<?xml version="1.0" encoding="UTF-8" ?>
<?xml-stylesheet type="text/xsl" href="http://teacherlingo.com/utility/FeedStylesheets/rss.xsl" media="screen"?><rss version="2.0" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:slash="http://purl.org/rss/1.0/modules/slash/" xmlns:wfw="http://wellformedweb.org/CommentAPI/"><channel><title>Search results matching tags 'games' and 'pronunciation'</title><link>http://teacherlingo.com/search/SearchResults.aspx?o=DateDescending&amp;tag=games,pronunciation&amp;orTags=0</link><description>Search results matching tags 'games' and 'pronunciation'</description><dc:language>en-US</dc:language><generator>CommunityServer 2.1 SP2 (Debug Build: 61120.2)</generator><item><title>PRONUNCIATION GAMES</title><link>http://teacherlingo.com/blogs/english_game1/archive/2011/12/16/pronunciation-games.aspx</link><pubDate>Fri, 16 Dec 2011 21:13:00 GMT</pubDate><guid isPermaLink="false">2d57f927-24f1-4f58-a78a-cbbebe5f5d42:548069</guid><dc:creator>Anonymous</dc:creator><description>&lt;span class="Apple-style-span" style="font-size:x-small;"&gt;&lt;span style="color:black;"&gt;One of the things that people often say about the English language is that its pronunciation is particularly tricky. Foreigners never seem to master it fully. The Japanese never get over their problems with ‘l’ and ‘r’, confusing words like&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;i&gt;lip&lt;/i&gt;&lt;span class="apple-converted-space"&gt; &lt;/span&gt;and&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;i&gt;rip.&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;/i&gt;The Germans have problems with /s/ and /z/, confusing &lt;i&gt;peace&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;/i&gt;and&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;i&gt;peas.&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;/i&gt;Almost everyone but the native speaker of English born and bred has problems with the "th" sounds /&lt;/span&gt;&lt;span style="color:black;font-family:Symbol;"&gt;q&lt;/span&gt;&lt;span class="apple-converted-space"&gt;&lt;span style="color:black;"&gt; &lt;/span&gt;&lt;/span&gt;&lt;span style="color:black;"&gt;/ and /&lt;/span&gt;&lt;span style="color:black;font-family:IPATimes, serif;"&gt;¶&lt;/span&gt;&lt;span class="apple-converted-space"&gt;&lt;span style="color:black;"&gt; &lt;/span&gt;&lt;/span&gt;&lt;span style="color:black;"&gt;/, for instance whether they can &lt;/span&gt;&lt;/span&gt;&lt;br /&gt;&lt;span style="color:black;font-size:x-small;"&gt;&lt;/span&gt;&lt;br /&gt;&lt;a name='more'&gt;&lt;/a&gt;&lt;span class="Apple-style-span" style="font-size:x-small;"&gt;&lt;br /&gt;&lt;/span&gt;&lt;br /&gt;&lt;span class="Apple-style-span" style="font-size:x-small;"&gt;&lt;br /&gt;&lt;/span&gt;&lt;br /&gt;&lt;span style="color:black;font-size:x-small;"&gt;distinguish&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;i&gt;thigh&lt;/i&gt;&lt;span class="apple-converted-space"&gt; &lt;/span&gt;from&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;i&gt;thy.&lt;/i&gt;&lt;span class="apple-converted-space"&gt; &lt;/span&gt;At best foreigners end up sounding like Henry Kissinger or Jean-Paul Gaultier—highly fluent English with a marked foreign accent. Nobody seems to master English who wasn’t born to it. At least so the story goes.