyot theotl1crpl2yers.
N
.... <
!:I;
~ -■ Forex,irnp
1 e Murat.r:anI have

.....
Q

=
C,
!:I;
Q.)
-■ -■
'civility'please?
If theplayerthat
youaskhastheword,theymust
t"'0
U"t
3 giveyouit. YoJcanthenask C'J')

-■ :::r
I'll

-
<JI
eitherthisplayerer anyother CD
=
·-< C)
playerforari8ther card.If thP
CD
s
ru
x :::s playerhasrd gotthecard.take
another cardrromthemonitor.
...I.

It is nowthenextplayer's turn.
4 Whenyouhavea complete
0
ru
J
x------------
, •
• •••
I
I , •
•••
~·.
•• -
• ••
family,putthecardsfacedown
onthetabie

.....
I
c::r

t·.
I
••
Q_

=
CD
•••
t •••

CD :- .
·••r : ...
I
!
I ••••: It
••••
:- .
·••r
•• 5 Hieplayerwithmostfamilies
whenall the familiesarecomp•ete,

.... ..... .....

••• I •:-••
.. ••• is thewinner.

..... .
• ••• •• •• •
•• .....• • • 6 Thejob ofthemonitoris to make

- .r--·- ..... ....

...
I ••
7:l
(D :.••
•
Cl) i.•• surethatpl2.yerspronouncewords
• ••
_,.I)
U)

-■
•••• Cl) correctly
wt1e11theyaskfortl1c111
--c
U)
_. •• ~ ••
..
I ••

.... - -.... - ,,.

•• --c It players
donolpronounce wo,ds
'°
'°
u,
-■
N
!
J ••

•
••

•• -■
••
••• -■
"""··
►
'
• •
••
correctly,
themonitorshouldask
themto repeattheword.
Q.) •• •• -■ • •• •
r- •.
• • ••
-■
N • ••
• -■
Cl)
,. •
••• •••
..• •, • ••• ,.
-■
C) •••• •
(D '< r •.
• •••• ••
:::st';.·.
I •
-:·
t

