Success in Teaching Pronunciation To Levels 1 & 2

Table of Contents
Teacher's Guide
1 Rationale for Using Long and Short Vowels Instead of IPA
2 What Are Long and Short Vowels?
3 Spelling Rules for Long and Short Vowels
4 Teacher's Reference Guide for Long and Short Spellings
5 A Brief Note About Schwa
6 Recommended Teaching Sequence for Long and Short Vowels (6-12)
Three-Step Jig for Sounding Out Words
8 Pair Cards
Dictations
9 More Spelling Rules
Listen and Circle
Long or Short?
10 Listen and Write (pair dictations)
11 Sentences with Long and Short Vowels (student handout)
12 Minimal Pair Card Games (Sentences)
After Long and Short A

13 Alternative Sequence
The Two Sounds of Y
14 Vowel Bingo
15 Doubling
16 Other Level 1 Pronunciation Topics

The Two Sounds of C
17 The 3 Sounds of S
18 Different Spellings for the 'ER' Sound
Consonant + le
Spelling of Y + an Ending
19 Sentences with L and R
Ch or Sh?
Problems with 'th'
Words with 'gh'
20 The 3 Sounds of Past '-ed'
Outside Your Pronunciation Lesson

21 Coping with Longer (Multi-Syllabic) Words
22 How to Use Scrambled Syllable Cards
Linking, Reductions and Sentence-Level Stress

23 Linking
24 Reductions
Reductions with T+Y
Gonna for Future Tense
25 How to do a Hot Seat
26 How to do a Double Line Shuffle
Reductions with D+Y
The 2 Sounds of Can (can & /kin/)
TG
27 Sentence-Level Stress: Techniques
1. Jazz Chants
28 2. Jazz Stomps
3. Dialogs
29 4. Pair Substitution Drills using Card Cues
5. Songs
31 Techniques for Teaching Numbers and Money Amounts

Numbers 0 to 10
32 Numbers to 20
33 Numbers to 100
34 Money Amounts
35 Ordinal Numbers
36 Five Ways to Help Your Pronunication
Student Handouts and Activity Masters

(Teacher's Handout
Guide) Masters
TG 6 1 Long and Short A Student Handout

8 2 Pair Cards (activity master)
9 3 Listen and Circle (student handout)
4 Long or Short A? (student handout)
10 5 Listen and Write (pair dictation handouts)
11 6 Sentences (student handout)
12 7 Minimal Pair Card Game (activity master)
8 Long and Short E Student Handout
9 Pair Cards (activity master)
10 Listen and Circle (student handout)
11 Long or Short E? (student handout)
12 Listen and Write (student pair dictations)
13 Sentences (student handout)
14 Minimal Pair Card Game (activity master)
15 Review of A and E Student Handout
16 Long and Short I Student Handout
19 Long or Short I? (student handout)
23 Review of A, E and I Student Handout
24 Long and Short O Student Handout
27 Long or Short O?
31 Review of A, E, I and O Student Handout
(Teacher's Handout
Guide) Masters
32 Long and Short U Student Handout

35 Long or Short U?
39 Review of A to U Student Handout
40 Spellings (student handout)
14 41-8 Vowel Bingo Boards
49 Vowel Bingo Call Cards (for Game One)
12 50 Long A and Short E Pair Cards: (activity master)
52 Listen and Write (pair dictation handouts)
55 Long E and Short I Pair Cards (activity master)
57 Listen and Write (pair dictation handouts)
60 Ow/Ou Student Handout
62 Oy/Oi Student Handout
13 64 The Two Sounds of Y Student Handout
15 66 Doubling Part 1
67 Part 2
16 68 The Two Sounds of C Student Handout
17 70 Adding S Student Handout
71 The 3 Sounds of S Student Handout
18 72 Er Student Handout
74 Consonant + le Student Handout
76 Spelling of Y + an Ending Part 1
77 Part 2
19 78 Sentences with L and R Student Handout
80 ch or sh? Student Handout
83 Words with "gh" Student Handout
20 85 3 Sounds of Past "-ed" Part 1
86 Part 2
21 87 Months of the Year Student Handout
(Teacher's Handout
Page) Masters
88 Syllable Cards (activity master)

23 89 Linking Student Handout
26 90 Reductions with d+y How Was Your Weekend?
91 The 2 Sounds of Can Student Handout
27 92 Jazz Chant Months of the Year (student handout)
31 93 Song: Barbecue Vocab Prep (student handout)

