1.

0 Activity Title : rhyming words Pronunciation focus : repeated sounds Activity type : whole class Time : 15 minutes

Level : All levels

2.0 Introduction According to phonemic chart, written by Nicola Meldrum from British Council aid that helping student with individual sounds is useful. In this activity, the children will notice a repeated sound. 3.0 Preparation Choose a rhyme and write it up on the board. Do not write the rhyming words, leave a line for each. E.g. Rain, rain, go away! All the children want to play. Rain, rain, go away! Come again another day. Prepare words for each rhyming words

Steps Step 1 :Play the rhyme for students once or twice

Justification The student will listen to sound system of the language. This will introduce the student toward phonology. According to Kolln, Martha and Robert Funk (1998),and Fromkin Rodman student (1993), Victoria and Robert

listen to the sound, make the concentrate on the vowel

(A,E,I,O,U) and consonance (B,C,D,F). Step 2 :Read out the text of rhyme saying the sound of /ei/ for each gap. The purpose of this step is to make the students able to sing the song and know the rhyme that the teacher wants to focus on. Once they can hear and identify a phoneme, it's time to practice accurate production of the sound. The student will recognize the diphthongs which is

combination of pure vowel e and I like the word away, rain, play and again. Step 3: Stick word cards on the board and say the sound /ei/. Practice the sound and the words whole class and as groups and individuals. The students can read the words that produce the sound /ei/. The teacher can guide the students to spell the words correctly by sliding the tongue for one position to another.. The teacher will ask the student to repeat the word many times. Step 4: Ask whole class to choose the right word to fill the gaps in the rhyme and put the cards on the board in the gaps. The students will recall back what the song is when they need to fill the gap in the rhyme. They also able to choose the suitable word to fill in the blank. This step involves participation of student in class to identify the rhyme of the song which are

the words stress on in this activity. Step 5: Play the rhyme again to check if they have chosen right word for each gap. The students can identify the right and wrong words that they have filled in. The teacher can highlight the words that they make mistake and ask them to correct them at that point. The students need to be able to see where to put their lips and tongues in relation to their teeth. Step 6: Put the students in pairs or groups to practice saying the rhyme. The teacher or children can make up actions gesture to do with the rhyme. The teacher can ask for volunteer groups to stand up and perform the rhyme. According to Dr. Bruce Murray (2001), a good introductory strategy to teach

phoneme is to use meaningful names, gestures, pictures, and letters. So this

step is very relevant to the statement given when the teacher ask the student to stand up to make up actions and gestures to do with the rhyme. Phoneme gestures are hand motions children can make to remember phonemes. They also can

learn in group and contribute in their group for the action that need to do.

Bibliography
Fromkin, V. a. (1993). An Introductiion to Language. Fort Worth: Hartcourt Brace Jovanovich College. Kolln, M. a. (1998). UNderstanding grammar . Boston: Allyn & Bacon. Meldrum, N. (2011, January 11). Phonemic chart. Retrieved March 11, 2013, from http://mekanbu.com/27/phonemic-chart Meldrum, N. (2004). Teaching English. Young learners and the phonemic chart , 12. Vernon, S. (2009, March 25). Teaching English Game. The Hows and Whys of Teaching Pronunciation , pp. 3-5,4-12.