•••
•• •
-:.• .. •••
~~-
•• ••
 Sheet 2 Happy
families
XI

final
~~~~~~~~~ ------------------------------------------------>:g

I
I

personality finality

personalize finalize

personalization finalization

national stable

nationality stability

nationalize stabilize

nationalizationstabilization
FromPronunciation Games byMarkHancock©
Cambridge
University
Press1995 IJ:j,)j,1,f,14Zt,f:/tj 29
 A9 Happy
familiesSheet 3

legal neutral
x-------------------------------------------------ir.a--~--~---l"l--~--ll"ll- ~~--~~~~~
I
I
I
I
,~....,.~a:.~~~:...T,jl~r.£t ..... :..T.oli~tt:tllra:.ti~~
I
I

legality neutrality

legalize neutralize
I I I I I I . I I . I ' l I I I I I I ' I I I I I
I I I I I 'I I I I I I I l
I , , ,, I I 1 1 1 1 1 I 1 , , , , 1 1, 1, I 1
I ' . ' I. • . I I I ' .

legalization neutralization

mobile real

mobility reality
...:·················•\':,•••,•·.·.·
• t t

..
·····....
......
•

·...······
• I I

•,
t

: :.,:....
..:.............
..: •...
I

.......
t e 1'111

,
I

····••,•:••····=
-~.·.·
..·.••',•
•·········
:· .,.•:
I I I I 1• I ti I I I I Ill

\•• •,•,
I I I I

•,• :'
I

mobilize realize

mobilization realization
30 FromPronunciation Game">byMarkHancock©
Cambridge
University
Press1995 IJ:1,Jt,1&
1J1,r:UJ 1
 Sheet 4 Happy
families A9
general hospital
------------------------,--------------->:g ·.. ~ I
I
I
- I
--- I
I
I

generality hospitaIity

generalizehospitalize
,, ·,,, ...' ' \'' \ '
' . " \ \

generalizationhospitalization
I l I I I I I
I) II I I I I I I'

equal sterile
I I II II I I Il I I I I
I I I '
1

equality sterility
I
Il I I I I I I I I I JI
I ' ' I ' I I ...L ..

equalize sterilize
••••••••••••••••••••••••••••••••••••
••••••••••••••••••••••••••••••••
···························•!!!!!!
equalization sterilization
FromPronunciation Games byMarkHancock©
Cambridge
University
Press1995 IJ:1 Jt1Jii'.11Jf1r:jf
1 j 31
 Stress
maze
A Point:
Minimum level:
Game type:
Approximate time:
word stresspatterns
pre-intermediate
a path-findingpuzzlefor studentsworkingindividually(or in pairs)
15 minutes

Preparation
Makea copyof the mazefor eachmemberof the class.

Presentation
Writethe followingwordson the board:
Germany grandmother restaurant
eleven policeman September
Elicitthat all the wordshavethreesyllables.Thenelicitthat the wordsin the first grouphave
the stresson the first syllableandthat the wordsin the secondgrouphavethe stressonthe
secondsyllable.

Conducting the game

1 Giveeachstudenta maze.(Thegamecouldalsobe playedby studentsin pairs.)
2 Explainthatthe objectof the gameis to find a pathfrom the entrancein the top left sideof
the mazeto the exit in the bottomright.
3 Drawattentionto the stresspatterne .. belowthe mazeandexplainthat you canonlymove
acrossa squareif it containsa wordwith this stresspattern.
4 Youcanmovefrom onesquareto the nexthorizontallyor verticallybut not diagonally.
5 Whenstudentshavefinished,checkthe routetogether.

Key
Thecorrectrouteis:
hamburger- Saturday- regular- possible- yesterday- passenger - holiday-
traveller- telephone- recognise- officer- cinema- government
- photograph-
aeroplane - opposite- hospital
.If
Making your own versions
If you wantto makeotherversionsof the puzzleto usevocabularyfrom your course,choose
about20 wordswith oneparticularstresspatternandwritethemon the grid so thattheyforma
continuouspathfrom entryto exit.Thenfill the remainingsquareswith wordswith different
stresspatterns.

32
 en
,-+
~
'1)
~
~

3
s:u
N
'1)

••• c )
 Hidden
names
B Point:
Minimum level:
Game type:
Approximate time:
identifyingthe commonsoundin a groupof words
intermediate
a lookandfind puzzlefor studentsworkingindividually(or in pairs)
20 minutes

Preparation
Makea copyof the puzzlefor eachmemberof the class.

Presentation
1 Writethe followingwordsin a verticalcolumnon the boardandaskthe classto identifywhat
soundtheyall havein common:
eight rain face plate
2 Elicitthat the soundin commonis the vowelsound/e1/.
3 Trythis exerciseagainwith the followingwords:
races lose crazy rise
Elicitthat the commonsoundhereis the consonant/z/.

Conducting the game

1 Giveeachstudenta puzzle.(Thegamecouldalsobe playedin pairs.) Explainthatthe
namesof the four membersof the familyin the picturesarehiddenin the columnsof words
besidethem.
2 Tofind the names,it is necessary to find the commonsoundthat all the wordsin each
columncontain,then putthesesoundstogetherto makethe name. If studentsarefamiliarwith
the phoneticscript,it will be usefulfor notingdownthe commonsoundbeloweachcolumn.
Otherwise, theywill haveto noteit by underliningit in the words.
3 If necessary,workthroughthe first nametogetheras a class.
4 Thegamecouldbe madeeasierby providinga 'menu'of possiblenamesfor the characters,
suchas:
Susan Michael Jenny Sarah Martin Charles Tony Jean Mark
Julian Sheila Sally David Matthew Shirley Joan Jane

Key
mother= Joan/d3;:,un/
father=Charles/tJu:lz/
daughter=Sheila/Ji:!;:,/
son= Matthew/mre8ju:/

Making your own versions

Youcan makeotherversionsof this puzzleusingothernames,or in fact anywords.Choosethe
nameor wordandnotethe soundsit contains.Finda groupof four wordsthat containeach
sound(andno other)in common.Studentsin smallgroupscouldalsomaketheir ownversions
of the puzzlefor their classmates
to solve.

34
 Thenamesof thefour peoplein
mother this familyarehiddenin thewords
1 2 3 nextto the pictures.Findthe
suggest although strangers commonsoundin eachlist of
words.Thenjoin thesesounds
soldier saxophone dangers
,,.... ~ jacket postman
fridge follow
enters
revenge
togetherto findthename.

sf) .-.I '-'

.. dt,-
son
1 2 3 4
nature heart elephant gives
fetch tomato eleven zero
f+
)( l( )' ... ~ + +- question calmer golf apples
~~ -'t~ k-lt' children marching hopeful those

daughter
1 2 3 4
ocean reading castle America ~

shop complete battle psychology

sugar seventeen arrival water
-
~
fishing pieces
~
pills kitchen :::t:
-·
a..
CL
11)
,.
=
father =
Di,
1 2 3 4 5 3
autumn apples eighth university teaspoon t"D
combing parrot thought future juicy "'
vJ
vi
comfortable expand through
handsome backache tooth
yellow
newspaper
movement
twenty-two
m,
 Pronunciation
journe
B Point:
Minimum level:
Game type:
Approximate time:
minimalpairs
elementary
a liste:iand respondgamefor the wholeclass
15 minutes

Preparation
Makea copyof the mapfor eachmemberof the class.Thenchoosesomepairsof wordsfrom
yourcourse.Thewordpairsshoulddifferin onlyonesound.Herearesomeexamples:
men/man place/playstaught/thought ship/sheep
Thereareseveralpublishedbooksgivinglists of theseminimalpairs.Forthis game.you need
four pairsof words.

Presentation
1 Writethe word pairsin two verticalcolumnson the board.Labelthe lists left andright.
left right
men man
place plays
taught thought
ship sheep
2 Readout wordsfrom the boardin randomorderandaskstudentsto saywhichlist theyare
from.

Conducting the game

1 Giveeachstudenta map.Pointout that at eachof the numberedjunctions,thereis a choice
of turningleft or right.
2 Explainthat you will readfour wordsfrom the board,onewordfor eachjunction.Foreach
word,studentsmustturn left or rightaccordingto whetherthe word is from the left or the right
handlist on the board.Whenyou havesaidthe four words,studentsshouldthenarriveat one
of the destinations alongthe top of the map.Forexample:
men- place- thought- ship---+ Singapore
3 Gooverthe routetogetherto checkthe correctroute.r)
4 Repeatthe activityseveraltimesusingthe samefour pairsof wordsor usingother
minimalpairs.
5 Studentscanplaythe gamein pairsor smallgroups.Theytaketurnsto readout wordsand
tracethe routeon the map.

36
 Pronunciation B2
journey

·-
e
ca
~' ◄ <&

·-
:e
rn
...
a.,

< ~
a,
...
C:
:::s

>
a., '' t t ◄ t, ft 11 ft< ◄ t d 4 11'. L.L
·-
-
0

-
C
"C 'C
m
~ (I.)

a.,
=-
ca
c.::i e '",,.◄ ,,,, r-·'·"·
~
.(,6'.

61 ;}«wwJ
:\-~~
;=
Ct
u
rn
Ct
:e ::,;,t

...
a.,
Ct
=-
ca
... ·-
Ct
a.,
CD
C
Cl.)
C
-,ca
a.,
"C
.5!
a:

FromPronunciation Game, byMarkHancock©

Cambridge Press1995 ■Z,:1 1 Ji1l.fJ'. 1)Z,1•r:jfj
University 37
 Four-sided
domino
B Point:
Minimum level:
Game type:
Approximate time:
matchingvowelsounds
pre-intermediate
a matchingcardgamefor threeplayers
30 minutes

Rules Preparation
l Playthisgamein pairsorgroups Copyandcut out a setof cardsfor eachgroupof threestudentsin the class.
ofthree.Makeoneplayer
responsible
forkeepingthescore. Presentation
Dealthesamenumber ofcardsto 1 Writethefollowingwordson the boardas examplesof wordscontainingtheeightvowel
eachplayer.Ifyouareplayingina soundsin this game:
groupofthree.placeonecardinthe 1 singhi 2 men/e/ 3 rice/ar/ 4 sunh/ 5 rain/e1/ 6 eat/i:/ 7 go /-;m/ 8 had/re/
middleasastarterandputtheother 2 Askstudentsto suggestotherone-syllable
wordsthatcontaintheeightvowelsounds.
cardto oneside.
Conducting the game
2 Taketurnstoplacecardsonthe 1 Dividethe classinto groupsof threeandgiveeachgroupa packof cards.(Thegamecould
tableandbuildatrack.Youmust alsobe playedin pairs.)
placeoneotyourcardssothatit 2 Explainand/orgiveout the rules.
touches oneofthesidesofthelast 3 Duringthe game,movearoundthe classhelpingstudentsto resolveanydisputes.Checkthat
cardthatwasplaced onthetable. the wordsarecorrectlymatchedon the cards.Alternatively,
givea copyof the keyto eachgroup
Thewordsinthe:sidesthatarenext so thattheycancheckfor themselves,or askstudentsto checkthe wordsin the dictionary.
toeachothermustcontain thesame
vowelsound. Follow-up
3 Aftereach thescorekeeper A possiblefollow-upwouldbefor eachgroupto chooseoneof the eightvowelsoundsand
writes Youscore: notedownall the waysit canbespeltin thewordson the cards. If you havedistributedthe
thescore.
a cardcorrectly, key,a glanceat this will makeit plainthattherearea rangeof possiblespellingsfor eachsound.
1pointforplacing
1pointforsaying
whichvowel
soundisthesameinthe Key
wordsthataretouching, 1 /I/ big, build,film, give,his, live,sing,sit, this, with
Opointsforplacing
acard 2 /e/ bed,bread,dead,head,leg,pet,said,ten,then,went
incorrectly.
Youmustthentake
3 /ar/ cry,five,like,light, nice,side,time,tried,white,write
yourcardbackandmissaturn.
4 IAl blood,but,come,cup,cut,fun, some,son,won,young
4 A player
whois unable
to placea
cardwhenit is hisorherturn, 5 /e1/ day,eight,gave,great,late,made,name,pain,they,wake
missesthatturn. 6 /i:/ be,beach,key,leave,sea,see,ski,these,tree,week
5 Whenoneplayerhasplaced
all 7 fau/ both,know,no.old, phone,road,show,smoke,so,toe
hisorhercards,
thescorekeeper
8 /re/ bad,can,cat,catch,fat, hand,have,man,match,sad
addsupeveryone's
totalscore:
the
player
withmostpointsisthewinner.

38
 Rules
l Playthisgamein pairsor groups
of three.Makeoneplayer
responsiblefor keeping
thescore.
Dealthesamenumber of cardsto
eachplayer.If youareplayingin a
groupofthree,placeonecardin the
middleasa starterandputtheother
cardto oneside.
2 Taketurnsto placecardsonthe
tableandbuilda track.Youmust
:::r::
placeoneofyourcardssothatit
"'
::::,
0
touchesoneof thesidesofthelast
0
0 cardthatwasplacedonthetable.
""
@ Thewordsin thesidesthatarenext
0 to eachothermustcontainthesame
"'
:3 vowelsound.
=
o_
co
CD
3 Aftereachturn,thescorekeeper
C
::::,
writesthescore.Youscore:
<'"
CD
1pointfor placinga cardcorrectly,
ul 1pointforsayingwhichvowel
~
--cJ soundis thesamein the
ro wordsthataretouching,
u,
u,
-'- 0 pointsfor placinga card -,,
CD
CD C
CJ7 incorrectly.Youmustthentake C
yourcardbackandmissa turn. "';""
IJl
4 A playerwhois unableto placea
cardwhenit is hisor herturn,
c...
l'1)
misses
thatturn. c...
5 Whenoneplayerhasplacedall c...
C
hisor hercards,thescorekeeper
addsupeveryone's totalscore;the
3
playerwithmostpointsis thewinner. ~
C
l'1)
IJl

I
m
X \JJ
 Sound
pictures
B Point:
Minimum level:
Game type:
Approximate time:
awareness of sounds
pre-intermediate
a find-tt1e-difference
15 minutes
puzzlefor studentsworkingin pairs

Preparation
Copya picturepairtor eachpairof studentsin yourclass.Youmayalsowantto makea copy
on an OHPtransparency or a largepieceof paper.

Conducting the game

1 Dividethe classinto pairs.Giveonememberof eachpairpicturea andgivethe other
memberpictureb. Askstudentsto describethe picturescarefullyto eachotherandfindthe
differences between them.(Theyshouldnot lookat eachother'spictures.)Alternatively, give
out picturea first collectit in andthengiveout pictureb. In this case,studentsshouldidentify
the differences from memory.
2 Dividethe boardintotwo columns,onefor eachof thetwo soundsin the picturepair.At
thetop of eachcolumnwritethe phoneticsymbolfor the soundand/oran exampleof a word
containing the sound.Askmembersof the classto calloutthe differences theyhavediscovered.
Foreachdifference, thereshouldbeonekeywordthatcontainsoneof thetwo sounds.Repeat
this wordandaskstudentsto saywhichof the columnsit shouldgo in.
3 Finally,allowstudentsto lookat the picturesagainandaskthemto find anyotherexamples
of wordswith oneof thetwo soundsin them.

Key
Thekeysoundsfor eachpairof picturesaregivenalongwiththe wordsthatstudentswill need
to usewhenidentifyingthe differences
betweenthe pictures.
(Thewordsin bracketsreferto itemsin bothpictures.)

Pair1 /e1/ ace,label,radio,railway,suitcase,table,train,weight

(cake,iceskates,plate,rain,tape) .If
/a1/ kite,light,mice,pipe,type-writer,
wine
(bike,iceskates,night,sign,sky)
Pair2 fau/ banjo,bowl,comb,hole,loaf,rope,saxophone,
sofa,telephone,
toast,toaster
/u:/ boots,newspaper,
moon,soup,spoon
(flute,fruit, glue,roof,ruler)
Pair3 /n/ clock,dog,golf clubs,lock,salt,sausages,
socks,swan,washingmachine,
yacht
(bomb,bottle,box,orange,teapot)
/Al cup,duck,gloves,golf clubs,gun,monkey,mug,skull
(dove,drum,jug, sun)
Pair4 /i:/ fields,meat,sheep,teapot,teeth,trees
(beach,feet,knee,sea)
hi chin,cigarette,finger,fish, guitar,lips,picture,pig,violin,window
(drink,hill, river)
Pair5 /d3/ bridge,giraffe,jacket,jet,jug, message,
orange
(cage,fridge)
/tf/ chair,cheese,
chicken,church,matches,picture,vulture
(chocolate)

40
 Pair1 Sound
pictures B4
-=

I
\
(

J I
. \
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r

FromPronunciation Game<:.byMarkHancock©
Cambridge
University 1995 PHOTOCOPIABLE
Press 41
B4 Sound
picture,Pair 2

42 FromPronunciation Games tJyMarkHancock©

Cambridge
University
Press1995 IU/t,)lti 24tMUI
1 1
 Pair3 Sound
pictures B4

FromPronunciationGamesbyMarkHancock©
Cambridge
University
Press
1995 PHOTOCOPIJlBLE 43
B4 Sound
picture~
Pair4

44 FromPronunciation Games byMarkHancock Cambridge

University 1995 ■ ;1.'1 1 Jt113'. 1 1J1;f:1fj
Press
 Pair5 Sound
pictures B4
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FromPronunciation Games byMarkHancock

1~) Cambridge
University
Press1995 iZ,:11)l 1I/l 11Z,f;r
:1f j 45
 Wina word
B Point:
Minimum level:
Game type:
Approximate time:
vowelsoundsin wordsspeltwith a final e
intermediate
a matchingcardgamefor threeplayers
20 minutes

Rules Preparation
lDividethecardsequally
among Copyandcut out a set of cardsfor eachgroupof threestudentsin yourclass.
theplayers.Theaimofthegameis
to winasmanyofthecards Presentation
aspossible. 1 Thevowelin one-syllable wordswith a final silentetendsto be pronounced as it is in the
2 Players
taketurnsto place alphabet.So,for example,the a in rateis pronounced likethe letterA whenrecitingthe
cardsonthetable. alphabet,that is, /e1/. Toillustratethis point,writethefollowingwordsonthe board:
rat pet sit not cut
3 Thereshouldbetwopiles,one Demonstrate howthe pronunciation of thesewordschangeswiththe additionof a final e to:
forwordbeginnings andonefor rate/re1t/ Pete/pi:t/ site/sa1t/ note/n;:iut/ cute/kju:t/
wordendings.
All thewordendings Showthatthe writtenvowelin the middleof thesewordsis pronounced as the letterin the
endwithaneandarein a shape alphabet:
pointingto theright.Word a =/eJ/ e = Ii:! i /a1/ o "'/ou/ u =/ju:/
beginnings
arein a shapepointing 2 Askstudentsto predicthowthefollowingwordsmightbe pronounced:
left.Forexample: kale mace swede cline splice lode rote mule
wordbeginning wordending

11f;'I[d;,,:11~
(Notethat u mayalsobe pronounced /u:/ as in flute.)

Conducting the game

I!)
~. ! 'I ' " LJL. ~'-·-·J
.:!'..'.L.. 1 Dividethe classinto groupsof threeandgiveeachgroupa packof cards. (Thegamecould
4 Players continueplacingcards alsobe playedin pairs.)
onthetwopiles.If,atanypoint,the 2 Explainand/orgiveout the rules.
beginning andtheendingforma 3 Duringthe game,movearoundthe classhelpingstudentsto resolveanydisputes.Ask
word,thefirstplayerto noticethis playersto pronouncethewordsthattheyhavewrittendown.
mustputa handoverthecardsand
saytheword. Key
5 Alltheplayersmustdecide fa face fade fake fame fate
together if thiswordexists:if they ho· hole home hope hose
arenotsure,theymayasktheplayer
la · lace lake lame lane late
whosaidthewordto saywhatit
means andthencheckit in a Ii · lice like lime line
dictionary. If thewordexists, this ma• mace made make male mate
player thenwinsallthecardsinthe
ro- robe rode role Rome rope rose
piles.Players shouldmakea noteof
all thewordsthatcomeupduring ru · rude rule
thegame. the• theme these
6 Thegamecontinues
untilall the ti · tide tile time
cardstl1atweredealtoutatthe
wi · wide wine wipe wise
beginninghavebeenplayed. The
playerwithmostcardsattr1ispoint
is thewinner.

46
77
0
:3
Rules
1 Dividethecardsequallyamong
...
-,::,
Q theplayers.Theaimof thegame
::::l
is to winasmanyofthecards

:e 3
C:

:-
::::l
n aspossible.
!Ii
C".
Q
la 2 Playerstaketurnsto place

m m
::::l
~
cardsonthetable.
!Ii
3
l"D
lI'

=
0 ■ ■
3 Thereshouldbetwopiles,one
forwordbeginnings andonefor
'-<
wordendings. All thewordendings
:s:
""
:,s- endwithaneandarein a shape
:::r:: pointingto theright.Word
""
::::,
beginnings arein a shapepointing
C")
0
I
:-
C")
left.Forexample:
""
@ wordbeginning wordending
0
"" t i ,1 11;

m
'11,1111
:3
g a I )"ma de
C 0 (D
'11
1
o_
cc, 1111,,'' 1 I, ,1qil11·1![
1, 'I "
CD
C:
■ 4 Playerscontinueplacingcards
::::,
<" onthetwopiles.If,atanypoint,the

=
CD
ul
a I beginningandtheendingforma
~ C.
3
~
--0 word,thefirstplayerto noticethis
co
(/)
(/)
(D (D
mustputa handoverthecardsand
=
<.O (D (D saytheword.
CJ7

(D 5 Alltheplayersmustdecide
togetherif thiswordexists;if they
arenotsure,theymayasktheplayer
whosaidthewordto saywhatit
means andthencheckit in a
- ----------- ----------- dictionary. If thewordexists,this ~
$ n en playerthenwinsallthecardsin the ::::s

'
piles.Players shouldmakea noteo1 ~

(D (D (D
allthewordsthatcomeupduring
~
(D (D thegame. C
~
6 Thegamecontinues
untilall the c...
cardsthatweredealtoutatthe
beginning havebeenplayed.
I
I
Theplayerwithmostcardsat
thispointis thewinner.
OJ
...._.
.J!ii,,. I
I
v7
X
B Point:
Minimum level:
Game type:
Approximate time:
vowelsfollowedby a writtenr (game1); consonantsounds(game2)
intermediate
a racinggamewith diceandboardfor threeor four players
45 minutes

Rules Preparation
1 Placeyourcounters
onthe Makea copyof the boardandprovidea dicefor eachgroupof threeor four studentsin the
starting
position(theoutertriangles class. Providea counterfor eachstudent.
marked A,B,C andD).Theobject
ofthegameis to goaround the Presentation
boardto thefinishingposition(the 1 Writethe followingwordson the board:
innertrianglesmarked A,B,Cand head spot had bee pea late
D}.Thefirstplayerto dothisis Askstudentsto addthe letterrafter a vowelin eachof thesewordsto makeanotherword.
thewinner. Writethe wordson the board:
2 Goaroundtheboardinthe heard sport hard beer pear later
direction
shownbythearrowin Thesewordsillustratethe six vowelsoundswhichtendto resultwhena vowelis followedby
yourstarting
triangle
anddonot the letterr,ie:
crossanythicklines. heard sport hard beer pear later
/h3:d/ /sp::i:t/ /ha:d/ /b1;:i/ /pe;;i/ /\e1t;;i/
3 Taketurnsto throwthediceand 13:/ h:/ /a:/ /J;;i/ /e;;i/ fa/
move.Tomove,checkthedicenext As the abovetranscriptionsmakeclear,the r itselfmaybe completelysilent.
totheboardtofindoutwhichsound 2 Writethe followingtableon the boardto illustratethe six vowelsoundsthat resultwhenthe
is indicated
bythenumber letterrfollows a vowel.(Includethe bracketed wordsin the tableonlywith moreadvanced
onthedice: classes.)
1 /3;/ 2h:/ 3 /a:/ 4 /J;;i/ 5 /e'J/ 6 fa/
bird bored (barred) beard (bared) border
(burr) bore bar beer bear (bearer)
er... or are ear air error
fur four far fear fair fairer
Thenmovearound theboardto the were war we're wear wearer
firstwordcontaining
thatsound.If (Notethatthe wordsin eachrow differonly in the vowelsoundin columns1-5;thesewordsare
theotherplayers
agree thatyou minimalpairs.) Column6 is includedto showthe sound/'J/ in the secondsyllable.
havemoved yourcounter to a word 3 Modelthe pronunciation of the wordsin the table,then readwordsfrom it at randomandask
whichdoesnotcontain thesound the classto saywhichcolumnthe wordcomesfrom.Thenaskstudentsto readout wordsfor
thatyouarelookingfor,putyour theirclassmates to identifythe column.
counterbackwhereit wasand
missaturn. Conducting the game
4 Whentherearenomorewords 1 Dividetheclassinto groupsof threeor four andgiveeachgroupa board,a diceandcounters.
ontheboardwhichcontain the 2 Explainthatthe numberson the dicecorrespondto the six soundsalongthe top of thetable
soundthatyouarelookingtor,move on the board.
directlytothefinishing
position. 3 Explainthe rulesand/orgiveout the rulessheets.Youcouldadvisethe playersto consult
dictionariesin caseof doubts.
5 If anotherplayerlandsonthe
square
where
yourcounter
is,
missa turn.

48
B
Key Game1
1/3:/ 2/-:,:/ 3/a:/ 4/i';l/ 5/e-a/ 6fa/
bird bored are beard air colour
earth door arm beer bear doctor
first four art cheer care figure
girl more car dear chair later
her pour dark hear there mother
turn sport hard here wear picture
were war heart near where sugar
word
work

Follow-up
A secondversionof the gamewhichconcentrates on six consonantsoundsis alsoincluded.The
numberson the dicein this gamecorrespondto the soundsas follows:
1 /t/ (teach) 2 /tf/ (cheap) 3 /d3/ (age) 4 /s/ (.~ee) 5 /z/ (zoo) 6 If/ (shoe)

Key Game2
1 /t/ 2 /tJ/ 3 /d3/ 4 /s/ 5 /z/ 6 If/
acting catch bridge aches easy action
hoped chair cage grocer exam luxury
liked chip joke loose lose nation
native lecture June mix news ocean
pattern peach orange passing pays passion
turn picture page place plays patient
what watch rice rise shop
which sore sure

49
 Rule1:,
\JI
0
1 Placeyourcounters
onthe LU
-
n "Cl startingposition{theouter

77
3 -
CD
CD-
::::r

-
C"'

CL
n
C
CD
3
-
0
CD
triangles

around
markedA,B,CandD).
Theobjectofthegameis to go
theboardto thefinishing
position(theinnertrianglesmarked
.-
C:
c,_
3
A,B,CandD).Thefirstplayerto do 0
...
7:1
Cl thisis thewinner. C,
::I
C m
::I
n 2 Goaroundtheboardin the 3
CD
ii,'
c:!: direction
shownbythearrowin .....
Cl
::I yourstarting
triangle
anddonot
C,
Iii
crossanythicklines.
3
f'I) 3 Taketurnstothrowthediceand

-
,SI
I» move.Tomove,checkthedicenext
=
'<
to theboardto findoutwhichsound
s::
p.,
is indicated
bythenumber
'"'"
:::r:
p., onthedice:
::,
("">
0
0 /3:/ /J~/
""
@
GJh:/ [3Jte~/
G-~1
=- - ia:, [:j)fa/
Thenmovearound theboardto the

- -
C
CD
0
C
CL

--
0
n
0
firstwordcontaining
theotherplayers
havemoved
thatsound.If
agreethatyou
yourcounter
whichdoesnotcontain
to a word
thesound
thatyouarelook[ngfor,putyour
:e
-
0
CL
counterbackwhereit wasand
missa turn.
4 Whentherearenomorewords
ontheboardwhichcontain the
soundthatyouarelookingtor,move
:::I

-
CD
- - -
n
directlyto thefinishingposition.
5 If anotherplayerlandsonthe
-
I» ::::r I»
CD square whereyourcounter is,
CD
CD missa turn.
-n
0
3
Rules
7::1
l Placeyourcounters
onthe
startingposition{theouter

-
""
Q ::::::s
::s s:» triangles markedA,B,CandD).
C
::s
n E Theobjectofthegameis to go
::::r

-
0
i:,,
!:!. ::::::s s:» around theboardto thefinishing
Q
:::s position{theinnertrianglesmarked
C,
Ila A, B,CandD).Thefirstplayerto do
3
11) thisis thewinner.
"'
er
2 Goaroundtheboardinthe
'<
~ direction
shownbythearrowin
~
""
::r:
yourstarting
triangle
anddonot
0,)
:::,
C")
crossanythicklines.

- -
0
0
7'
u:::::i
3 Taketurnsto throwthediceand
@ 0 move.Tomove,checkthedicenext
0 0 0

-
0,)
3 n en to theboardto findoutwhichsound
g- C'D C'D is indicated
bythenumber
a:
=
Ct>
C:
onthedice:
:::,
<
It/ [:;] /s/
Ct>
en /tJ/ [~/z/
~
--u
co
en
/d3/ [Il]/J/
en ::::r "'Cl
=
=
u,
0
"'Cl
C'D
Cl.
--
n
C
C'D
-
s:»
n
CD
Thenmovearound

theotherplayers
havemoved
theboardto the
firstwordcontaining
thatsound.If
agree thatyou
yourcounter to a word
whichdoesnotcontain thesound

<
C

-
><
C
0
-
s:»
::::::s
c.c
thatyouarelookingfor,putyour
counterbackwhereit wasand
missa turn.
C')
m
3
CD
CD 4 Whentherearenomorewords N
ontheboardwhichcontainthe r-
soundthatyouarelookingfor,move C

-
-·
-
"'Cl
s:»
directlyto thefinishingposition.
5 If anotherplayerlandsonthe
0...
0

m
en
C'D square whereyourcounter is,

-
CD
::::::s missa turn.

°'
.....
vi

•
 Two-vowel
jigsaw
B Point:
Minimum level:
Game type:
Approximate time:
pairsof writtenvowels
elementary
a matchingpuzzlefor studentsworkingindividually(or in pairs)
20 minutes

Preparation
Copyandcut out a setof cardsfor eachpairof studentsin the class. Cutacrossthethickline
andalongthe dottedlinesonly.It is easiestto beginby cuttingtheverticallines.andcutthe
horizontallinesafterwards.Therearetwo differentpuzzles,
onewithwordscontaining theletters
eaandanotherwithwordscontaining the lettersooandau.

Conducting the game

1 Dividethe classinto pairsandgiveeachpaira packof cards.Explainthatthe ideaof the
gameis for studentsto putthe piecesof the puzzletogetherso that wordsareformedwithin
the rectangle.
2 Explainthatthe doubleline is the outsideedgeof the puzzle.
3 Whilestudentsareworkingon thepuzzle,writeon the boardthe phoneticsymbolandan
examplewordfor eachof the vowelsoundsin the puzzle.(Seekey.)Drawa columnbeneath
eachsymbol.
4 As studentsfinishthe puzzle,askthemto copywhatyou havewrittenon the boardandwrite
thewordsfrom thegamein the appropriate columnaccordingto the pronunciation of thevowel
in the word.If theyareunsure,advlsethemto consulta dictionary.Youmightliketo pointout
thatthreeof the wordsin the first puzzle(lead,read,tear)canbepronounced in two different
waysandthereforebelongin two differentlists on the board.
5 Finally,checkanswerswith theclassanddrill the pronunciation. •

Key
Puule1 (wordswith ea)
Ii:/ /e/ /eg/ /IQ/ /e1/
beat bread bear dear . break
cheat dead tear hear-l'~ steak
heat head wear near
lead lead tear
mean read
meat
peace
please
read
(Notethat lead,readandtearcanbe pronounced
in two differentways.)
Puzzle2 (wordswith ooandau)
/au/ /u/ /u:/ /:xi !tJ
found could boot bought country
house foot food door touch
mouth good group four
sound look moon
wood school
would

52
 Puzzle1 Two-vowel
jigsaw B7
'-=-=: '-cl' - C' 17
RS RS
--------------------------------------
RS . RS RS
--------------------------------------------------------
Cl) Cl) Cl) Cl) Cl)
ln a- -c1 E .c

Cl) ..... Cl)

-C:, (I) __.. C., 17
RS RS RS RS RS
------------------- ------------------------------------ --------------------------------------
Cl) Cl) Cl) Cl) Cl)
-cl
r,. -=
- C, .c
u

- lCJ - CJ -
RS RS
--------------------------------------
RS I RS
-----------------------------------
RS
--------------------
Cl) Cl) Cl) Cl) Cl)
.C - C
-= .Q

FromPronunciation Game~byMarkHancock©
Cambridge
University
Press1995 IJ:1,)t Itl'.1J1,r:lfj
1 1 53
B7 Two-vowel
jig~awPuzzle2

I r
.c
=
=
0
.Q
1•~1,' I

-=
ll Ii Ii

,, 11 'I 'I

1,i ,I

54 FromPronunciation Games byMarkHancock©

Cambridge Pressi995
University iJ:c,11,1,t,jJl4r:jfj
 Simple maze
sound
B Point:
Minimum level:
Game type:
Approximate time:
individualsound/i:/ (puzzle1); individualsound/j:/ (puzzle2)
elementary
a path-findingpuzzlefor studentsworkingindividually(or in pairs)
15 minutes

Preparation
Makea copyof the mazefor eachmemberof the class.

Conducting the game

1 Giveeachstudenta maze.(Thegamecouldalsobe playedin pairs.)
2 Explainthatthe objectof the gameis to find a pathfrom the entrancein the top left sideof
the mazeto the exit in the bottomright.
3 Pointout the phoneticsymbolandexamplewordabovethe mazeandexplainthat in the
game,you canonlycrossa squareif it containsa wordwith that sound.
4 Youcanmovefrom onesquareto the nexthorizontallyor vertically,but not diagonally.
5 Whenstudentshavefinished,checkthe routetogether.
6 If your studentsarefamiliarwith phoneticscript,askthemto transcribethe wordsin the
correctpath,perhapsfor homework.

Key Puzzle1
Thecorrectpathis:
tea- these- meat- meet- complete- need- eat- sheep- scene- TV- feel- seat- read
- please- street- me- sea- cheap- feet- bean- teach- tree- east- meal

Making your own ver~ion~

Youcanmakeotherversionsof the maze,concentrating from
on othersoundsor on vocabulary
yourcourse.Makea list of about25 wordswith oneparticularsoundandwritethemin the grid
so thattheyform a continuouspathfrom entryto exit.Thenmakeanotherlist of wordsthat do
not containthe soundbut lookas if theycould.Writethesein the remainingsquares.

Follow-up
A grid of hexagons couldequallywell be usedandan exampleis includedherewhich
concentrates on the sound/j/. Thismazeis suitablefor advancedlearners.(Notethatthis maze
will not workfor AmericanEnglish.)

Key Puzzle2
Thecorrectpathis:
young- uniform- new- argue- union- unit - futile - view- use- confuse- duty- usual-
year- future- utopia- tutor - revenue- universe- youth
Thefollowingwordsalsocontainthe sound/j/:
you - yet - few - yes- tune

55
B8 Simple
sound
mazePuzzle1 /i:/ (see)

tea these meat meet main

-+--+--+-+
~-like~his~en~pl~ea_r ____

scene sheep eat need fit

TV
++++ ship it year pain

++++
feel 'fill night head fly

++++
seat read please right fine

sit
+ + dead street
'-4--
break smile

++++
cheap sea me fight sin

++++
.,___ree+ea+ee+in+ign_,._

bean teach tree east meal ~~~~

56 FromPronunciation Game'!>byMarkHancock©
Cambridge
University
Press1995 l:.1:,,),,ra::,u;,,a:n1
 Puzzle2 /j/ (iellow) Simple
sound
maze B8
nifor new job you unable
A A A A A
y y y y
day upon argue pay yet
A A A A
y y y y y
few uncle union arrange yes urban
A A A A A
y y y y
old unit until tune seen
A A A ~
. '(
n01sy
f ·1 '(
ut1e urgent
y pam
· '( true
'( shoe
.-A A A A A
y y y y
view why utopia tutor train
,A A A A.
y y y y y
m1ure ·future June revenue up
A A A ~ ~
y y y y
confuse us year moon
A A A ~
y y y y y
under duty usual plain unless youth

FromPronunciation Games byMarkHancock©

Cambridge
University
Press1995 IJ:/ 1)t 113'.,U1l,t:/fj 57
 Complex
sound
maz
B Point:

Minimum level:
Game type:
individualsoundsa, e, i, o, u as pronouncedin the alphabet(puzzle1);
rhymingwords(puzzle2)
intermediate
a path-findingpuzzlefor studentsworkingindividually(or in pairs)
Approximate time: 20 minutes

Preparation
Makea copyof the mazefor eachmemberof the class.

Conducting the game

1 Giveeachstudenta maze.(Thegamecouldalsobe playedin pairs.)
2 Explainthat the objectof the gameis to find a pathfrom the entrancein thetop left sideof
the grid to the exit in the bottomright.
3 Writeon the boardthe lettersa, e, i, o and u andelicit howtheyarepronounced in reciting
the alphabet,ie /er/, /i:/, /ar/, fau/, /ju:/. Askstudentsto find an exampleof a wordcontaining
eachof the sounds.
4 Youcanonlymovefrom oneboxto anotherif oneof the two wordsin eachboxsharesthe
samevowelsound.It doesnot matterif you usethe upperor the lowerwordin the box.
5 Youcanmovefrom onesquareto the nexthorizontallyor vertically,b~t not diagonally.
6 Whenstudentshavefinished,checkthe routetogether.
7 If yourstudentsarefamiliarwith phoneticscript,askthemto transcribethe wordsin the
correctpath,perhapsfor homework.

Key Puzzle1
Thecorrectpathis:
same- main- gave/need - cheap- see/light- side- white- sky - like/home- boat-
coach- no/use- view- few/teach- green- scene/wife- try - time - right - high/page-
wait - cake- rain/road- woke- toast- smoke/please - meet

Follow-up
Askstudentsto identifyanyspellingpatternsin the wordsin the maze.Theymightidentifyfor
eachsounda spellingconsistingof two writtenvowelsandanotherwith a final silente as in the
followingexamples:
/er/ - paid,same /i:/ - need,scene/a,/ - tie, five fau/ - boat,woke /ju:/ - view,use

Making your own versions

Youmaywantto makeyour ownversionsof the mazewith vocabularyfrom your course.Todo
this, constructa pathof wordsthat havesoundsin commonin adjacentsquaresfromentryto
exit.Thenfill in the remainingsquareswith otherwords.Makesurethatthesedistractorsdo not
containsoundswhichcanbefoundin squaresadjacentto the path.

A grid of hexagonscouldequallywell be usedandan exampleis includedherewhich

concentrates on rhymingwords,eg feet,heat,meet,neat,seat.Thismazeis suitablefor
pre-intermediatestudents.

Key Puzzle2
Thecorrectpathis:
meet- eat/do- new- you - two/socks- box/no- toe - know/what- got/come-
mum/see- me/wait- late- eighVear- hear/bring- sing/put- foot/good- wood/pen-
men/pretty- city/hair- there/eye- my/your- four/right- kite/car- are/fine- nine

58
 Puzzle1 (a, e, i, 0, u) Complex
r,ound
maze B9
same main need June see youth day

why tube gave cheap light 'tune save

queen home sky white knew rain lie

bean like news road side road woke

plane boat pain peace wait cake you

five mean coach these know nice toast

teach view use wrote high need smoke

few wake no right page leave please

green wife try eat hope coat line