94 Song Handout
95 Song Strips (activity master)
96 Song: I Wrote a Lot… Vocab Prep (student handout)
97 Song Strips (activity master)
98 Song Handout
31 99 Numbers Numbers to 20
100 Easy Math Problems
101 Numbers to 100: -teen vs. -ty
102 Difficult Math Problems
103 Spelling Tests
34 104 Money Amounts Your Change Is…

105-6 Pair Cards (double-sided)
107 At the Cash Register (pair dictations)
108 Big Numbers
35 109 Ordinal Numbers Student Handout
For more practice with numbers, try:
ESL Bingo from successintesl@yahoo.ca

Regular bingo on one side and ESL Bingo (with dates, numbers,
streets, phone numbers, and prices) on the other side.
Number and Money Wizard from successintesl@yahoo.ca

Rationale for Using Long and Short Vowels
Instead of IPA (the International Phonetic Alphabet)
Most beginner pronunciation texts rely on using the IPA, or
International Phonetics Alphabet, and so require the students to
learn a second 'alphabet' or set of symbols. While the IPA gives a
precise description of each sound, it does not explain the spelling
rules associated with each sound.
Other beginner pronunciation texts rely on pictures to

associate known words with their spelling and are meant for
beginning first-language students. While colourful, they are not
always appropriate for ESL students, since they may not know the
word that each picture represents.
The Success in… text is based on long and short vowels, the
method used to teach Canadian (first language) speakers
pronunciation, but specifically designed for ESL adults. It
assumes that students have learned to pronounce consonants,
but need more work with vowel sounds, especially in
understanding the rules that link spelling and pronunciation of
vowel sounds.
Using long and short vowels has several important benefits

when teaching Levels 1 and 2 ESL students:
It eliminates the need to teach students a second 'alphabet'.
It helps them to sound out new words by teaching them the
rules that govern pronunciation.
Students learn to spell words they can say.
Students learn spelling rules as they learn to pronounce.
Success in Teaching Pronunciation to Levels 1&2 TG 1 Donna Bowler, 2008

What are Long and Short Vowels?
Long vowels are tense. This means the muscles around the
mouth are tense. The name and sound of long vowels are the
same: long A is pronounced ā (as in ate). Long vowels are
marked with a straight line over the vowel: ā.
Short vowels are lax. This means the muscles around the
mouth are relaxed. The name and sound of short vowels is
different: short A is pronounced ǎ (as in at). Short vowels are
marked with a cupped line over the vowel: ǎ.
Put Your Hands on Your Face!

====================================================================
Have your students lightly rest their hands

along each side of their face. Choral the
pairs of vowels or words. (Choral: You say
and the students repeat each pair of long
and short vowels after you.) A guide word is
provided to illustrate each sound.
ā (ate) ǎ (at)
ē (eel) ĕ (ell)
ī (mice) ĭ (miss)
ō (oat) ŏ (ought)
ū (boot) ǔ (but)
yū (you)
Use this to:

●demonstrate the difference between long (tense) and short (lax)
vowels to your students
●force students to monitor their own pronunciation of a word with
a long or short vowel when playing a minimal pair* card game or
practicing minimal pairs* with a partner.

Spelling Rules for Long and Short Vowels
Generally, a single vowel has a short sound. When there are
two vowels together, the first one is usually long and the second
one is silent. Some students will be surprised that different
spellings, such as ai, ay, and a__e all have the same long 'a'
sound.
The student worksheets contain the most common spellings

for long and short vowels. These rules predict the pronunciation
for most (but not all) single syllable words.
It is recommended that you teach the spelling rules for each

pair of long and short vowels as you introduce them. Start each
lesson by reviewing the sounds and spellings learned to date by
your class.
The more common spellings taught in this curriculum are on

page 4 (following) for your reference. However, it is not
recommended that you use page TG 4 as a student handout.
A Brief Note About…
Minimal Pairs
A minimal pair is a pair of words that differ only in one sound.

For example, "bake" and "back" are a minimal pair, as are "fax"
and "fakes". In other words, it is a difference in sound (and may
involve a difference in more than one letter for spelling).

Teacher's Reference Guide for Long and Short Spellings
Long Short guide word for
short sound
a ai a an
ay
a__e
e ee e end
ea
y (short words)
i ie i in
ight
ind
i__e
y (at the end of
long words)
o oa o on
o__e ought
old aught
sometimes ow aw
u* oo u** under
ue
u__e
ew
* Note: only a small number of words have a 'yū' sound, usually (but not
always) after a 'c' or 'm'.
** There are two short u sounds: ŭ as in luck and as in look. For the
purposes of this book, short u refers to the first sound.

