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This pre-speaking activity was created for language learners of all levels. It is designed to help learners isolate the parts of words that are difficult to pronounce so that they may speak more confidently in Presentational or Interpersonal contexts.

Learning Outcomes:
Learners will be able to:

• Reflect on and isolate the parts of words that are difficult to pronounce
• Practice difficult parts of words by speaking them aloud
• Demonstrate improvement by reintegrating words into speech

Mode(s): Interpretive, Interpersonal or Presentational

Materials: Isolating Difficult Parts of Words to Practice Pronunciation video

Procedure: 

1. Learners will watch Isolating Difficult Parts of Words to Practice Pronunciation.
2. Learners will reflect on the parts of words that they find the most difficult to pronounce. In group settings, educators may find it beneficial to divide learners by what pronunciation patterns they are known to struggle with.
3. Learners will access three sources in which they hear a word with the specific pattern identified in Step 2. These sources could include language learning apps, online textbooks, online dictionaries, expert speakers, or online videos. They will use these sources to write down a way to remember the component of the word that is difficult to pronounce. This may be an image they create or a way in which they relate the word to a word in their L1. 
4. Learners will take five minutes to practice saying the isolated component of the word aloud. Then, they will take five minutes practicing integrating it into whole words and complete utterances.
5. In speed dating format, have learners chat with one another and challenge them to use a word that involves the difficult word component. Each partner pairing should chat for one minute before rotating. Rotate no more than five times.
6. Learners will complete a brief reflection in which they rate their improvement on a scale of 1 (no improvement) to 5 (great improvement). This rating can be done as a class discussion, on a scrap sheet of paper, or as an exit ticket.

Note(s): 

• Step 3 is rich with potential to expose learners to non-standard pronunciation. Celebrate the diversity of language and communication and challenge learners to find at least one source that showcases non-standard pronunciation.