~~~

paid scene sale time show please meet

FromPronunciation Games byIVlark

Hancock©
Cambridge
University
Press1995 IJ:/1Jt,1&,1J1,r:1J.j 59
B9 Complex
c;ound
mazePuzzle2 (rhymingwords)

cage black
,. meet A eat A skirt .A you A it .Asquare
give Y Y
hat day Y two Y box
is A white A dad A socks A no

brown Y down Y his Y sit Y bad Y toe

catchA go A I A tall A man A page

ball Y wait Y mum Y Y know

got
more A me A see A comeA• what
game I late I fat Y red Y live Y
matchA shirt A look A yellowA book A

green I
eight bring I
sing feet Y Y
cat ~ ear ~ here .A put ;... clocks

sad Y pretty Y wood Y foot Y knee Y

encil.A men A pen A
good hand J. A
city 'r shoe Y four Y kite Y are
hair A lazy A right A car ~ fine

blue Y thereI your YballoonI who Ymornin

night

60 FromPronunciation Games byMarkHancock©Cambridge Press1995 ■.:.1:1,J1,1;t,U.1r;r:jJj

University
 Battleships
B Point:
Minimum level:
Game type:
Approximate time:
soundsand pl1oneticsymbols
pre-intermediate
a guessinggamefor two players
20 minutes

Rules Preparation
1 Drawtwoshipsonyourmap Makea copyof the mapfor eachmemberof the class.Notethat two differentmapsfor two
makingsurethatnobodysees differentgamesareincluded.
youhaveputyourships.You
where
mayputyourshipsinsideany Conducting the game
square
wherethereis sea(whiteon 1 Giveeachstudenta map.Modelthe pronunciation
of the wordsaroundthe sideof the map.
themap).Yourshipsmustnotcross 2 Dividethe classinto pairs.
a lineintoanother
square. 3 Explainand/orgiveout the rules.
4 Playerswhofinish quicklycanbeaskedto try andwrite wordsin eachof the seasquares
2 Workin pairs.Theobjectofthe on the map.
gameis to guesswheretheother
playerhasputtheships Key
andbombthem. Map1
3 Todothis,decidewhichsquare
to bombandmakea wordoutofthe
sounds atthesideof themap.In
I h b t p w
game1,forexample, if thesquare - - boy toy - - - -
youwantto bombis in thecolumn
withthesound/ti andtherow/i:/, - - bore tore pour door
for/
-
war/
saytea.Ingame2,forexample, if four wore
thesquareyouwantto bombis in here/ tear/ dear/
therowwiththesound/k/ - beer pier fear -
hear tier deer
andthecolumnwiththesound
/i:z/, saykeys, bare/ pear/ fair/ wear/
share hair tear dare
bear pair fare where
4 If thesquarethatyoubomb
contains a ship,theotherplayer
mustsayhit If thesquare thatyou
shy high buy/by tie pie die - why
al
bombis nextto a square witha ship
i11it (including diagonally},
theother she he be/bee tea pea - - we .
1:
playermustsaynear.
5 Playerstaketurnsto bombeach Map2
other'sshipsandthefirstpersonto
seas/
hit bothof theotherplayer's
shipsis s sin sing sick sort sees/ - sews sat
thewinner. seize

6 A playerwhoseshipis being k kin king kick caught/ keys cares - cat

bombed maychallenge theother court
playerto spellthewordthatheor
sheis saying;if theotherplayeris tf chin - chick - cheese chairs chose chat
unableto spelltheword,heor she
missesa turn. a - - - - these
theirs/
there's
those that

I - - - short she's shares shows -

0 thin thing thick thought - - - -

. .
Ill 11] 1k :,:t 1:z egz guz ret

61
°' Rule~
,...,;)
1 Drawtwoshipsonyourmap
making surethatnobody sees
UJ ..
_shoe help .best time Qark .dog face went where youhaveputyourships.
( )
Youmayputyourshipsinsideany
,1
0
J h b t p d f w square wherethereis sea(whiteon
themap).Yourshipsmustnotcross
c::,
Q,j

-
3
..,
-c
0
a lineintoanothersquare. :::t
::I 2 Workin pairs.Theobjectofthe f'D
C enjgy IJ'I
::i
n gameis to guess
wheretheother =r-
cu
r+
o·
::i
:)I playerhasputtheshipsand
brn;nb
them.
-c
IJ'I
(v
cu 3 Todothis,decidewhichsquare ==
I»
3
11)
>JI
sport
to bombandmake a wordoutofthe -=
....
cr
'<
soundsatthesideufthemap.For
s:.
0.,
;,;..
:::c:
0.,
:,: example,if thesquare
bombis in thecolumn
youwantto
withthe
soundIt/ andtherow/i:/,saytea.
:::,
n
0
n 4 If thesquare
thatyoubomb
""
@
near contains a ship,theotherplayer

1g mustsayhit.If thesquare
bombis nexttoa square
thatyou
witha ship
in it (including
diagonally),
theother
playermustsaynear.
air
5 Players taketurnsto bombeach
eg other'sshipsandthefirstperson
hit bothoftheotherplayer's
to
shipsis
--------------- thewinner.
eye 6 A playerwhoseshipis being
bombed maychallenge theother
al playerto spellthewordthatheor
sheis saying;
unable
if theotherplayeris
to spelltheword,heorshe
misses a turn.
m~
•
1:
 Rules
'"'C
1 Drawtwoshipsonyourmap
""'
0 making surethatnobody seeswhere
=
=
::I
.s_ame youhaveputyourships.Youmay
(')
~-
,+
o·
=
C,
s -
-----------
-~-~
putyourshipsinsideanysquare
wherethereis sea(whiteonthe
map).Yourshipsmustnotcrossa
Qj lineintoanothersquare.
3
I'll
,.,., .can 2 Workin pairs.Theobjectofthe

k
cr gameis to guesswhere
theother
'<
playerhasputtheshipsandbomb
them.

chicken 3 Todothis,decidewhichsquare
to bombandmakea wordoutofthe
@

tf soundsatthesideofthemap.For
example, if thesquare
youwantto
bombis in therowwiththesound
/k/ andthecolumn withthesound
mother /i:z/, saykeys.