/Ə/?
Uh…
A Brief Note About Schwa

The most common vowel sound in the English language is
schwa (as in the 'u' in 'but' or the 'a' in 'about' when spoken
quickly). This is because most un-stressed short vowels are
reduced to schwas in fast speech. For example, the 'a' in Donna
is pronounced /Ə/ and not ǎ because the stress is on the first
syllable.
This topic is best covered by linking it to stress and

reductions. Generally, the schwa is only mentioned in passing at
lower levels because it only occurs when students are speaking at
faster speeds.

Recommended Teaching Sequence
Day 1: Long and Short A
1. Introduce long and short vowels by printing a mix of words on the board
that your students know with long and short A sounds. Elicit the
pronunciation. Then elicit the rule for long and short A.
2. Give out the student handout, TG 1, and go over the spelling rule for
long and short A at the top of the page.
 A Word About Dictionaries

Students should not look up the meaning of words from the student
handouts in their dictionaries. The exercise is to help them "see a new
word, say a new word" (and not to learn new words).
3. Choral the word sets, always using a three-step procedure in sounding

them out, as follows:
Three-Step Jig for Sounding Out Words

====================================================================================================
  middle vowel
 initial consonant + vowel
 the whole word
For example:  "ā",  "bā",  "bāke".
Note: It is important that students learn to sound out the word starting
from the most difficult part, which at this level is the pronunciation
of the vowel, even if it is a word they can sight read.
Note: Some students coming from Literacy classes may be used to
sounding out words starting with the initial consonants, and will
have to be trained to start in the middle.
4. Have each student in turn do one minimal pair to check that they are
sounding it out in the correct sequence and pronouncing the vowel
correctly.

Hint: Use hand signals to cue the student for long and short: a straight
hand for the long vowel and a curved one for the short one. (See below.)
Hand signal for long vowels: Hand signal for short vowels:
 If a student has problems pronouncing a word:

1. Choral the word with the whole class (always using the 3-Step Jig).
2. Have the student who had problems try again.
5. Have the students practice in pairs, while you circulate to check on

individuals.

1. Have students close their book. Write the following chart on the
whiteboard. Point to Long A and ask, "What is the sound?" Ask, "How
do you spell it?" Elicit the spellings "ai", "ay", and "a__e" (= a with e at
the end) and add them to the chart. Do the same for short A.
Long A ā) Short A (ă
A ai
ay a
a__e
2. Print a word on the board and have the students tell you if it has long or
short A. Elicit the pronunciation (using the 3-Step Jig). Do with several
examples.
3. Have students practice using the pair cards from page 2. (See below).

Pair Cards
====================================================================================================
1. Copy and cut up one set per pair. Have students work in pairs, taking
turns to: (a) say if it's long or short, and (b) sound it out using the
3-Step Jig. Circulate to help as needed.
Hint: Have students place the deck face down on the table so they focus on
one card at a time. This will encourage them to help each other.
Hint: pair strong and weak students together.
2. Keep the set. After you have taught long and short E, review A and E
by mixing sets and having students work with words using all four
vowel sounds: ā, ǎ, ē, and ĕ.
3. Always practice the card set for each new minimal pair set for a few
days, and then add the preceding decks to review the sounds and
spellings learned to date. Naturally, each time you add a new sound
set, the deck will get bigger. But the amount of practice time should
stay the same. (In other words, students will not have time to do all
the cards in one session.)
4. Dictation:
Part C: Dictations
====================================================================================================
1. At the bottom of their handout is space for 8 words. You say 8 words
and they write. Choose single syllable words that they are not familiar
with.
Note: The purpose of the exercise is to see if they can hear the long/short
vowel distinction and apply the spelling rules they have learned to
new words, and not to check their spelling of learned words.
2. When you finish, elicit and write the answer on the board. Accept all
possible answers that follow the spelling rule. Simply bracket the ones
that are not words. For example, if you say 'brain', then accept 'brane'
but put brackets around it and say it isn't a word yet!
This is a difficult exercise, but teaches students that they can spell
words that are new to them.

