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Macmillan Polska 2010

PHOTOCOPIABLE

Teacher’s Notes

Easter Tongue Twisters

by Agnieszka Szeżyńska

Type of activity: groupwork, class mingle
Focus: tongue twisters connected with Easter
Level/age group: primary, grades 1–3
Time: 20 min
Preparation:

Copy and cut up the worksheet so that each

student receives one slip and there are four

groups of students with the same tongue

twister.

Procedure:

1. Write the phrase ‘Easter Tongue Twister’ on

the board. Ask students to read it aloud.

Model the pronunciation and ask them to

repeat. Explain that tongue twisters are

phrases which are difficult to pronounce

because they include many similar sounds.

2. Put students into four groups and ask them to

sit and work together. Distribute the slips

with tongue twisters to each student so that

each group works with one line. Ask them to

try to read the words. Tell them they should

establish one version of pronouncing the line

and practise reading it aloud chorally. Monitor

and help with meaning and pronunciation if

necessary.

3. When groups have practised their lines, write

one of the lines on the board and ask the

group which practised it to read it aloud

chorally. Next, tell the group they will need

to teach their line to the rest of the class. Ask

the group to repeat after you, and the rest of

the class to repeat ofter them. Model the

pronunciation, starting from the end of the

line, for example: ‘every evening’, ‘eggs

every evening’, ‘Easter eggs every evening’,

‘eight Easter eggs every evening’, and so on

till the phrase is full, with the group and and

the rest of the class repeating chorally at

every step. Proceed in the same way with the

three remaining lines.

4. Next, ask students to check how many students

from the other groups can read their line

correctly. Ask them to stand up, find a partner

from another group and show them their line

to be read aloud. They should then decide if

they accept the pronunciation as correct or

not. Ask students to keep the count of how

many students’ pronunciation they accept as

correct (ask for no mean decisions before

they start – you may tell students that the

bigger the number of students who can

remember the correct pronunciation, the

more successful they were at teaching reading

the line). Give a time limit for the activity

(dependent on the number of students).

5. Finally, ask students to compare their counts

in their former groups and gater frontal

feedback. If students enjoyed the activity,

ask individuals to try to read all the four lines

aloud.