7J
ci3
en
0 4 If thesquarethatyoubomb
contains a ship,theotherplayer
mustsayhit.If thesquare thatyou
en
...... bombis nextto a square witha ship
c.o shower in it (including
diagonally),
theother
c.o

f
u,
playermustsaynear.
5 Playerstaketurnsto bombeach ==
I»
"Cl
other'sshipsandthefirstpersonto N
hit bothoftheotherplayer's
shipsis
three thewinner. c::,
CJ

0 6 A playerwhoseshipis being
bombed maychallenge theother
playerto spellthewordthathe
~
t"'0
l.,T,
or sheis saying;if theother =r'
in sport h.at playeris unable to spelltheword, -c
l.,T,
• heorshemisses aturn.

Ill
•
IJJ 1k 1:z egz guz ret c::u
,
( )
 Jointhedots
B Point:
Minimum level:
Game type:
Approximate time:
wordsand phonetictranscriptions
pre-intermediate
a matchingpuzzlefor studentsworkingindividually(or in pairs)
15 minutes

Preparation
Makea copyof the puzzlefor eachmemberof the class. Youmayalsowantto makea copyon
an OHP transparency
or a largepieceof paper.Therearetwo puzzles.

Conducting the game

1 Giveeachstudenta puzzle.(Thepuzzlecouldalsobe donein pairs.)Explainthatto revealthe
picture,the dotsmustbejoinedin the ordershownby the wordsin the list. Todo this, students
will needto matchwordsandphonetictranscriptions.Leavestudentsto join the dots.
2 Whenstudentshavefinished,checkanswerstogether.(Useyour OHPtransparency or large
pieceof paperif you havecopiedthe puzzle.)
3 Drillthe pronunciation
of the words.

Key
Puzzle1

• •
•

---=---
-
- •
•

Puule 2
•

•
•

64
Puzzle1
Jointhedots
Bll
Tofind out whatthe cat is doing,matchthe phonetic
transcriptions
to wordsin the picture.Thenjoin the dots by
thesewordsin the sameorderas the list of phonetic
transcriptions.
Somedotsmaybe usedtwice.

1 /baun/
buy bar
f /•bear
2
3
/b:i:/
ljAJJI • • young
June
4 /bea/
5 /be1 • •
6 /ju:z/
7 ijAJJI
8 lb1~!
9 /j:i:/
10 /bi:/ -- --·-
11 /be1/

~r:
G--3,,.-
.....
....,, w:=Jr
-
• you

Puzzle2 •
Tofind out whatthe bearis doing,matchthe phonetic
transcriptions
to wordsin the picture.Thenjointhe dotsby
thesewordsin the sameorderasthe list of phonetic
transcriptions.
Somedotsmaybeusedtwice.

1 /0mk/
2 /0ri:/
tree
3 /b:m0/ •
4 /wam/
shoe
5 /wen/ three • wish
6 /0ri:/ •
7 /Ju:/ shy
paid
8 lwof!
9 /peid3/
• bath • •
10 /pleis/

• 11ace
•
page
;i wine was
• when plays
won • •
•

FromPronunciation Games byMarkHancock©

Cambridge
University
Press1995 IJ:1,)l1Z:ii'.1)Jf:
r:/lj 65
 Phonetic
crosswor
B Point:
Minimum level:
Game type:
Approximate time:
wordsandphonetictranscriptions
intermediate
a word puzzlefor studentsworkingindividually(or in pairs)
15 minutes

Preparation
Makea copyof the puzzlefor eachmemberof the class.Youmayalsowantto makea copyon
an OHPtransparencyor a largepieceof paper.Therearetwo puzzles.

Conducting the game

1 Giveeachstudenta wordpuzzle.(Thepuule couldalsobedonein pairs.)Leavestudentsto
completethe puzzle.
2 Whenstudentshavefinished,checkanswerstogether.(UseyourOHPtransparency
or large
pieceof paperif you havecopiedthe puzzle.)
3 Drillthe pronunciation
of the words.

Key
Thecompleted
crosswordsshouldlooklikethis:

Crossword
1

IJ
t e1
f ::,: I
r a1 t
m i: t •
p el d
l u k
h 3; t
n

Crossword
2

l 1: V
h b r e1 k s
3: r 1: tf s 1:
d e d 1: s t
Id i~ pl 1:

66
 Phonetic
crossword B12
Crossword
1
Complete w1
thiscrossword'thphonet'1cspe11·
ingsof theseverbs. Use Sounds
menu
thesymbols fromthesoundsmenu.Twoof theverbshavebeen
writtenforyou. /p/ uark
If/ face
put I
-te11r1-\a\\
It! time
\eatn Id/ .dog
make e1 Isl
/k/
~ee
drink
pick paid
sing J: Im! most
name
. take /n/
bring
meet r al t IJJ/
lh/ here
• Ill live
sa\\ 1: ride
taught /r/
III slt
hUrt el d Ii:/ seat
/~:/ spQrt
u /3:/ bird
/ul good
/e1/ face
look 3: /ai/ line

Crossword
2 •
Complete thiscrossword
withphonetics ymbolsfromthesounds
menu. 7 Sounds
menu
5 .;
youwillseethat'ea'canbepronounced
Whenit is finished in many Ii
different
ways. /p/ uen
lb/ .bed
Across Down a /v eyery
/ti teach
a pear 1 heard /d/ _dog
b leave 2 bread b /tJ/ .church
/s/ .soon
c break 3 read /k/ keep
1 C 2 3 8 /h/ hat
d reach 4 cheap /1/ live
e dead 5 speaks /r/ run
d 4 lw/ west
f east 6 sea /e/ ~gg
/i:/ s~
g dear 7 wear e f 6 13:/ bird
/i-;J/ here
h pea 8 seat /e-;J/hair
g h /e1/ s~

FromPronunciation Games,byMarkHancock©
Cambridge Press1995 ■ ZZ:t 1 )1 1 1;t 1 1ant:lf j
University 67
 -
Sound
dice
B Point:
Minimum level:
Game type:
Approximate time:
sounds andphonetic
pre-intermediate
symbols

a dicegamefortwoplayers
10 minutes

Rules Preparation
1 Playthisgamein pairs,one Providea set of two dicefor eachpairof studentsin the class. Eachset of diceconsistsof a
player
witha consonant
diceandthe consonantdiceanda voweldice.To makethesesetsof dice,makeor get somecubes(perhaps
otherwithavoweldice. ordinarydicewith the numberscoveredby stickylabels)andwritethe followingphonetic
2 Players
throwtheirdiceandtake symbolson the sides:
turnsto tryandmakeawordfrom Consonant dice

(Ji)@ CV(S)(!) CJ)

thecombination ofthetwosounds
ontopofthetwodice.Throwthe
diceagainif somebody hasalready
madea wordfromthiscombination.
Voweldice
3 If a playeris unableto finda
word,theotherplayergetsa point.
4 Thefirstplayerto gettenpoints
is thewinner.
5 Players
maychallenge
eachother (Notethat lei/and/pl arealso/1al andId/ respectively
whenupsidedown.)
to spella wordor giveitsmeaning Youmayalsowantto makea copyof the rulesfor eachpairof students.
atanytime.If theplayer
whois
challengedis unableto doso,the
Conducting the game
1 Writethe symbolson the boardwith an exampleof eachfor studentsto referto
wordis notaccepted. duringthe game.
2 Dividethe classinto pairsandgiveeachpaira set of dice.
3 Explainthe rules.

Key
/bl /ml /p/ /s/ /ti III /d/
/ea/ bear/bare mare pair/pear tear share dare
/-:i:/ bore more pour saw tore shore door
/au/ bow mow sew/so toe show dough
/i:/ be/bee me pea see tea she
/ai/ buy/by I'm/my pie ice/sigh tie shy die
/e1/ bay may ape/pay ace/say ate day
/Ia/ beer mere peer/pier tear/tier shear/sheer dear

68
 Find
therule
B Point:
Minimum level:
Game type:
Approximate time:
awarenessof sounds
elementary
a guessinggamefor the wholeclass
10 minutes

Preparation
1 In this gameyou will needto decideon a rulefor acceptingor rejectingwordssuggestedby
students;theywill thentry to discoverwhatthis ruleis.
2 Choosea ruleandmakea list of wordsthat exemplifythis rule. Makesurethat yourwords
arefrom the samegrammatical category,eg nouns.anddecideupona modelsentenceinto
whichyour examples will fit, eg /'m goingto buya ....
3 Herearesomepossible'rules·andwordsthat exemplifythem:
Thewordmustcontaintwo consonantsounds,eg hat,lock,apple,coat.
Thewordmustcontainonly onevowelsound,eg light, car,house,pea.
Theword mustcontainthreesyllables.eg telephone, magazine,
cigarette,elephant.
Theword mustendwith a consonantsound,eg light. magazine, lock,house.

Conducting the game

1 Getthe classto sit in moreor lessa circle.
2 Sayyour modelsentencewith an exampleword in the space.Indicatethatthe personnextto
you shouldrepeatthe modelsentence, changingthe wordat the end,andso on aroundthe
circle. Takepartin the gameandsaya wordwhenit is yourturn.
3 Aftereachcontribution,saywhetheror not you acceptthe wordgivenat the end,but do not
saywhy;studentsshouldtry to guessthis. If your ruleis, for example,that the word must
containtwo consonantsounds,accept.!!,qy
contributionthat containstwo consonantsoundsand
do not acceptanyother.
4 Whenstudentscatchon to whatthe ruleis, theyshouldnot saythe rule.Instead,theyshould
simplysupplya correctcontributionwhenit is theirturn.
5 Whenmoststudentsappearto havecaughton, asksomeoneto explainwhatthe ruleis.
6 If nobodyseemsto be catchingon, givea few hintssuchas Thinkaboutconsonantsounds!
Thefirst timeyou usethis game,morehintswill probablybe necessary.

69
 Bingo
B Point:
Minimum level:
Game type:
Approximate time:
discriminationof sounds
elementary
a listenandsearchgamefor the wholeclass
20 minutes

Preparation
Copyandcut the sheetof cardsso that thereis onecardfor eachstudent.Therearecardsfor
two games.Thesecondversionof the gameconsistsof two sheets.

Conducting the game

1 Giveoutthe preparedcards.
2 Readout eachof the words,from oneof the cardsin randomorder. Tickoff the wordsas
you readthemso asto avoidreadingthemtwice. Askstudentsto crossout the wordsontheir
cardastheyhearthem.
3 Whena playercompletesa horizontalor verticallineon the card,he or sheshouldshout
Bingo!Askthis playerto readbackttie wordsin the linethattheyhavecompletedto seeif these
wordsareamongthe onesyou havealreadyreadout. Thisplayeris the winner.
4 Whenoneplayerhaswon,continuethe gameto giveotherplayersan opportunityto reach
secondandthird positions.

Making your own ver'I>ion

1 Makea list of either16 or 25 wordsfrom your course. Makesurethat you includeplentyof
minimalpairs,ie wordsthat are pronounced the sameas eachotherexceptfor onesound.
2 Askstudentsto drawa grid of squares,either4 x 4 or 5 x 5.
3 Readout the wordson your list andaskstudentsto writethe wordsin the grid in random
order. Theyshouldaskfor the spellingat this stageif theyareunsure.
4 Playthe gameas above.

70
 Game1 Sheet1 Bingo B15
bad boot pet beat pet beat boot part

part bed fat paid paid boat fat bad

food feet boat bird put bed feet bit

bit but fit put bird but fit food

=====::::::::;;;::::=~::=:::=..::::;::-.;;;-=.;::
,':;:;.;:::.:;::::;~~~~~~z:=;~z;.;::;~~~~= ~

• • •
";iJ:?:1tlllBI
i);]:~·:11111t;:t]J:f
~\;f
~ \:.·::·-:·:·
\':.:\•>:·:
t~/~1
..
........
· ::~~
• • ,• • • • • •
":·.·::·:·:...
-..·.:\·...: ':\~•:,:.
•• • • ._ • • •
\:.::\·:··•.::::•.\:
• • •' • • • •
:·:.:::::·\.a..::,\:
\··:.:-:
• • • • •• • • • •'
: .:_
• • • • • •,
!
\::::·-:·:·•.:.a.:·.•>:·:
I
..._:·.·::~~":·:.::::·:~:-.:·.\-:":\'.•:~\:.~:\·:··
• • • • • •' • • • • •
......
·.:·.\:.:·:,':•:::·.:.·.·:~·~:~::.·::
•• • •' •• • • •• • • •• • • • • • •• • • • • •' • • • • • •
I

bit food part bad part bad bit food

but feet bed boot pet fat but feet

bird boat fat pet boot boat bed bird

fit paid put beat beat paid put fit

beat paid pet boot fat paid beat pet

bed put part feet boot put bad bed

boat bird bad fat food bird part 'fit

bit fit food but feet but bit boat

FromPronunciation Games byMarkHancock©Cambridge

University
Press1995 1~:z,1z,z~,z~z,
1:l!i 71
 B15 Bingo
Game2 Sheet1

fought feet chin sick taught

ffli1il 1
~
':.{
·::-•:·-.:·
:: .