More Spelling Rules
As students work through the handouts for long and short vowels, you
will need to go over some additional spelling rules.
Rule #1: Drop the e before adding ing.
Rule #2: When a long word ends in consonant + e, the word with the
corresponding short vowel has a double consonant, as follows:
long short example
__ke __ck bake - back
__le __ll bile - bill
__ce __ss mice - miss

1. Repeat steps 1 through 3 from day 2 above.
2. Do the Listen and Circle activity on Page 3. (See below.)
Listen and Circle (Student Handout)

====================================================================================================
1. Give each pair of students one handout. (Note: there are two handouts
per page. Copy and then cut the handouts in half.) Students work in
pairs to mark the long and short vowels. For example for 'bake', they
should mark the 'a': 'bāke'.
2. Give out the remaining handouts and check that they have marked the
vowel correctly.
3. Say one word only from each pair and have the students circle the word
they hear.
4. Take up.
5. Choral the list using the 3-Step Jig for both words of each minimal pair.

1. Repeat steps 1 to 3 from day 2.
2. Do the Long or Short? activity on Page 4. (See below.)

Long or Short? (Student Handout)
====================================================================================================
There are two parts to this handout.
Part A
1. Copy and cut the handout in two (there are 2 identical handouts per
page).
2. Give out one handout per pair.
3. Students work in pairs to identify the vowel sound (long or short) and
write the correct mark over the vowel.
4. Give out the remaining handouts and take up.
Part B
5. What is the word with the other vowel sound? If the word given has a
long vowel, elicit the spelling and pronunciation for the word that has
the short vowel. Remember: you want a word with the same
consonant sounds. Do the first few together and then have students
write the remaining ones alone or with a partner.
A Brief Note on… Co-operative Learning

For many of the activities in this text, students are working in pairs.
This gives the students another oral step before writing and is particularly
effective with multi-level classes. When students help each other, it
increases talk time and student comprehension.

1. Have students warm up by doing the pair cards from Page 2.
2. Do a Listen and Write activity on Page 5. (See below).
Listen and Write (Student Pair Dictations)

====================================================================================================
Pair Dictations are excellent at forcing students to pronounce clearly.
The first time you introduce the activity, model by having the other students
gather around and doing steps 4 and 5 below with one student. This
activity will seem difficult at first but will build student competence and
confidence. Teach them to ask "Pardon me?" and encourage them to

sound out the words using the 3-Step Jig.
====================================================================================================
1. Give one half of the class handout A and the other handout B.
2. (Optional Step) If necessary, have students with the same handout
work in pairs to mark the long and short vowels and practice sounding
them out first before going on to step 3.
3. Have students find a partner with a different handout (in other words
match a student with handout A to one who has handout B).
4. They should sit with a notebook or folder standing between them.
Note: It's important that they can not see their partner's handout.
5. The first student (A) reads his first word, using the 3-Step Jig, and his
partner (B) writes the word he hears, using any appropriate spelling.
Then student B reads his first word, which student A writes, and so on.
Have students with problems put their hands on their face (see TG 2).
6. When both students are finished or the time is up, have students
compare their two lists. (*When there are two possible spellings,
both are shown. But students should only say and write one.)
7. Take up by choraling the lists, using the 3-Step Jig.

1. Make two columns on the board, with ā at the top of one column and ă
at the top of the other. Give out printed cards and have the students
come to the front and put their card up under the correct column.
Check. Elicit and choral the list.
2. Sentences With Long and Short A on Page 6. (See below.)
Sentences with Long and Short Vowels (Student Handout)

===================================================================================================
Now that students can identify and produce ā and ă, they need to
practice hearing them in a sentence (always more difficult than listening to it
in a single word).
1. Give out the student sentences. Read one sentence only from each
pair and have the students check the one they hear.

2. Take up.
3. Choral all the sentence pairs on the handout, stopping to focus on
problems in production.
4. Have the students practice in pairs, by reading one pair of sentences
each in turn.
Day 7: Long and Short A (Page 7)
Minimal Pair Card Games (Sentences)

====================================================================================================
1. Have the students gather around your table as you model the game
with one group of students.
2. Cut up and copy two identical pages from page 7 per group of 3 to 5
students. Shuffle each page or deck of cut-up cards.
Hint: Use a different colour for each set. This will make it easier to
sort the decks for the next time you want to use them.
3. Put one deck face down in the middle of the table. Shuffle and deal
out all of the cards in the second deck to the players.
4. The first player picks up a card from the centre deck and reads the
card aloud. If a student has the same card, he reads it aloud. If they
both agree it is the same sentence, they put their cards face up on the
table to check. If they are mistaken, the first player must put the card
back under the deck. If nobody has the card or if the player reading
the card has it in their own hand, he can not tell anyone or match it.
It has to go back under the deck.
Hint: Encourage the students to put their hands on their face to be sure they are
giving the correct tense or lax sound.
5. The next player now takes a card from the top of the deck in the
middle of the table, and so on, until all cards have been matched.
Note: students must not see the card being read!