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;br /&gt;&lt;span class="Apple-style-span" style="font-size:x-small;"&gt;&lt;span style="color:black;"&gt;English pronunciation is then believed to be special. But what are the aspects of English pronunciation that could conceivably be unique? One peculiarity might be the intonation of English—the way that the voice goes up and down as people speak. Take the difference between three ways in which people can say&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;i&gt;John&lt;/i&gt;:&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;i&gt;´John, `John&lt;/i&gt;&lt;span class="apple-converted-space"&gt; &lt;/span&gt;and&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;/span&gt;&lt;i&gt;&lt;span style="color:black;font-family:IPATimes, serif;"&gt;é&lt;/span&gt;&lt;/i&gt;&lt;span class="apple-converted-space"&gt;&lt;i&gt;&lt;span style="color:black;"&gt; &lt;/span&gt;&lt;/i&gt;&lt;/span&gt;&lt;i&gt;&lt;span style="color:black;"&gt;John&lt;/span&gt;&lt;/i&gt;&lt;span style="color:black;"&gt;; on&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;i&gt;´John&lt;/i&gt;&lt;span class="apple-converted-space"&gt; &lt;/span&gt;the voice goes up; on `&lt;i&gt;John&lt;/i&gt;&lt;span class="apple-converted-space"&gt; &lt;/span&gt;it goes down; on&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;/span&gt;&lt;span style="color:black;font-family:IPATimes, serif;"&gt;é&lt;/span&gt;&lt;span class="apple-converted-space"&gt;&lt;span style="color:black;"&gt; &lt;/span&gt;&lt;/span&gt;&lt;i&gt;&lt;span style="color:black;"&gt;John&lt;/span&gt;&lt;/i&gt;&lt;span class="apple-converted-space"&gt;&lt;span style="color:black;"&gt; &lt;/span&gt;&lt;/span&gt;&lt;span style="color:black;"&gt;it goes first down and then up. Each of these variations conveys a slightly different shade of meaning, whether a question&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;i&gt;´John,&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;/i&gt;or a statement&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;i&gt;`John,&lt;/i&gt;&lt;span class="apple-converted-space"&gt; &lt;/span&gt;or that there is some doubt in the speaker’s mind&lt;span class="apple-converted-space"&gt; &lt;/span&gt;&lt;/span&gt;&lt;i&gt;&lt;span style="color:black;font-family:IPATimes, serif;"&gt;é&lt;/span&gt;&lt;/i&gt;&lt;span class="apple-converted-space"&gt;&lt;i&gt;&lt;span style="color:black;"&gt; &lt;/span&gt;&lt;/i&gt;&lt;/span&gt;&lt;i&gt;&lt;span style="color:black;"&gt;John&lt;/span&gt;&lt;/i&gt;&lt;span style="color:black;"&gt;.&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;/span&gt;&lt;br /&gt;&lt;span style="color:black;font-size:x-small;"&gt;For the next, we can practice some game to teach the students in pronunciation games&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;br /&gt;&lt;span style="color:black;font-size:x-small;"&gt;Follow this link&lt;o:p&gt;&lt;/o:p&gt;&lt;/span&gt;&lt;br /&gt;&lt;span style="color:black;font-size:x-small;"&gt;&lt;a href="http://www.soundsofenglish.org/activities/pronunciation_games.htm"&gt;http://www.soundsofenglish.org/activities/pronunciation_games.htm&lt;/a&gt;&lt;/span&gt;&lt;br /&gt;&lt;br /&gt;&lt;div class="MsoNormal"&gt;&lt;br /&gt;&lt;/div&gt;&lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/7629500665463590540-6990387582955126789?l=gameforstudents.blogspot.com' alt='' /&gt;&lt;/div&gt;</description></item><item><title>Zondle again! Try this game!</title><link>http://teacherlingo.com/blogs/a_clil_to_climb1/archive/2011/02/13/zondle-again-try-this-game.aspx</link><pubDate>Sun, 13 Feb 2011 17:02:00 GMT</pubDate><guid isPermaLink="false">2d57f927-24f1-4f58-a78a-cbbebe5f5d42:417914</guid><dc:creator>Anonymous</dc:creator><description>As I mentioned in the previous post, Zondle is a beta site, and I can't help but be excited about it. They have a whole section on phonics which is screaming to be investigated. I've been doing some tests and suggesting certain things to the creators. Meanwhile, here's a simple game on plurals.