::

tz::r
.
::

-~= •'• ::~

chick

seat
she

short
share

tea
cheat

sort
thin

fee
::·: . ... •:....
·.•.
::
... .·.·
,,••.··
..· ...... •".";,;'
··.· thought fair sin chair fin
?11?
.. .. .·.. ... ·-••'

tin thick see tick sheet

)?t(f(/·){

/ff/~\)}/
taught thin fee /
Un sheet

:flli
:: . ..: ..
/
sick cheat chin share sort
..
.•
'tel{ ..
\.·:·:. .
=\..........
/}:
,\/
... -:, ...
·/.
'

'
tea

feet
/
/

chair

f~ught
,·
sin

see
,Ji
ck
chick
1

,
she

short
tmi;;
.. .. .·. ...
.. ·-••'
/

(/·{( seat
:~}~?:}f fair thought thick /trn
~-------------------------------------------------------------------------------------------------

sheet tick fin see chair

~;;iitEii(;
::-•:·.:: fee thick sin sort thin
:.·. .·:

}.ii
.. .. '
tin fair tea cheat taught
\-(;
_-:·: .
::·.
... -:·.•.
.::..
::·;
, . . .....·-~
........ thought short share sick seat
}mm
·~}.:.\./;'//;;}} she chin chick feet fought

72 FromPronunciation Games byMarkHancock©

Cambridge
University
Press1995 IJ:Z,)1,1,t,1;,Z,,t:Oj
 Game2 Sheet2 Bingo B15
sheet tick see sin chair
lllt~;111 fin
..::Ill:=·-_:'. thick fair tin thought
;: • : l

}di? fee thin taught sort cheat

tz/
.::-:.. . ...:·..·.:
::·. /.::,
·•.;.......... •"/ ..,:
sick tea share chin short
/-i!_i,
..
. . ... . ·...
·.. ·····
~
... •'

•"/ .:- .... . . ~ ;;·

•;•::::_:_:::.:i
'// ~.':_:,:
she feet seat chicl< fought

she share cheat sort chair

ll/;!~~il
._::•:·-_'.'.
; : •
.
,: l
Sin fair short tea fought
":.ii
.. . . ..
.. ~; ..
:.: •'
feet chin sick taught chick
tz:'{:
.=:·:• .••,.:·
..·/,
...
: ... ......
.: : '

seat thought thick see

,
··.·..... . ... ··.~-: tin
/-'!!
.. .. -~
..... . . .
...
·.••'
·.. . . ·····
~::. tick sheet fin fee thin
l\-?:;-?:'.
-/\?:":,:
------------------------------------------------------------------------------------------------->cg

~ill
;Itt
1
tin thick thought seat chick

)
.•
/-:-?
,,
.} ....
-:
/~
fought

fin
feet

fee
see

thin
tick

taught
sheet
'
sick
i-\
.::·: .
:."
...
. ...-:"-.::
.·:
...... ··:···.··
..: fair chin
•·; ••,.
she share cheat
illl\i
..
.. ..
·......... ·····
.·.. ...·.••'

.• short -::;•
sin tea chair sort
-/:-?).:l(?:\/
FromPronunciation Games byMarkHancock©
Cambridge
University
Press1995 r:UI
1a:1,)1,1,t,1J1
1
73
 Phonetic
code
B Point:
Minimum level:
Game type:
Approximate time:
awarenessof sounds
intermediate
a searchpuzzlefor studentsworkingindividually(or in pairs)
15 minutes

Preparation
Makea copyof the puzzlefor eachmemberof the class. Youmayalsowantto copythe puzzle
ontothe boardor an OHPtransparency.

Presentation
Writeon the board:
juice rain page
1 2 1, 2
Explainthatthe numbersreferto sounds;1 refersto a soundwhichis commonto juiceand
pageand2 refersto a soundwhichis commonto rainandpage.Askstudentsto identifythose
sounds(1 =thefirst consonantin juice,2 =the vowelsoundin rain).If studentsarefamiliar
with phoneticscript,theycouldusethe symbols(1 =/d3/, 2 =/e1/).

Conducting the game

1 Explainthatthethreefragmentsof writingin the puzzlecontaina secretmessagefromone
spyto another.Tofind the message, studentsmustbreakthe code.
2 Thecodeis basedon thesoundsin the words;eachnumberrefersto a soundin theword
above.If a numberoccursunderonewordandno other,it meansthatthe soundoccursin that
wordandno other.
3 Byputtingthe soundsthatthe numbersreferto togetherin numericalorder,yougetthe
secretmessage. If studentsarefamiliarwith phoneticscript,this will beusefulsincetheywillbe
ableto writea symbolfor eachnumber.
4 Leavethe classto completethe puzzle,givingcluesfor studentswhoarestruggling.

Key
1 meetyou (1 =/ml, 2 =/i:/, 3 =/ti, 4 = /j/, 5 /u:/)
2 airport (1 = /eg/, 2 = /pl, 3 = /'J:/, 4 = /ti)
3 fivethirty (1 =If!, 2 =!ail, 3 /v/, 4 /0/, 5 /3:/, 6 = /t/, 7 = /1/)

74
 Thesethreesentences
contain
a
secret
message fromonespyto
another.
Tofindthemessage,
you

OThe night is young but soon

3 4 3 5
mustbreakthecode.
Eachofthenumbers refersto a
soundinthewordabove it. Put
thesesounds together
in numerical

the yellow
4
moon will rise in
1 5
orderto findthemessage.

the East. 2 3

Yov OU((H1 ,o TASTE THE A1R IN ~1'2tS ANO PRAavir.

34 4 4 1 2 2

8 The early bird

5
will never find
1 2
any
7
worms
5
5 3
n
n
C>
0..
in the earth before it learns to t"1)

7 4 5 1 7 6 7 5 6
m
......
v'1
 Linkmaze
C Point:
Minimum level:
Game type:
Approximate time:
linkingbetweenvowelsounds
intermediate
a path-findingpuzzlefor studentsworkingindividually(or in pairs)
20 minutes

Preparation
Makea copyof the mazefor eachmemberof the class.

Presentation
1 Writethe followingphraseson the board:
Tryagain! Twoapples Fouroranges
Demonstrate the pronunciation of thesethreephrases,makingsurethatthe wordsarelinked
together.Pointout thatthey in try, the win two andthe r in four arepronounced, whereasthey
arenot whenthosewordsarepronounced separately.
(Notethat the r in four is pronouncedin
someaccents.)
2 Explainthatthis is becausethe secondword beginswith a vowel,not becauseof thewritten
y, wor r.
3 Writethe followingphrasesonthe boardto showhowthesethreesoundscanintrude
betweenwordsevenwheretheyarenot written:
Threeapples Blueeyes Areaoffice
(Notethat somepeopleregardthe intrusiveras in areaofficeas badpronunciation.)

Conducting the game

1 Giveeachstudenta maze.(Thegamecouldalsobe playedin pairs.) Explainthatthe object
of the gameis to find the correctwayout of the maze;the exit is from oneof the outside
squaresof the maze.
2 Eachsquarecontainsa phrasewith a linkingsoundindicated~ .
3 Playersmovefrom squareto squareaccordingto the followingrule:
If the linkingsoundis /j/, turn left.
If the linkingsoundis /w/, go straighton. .if
If the linkingsoundis /r/, turn right.
It is veryimportantto notethatthesedirectionsare relativeto the sidethat youenterthesquare
from! So,for example,if you areheading'east'andturn right,thenyouwill be heading'south'.
4 Whenstudentshavefinished,checkthe answerstogether.

Key
Thecorrectrouteis asfollows:
Helloeverybody!- Drawa line- Wesawa film - I agree- Whereareyou?-
Blueeyes- Goto England- Lawandorder- A fewapples- Fouranda half-
Givemea ring - Answera question- Trueor false?- Teaor coffee?- Wearen'tready-
Goahead!- Scorea goal(exitQ)

Making your own verc;ionc;

Youcouldmakeyour ownversionusingphrasesfrom your course.Simplywritethephrases in
the squares,thengo throughthe mazeyourselfto seewhereplayersshouldcomeout if they
movecorrectly.

76
 ~
C

T Three~and Draw~a
A queue~ F
of people
a half line
'""t

Tea~or
s e aren't
read
coffee? G

True~or
R Go ahead
~ false?

Giveme~a Goto~
ry~ again. __
ring England
Q

❖tf4t
r-
-·
::::s
'::,:::-
}
\
She'-- 3
Day~and few'-- order · °"'

~~~
night arrived J N
p apple~ : t"'D

.......
....... __.....___......_
K
N M L
 Dictation
compute
C Point:
Minimum level:
Game type:
Approximate time:
weakforms (puzzle1); assimilation(puzzle2)
intermediate
a lookandfind puzzlefor studentsworkingindividually(or in pairs)
25 minutes

Preparation
Makea copyof the puzzlefor eachmemberof the class.

Pre~entation
1 Writethe tallowingphraseson the board. Askstudentsto payspecialattentionto thewords
that arewrittenin smalllettersasyou readout eachphrasein turn. Makesure thatyouusethe
weaktorm of eachwordthat is writtenin smallletters.
WHAT'Sher NAME?/•wots g ne1m/
1

WHAT'Syour NUMBER? /'wots jg 'nAmbg/

JOHNcanSWIM / d3on kgn 'swrm/
1

TEAfor TWO/'ti: fo 'tu:/

the PRICEhasFALLEN/fJg 'prms gz falgn/
1

FISHandCHIPS/'f1f gn 'tf1ps/
GOto BED /'ggu tg •bed/
DOGSareFRIENDLY /'dogz g •frendh/
HAVEa DRINK/ hrev g 'drmk/
1

WHATdoesSARAHDO?/'wot dn 'segrn du:/

2 Elicitor explainthatthe weakform wordsaregrammatical wordsratherthanitemsof
vocabulary. Askstudentsto try andpronouncethe phraseswith the weakforms.
3 Writeup the followingphraseson the board:
a majordecision b madeyour decision
Explainthatthesecouldbothbe pronounced exactlythe samewhenthe weaktorm is
used- / me1d3gdr's13gn/.
1

4 Naturally,the contextwouldclarifywhichof the two messages wasmeant.However,

on
soundalone,theycouldnot bedistinguished. Consequently,if a computerweredesigned
that
couldwrite downeverythingthat it heard,it mightwrite Buyinga houseis alwaysa madeyour
decisioninsteadof Buyinga houseis alwaysa majordecision.
5 Writethe followingphraseon the boardandexplainthat it is somethingthe dictation
computerwrotethat containsa mistake:
Don'tlighteryour mother!
Askthe classto try to identifythe error.As a clue,you couldgivethe reply:
Whynot?Shealwaysliesto me!

Conducting the game

Giveeachstudenta puzzle.(Thepuzzlecouldalsobe donein pairs.) Leavestudentsto findthe
errorsandsolvethe puzzle.

78
 Dictation
computer
C
Key Puzzle1
Thedictationcomputershouldhavewritten:
1 I'll ask her if ... (c)
2 I composemusic... (e)
3 Theofficerschanged... (a)
4 Didyou seethe waitergo ... (b)
5 ... is on the centrepage.(d)
6 I pickedyour book... (h)
7 Will you everforgiveme?(f)
8 ... showsall the citiesand railways... (j)
9 Spidersarenot real\'}insects... (g)
10 ... are rivalcompanies.(i)

Follow-up
A secondversionof the puzzleis similar,butfocuseson assimilation.Here,the dictation
computermakesmistakeslikethis:
shoppeopleinsteadof shotpeople
knockquicklyinsteadof not quickly
dig carefullyinsteadof did carefully
Thereasonfor thesemistakesis that the final consonantsoundin eachof the first wordsis
changedby the initialconsonantsoundin eachof the secondwords.

Key Puzzle2
Thedictationcomputershouldhavewritten:
1 I don't likegreen.(c)
2 Youshouldwipeplates... (a)
3 ... I ranquickly... (d)
4 Weatequitebadly... (e)
~ 5 ... go to the gym ... (b)
6 ... unlessI warnmy parents... (f)
7 ... theterm beforelast.(g)
8 Thisleadcovering... (i)
9 ... the familyof the bride... (j)
10 ... told us to wait quietly... (h)

79
 C .J
r::::?u:::::::;:1::;;::~~::::;::::::~>::':':;\;Zl: ~
c:,
•:::.~•.;•;::,•::·. ~
:-:-:•:;;:::;:. ·:.:•:,~:;::•:.'. .}t\\.:_:
=::.:1::•-::::•.:::•·::·.:
Thedictationcomputerprints
(")
r+
I can posemusicfor TV programmes. 2 {fj:}
Q,

:•:.·: ::· ...=•,:•••_.,:i.~!f

•.;~;;,
;~•::::::.:.~•:-.:·
.. :.--:-::· ...::,:•• :_.;~{I:\
exactlywhatit hears.Sometimes,
however,thereis morethanone
possibility
andthe computer
-·
r+
c::::,
::s
.......................
.... .......
""~
\•
makes a mistake.
The office haschangedinto civilianclothes. 3 )Q:t (")
c::::,
::-":~\"::-:-:; 3
,:,t;'.: .•::~::::•·::~;;,;•_;:•,•:.,:,:,;•,:-.:l', :•·::)?).\.:
~ •:;:.;•.~!,;:\:.>•::;;..::
Findthe errorsin the computer's
work in the left handcolumn. ""C
D1dyou seethe wayto go? He~as at the 4 /Q.~l Thenmatchthe sentences with ~
fl)
nexttablea minuteago. •-::..~·:-:.:.:.~ their responses inthe right hand
'1!l!!¥"--.,.,""• ~:: ~ .. ";,:.~•..\•.:,... •.-..:~~!·
:;..;\_.•~
.......
_-:,.:_..................
_;•::•·
::.. :·=
..: column. ,,
~

:::c
"'
:::,
0
0
In this newspaper,the TV guideis on the
sent a page.
5 /0{
.:: .... •:-:
Usetheresponses as clues1fyou
C
N
!::!.
CD
0

"" havedifficulty
findingthe mistakes. .....
@

;,.-,
••••
'"'.,,.'
,:•.-
';·;·:~:::•
;~:::~th:;;,::'"~'
S•~B.t I;:,;;-

';/t,tt·;_.::~:·:::.:·,.•:::; ~:·:..-:.·:::·.•:{.•":::.
•• /.:::.·::,.•;:;:~:·.- .-.-/\)f
( 0
3
en
----
Will you everfor give me? 7 it(}:::
::-:,.:•:::::_:::•·::·.:·}~~}Ji
!.tZ:,;:·.':;••:·;.~.;,;. ;_.;::.:. ~-:-:~:.:::-•::::

This mapshowsall the citizenrailwaysin 8 i::a\·

the country. :.:::. :::·::
..:;:·:;:-:,..;::~:--~~-·•:=•--=--:·::
:r~· ~:::.:
.•·:-.:·:·
;:::':;:·:;:, :•.;:{\tfo
Spy doesare not reallyinsectsyou know. 9 \cJ.f
iillf,::•·.:.;-:.
:•·:=~-
.-••·.,:~·::_::-:·•:\·.
;·., ,: ;:.:•.~~~-,
;:,.:.:.·.:.:,:.:-)})}(

Cokeand Pepsiarrival companies. 10 'i:t)Jl.i

iriii;AlCf!ff.~=~~Wi#(\:-+r:yw--''.t~i~I~
 /I::.iDi:;.:;£'.\i'.i~:]i:?!!!:-::\::::;\::i.i)i(!
..: ~ ..·...·.:·....: .....•..•..: ....:•.·.':..:-:,•.r.:···.... :·...-~~~::
Thedictationcomputerprints
~:~~::_:_. exactlywhatit hears.Sometimes,
Youshouldwhiteplatestoge'. the dust off ta·;:·\/] 2 however,thereis morethanone
possibilityandthe computer
beforeservingthe food. -:-. .•.•:.:·
:-·.•:=: ~ :-·::::::.:_:-:..:·..:.-;;·-:;:·:;:,:-.:.-,.\[i}};:
·:::.:-.::,::.~::•.;.·:.: makesa mistake.

Beinglatefor work, I rangquicklyouth:u:e~ 3 {Q/

.... ·;--

Weachequitebadlywhenwe wereon
~ ....·.: .-·:..:·:-··:~-~:-~:
·. ·.·:.~·.;•. \ ...:.:-:
:·:··· :,.. ·, ·:·-·:
4
:::·::-:
/o\:.\~
:,
_l
Findtheerrorsin thecomputer's
workin the left handcolumn.
Thenmatchthesentences
their responses
with
in the righthand
@ holidaybecausewe didn't likethe localfood. :~:....:.::\· column.
0
""
3
.,~:·. :-\::•~·-,~: ·,:·, :,:~::·--.·=.---~-
;·.\ •=;:.:-.-_,. ·':"·.-
~:..:.-.·.-::
:·-~\ r..:~_\i Usethe responses ascluesif you
5 ../o·:·:\:~·::
Sf I alwaysgo to the gin beforework in the
;_::;;_: .. havedifficultyfindingthe mistakes.
=c::
a,
morning. l~::/:-':
::::,
~-
m1,.•
.':.'.'..:!;.:: : ·.~.··"~'•;:. / ~".:•·••\ ..=~·:·
~.:-.:~"~": ·:::-~·:
~.::
..~ ::::._:;:
1'.:.:.":::;·:~:..\ i~:-.: '"Cl
vl
~
I'm not allowedto havea partyunlessI ,::·:{\
S /:0 C
~
7:J
warmmy parentsa weekin advance. ·:::. __
:;:.: CD
co N
(/)
(/) l'ilili"•S:::·: .•s;:.. :.-:;::-: .:.::·: :·.. :,.··•:::. .-..·;;:.·::•.•:::: ::: . ::-::{{\)
c:::,
I failedmy mathsexamthe turn beforelast. 7 ;:;Q/:. c-,
r+
-.1-.·::::•·::·.:
·=~:•::;::- :. :-:.:•:i,;::,,:_';=::-:,::·:::::::;•·::·.: .(/·// Q,,l
!::!':
This leg coveringis for protectionagainst /6}~\ 8 0
::l
B~:;:·:;:,:-.;:,:~•::•.::~<:•:·::::::,:.. ·:-./~~~~;~~;':•:-.;:,?}{); c-,
for g to)
0
Traditionally, thefamilyof the bribepaid_ 3
the wedding. .:~-.~•.·.•:. -c
-- ..:-:.:··.:•·:•·::
...::,:·~:.
·.·...._.......
::·::.._:..::··:y---~-
:•:
...
·::·:: ~
Theteachertold us to wakequietlyuntil 10 /o:.:_:\) t'D
-,.
the bellrang. :::.-.• ·:':-

:;;t}{;;:'.iDi(ii:1;)}\}~;;:;::;;~ri}),i-\ti}~Itl C :>
.....
00 ~
 Dadalanguage
C Point:
Minimum level:
Game type:
Approximate time:
stresstiming
pre-intermediate
an oral matchinggamefor studentsworkingin pairs
25 minutes

Preparation
Makea copyof the Dadaphrasebookfor eachmemberof the class.Thesemaybecollected
in
at the endof the gameandusedagain.

Presentation
1 Explainthat you aregoingto teachthe classa newlanguagecalledDada.Thislanguage
has
threewords;DarIda:!, Dooby/du:b1/ andDipety/d1p:it1/. Writeup somephrasesor sentence
in Dada,such.:s:
Dardoobydar Dipetydoobydar
Invitestudentsto readthe wordsout.
2 Nowexplainthat you aregoingto tell the classhowto translateDada into English.Giveout
the copiesof the Dadaphrasebook.Explainthatthe secretto the translationliesin thestress
patterns.Thestresspatternsfor the threewordsDar,DoobyandDipetyare•, •• ande ..
respectively. Pointout thatthe Englishwordsor groupsof wordsin the phrasebookalsohave
thesethreestresspatterns.Forexample,Fresh=•, Lotsof= •• and Plentyof= e ...
3 Totranslatea Dadasentenceof threewords,selectthe Englishwordsor groupsof words
with the samestresspattern.So,in box1 for example,Dardar darwouldtranslateas Fresh
triedchips,andDarDipetyDoobywouldtranslateas Freshcarrotsandpizza.
4 Foreachof the boxes1-8, callout the simpleDadasentencesDardardar,Doobydooby
doobyandDipetydipetydipetyandaskstudentsto call out the translation.Thedrill should
beginlikethis:
T Dardardar
Ss Freshfried chips
T Doobydoobydooby
Ss Lotsof fish andpizza
Makesurethat studentsmaintainthe samerhythm. Therhythmcouldbetappedout likethis:
tap tap tap - (pause)- tap tap tap - (pause)- etc.
5 Askindividualstudentsto translatemorecomplexsentencessuchas Dipetydoobydar.Say
beforehand whichof the boxes1-8to use.

Conducting the game

1 Dividethe classinto pairs.
2 Playerstaketurnsto formulatesentences for their partnerto translateinto English.
3 Whenstudentsaregettingusedto this procedure, theycouldbeginto playfor points;each
playerstartswith ten pointsandlosesa pointfor eachmistake.

82
 ...
"
Cl
::I
C
::I
n
iii" Dadaphrase
book Dadaphrase
book
!:!'.
Cl
::I
C, 1 Dar Fresh fried Dar One cold beer
a,
3 Dooby Lotsof fishand pizza Oooby Halfa glassof whiskey
I'll
"'
er
'<: Oipety Plentyof carrotsand sausages Oipety Givemea bottleof orangejuice
~
""
;,.

2 Dar New black boots 6 Dar Ring Jack soon

@
0 Dooby Lovely yellow trousers Dooby Speakto Susan later
""
3
Sf Dipety Horrible rosecoloured sunglasses Oipety Telephone Alison afterwards
0:
cc,
CD
C
:::,
;;;,·
CD
w
~ 3 Dar Don't tell Mike 7 Dar Three blind mice
7:J
ro
en
en Dooby Goand speakto Mary Dooby Seven hungry tigers
co
co
CJl
Dipety Hurryand giveit to Jonathan Oipety Hundreds
of picturesof elephants

c:::,
I I
n,
4 Dar Near north Leeds 8 Dar Can't Pete drive? c...
n,
Dooby Therein sunny London Dooby Doesn't Oscar listen?
n,
Dipety Overin glamorous Manchester Dipety Can'tyoumake Jennifer talkto you? ::l
\oC
C
n,
\oC
f'D

C _)
00
v.l \_.A)
C Point:
Minimum level:
Game type:
Approximate time:
stresspatternsin short phrases
intermediate
a matchingpuzzlefor studentsworkingindividually(or in pairs)
15 minutes

Preparation
Makea copyof the puzzlefor eachmemberof the class.

Presentation
1 Choosesomeshortphrasesfrom yourcourseandwritethemon the board.Readthe phrases
aloudto demonstrate theirstresspatternsanddrawa circleunderthe stressedsyllables.These
stressedsyllableswill bein the contentwordsas opposedto the grammaticalwords.Drawa
smallercircleundereachof the remainingsyllables.Thesesyllableswill bethe unstressedparts
of the contentwordsandthe form words.(Notethatthe stresspatternscouldbedifferentif one
partof the messageis givena specialemphasisfor somereason.)
2 Askstudentsto think of someotherphrasesandindicatethe stresspatternwith circles.

Conducting the game

1 Giveeachstudenta puzzle.(Thepuzzlecouldalsobe donein pairs.)Explainthatfor eachof
the phrasesaroundthe edgeof the pond,thereis anotherphrasewith the samestresspattern
elsewhere.Theobjectof the gameis to drawstraightlinesjoiningthesematchingpairsof
phrasesto discoverwhichfish is caught.
2 A fish is caughtif it is completelysurroundedby lines.
3 Onestrategywouldbeto beginby markingthe stresspatternsundereachof the phrases.

Key
FishB is caught.Thecorrectmatchingpairsare:
• Look!- Wait!
•• Begin!- Shetalked.
•• Whocares?- Don'tstop!
••• Don'tworry! - Keepquiet!
... They'vearrived.-I insist.
••• They'vefinished.- I'veseenit.
••• What'sthetime?- Don'tforget!
•••• Seeyoulater!- Comeandseeus!
•••• I spoketo John.- Hewantsto come.
e .. e Wherewashefrom?- Whatdo you want?
••••• Shetriedto callyou.- I can'tbelieveit.

Making your own ver,ion,

Youcanmakeyourownversionusingphrasesfromyourcourse. Drawthe pointsandjoin
pairsof themup. Chooseoneenclosedareato placethe caughtfish. Placethe restof thefish
in unenclosed
areas.Labelall thefish with lettersof the alphabet.
Tracethe pointsandfish
ontoa secondsheetof paperandwritethe phrasesbythe points.Makesurethatyouhavea
matchingpairby two pointsthatwereconnectedby a lineon thefirst sheetof paper.

84
 FishingC4
Jointhedotsnextto thesentences
withmatching stresspatterns.
There

..............
is onlyonepairof sentences
patternsin thegameare:

...•.•.........·•·•·
foreachstresspattern.
Theeleven stress

- J ------------
------------
--:::::::::::::::::=::::::::::--
~~

worry! •

They've •
g
finished.
/

D • Begin!
C ~
~~~
Shetriedto
callyou. •
=---
--
--=- - -- __.
~
--------
-----

~
B
~
~
~
~
A

FromPronunciationGamesbyMarkHancock©
Cambridge
University
Press1995 IJ/11)1,za:,,a,,p:n.:1 85
 --Compound
clues
C Point:
Minimum level:
Game type:
Approximate time:
stresspatternsin compoundnouns
intermediate
a find-the-difference
30·minutes
memorygamefor studentsworkingin pairs

Preparation
Makecopiesof the two picturesfor eachpairof students.Youmayalsowantto makecopies
on OHPtransparenciesor largepiecesof paper.

Presentation
1 Giveout copiesof the first picture- JohnBarnet'sfront room.August5th, 11 a.m.(Useyour
OHPtransparency or largepieceof paperif you havecopiedthe picture.)Askstudentsto labe
all the objectsin the picturewhicharecompoundnouns.Thiscanbe madeeasierby writingth
compoundnounson the board(seekey)andaskingstudentsto identifythemin the
picture.If you do this, writethe compoundnounsin two columnsaccordingto whetherthe
stressis on the first or secondelement.
2 Checkanswerswith the class.(Writethe wordson the boardin two columnsif you did not
do this in stage1.)
3 Readout wordsat randomfrom the boardandaskstudentsto try andidentifythe reasontor
the wordsbeingseparatedintotwo columns.
4 Explainthe rulebehindthe pattern;the ruleis that with compoundnounsformedfrom two
simplenouns,the stressis normallyon the first element.However, it tendsto be on the
secondelementwhenthe first elementis:
a the materialthat the secondelementis madeof, eg plasticbag.
b the locationof the secondelement,eg kitchensink.
5 Drillthe pronunciation of the compoundnouns.

Conducting the game

1 Removethe first pictureor askstudentsto turn it over. Showor giveout the secondpicture
2 Allowstudentsfive minutesto studythe pictureandidentifywhathaschanged.
3 Invitestudentsto reportthe changes.Youcouldcombinethis with grammarpractice,eg:
presentperfect- Someonehasmovedthecandlestick.
presentperfectpassive- Thecar radiohasbeenstolen.

86
 Compound
clues
C
Key
1 Thesearethe compoundnounsin the pictures.Howmanyyou focusuponwill dependon the
levelof yourclass.
stresson firstelement(bothpictures):
birthdaycard,bookcase,bottleopener,candlestick,
coathanger,hairbrush,hair-dryer,
handbag,light switch,newspaper,penknife,suitcase,teapot,table-cloth,
toothbrush,vacuumcleaner
stresson firstelement(picture1 only):
dartboard,door handle
stresson second
element(bothpictures):
cheesesandwich,front door,strawhat,tomatosauce
stresson second element(picture1 only):
car radio,woodenspoon
stresson second element(picture2 only):
kitchendoor,kitchenfloor,kitchensink,kitchenwindow,paperplane

2 Thesearethe differencesin the two picturesshowingwhathappened between11 a.m.

and 12 noon:
candlestickmoved,car radiogone,cheesesandwichbitten,kitchendooropened,tomato
sauceknockedover,woodenspoongone.Thekitchenwindowis brokenin picture2. There
is alsoa bodyon the kitchenfloor anda paperplaneon the livingroomfloor.

Follow-up
1 Askstudentsin smallgroupsto makeup a storyto explainthe changesbetween11 a.m.and
12 noon.Thereis no setanswerto this.
2 Askthe groupsto tell their storiesto the class,insistingon correctpronunciation
of the
compoundnouns.Or recordthe storiesandaskthe classto identifyerrorswhenthetapeis
playedback.

87
C5Compound
clues Picture1

JohnBarnet's
frontroom 5th,11 a.m.
August

88 FromPronunciation Games byMarkHancock©

Cambridge
University
Press
1995 IJ:z,1,,za,u:z,,011
 Picture2 Compound
clues C5

JohnBarnet's
frontroom August
5th,12 noon

FromPronunciation Games byMarkHancock©

Cambridge
University
Press1995 IJ/t 1Jj 11,t,1Jl)f:1fj 89
 Rhythm
dominoes
C Point:
Minimum level:
Game type:
Approximate time:
stresspatternsin short phrases
pre-intermediate
a matchinggamewith cardsfor threeor four players
25 minutes

Rules
1 Playthisgamein groupsofthree
orfour.Dealthesamenumber of
cardsto eachplayer.If youare
playingin a groupofthree,place
onecardin themiddleasa starter.
2 Taketurnsto placecardsonthe
tableandbuilda track.Youmust
placeoneofyourcardssothatit
touches oneofthetwoendcardsin
thetrack.Thephrases inthesides
thatarenextto eachothermust
containthesamestresspattern.
3 A playerwhois unableto placea
cardwhenit is hisorherturn,
missestl1atturn;a player
who
places
a cardincorrectlymusttake
thecardbackandmissa turn.
4 Thefirstplayerto placeall hisor
hercardsinthetrackis thewinner.
Preparation
Copyandcut out a set of dominoesfor eachgroupof threeor four studentsin the class.
Presentation
1 Writeon the boarda list of the followingstresspatternsymbols:
1 ••• 2 ••• 3 ••• 4 •••• 5 •••• 6 ••••
Nextto pattern1 write an exdr11ple, suchas Closethedoorandsaythe phrasealoudto illustrate
its stresspattern.
2 Onanotherpartof the board,write an exampleof oneof the otherpatterns,suchas Can't
you hearme?(••••) Invitestudentsto identifyits stresspattern.As a first step,askthem
howmanysyllablesthe phrasehas;thenaskwhichsyllablesarestressed.Notethatfor thesake
of simplicity,all the wordsin the phrasesin this gameconsistof onlyonesyllable.
3 Chooseexamplesof the otherpatternsfrom the key,so that finallyyou haveon the boardone
examplefor eachpattern.
Conducting the game
1 Dividethe classinto groupsof threeor four andgiveeachgroupa set of dominoes.
2 Explainand/orgiveout the rules.
3 Duringthe game,movearoundthe classhelpingstudentsto resolveanydisputes.Lookat
the cardsthat havebeenplayedto checkthatthe matchingpairsof phrasesarecorrect.
Follow-up
As a follow-upactivity,you couldtry to elicitthe rule behindthe stresspatternsin the game,
that is, that 'content'wordsarestressedandgrammatical or 'form' wordsareunstressed.