After Long and Short A (long and short E to U)
1. Always start each class by reviewing the long and short vowel spellings
learned to date. Elicit the spellings from the students and fill in a chart
on the board.
2. Otherwise, use the same teaching steps used in teaching long and
short A, as outlined above.
3. After finishing with long and short E, review the spellings learned to
date by mixing the long and short A card set with the long and short E
one. Continue to add to the review deck as you work through each
new vowel pair. Naturally, as each deck gets larger, students should
still only spend the same amount of time on the pair cards (i.e., they will
not finish all of them in one session.)
Alternative Sequence
You may also wish to focus on problem pairs as they occur. (See
pages Pages 50 to 59). This can be done at the end of the Long and Short
Vowel teaching sequence or after students have learned the appropriate
sounds. For example, you can teach Long A and Short E after you have
taught long and short E instead of waiting until you have finished all of the
vowel sounds. You may also wish to teach the two sounds of Y (Pages 64
and 65) after teaching E and I.
The 'ow' and 'oy' sounds (technically called 'glides') can be taught at
any time. (See pages 60 to 63).
The Two Sounds of Y* (*Level 1) (pages 64-65)

Rule: In short (one syllable) words, Y at the end has a long I sound.
In long (multi-syllable) words, Y at the end has a long E sound.
(The most common exception to this rule is "July".)
Day One (page 64)
1. Put some words they know on the board. Ask if the Y has an E sound or
an I sound. Elicit the rule. Say and clap the syllables of the words on
the board to illustrate the rule.
2. Go over the rule at the top of the student handout.
3. Read using a two-step procedure: first the 'y' and then the whole word.
For example: "y -- happy". Note you are saying "ee -- happy" (i.e.

giving the y sound and not saying the letter name!)
Day Two (page 65)
4. Elicit and go over the rule on the board.
5. Give out one set of scrambled, cut-up pair cards per pair of students.
Have them mark the Y with a long E or long I and then pronounce the word.
Vowel BINGO: Review of Long and Short Vowels

Getting Ready to Play
1. Copy the student handout.
There are 8 versions of the student game board. For Bingo Game
One, copy a different version for each student. This means in a class of 16,
only 2 students will have the same version. For the other two games,
students can use the same version (page 41).
2. Provide Sample Guide Words for Each Sound
Elicit and write on the board a list of simple, single syllable words (one
per vowel sound) your students know, such as: name, at, eat, end, I, is,
open, on, too, you, up, boy, now. Elicit and write the vowel marking. Have
students copy the words in the correct box on their game board. These will
act as sample guide words and help them to review the sounds.
Playing the Game Here are 3 games you can play:
Bingo Game One (traditional version)
Copy and cut up the word set on page 49. Shuffle the deck and turn it
face down. Turn over the first card and say the word twice. Students write
it in the appropriate box on their handout. The first student to get a line
across and down then says, 'Bingo'. Check their sheet to see if they are a
winner.
Bingo Game Two: Written Vocabulary Review
Students work in pairs to write words they have learned in the content
unit they are studying, for example, weather. In this version, they must find
an example for every vowel sound, but they can use the same multi-syllable
word in two places if it has two different vowel sounds. They should do this
without their dictionaries, but at level one, you may wish to let them use
their notebooks.

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1-2 A, eh?
Success in Teaching Pronunciation to Levels 1 & 2, D. Bowler, 2008 (S-2) Page 1

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1-3
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Success in Teaching Pronunciation to Levels 1 & 2, D. Bowler, 2008 S-3 Page 3

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Success in Teaching Pronunciation to Levels 1 & 2, D. Bowler, 2008 Page 5

1-5 Sentences with Long and Short A
1. (a) Where is Main Street?
7. (a) Can Kane cook?
(b) Where is Mann Street?
(b) Kane can cook?
2. (a) His name is Mr. Blake.
(b) His name is Mr. Black. 8. (a) What a shame!
(=That's too bad.)
3. (a) Jane isn't here today. (b) What a sham!
(=It's not true.)
(b) Jan isn't here today.
9. (a) Did you say
'grad' or 'grade'?
(b) Did you say
'grade' or 'grad'?
4. (a) I have a pain right here.
(b) I have a pan right here.
5. (a) Jake Blake is my friend.