There are 10 easy questions (to begin with). You will hear a word being pronounced. Listen to the word,</description></item><item><title>Sounds of English, short vs long vowel /ʌ/ /ɑː/</title><link>http://teacherlingo.com/blogs/a_clil_to_climb1/archive/2010/10/16/sounds-of-english-short-vs-long-vowel.aspx</link><pubDate>Sat, 16 Oct 2010 14:44:00 GMT</pubDate><guid isPermaLink="false">2d57f927-24f1-4f58-a78a-cbbebe5f5d42:368623</guid><dc:creator>Anonymous</dc:creator><description>Here is the next game on the sounds of English series. This is to practise the short vowel /ʌ/ and the long vowel /ɑː/.
Click on the image above to begin the game. Try as many times as necessary for you to get 100% right. This is slightly more challenging than the previous one.
If you want to see your name appear on the scoring sheet, you'll have to register before playing. Remember your</description></item><item><title>Sounds of English, short vs long vowel /ʊ/ /u:/</title><link>http://teacherlingo.com/blogs/a_clil_to_climb1/archive/2010/10/15/sounds-of-english-short-vs-long-vowel-u.aspx</link><pubDate>Fri, 15 Oct 2010 22:51:00 GMT</pubDate><guid isPermaLink="false">2d57f927-24f1-4f58-a78a-cbbebe5f5d42:368449</guid><dc:creator>Anonymous</dc:creator><description>More on the sounds of English. This is to practise the short vowel ʊ and the long vowel u:
Click on the image above to begin the game. Try as many times as necessary for you to get 100% right. This should be easy compared to some of the others on this ongoing series.
If you want to see your name appear on the scoring sheet, you'll have to register before playing. Remember your nickname &amp;</description></item><item><title>Sounds of English, short vs long vowel /ɪ/ /i:/</title><link>http://teacherlingo.com/blogs/a_clil_to_climb1/archive/2010/10/15/sounds-of-english-short-vs-long-vowel-i.aspx</link><pubDate>Fri, 15 Oct 2010 14:31:00 GMT</pubDate><guid isPermaLink="false">2d57f927-24f1-4f58-a78a-cbbebe5f5d42:368363</guid><dc:creator>Anonymous</dc:creator><description>Continuing the series on the sounds of English activities, here's yet another one. This is to practise the short vowel ɪ and the long vowel i:

It's a very important difference, and learning it well may save you from future embarrassments. See The Man Went To Malta.
Click on the image above to begin the game. Try as many times as necessary for you to get 100% right.
If you want to see your name</description></item><item><title>Cockney Rhyming Slang Game</title><link>http://teacherlingo.com/blogs/a_clil_to_climb1/archive/2010/10/14/cockney-rhyming-slang-game.aspx</link><pubDate>Thu, 14 Oct 2010 17:49:00 GMT</pubDate><guid isPermaLink="false">2d57f927-24f1-4f58-a78a-cbbebe5f5d42:367935</guid><dc:creator>Anonymous</dc:creator><description>Yesterday, I published a rhyming word game. Continuing the series on sounds of English activities, I've created a trickier one. This is more suited for higher level students. The clues are expressions of Cockney Rhyming Slang. I'd recommend your reading my post on Cockney slang first before attempting this game. For each clue, you'll have to select the image whose word is represented by the</description></item><item><title>Rhyming Words Game</title><link>http://teacherlingo.com/blogs/a_clil_to_climb1/archive/2010/10/13/rhyming-words-game.aspx</link><pubDate>Wed, 13 Oct 2010 20:57:00 GMT</pubDate><guid isPermaLink="false">2d57f927-24f1-4f58-a78a-cbbebe5f5d42:367569</guid><dc:creator>Anonymous</dc:creator><description>Click on the image to begin the game. You'll have to find the image whose word rhymes with the clues. Some of the images may not be plain obvious, so you might need a few attempts. I'll give a hint for one of them: it's not a bucket!
If you want to see your name appear on the scoring sheet, you'll have to register before playing. Remember your nickname &amp; password for all my other games which</description></item><item><title>Pronunciation of regular past simple verbs /id/, /d/ and /t/ (Elementary +) Fun activity!</title><link>http://teacherlingo.com/blogs/a_clil_to_climb1/archive/2009/10/10/pronunciation-of-regular-past-simple-verbs-id-d-and-t-elementary-fun-activity.aspx</link><pubDate>Sat, 10 Oct 2009 21:27:00 GMT</pubDate><guid isPermaLink="false">2d57f927-24f1-4f58-a78a-cbbebe5f5d42:306519</guid><dc:creator>Anonymous</dc:creator><description>Most learners of English have problems pronouncing past tenses correctly. Fortunately, there are only three different ways of pronouncing the ending of regular verbs, which can be expressed by the phonetic symbols of /id/, /d/ and /t/.

Even more fortunately is that of the three, the sound of /id/ is the most obvious, and also the easiest to identify. The past simple of regular verbs ending with</description></item><item><title>Crossword - Phonetics 3 (Intermediate Plus) ANSWERS</title><link>http://teacherlingo.com/blogs/a_clil_to_climb1/archive/2009/08/31/crossword-phonetics-3-intermediate-plus-answers.aspx</link><pubDate>Mon, 31 Aug 2009 16:19:00 GMT</pubDate><guid isPermaLink="false">2d57f927-24f1-4f58-a78a-cbbebe5f5d42:264377</guid><dc:creator>Anonymous</dc:creator><description>&lt;div style="text-align:justify;"&gt;Here are the answers as promised.&lt;br /&gt;&lt;/div&gt;&lt;br /&gt;&lt;a title="View Phonetics 3 KEY on Scribd" href="http://www.scribd.com/doc/18993024/Phonetics-3-KEY" style="margin:12px auto 6px;font-family:Helvetica,Arial,Sans-serif;font-style:normal;font-variant:normal;font-weight:normal;font-size:14px;line-height:normal;font-size-adjust:none;font-stretch:normal;display:block;text-decoration:underline;" target="_blank"&gt;Phonetics 3 KEY&lt;/a&gt;                                         &lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/307520215106279765-8430288270941587539?l=acliltoclimb.blogspot.com' /&gt;&lt;/div&gt;</description></item><item><title>Crossword - Phonetics 3 (Intermediate Plus)</title><link>http://teacherlingo.com/blogs/a_clil_to_climb1/archive/2009/08/30/crossword-phonetics-3-intermediate-plus.aspx</link><pubDate>Sun, 30 Aug 2009 16:16:00 GMT</pubDate><guid isPermaLink="false">2d57f927-24f1-4f58-a78a-cbbebe5f5d42:263937</guid><dc:creator>Anonymous</dc:creator><description>&lt;div style="text-align:justify;"&gt;Test your phonetic knowledge. This is suitable for intermediate upwards. Answers will be available in the next post.&lt;br /&gt;&lt;/div&gt;Have fun learning!&lt;br /&gt;&lt;br /&gt;&lt;a title="View Phonetics 3 on Scribd" href="http://www.scribd.com/doc/18993023/Phonetics-3" style="margin:12px auto 6px;font-family:Helvetica,Arial,Sans-serif;font-style:normal;font-variant:normal;font-weight:normal;font-size:14px;line-height:normal;font-size-adjust:none;font-stretch:normal;display:block;text-decoration:underline;" target="_blank"&gt;Phonetics 3&lt;/a&gt;                                         &lt;div class="blogger-post-footer"&gt;&lt;img width='1' height='1' src='https://blogger.googleusercontent.com/tracker/307520215106279765-8335553504141456487?l=acliltoclimb.blogspot.com' /&gt;&lt;/div&gt;</description></item></channel></rss>