Key -~
1
••• Comeandlook.
Yes,of course.
Closethe door.
Fishandchips.
What'sthe time?
Thanksa lot.
2
••• Shesawus.
I like it.
You'vemetthem.
I think so.
Hetold me.

3
••• Whosawthem?
Pleasetell me.
Whodid it?
Don'tbreakit.
Johnrangus.

4 •••• Can'tyou hearme? Don'tyou like it? Pleasedto meetyou.

Comeandseeus. Tryto call me. Phoneandtell me.
5 •••• A pieceof cake. It's timeto go. Thebusis late.
Theshopwasclosed. It's coldandwet.
6 •••• Wheredo you live? Howdo you do? Whereareyoufrom?
Givemea call. Whatwashis name?

90
 Rules
1 Playthisgamein groupsofthree
or four.Dealthesamenumber of
cardstoeachplayer.Ifyouare
playingin a groupofthree,place
onecardin themiddleasa starter.
2 Taketurnsto placecardsonthe
tableandbuildatrack.Youmust
placeoneof yourcardssothatit
touches oneofthetwoendcardsin
thetrack.Thephrases in thesides
thatarenextto eachothermust
containthesamestresspattern.
3 A playerwhois unableto placea
cardwhenit is hisor herturn,
missesthattum;a playerwho
placesa cardincorrectly
musttake
thecardbackandmissaturn.
4 Thefirstplayerto placeall hisor
hercardsin thetrackisthewinner.
en
;:r
n,

--
n,

::x:,
~
=r-
3
c,_
0
3
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 C6 Rhythm
dominoes
Sheet 2x

92 FromPronunciationGames byMarkHancock©
Cambridge
University 1995 ■J:,1)t11S,):.1l;f:1Jj
Press
 Contradict
me
C Point:
Minimum level:
Game type:
Approximate time:
contrastivestress
intermediate
a cardgamequizfor threeor four players
25 minutes

Rules Preparation
1 Theaimofthegameisto winas Copyandcut out a set of cardsfor eachgroupof threeor four studentsin the class.
manycardsaspossible.
2 Placethepackofcardsface Presentation
downonthetable. 1 Writeon the boardthe followingtwo sentencesandinvitestudentsto correctthe mistakes:
My mother'snameis John.
3 Taketurnsto pickupa cardand Theformulafor wateris H30.
readthesentence atthetopofthe 2 Writeup the followingsentencesas possibleresponses:
cardto theplayersittingonyour Youmeanyourfather'snameis John!
right.(Thesentenceatthebottom I thoughtthe formulafor waterwasH20,
showsthemistake.) Readout the pairsof sentencesto demonstrate the contrastivestresson father'sand2.
4 Thisplayermustreplyby Drillthe sentencesas mini-dialogues.Providesomemorewaysof beginningthe response,eg
correctingthemistake andusing Surelyyou mean...?, Don'tyou mean...? and Oh?I wastold ... .
contrastive
stress.
Thereplyshould 3 Saya few morecontentioussentences,perhapsfrom the game,andinvitestudentsto
beginwitha phrase sucl1
as correctthe mistakes.Remindthemto changethe pronoun,as in the exampleMy mother's
Youmean...?, I thought...?, nameabovewheremy is changedto your in the response.
Don'tyoumean...?
5 Thereadershouldsayif the Conducting the game
1 Dividethe classinto groupsof threeor four andgiveeachgroupa set of cards.
response
wascorrectornot. 2 Explainand/orgiveout the rules.
Theotherplayers
shouldalso 3 Duringthe gamemovearoundthe classhelpingto resolveanydisputes.(Notethat
helpto decide. responses otherthanthoseon the cardsare possible.)
6 If theresponse
is correct,
the
player
whogavetheresponse wins Follow-up
thecard.Otherwise,
thereader Studentsmakeup their ownstatementswith mistakesfor their classmates
to correct.
keeps thecard.

93
 X I

C .J
Rules
l Theaimofthegameis towin
asmanycardsaspossible.
My mother'sname The capital of I had dinner at 8.30 Robertde Niro is a C'-:)
2 Placethepackofcardsface
is John. Franceis London. this morning. well knownactress. 0
"'Tl
a
3
downonthetable.
3 Taketurnsto pickupa cardand
;a.
...
""Cl
0 readthesentence atthetopofthe ~
c..
::,
C
::,
n
... your father's
nameis John!
... the capitalof
Britainis London/
... you hadbreakfast ... Robertde Niro is
at 8.30this morning a well known.a.c1Q.r!
cardto theplayersittingonyour
right.(Thesentence atthebottom
-·
n
r+
~ showsthemistake.)
ci'
::,
the capitalof France / you haddinnerat 3
C,
QI
is Paris! 8.30this evening! 4 Thisplayermustreplyby f"D
3 correcting
themistake andusing
~
IS'
• contrastive
stress.Thereplyshould
U)
=-
• CD
~
:s:::
beginwitha phrase suchas a.....
~ Youmean...?, I thought ...?,
::><""
:c Brazil is the biggest The Greeksbuilt My sister is a The Atlantic is the Don1 youmean ...?
~
C'>
0
C'>
countryin North the pyramids. policeman. world's biggest 5 Thereadershouldsayif the
::><""
America. ocean. response wascorrect
or not.
@ Theotherplayersshouldalso
C")
0)
helpto decide.
3
g- ... Brazilis thebiggest ... the Egyptians ... your sisteris a ... the Pacificis the
o:: countryin .s.o.uth built the pyramids! 6 If theresponse
iscorrect,
the
(C policewoman / your world'sbiggest
Cl)

America/ Canada is playerwhogavetheresponse wins

C
:::, brotheris a ocean! thecard.Otherwise,
thereader
~- the biggestcountryin policeman!
ti! keepsthecard.
~
NorthAmerica!
"ca
Cl)
Cl)
_._
~ I'd like a piece of The lion is in the
I saw the newson It was hot so I put
the radio. my coat on. cola please. dog family.

... Youheardthe ... it wascold so you ... you'd likea ... the lion is in the
newson the radio/ put your coaton / it cup/glassof cola! mfamily / thew.Q11
you sawthe news washot so you took is in the dogfamily!
on the TV! yourcoatoft!
 Thesunsetsin the I liketo smokea gin Theelephantis the Haveyoureadthe TheNileis the Theseglovesare
morning. andtonicinthe biggestanimal latestfilm? world'sshortest toosmall;theyhurt
evening. inthesea. river. myfeet.

... the sun risesin ... you liketo drink a ... the elephantis the ... haveI seenthe ... the Nileis the ...thesesocks/shoes
the morning/ the gin andtonic in the biggestanimalon latestfilm / readthe world'slongestriver! are toosmall;theyhurt
sun setsin the evening/ you liketo the land/ the whale latestbook! yourfeet/thesegloves
smokea cigarettein is the biggestanimal aretoosmall;they
evening! hurtyourhands!
the evening! in the sea!

Everestis the Beethoven became Cleopatra

livedin Pelewasa great NewDelhiis the Goldis avery
lowestmountain in blindneartheend Australia. Argentinian capitalof Kenya. cheapmetal.
theworld. of hislife. footballer.

... Everestis the ... Beethoven became ... Cleopatralivedin ... Pelewasa great ... NewDelhiis the ... gold is a very
v
crl highestmountainin deafnearthe endof Africa! Brazilianfootballer! capitalof India/ expensivemetal! en
(/)

.... the world! his life! Nairobiis the capital =-

-c-:,
(/)
C'D
C'D
(,0
c.o
c.n of Kenya!
N
-------- , ----------------------X
' 0
' :::s
'' ,-+
-,;
Kangaroos
come Carrotsare my Therewerefive Twoplustwo Theformulafor I fell upstairsand c.,
fromAustria. favourite
fruit. peoplein the equalsfive. wateris H30. brokemyleg. c...
Beatles.
n
,-+

3
... kangarooscome ... carrotsareyour ... therewerefour ... two plustwo ... the formulafor ... you fell f'D
from Australia! favouritevegetable! peoplein the equalsfour/ two wateris HzO! downstairsand
Beatles! plusthreeequals
five!
brokeyour leg!
C _)
\C)

'"" X
C Point:
Minimum level:
Game type:
Approximate time:
intonation
forshared
intermediate
a guessing
andnewinformation

gamefortwoplayers
30 minutes

Rule~ Preparation
1 Theobjectofthegameisto win Copyandcut out a set of cardsfor eachpair of studentsin the class.
asmanycardsaspossible.
2 Playthegamein pairs.Take Pre~entation
turnsto bespeaker
andlistener. 1 Writethe followingdialogueon the boardor OHP(withoutthe intonationmarkedto
beginwith):
3 Thespeaker
takesa cardfromthe A YouknowJoj;m?
packandreads
thequestions. B~
4 Thelistenershouldrespond
by A Well,you knowthe Streetwherehe ~?
saying
Watter eachquestion. B~
5 IftheIistenercanguesstheend A Well,you knowthat big houseat the~
ofthespeaker'sstoryafterthe B~
speaker hasmadesixstatements, he A Yourememberit wasfor~?
orshecansay Don'ttellme...and B~
givetheendof thestory.If it is A AndI saidI wasthinkingof •g it?
correct, thelistener
winsthecard.If B~
it is incorrect,
thespeakerreads the A Well,I haxe!
endofthestoryfromthecard. B Oh,howf~c!
Thisdialogueis an exaggerated exampleof a styleof speakingin whichspeakerA triesto build
6 If thespeakerreads
theendof up suspensebeforegivingsomenews.It demonstrates that intonationtendsto fall-riseon old
thestory,heorshewinsthecard. or sharedinformationandfall on newinformation.Therise-fallon the final exclamationis also
Attheendofthestory,the typicalof exclamations; it indicatesemotionssuchas surpriseanddisgust.
listener mustmakeanappropriate 2 Concentrate first ori.Yes.Modelsayingit with a fallingintonationandthenwith a fall-rise
exclamation suchasHowtm1ible,!or intonationandaskstudentsto mimicyou. Indicatethat theyshouldusethe fall-riseversionin
Howw()f!([er-fv
II the dialogue.
3 Focuson the exclamationOh,how f~c! andmodelthe rise-fallintonation.Askstudents
to mimicyou.
4 Nowreadthroughthe wholedialoguewith the class.TakepartA yourself.Drawattentionto
thefall-riseon A'squestionsanddrawthe arrowsontothe dialogue.
5 Askvariousstudentsto readpartA andthe restof the classto readpart B.
6 Introduceas an alternativeresponsefor B afterA'sfifth question.Don'ttell me;you've/Joogj]_t
it! thenA wouldrespondsomethinglike Yes,that'sright.HowdidyoLNm.Qw? Drillthe dialogue
againusingthis version.

Conducting the game

1 Dividethe classinto pairsandgiveeachpaira packof cards.Makeonegroupof threeif
thereis an odd numberof studentsin the class. Askthesestudentsto taketurns readingand
responding.
2 Explainand/orgiveout the rules.
3 Duringthe game,movearoundthe classhelpingstudentsto resolveanydisputes.Thiswill
beespeciallynecessaryin decidingwhethera player'sguessis closeenoughto the right
answer.

96
""Tl
a Rules
:3 Youknowthat newfilm that'son, ·Spartans'? 1 Theobjectofthegameis to win
...
"'"C Youknowmy sister'sboyfriendtliTi'? asmanycardsaspossible.
0
::I
Andyou knowit wasfilmedin1keeee?
C: Well,you knowhe'sin my c~? 2 Playthegamein pairs.Take
::I
C, Andyou knowI wasi h · year?
Qi Andyou knowhealwaysgetsthe bestgf®eS? turnsto bespeaker
andlistener.
!:!'. Andyou rememberthat partwherea~?
0
::I
Andyou knowthat'swhy my sisterI~? 3 Thespeaker
takesa cardfromthe
C,
Qi
Andall the crowdrunsout of thetheatre? packandreadsthequestions.
3
11)
Well,you knowwe got our r~ek? Andyou knowtheysometimesget ordinarypeople 4 Thelistener shouldrespond by
"'
= And his was~ saying'Y@s"after eachquestion.
'-< to be in crowdsin1il!RS?
~
Well, mysisteris~! 5 If thelistenercanguesstheend
"'
~ Well, I wasin thattrowdJ ofthespeaker's storyafterthe
:::r::
"'
::::,
C,
speaker hasmadesixstatements, he
0
C, or shecansay Don'ttellme...and
YourememberMl!re?
:,,;:-

@ givetheendofthestory.It it is
0
Youknowthe group'TheLeadPeatb6fSr correct, thelistenerwinsthecard.If
"' Well,you knowhe'salwaystalkingaboutmotoJ:!:!lkeS1
:3
g Well,you knowthey'vegot a greatdrum.met? it is incorrect,
thespeaker readsthe
o_ Andyou knowhe b~ endofthestoryfromthecard.
=
CD
C:
Youknowhis name'sStix Mo[torf?
Andyou knowhe crashedit la~ 6 It thespeaker readstheendof
::::,
you know he~
We11, thestory,heor shewinsthecard.
Andyou knowhe saidhewasn'tgoingto buyone
Andyou know I'm ~ Attheendofthestory,the
ever~ Iistener mustmakeanappropriate
Andyou knowI sawStix in the ~? Andyou knowhewassavingto buy a car instead"i exclamation suchasHow~! or
Well, he'sagreedto givemetesso.ns1 HowwJ)fl{JerfJJ
II
=
=
u, Well,he'sjustboughta newmllto-r-bikel

Youremember$zjJf? Youknowmy newcat?

Well,you knowherfriend ~?
YourememberLynnebrokeherle,g'?
And of courseyou knowmy brotheris a oocrof?
Andyou knowhef~?
Andyou knowtheystartedgoing~?
Well,they'regettinglmH'l'ieJl!
Well,you knowit hadat~?
Yourememberit didn't~?
And I took it backto the sh.op?
And I hadto wait two monthsto get a rtewJ)fre? 3
f1)
Andyou knowit arrivedlaslweel<?
Well, it wasstolenyester.d..aY! C .)

