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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 word cards for each rhyming word, e.g. four cards for rain, two cards for away, and one for day and one for play and one for again.

Step1: Play the rhyme for students once or twice.

Step2: Read out the text of rhyme saying the sound of /ei/ for each gap.

Step3: Stick word cards on the board and say the sound /ei/. Practise the sound and the words whole class and as groups and individuals.

Step4: 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.

Step5: Play the rhyme again to check if they have chosen right word for each gap.

Step6: Put the students in pairs or groups to practise saying the rhyme. The teacher or children can make up actions to do with the rhyme. The teacher can ask for volunteer groups to stand up and perform the rhyme.

Teaching pronunciation teachers should pay learners’ attention to the link between sound and spelling by using for practice, for example, the following activities:

• • Sounds and spelling
  -students listen to a tape and see how many different pronunciations they can find for the ou spelling in words given.
  -Students are given two lists of (c-starting) words and have to work out which rule decides about producing (s) or (k).
  To work on stress such activities may be helpful:

• Working with stress:
  -when students meet new words in class teacher marks the stress of those words,
  -teacher shows where the weak vowel sounds occur in words, draw attention to the schwa,
  -teacher chooses some short phrases which students are familiar with and writes them on the board, then she/he reads them aloud and draws a large circle under each stressed syllable and small circles under the unstressed syllables. Using the stress patterns students have to join pairs of phrases with the same stress patterns.
  -Teacher asks students to put words in correct columns depending upon their stress patterns,
• Contrastive Stress Practice. Here is another fun activity. Have students write 10 FALSE sentences. They could be about anything, as only as they are not true. Next have students read the statements to their partner. The partner must correct each of the incorrect statements.
  
  For example: "Christmas is in July." "No, Christmas is in December."
  My students really like this game, especially when the false sentences are outrageous!

To practice intonation patterns a teacher may highlight this:

• Intonation
  Word or sentence intonation can be mimicked by humming. This will take the students' attention off of the meaning of a word or sentence and help them focus on the intonation.

Working with intonation:
-to draw students’ attention to the way the pitch is used in conveying the meaning,
-students can be asked to identify what is meant each time by using words for emotions or matching intonation to pictures of faces with different expressions

ACTIVITY 1: Humming. Put students in pairs. Give student A a list of questions or statements. Give student B a list of replies. Student A should hum(мурлыкать, напевать под нос)the intonation patterns of his utterances. Student B should reply with the correct response. We like to make sure that all of the sentences have the same number of syllables so that Student B really has to listen to the intonation to get the sentence. Example utterances: