Objective:
Good as a warm-up.
When you write a copy, you have the right to copy write the copy you write, if the copy is right.
A knight in bright tights writes rhymes by candlelight.
A crowd watched the clown show from the window.
Good as a warm-up.
Materials: a handout, 1 copy for each student
Target Level: Junior or High School classes (pre-intermediate to intermediate level)
How to do it:
1. First, with the help of the JTE, explain "what are tongue twisters?" to the class. Ask students if they know some tongue twisters in their native language. Try to say one to the class a couple of times.
2. Prepare and have a copy of handouts of tongue twisters ready to be given to your students.
3. Do one tongue twister at a time.
4. Have the class practice with the target phonemes (/l/ or /r/; /ou/ and /ow/; /igh/ & /ight/ sounds). Then, read the tongue twister aloud. Model reading, do word by word before moving into chunks.
How to do it:
1. First, with the help of the JTE, explain "what are tongue twisters?" to the class. Ask students if they know some tongue twisters in their native language. Try to say one to the class a couple of times.
2. Prepare and have a copy of handouts of tongue twisters ready to be given to your students.
3. Do one tongue twister at a time.
4. Have the class practice with the target phonemes (/l/ or /r/; /ou/ and /ow/; /igh/ & /ight/ sounds). Then, read the tongue twister aloud. Model reading, do word by word before moving into chunks.
5. Ask students to read the tongue twister. Ask to read them again faster than the previous.
6. This time, read the tongue twister fast, then again but faster. This can encourage excitement and motivation among students.
8. Buzz reading: Let students say the tongue twister 5 times at their own speed.
9. Challenge at least 2 or 3 students to try it out aloud to the class. Encourage and give out rounds of applause.
10. You can do other more tongue twisters if there is more time.
You’ve no need to light a night light on a light night like tonight.
6. This time, read the tongue twister fast, then again but faster. This can encourage excitement and motivation among students.
8. Buzz reading: Let students say the tongue twister 5 times at their own speed.
9. Challenge at least 2 or 3 students to try it out aloud to the class. Encourage and give out rounds of applause.
10. You can do other more tongue twisters if there is more time.
*I did about 15 minutes for these 4 items.
Tongue Twisters
You’ve no need to light a night light on a light night like tonight.
When you write a copy, you have the right to copy write the copy you write, if the copy is right.
A knight in bright tights writes rhymes by candlelight.
A crowd watched the clown show from the window.
Where's the wreck?
Where's the rack?
Where's the rock?
Who's that man?
The man with the black cap?
No, the man with the tan hat.
That's my dad.
He bought a new bowl.
He bought a new ball.
The hole is too small.
The hall is too small.
He bought a sheep.
He bought a ship.
I've never seen a rose on any roads.
What is the size of the sides of the box?
I have cards with different kinds of cars.