C Point:
Minimum level:
Game type:
Approximate time:
Rules
1 Placethecardsfacedowninthe
middleoftheboardandthe
counters onthesquare marked Start.
Players movearound theboard.Each
timea playerpassesStartheorshe
maywritehisorhernameonany
square ontheboard;nootherplayer
canthenlandonthatsquare.The
firstplayerto passStartthreetimesis
thewinner.
2 Players
taketurnsto pickupa card
andmove.
3 Whena playerpicksupacard,he
orshemustreadthesentence onit
andcomplete it witha tagquestion
withtheappropriate intonation.
If the
intonation
is correct,theplayer can
thenmoveto thenextsquare withthat
tagquestionandthatintonation (as
marked bythearrow).
4 If a playerarrivesata square
which
is thestartofanarrowpointing
forwards,heorshecanmoveto the
square indicated if heorshecan
suggest a sentence thatwould
naturallyleadto thattagquestion.
5 11a playerarrivesatasquare
which
is thestartofanarrowpointing
backwards, theplayer
mustmoveto
thesquare indicatedunlessheorsl1e
cansuggest a sentence
thatwouId
naturallyleadtothattagquestion.
6 It a playerlandsona square
with
another
player's namein it,the
player
mustreturnto thesquare heor
shecame from.
98
Intonation
monop
intonationin questiontags
upperintermediate
a racinggamewith boardandcardsfor threeor four players
30 minutes
Preparation
Copya boardandset of cardsfor eachgroupof threeor four studentsin the class.Cutoutthe
cards. Providea counterfor eachstudent.
Presentation
Thegameassumesthat studentshavealreadylookedat questiontagsandknowthatthe tag
shouldagreewith the mainverbandthat normallythe tag is negativeif the mainverbis positive
andviceversa.
1 Writeon the boardthe followingsentences(withoutthe intonationmarked):
A:How'syour headache? It isn't gettingw~e, iS'it?
B:It's not veryniceweatller,iNt?
2 Modelthe sentences, beingcarefulto usea risingintonationon the tag in sentenceA anda
fallingintonationon the tag in sentenceB. Askstudentsto listenandidentifythe differencein
the intonationof the tag in the two sentences.
3 Explainthat oneof the questionsis realsincethe speakerdoesnot knowthe answer.The
othersentenceis not reallya question,sincethe speakerknowsthe answerandis onlyasking
for confirmation.Askstudentsto identifywhichis which.(A is the realquestion.)Explainthat
the differencein intonationin the tag questionssignalswhetheror not the questionis real.
4 Drawthe intonationpatternsontothe sentences on the board,risingfor A (is,)f?')andfalling
for B (is-it?'J.
Readthe tag onlyfrom A or B andaskstudentsto identifywhichoneyou are
saying;theymustrecognisethis from the intonationalone.
5 Askindividualstudentsto readout the tag onlyfor their classmates to identifyas A or B.
6 Drillthe examplesentences from the board.
7 Askstudentsto giveotherexamplesentences with tagsandwritethemon the board.Ask
themwhichintonationpatternthe tag shouldhave.Oftenbotharepossible,depending onthe
context.Wherethis is the case,you couldaskstudentsto describea possiblecontext.
Conducting the game
1 Dividethe classinto groupsof threeor four andgiveeachgroupa board,cardsandcounters.
2 Explainand/orgiveout the rules.
3 Duringthe game,movearoundthe classhelpingstudentsto resolveanydisputes.Encourage
playersto readthe sentencesandtagsto themselves to checkthat theysoundcorrectbefore
movingtheir counters.

Intonation
monopo
C Key
1 haVe-y.Q_p?
(falling)
• Youhaven'ttried veryhard,
• Youmustbe hungry.Youhaven'teaten
today,
• Youcan'tgo out.Youhaven'tdoneyour
homework,
• Youcan'tafforda car.Youhaven'tgot any
money,
3~? (falling)
• Youcan'twriteveryclearly,
• Youcan'tcomplain,
• Youcan'texpectto passif you don't study,
• Youcan'tmakean omelettewithout
breakingeggs,
5 difyau1 (falling)
• Youdon't do muchto help,
• I'd buyyou a beerbut you don't drink,
• You'reveryrudeto .lohn.Youdon't like him,
• There'sno sugar,butyou don'ttakesugarin
coffee,
71S'it?..(falling)
• It's not veryniceweather,
• Thatdog'snot veryclever,
• That'snot a verygoodidea,
• Thismusic'snot veryinteresting,
9 areih.eyJ(falling)
• Thoseearringsaren'tverynice,
• Thoseflowersaren'tverypretty,
• Teachersaren'tverywell paid,
• Theseglovesaren'tverywarm,
L
2 ~? (rising)
• Youhaven'tseenmy glassesanywhere,
• Youhaven'ttakenmy keysby mistake,
• Youhaven'tgot a penl couldborrow,
• Youhaven'tgot a light,
4 _ca.n-vou?
(rising)
• Youcan't rememberwhereI leftthe keys,
• Youcan'tpassmethat bookoff the shelf,
• Youcan'trememberJohn'sphonenumber,
• Youcan'tthink of a goodpresentfor mum,
6JI.o-yo1i1
(rising)
• Youdon't knowwhereI couldbuya stamp
aroundhere,
• Youdon't havean aspirinI couldtake,
• Youdon'tthink I shouldwearformalclothes,
• Youdon'tthink we shouldtakea bottleof
wine,
8.is-it1'
(rising)
• Themusic'snot too loudfor you,
• How'syour headache? It isn't gettingworse,
• Youlive in HopeStreet.That'snot the oneoff
HighRoad,
• I hatethe nameSue.Yourname'snot Sue,
10 ~ (rising)
• TheshoesI boughtyou aren'ttoo smallfor
you,
• My dogsaren'tannoyingyou,
• Thesearen'tthe keysyou'relookingfor,
• Thevegetablesaren'ttoo well done,
99
..... Rules
0
0 1 Placethecardsfacedownin
themiddleoftheboardandthe
C .J
countersonthesquare marked
Start.Players movearound the
____,.. ~
board.Eachtimea playerpasses
Startheor shemaywritehisor her
~
0
is it? haveyou? doyou? haveyou? nameonanysquare ontheboard; :::s
nootherplayercanthenlandonthat ,.....
QJ

square.Thefirstplayerto passStart
threetimesis thewinner.
-·
0
:::s
2 Players
taketurnsto pickupa 3
~ cardandmove. 0
:::s
is it? 3 Whena playerpicksupa card,he 0
or shemustreadthEsentence onit ""CJ
0
andcomplete it witha tagquestion
withtheappropriate intonation.
If the '<
..:, .. ; . ... en
:.'.··____,.. intonation
is correct, theplayercan =-
cards -
CD
~- thenmoveto thenextsquare with CD
? .
.":··
haveyou? canyou. .. thattagquestion andthatintonation .....
(asmarked bythearrow).
'.: ~:: 4 11a playerarrivesata square
whichis thestartofanarrow
____,.. pointing
forwards,
moveto thesquare
heor shecan
indicatedif heor
doyou? shecansuggest a sentencethat
wouldnaturallyleadto thattag
question.
5 If a playerarrivesata square

~ ·.· ~ ~
canthey? _. arethey? ·: doyou? is it?
__... ~ ~
whichis thestartofanarrow
pointing backwards,
moveto thesquare
theplayermust
indicatedunless
canyou? haveyou? arethey?
heor shecansuggest a sentence
thatwouldnaturally leadtothattag
question.
6 If a playerlandsona squarewith
another player's
namein it, the
playermustreturnlo thesquare he
or shecamefrom.
.,,
0
3
""0
.... Youdon't think I Youdon't think we There'sno sugar,
g
Youdon't do much
::I
C
shouldwearformal shouldtake a bottle but you don't take
::I
r,
ii;' to help,
C'.
g
::I
clothes, of wine, sugarin coffee,
C,
Di
3
ro
111
C,
'<

~
~
Tha!dog'snot very This music'snot Themusic'snot too It's not very nice
"'
:::c
"'
::::,
c-,
clever, very interesting, loudfor you, weather,
0
c-,
"'
@
C")

"'
3
g
=
o._
Youlive in Hope TheshoesI bought How'syour
CD
C That'snot a very
::::,
<' Street.That'snot the you aren't too small headache?It isn't
CD
in goodidea, C'I)
:::r
~ one off HighRoad, for you, gettingworse,
-
CD
--0 CD
co
u,
u, N
~

c.o
(D
u, ::l
,-+
C
Thoseflowersaren't Theseglovesaren't Thesearen't the keys Thevegetables ::l
a.,
,-+
very pretty, very warm, you're lookingfor, aren't too well done, -·
C
::l
I
I 3
-------------~---------------------------------
>cg C
: ::l
I
C
I hatethe nameSue. I
""C
My dogsaren't Thoseearrings l Teachersaren't very ~
C
Oh!Yourname's I

annoyingyou, aren't very nice,

I
I
well paid, _)
C
I

not Sue, I
I
I

__, I
I
I
0
__,
X
 .....
0
I'..::>
X I

C )
.,,
a3
7:1
....
0
Youmustbe hungry.
Youhaven'teaten
today,
Youhaven'tseenmy Youhaven'ttaken
glassesanywhere, my keysby mistake, !
Youhaven'ttried
very hard, I
'°::::5
,-+
C)
::::5
-------------7---------
-·
--------------x%
::I I
C
:::i l

~- C)
QI
::::5
~
Youcan't go out. You Youcan't afforda
Youhaven'tgot a Youhaven'tgot a
0
:s
3
G'.)
QI haven'tdoneyour car.Youhaven'tgot 0
3
light, pen I couldborrow, ::::5
0
homework, any money,
11)
IJ'
CY
'<
-c
~
0
~ ~
"'
:::r:
0., (I)
:::,
:::r
(")

Youcan't think of a Youcan't expectto Youcan't remember Youcan't

-
0 CD
(")
CD
"'
@ w
C,
0.,
goodpresentfor passif you don't John'sphone rememberwhere
3
g
CL
mum, study, number, I left the keys,
=
CD
c::
:::,
<"
CD
en
~
Youcan't makean Youcan't pass
-0
<il Youcan't write.very
"'
"'
....... omelettewithout "li!>r-"'
Youcan't complain, me that bookoff
=
= clearly,
u,
breakingeggs, the shelf,

You'revery rude Youdon't know

I'd buyyou a beer Youdon't havean
but you don't drink, to John.Youdon't whereI couldbuya
like him,
aspirin I couldtake,
stamparoundhere,
 Intonation
direction
C Point:
Minimum level:
Game type:
Approximate time:
the effectof tonic stresson meaning
intermediate
a listenand respondgamefor studentsworkingin pairs
30 minutes

Preparation
Copythe worksheetfor eachmemberof the class.Thesecond(moredifficult)versionconsists
of two pages.

Pre-=,entation
1 Writeon the boardthe followingsentence:
Whydon'twe go to the cinematonight?
Thenwritetwo alternative follow-upsentenceson the board:
a I don't wantto go to the theatre.
b I can'twait untiltomorrow.
2 Readthe first sentencewith the stresson tonight. Askthe classto identifywhichof the two
follow-upsentences theythink is impliedby the first sentence.(Sentence
b is implied.)
3 Invitestudentsto suggesthowto saythe first sentenceto makesentencea the appropriate
follow-upsentence.(Thestresswouldhaveto be on cinema.)
4 Drillthetwo possiblewaysof sayingthe first sentence.Noticethatfor this sentence, there
shouldbe fallingintonationbeginningon the stressedword (eithercinemaor tonigh~.
Wh-questionstendto havefallingintonation.
5 Yes/noquestionscommonlyhavea rising intonation.To illustratethis, repeatthe above
procedure with the followingsentence:
Doyou evergo to rockconcerts?
a Or do youjust watchthemon video?
b Or do you onlygo to classicalconcerts?
(Stressgo for follow-upsentencea and rockfor follow-upsentenceb.)

Conducting the game

1 Giveeachstudenta worksheet.Dividethe classinto pairs(or groupsof threeif necessary).
2 Explainthatoneplayerreadsthe question,stressingoneof the underlinedwords.Theother
playermustthenidentifywhichof the alternativesis implied. Demonstrate
the procedurefirst.
Readthe questionsfor studentsto respondto.
3 If the listenerdoesnot givethe answerthe speakerintended,bothplayersshoulddiscuss
whatwentwrong.Onepointplayersmaydisagreeon is whichstressedwordin the question
implieswhichof the alternatives.Movearoundthe classhelpingstudentsto resolvesuch
disputesor providethe key.

103
 ,Intonation
directio
C
Key Game1
Thefollowingarethewordsthat needto bestressedto implythealternatives:
left right
1 plane your
2 worked you
3 Joe Smith
4 me he
5 cinema tonight
6 present birthday
7 you this
8 rock go

Follow-up
Thereis a second,moredifficult,versionof the gameincludedhere.In this versionof the
game,therearefour alternativesto choosefrom andthe listenermustrespondby saying
North,South,Eastor West.

Key Game2
Thefollowingarethewordsthat needto bestressedto implythealternatives:
North South East West
1 you do evening this
2 Has finished Maria her
3 Are present birthday him
4 hat black man that
5 wine rabbit cooked you
6 new you Cathy's red
7 see us you he
8 rock you concerts go

104
 Game1 Intonation
directions Cl0
nghaveyouwor

I knowwhattimethe My planeleavesat I wantto knowhow I'vetold youhow

airportbusleaves, midnight.What longyou'veworked longI'veworked
butwhendoesyour aboutyours? here,not howlong here,nowyou
planeleave? you'velivedhere! tell me.

Whydidn'thetell mehewas
hungry?

Whichmemberof the I can'tbelievethat's Hetold everybody Whydid youhaveto

Smithfamilyareyou? yoursurname! else,why not me? tell me?Can'the
speakfor himself?

~
n'twegotothe=ci~n Areyougoingto gethima
tonight? present
forhisbirthda?
I
I don'twantto goto I can'twaituntil Orjust a card? I knowyougot him
thetheatre. tomorrow. a presentfor
Christmas;areyou
goingto do the
samefor his
birthday?

WhatdoJ.rul
wantto dothis Doyoueverfillto rockconcerts?
evening?

I'vetoldyouwhat I I knowwhatyou I knowyougo to Ordo youjust watch

wantto do; nowyou wantto do tomorrow classicalconcerts. themon thevideo?
tell me. eveningbutwhat
abouttoday?

byMarkHancock©
FromPronunciationGame!!> Cambridge
University
Press
1995 l:.1:1,11,13'.1):.114r
:1fj 105
ClO Intonation
directions
Game2 Sheet1

N N
I'vetold youwhatI wantto do; Or hasshenot?Tellmethe
nowyoutell me. truth now.

We'veagreed Because if not,

youwantto whatwewant sheshouldn'tbe gela's
dotomorrow to do tr1is spendingso ished,
evening,but afternoon, muchtime t what
whatabout whatabout helpingyou with aria?
today? evening? your homework!

I knowwhatyoudon't Or Is shestill doingIt?

wantto do!

N N
Haveyoudecidedyet? I knowwhothe manin the black
coatis.

! knowyou got
Hegot hima presentfor I know
one.Ar Christmas. the other
goingt Areyougoing manwit
the sa to do thesame blackhat
tor his birthday?

Orjust a card? I knowwhothemanin

thegreyhatis.

106 FromPronunciation Games byMarkHancock©

Cambridge
University 1995 ■ Z,:1 1 )111;J'.,)zttMJj
Press
 Game2 Sheet2 Intonation
direction~ C10
N N
I knowthatyou'veeatenrabbit I knowyou didn'tlikeherold
cookedin otherways. one.

I knowwhat
wyou I know youthought
drink youthou of Rita's
when of hern dress,but
in wine. rabbit. greendr whatabout
Cathy's?

I knowyou'veeaten I thoughtit wasawful

chickenin wine. Whataboutyou?

N N
Whycouldn'thejust phone? I knowyou go to classical
concerts.

Andnotthe other I oftengo. Whatabout

membersof staff. you?

FromPronunciationGame!>byMarkHancock©
Cambridge
University
Press1995 IJ:t,Jz,zam;,n,
:jJj 107
 Acknowledgem

Theauthorwouldliketo thankeverybody
at theSociedade
BrasileiradeCulturalnglesain
RiodeJaneiro,particularly
RosaLenzuen
andRalphBannel, for providingtheinitialimpetus
tor Pronunciation Games, andLindsayWhiteat CUPfor helpingto batterit intoshape.
Thanksalsoto AnnieMcDonaldfor adviceandencouragement
giventhroughall stagesin
thedevelopmentof thebook.

Coverillustration BrentLinley
Bool<illustrations MarkHancock
Bool<desiqn Realisation
Production FinalFilm

108