(b) Jack Blake is my friend. 10.
(a) She's wearing a cape today.
(c) Jake Black is my friend.
(b) She's wearing a cap today.
(d) Jack Black is my friend.
11.
(a) Send me your fax.
6.
(b) Send me your fakes.
(a) Let's go bake.
(fakes=not real things)
(b) Let's go back.


1-6 Easy!
ē
ĕ


1-7
 

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Table of Contents

After Long and Short A

16 Other Level 1 Pronunciation Topics

Outside Your Pronunciation Lesson

Linking, Reductions and Sentence-Level Stress

31 Techniques for Teaching Numbers and Money Amounts

Student Handouts and Activity Masters

TG 6 1 Long and Short A Student Handout

32 Long and Short U Student Handout

88 Syllable Cards (activity master)

27 92 Jazz Chant Months of the Year (student handout)

31 93 Song: Barbecue Vocab Prep (student handout)

34 104 Money Amounts Your Change Is…

35 109 Ordinal Numbers Student Handout

For more practice with numbers, try:

ESL Bingo from successintesl@yahoo.ca

Number and Money Wizard from successintesl@yahoo.ca

Other beginner pronunciation texts rely on pictures to

Using long and short vowels has several important benefits

Success in Teaching Pronunciation to Levels 1&2 TG 1 Donna Bowler, 2008

Put Your Hands on Your Face!

Have your students lightly rest their hands

Use this to:

Success in Teaching Pronunciation to Levels 1&2 TG 2 Donna Bowler, 2008

The student worksheets contain the most common spellings

It is recommended that you teach the spelling rules for each

The more common spellings taught in this curriculum are on

A Brief Note About…

A minimal pair is a pair of words that differ only in one sound.

Success in Teaching Pronunciation to Levels 1&2 TG 3 Donna Bowler, 2008

Success in Teaching Pronunciation to Levels 1&2 TG 4 Donna Bowler, 2008

A Brief Note About Schwa

This topic is best covered by linking it to stress and

Success in Teaching Pronunciation to Levels 1&2 TG 5 Donna Bowler, 2008

 A Word About Dictionaries

3. Choral the word sets, always using a three-step procedure in sounding

Three-Step Jig for Sounding Out Words

Success in Teaching Pronunciation to Levels 1&2 TG 6 Donna Bowler, 2008

 If a student has problems pronouncing a word:

5. Have the students practice in pairs, while you circulate to check on

Day 2: Long and Short A

Success in Teaching Pronunciation to Levels 1&2 TG 7 Donna Bowler, 2008

Success in Teaching Pronunciation to Levels 1&2 TG 8 Donna Bowler, 2008

Day 3: Long and Short A

Listen and Circle (Student Handout)

Day 4: Long and Short A

Success in Teaching Pronunciation to Levels 1&2 TG 9 Donna Bowler, 2008

A Brief Note on… Co-operative Learning

Day 5: Long and Short A

Listen and Write (Student Pair Dictations)

Success in Teaching Pronunciation to Levels 1&2 TG 10 Donna Bowler, 2008

Day 6: Long and Short A

Sentences with Long and Short Vowels (Student Handout)

Success in Teaching Pronunciation to Levels 1&2 TG 11 Donna Bowler, 2008

Day 7: Long and Short A (Page 7)

Minimal Pair Card Games (Sentences)

Success in Teaching Pronunciation to Levels 1&2 TG 12 Donna Bowler, 2008

The Two Sounds of Y* (*Level 1) (pages 64-65)

Success in Teaching Pronunciation to Levels 1&2 TG 13 Donna Bowler, 2008

Vowel BINGO: Review of Long and Short Vowels

Success in Teaching Pronunciation to Levels 1&2 TG 14 Donna Bowler, 2008

Success in Teaching Pronunciation to Levels 1 & 2, D. Bowler, 2008 (S-2) Page 1

Success in Teaching Pronunciation to Levels 1 & 2, D. Bowler, 2008 S-3 Page 3

Page 4 Success in Teaching Pronunciation to Levels 1 & 2, D. Bowler, 2008 (S-4)

Success in Teaching Pronunciation to Levels 1 & 2, D. Bowler, 2008 Page 5

5. (a) Jake Blake is my friend.